Safety in Wood, Metal and Plastics
Technology
in Victorian Government Schools
Report of the Safety in Technology Panel
For the Department of Education in
Victoria
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Published by
Human Resources Division
Department of Education
Ground Floor, 2 Treasury Place, East Melbourne, Victoria, 3002
September 2006
© State of Victoria (Department of Education) 2006
The copyright in this document is owned by the State of Victoria (Department of Education). No part may be
reproduced by any process except in accordance with the provisions of the Copyright Act 1968.
An educational institution situated in Australia which is not
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an institution, may copy and communicate the materials for the
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All other use requires permission.
Authorised by the Department of Education, 2 Treasury Place, East Melbourne, Victoria 3002.
Printed by [name and address of printer]
ISBN/ISSN [number]
Acknowledgements
Appendix 3 contains material produced by the Victorian Curriculum and Assessment Authority, Australia.
Students and teachers should consult the Victorian Curriculum and Assessment Authority website for more
information http://www.vcaa.vic.edu.au This material is copyright and cannot be reproduced in any form
without the written permission of the VCAA.
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About this document

This report of the Safety in Technology Panel reviews occupational
health and safety in the secondary school Technology area
particularly where activities focus on wood, metal and plastic.

The report is specifically directed to Victorian State Government
Schools although it is written in a manner so that recommendations
can be easily adapted to private sector schools and schools in other
education jurisdictions.
Safety in Technology Panel Members:
Don Burns
Manager, School Infrastructure Unit, DoE (Chair)
Murray Alpen
Leading Teacher, Technology, Ballarat Secondary
College
Terry Bennett
Principal, Wantirna Secondary College
Kylie Campbell
Senior Project Officer, Employee Health Unit, DoE
David Fletcher
Technology Education Association of Victoria
Representative, Huntingtower School
Andrew Ius
Chief Executive Officer, Victorian Institute of Teaching
Kathy Liley
Manager (Special Projects) Victorian Institute of
Teaching
Paul O’Halloran
Project Manager, Employee Health Unit, DoE
Bob Pearson
Team Leader, Noel Arnold and Associates
Mark Phillips
Team Leader, WorkSafe Victoria
Lorraine Tran
Project Manager, Victorian Curriculum and Assessment
Authority
Administration Officer, Employee Health Unit, DoE
Priska Wyrsch
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CONTENTS
1. Executive Summary .................................................................................................. 1
2. Panel recommendations............................................................................................ 2
3. Background to Safety in Technology Panel ............................................................ 7
3.1. Safety in Technology Panel Terms of Reference .............................................. 7
4. Background to Safety in Technology ...................................................................... 7
4.1. Wood, metal and plastics Technology in Victorian industry ............................. 8
4.2. Wood metal and plastics Technology in Victorian education ........................... 8
4.3. The nature of work in wood metal and plastics Technology ............................. 8
4.4. Description of injuries arising from Technology areas – student and staff
trends ................................................................................................................ 10
5. Legislative and Policy Context for Safety in Technology .................................... 12
5.1. Occupational Health and Safety Act, Regulations, Codes of Practice and
Standards .......................................................................................................... 12
5.2. Current Department of Education resources supporting safety in Technology 13
5.3. Interstate comparisons of safety in wood metal and plastics Technology ....... 14
6. Background to Risk Controls ................................................................................ 16
6.1. Occupational Health and Safety risk management process and Technology .. 16
6.2. Establishing the context ................................................................................... 16
6.3. Identifying Occupational Health and Safety risk ............................................. 16
6.4. Analysing and evaluating Occupational Health and Safety risk in
Technology areas ............................................................................................. 16
6.5. Treating risks ................................................................................................... 17
6.6. Reviewing Department of Education controls ................................................. 18
7. .. Eliminating and Reducing Risks in Wood, Metal and Plastic Technology in
Department of Education ....................................................................................... 19
7.1. Curriculum design ............................................................................................ 19
7.2. Curriculum provision and minimum OHS standards....................................... 22
7.3. Work system design ......................................................................................... 23
7.4. Materials preparation – minimising risk exposure........................................... 23
7.5. Storage and ergonomic work flows ................................................................. 24
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7.6. Physical environment including plant and equipment design and layout ........ 25
7.7. Restrictions on use of certain machine processes ............................................ 26
7.8.
Plant and equipment use and maintenance ..................................................... 32
7.9. Protective apparel............................................................................................. 32
7.10. Capability to operate plant and machinery ...................................................... 33
8. Appendices ............................................................................................................... 35
Appendix 1: Description of injuries arising from Technology areas – student and
staff trends ................................................................................................................. 35
1.
Standardised WorkCover claims for machinery-related injury 2000 – 2005 ............... 35
2.
WorkCover plant injuries by injury type ........................................................................ 36
3. ... WorkCover plant injuries by injury agency .................................................................... 37
4.
WorkCover plant injuries by day of the week ................................................................. 38
5.
WorkCover plant injuries age of claimant v. age of Technology teachers .................... 39
6.
CASES incident data - plant injuries by severity ............................................................ 40
7.
CASES incident data - plant injuries by injury description ........................................... 41
8.
CASES incident data - plant injuries by accident description ....................................... 42
9.
CASES incident data - plant injuries by accident location ............................................. 43
10. CASES incident data - breakdown of curriculum specific injuries ............................... 44
11. CASES incident data - breakdown of student injuries by machine types ..................... 45
12. CASES incident data - breakdown of student injuries severity by activity .................. 46
13. CASES incident data - breakdown of injury description by severity ............................ 47
Appendix 2: Acts, Regulations, Codes of Practice and Standards relevant to
Technology areas ...................................................................................................... 48
Appendix 3: References to Safety in the Technology Curriculum documents
(excludes Information and Communications Technology) ....................................... 50
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1. Executive Summary
The Safety in Technology Panel was established by the Department of Education
(DoE) in January 2006 to review occupational health and safety in the secondary
school Technology area. This report makes recommendations to reduce injury risk
associated with Technology staff and students using plant and machinery in wood
metal and plastics.
The report provides:
a. an analysis of Technology curriculum
b. the nature of work and work flows in Technology
c. a review of student and staff injuries
d. a review of interstate health and safety risk controls in Technology education
e. a gap analysis of current Technology risk controls in Victorian public
education.
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2. Panel Recommendations
2.1. Curriculum Design
There is a need for:

DoE/Victorian Curriculum and Assessment Authority (VCAA) to
review points of access linking curriculum support materials in
Technology to the relevant Occupational Health and Safety (OHS)
Management Systems information available via DoE’s website and
Physical Resources Management System (PRMS) OHS module.

Plant specific information such as protective apparel, guarding and
safety instructions should be displayed adjacent to all items of plant.

Plant specific display sheets should be readily accessible for download
from the DoE Health, Safety and Wellbeing (HSW) web-site.

DoE to develop and implement a joint communication strategy with
VCAA, Technical Education Association of Victoria (TEAV),
Australian Education Union (AEU) and other key stakeholders to
ensure the key linkages are integrated into local curriculum planning
by teachers and project design and implementation by students.
2.2. Curriculum provision and minimum OHS standards
There is a need to:

Ensure all Technology programs in wood, metal and plastics meet
minimum OHS standards mandated by OHS legislation.

Develop criteria to enable schools to self-assess their Technology
programs in wood, metal and plastics against the minimum OHS
requirements and ensure control strategies are implemented so
Technology work areas are as safe as practicable.

Ensure all school communities are serviced by educational facilities
with Technology areas that meet minimum OHS and design standards.
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2.3. Work system design
There is a need to:

Review the overall approach to OHS management in schools and, in
particular, how the OHS management system is applied in Technology
areas.

Clarify the responsibilities of and relationships between the schools
OHS management team including the OHS management nominee, the
OHS representative and the leadership team and staff in the
Technology area.

Ensure training and development enables shared OHS and risk
management knowledge to be implemented across the Technology area
with effective participation of staff and students in the OHS risk
management cycle.

Ensure the local OHS risk management program is effectively
supported by the school OHS management team, external OHS
consultancy support, external OHS audits and OHS website and online
information.
2.4. Materials Preparation – minimising risk exposure
It is recommended that opportunities to reduce or eliminate wood
preparation in Technology areas be actively pursued as an effective means of
risk elimination. Alternatives to wood preparation include:

purchasing materials ready to use by the students

ensuring students are guided in the selection of materials, safer work
processes and product design so that the need for hazardous
preparation tasks by the teacher is minimised

transferring the wood preparation process to students. (This only applies
to those cases where the teacher is required to prepare materials for all
students using hazardous materials over a long period of time with a
high risk piece of plant (i.e. Cutting lengths of wood with a bench saw).
Consideration should be given to students preparing their own
individual materials using a less risky piece of equipment (i.e. Hand
saw). This would enable a safer and shorter duration manual process
replacing longer duration hazardous preparation by the teacher.)
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2.5. Storage and ergonomic work flows
There is a need to:

Ensure the design and layout of Technology areas fully accommodate
the functional needs of operators and the required work flows of
materials into and through the workplace.

Ensure the Technology leadership teams with the support of the
school’s OHS management nominee and health and safety
representative (HSR) review material purchase, delivery, storage, use
and disposal in existing Technology areas and ensure action plans for
short, medium and long term re-engineering of the work flows are
developed.

Ensure agreed action plans for implementing safer workplace design,
work systems and work processes are adequately resourced and
implemented in a timely manner.

Ensure improved support materials are developed by DoE (School
Infrastructure and Employee Health Units) and its OHS provider to
facilitate school assessment of work flows and storage areas.
2.6. Physical environment including plant and equipment design and layout
There is a need to:

Develop minimum design standards covering items of plant and
machinery in Technology areas applicable to both materials
preparation, storage and student use areas.

Ensure the standards accommodate OHS risks associated with
Technology design and layout, work flows and the range of OHS risks
including machinery risks, manual handling risks, noise, chemical and
air-borne contaminants.

A training and information strategy to familiarise architects,
consultants and school principals in the use of the new standards
should be developed and implemented.
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2.7. Restrictions on use of certain machine processes
Higher risk, higher demand activities with fewer risk controls place more
intensive demands on the operator. This means machinery use will need to be
differentiated according to the level of residual risk associated with use of the
machinery.
There is a need to:

prohibit inherently unsafe machinery processes which rely entirely on
operator skill and leave an unacceptable level of residual risk.

restrict work processes which provide some pathway controls but still
rely on a high level of operator skill and knowledge to ensure risks are
reduced, so far as practicable. Restricted use processes will require
one-to one supervision.

ensure standard safety provisions are in place for work processes
which do not require high skill levels or alternatively do not have the
means or capacity to cause a high impact injury. Ensure students
access and use of machinery always occurs with adequate teacher
supervision.
2.8. Plant and equipment use and maintenance
There is a need for:

Schools to review the adequacy of all items of plant in Technology
areas against the applicable standard for design, guarding, extraction,
noise and other hazard controls.

Any gaps in controls must be addressed so that all plant meets
minimum standards.

The plant to be decommissioned where plant cannot be modified to
achieve standard safety performance.
2.9. Protective apparel
There is a need to:

Ensure students and staff do not work within the area of plant without
wearing the required protective apparel including eye, ear, foot and
face protection.

Ensure a written instruction outlining the use of protective apparel is
communicated to all staff and students.
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2.10.
Capability to operate plant and machinery
There is a need to:

Review OHS knowledge and skill criteria required for the use of
machinery by students.

Undertake a program of student testing which covers basic OHS
knowledge followed by a machine trial test.

Ensure testing includes a more general assessment by the teacher of
the student’s maturity and functional capacity before admitting a
student to the testing program.

Design and implement a process for teacher training in the student
certification process.

Implement a short course for teachers in the safe operation of wood
and metal machinery.

Establish a mandatory testing regime for all teachers supervising
students in wood and metal machinery use.

Record and verify plant and machinery use and supervision
competencies via a competency ticket held by teachers and students.

Schools should maintain a register of student and staff competencies in
plant and machinery use and supervision.

Explore how minimum OHS professional certification standards for
teaching in Technology are linked to the overall teaching standards
framework auspiced by the Victorian Institute of Teaching (VIT). This
will need to be initiated by DoE raising this issue with VIT.
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3. Background to Safety in Technology Panel
3.1. Safety in Technology Panel Terms of Reference
3.1.1.
The Safety in Technology Panel was established by DoE in January
2006 to review occupational health and safety in the secondary school
Technology area having regard to:

Hazard and risk profiles in secondary school Technology areas

DoE’s current relevant policy support material and resources

Learning goals and curriculum direction relevant to the
Technology key learning area

An assessment of current OHS risk management practices in
secondary school Technology areas.
3.1.2.
The Panel was established in response to concerns that plant and
machinery used in wood, metal and plastics Technology areas have the
capacity to cause serious injury to students and staff. Plant includes
any machinery, equipment, appliance, implement or tool. Injuries due
to the use of Technology plant (e.g. power tools and hand tools)
account for 2.7 per cent of all DoE WorkCover standard claims. These
injuries are more likely to be associated with serious debilitating injury
including finger and hand amputations.
3.1.3.
Section 21 2(a) of the Occupational Health and Safety Act 2004 (OHS
Act 2004) requires employers to provide and maintain plant or systems
of work that are, so far as is reasonably practicable, safe and without
risks to health. The Occupational Health and Safety (Plant)
Regulations 1995 (OHS (Plant) Regulations 1995) further outline how
employers must meet this duty.
3.1.4.
In 2004-2005, WorkSafe Victoria inspectors undertook 1021 visits to
350 schools as part of Project 941. Results from this project indicated
plant and equipment were the most commonly cited areas of OHS noncompliance.
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4. Background to Safety in Technology
4.1. Wood metal and plastics Technology in Victorian industry
4.1.1.
Technology training and, in particular, training in wood metal and
plastics technologies is strategically important to Victoria’s industry
base and supports the education and business goals of the Victorian
Government’s ‘Growing Victoria Together’ strategy . Industries which
rely heavily on people skilled in wood, metal and plastics technologies
account for 32 per cent of employment in regional Victoria. This skill
base is spread across a number of industries including manufacturing
(14 per cent), agriculture, forestry and fishing (11 per cent) and
construction (7 per cent). (ABS Census 2001).
4.2. Wood metal and plastics technology in Victorian education
4.2.1.
The main focus of Technology education in Victoria is gaining
knowledge, skills and appropriate behaviours in design, planning, and
producing projects. The degree of sophistication of skills in using tools
and equipment is expected to develop through the learning continuum
from the early years of schooling to senior secondary years, when
students decide on pathways to work, further education and training.
Embedded into Technology education curriculum is knowledge of
safety, both in the use of tools, equipment and machines (where
appropriate) and safety related to the products students make, use and
evaluate.
4.3. The nature of work in wood metal and plastics Technology
4.3.1.
Technology education provides students with the knowledge and skills
to enable them to create products that solve problems or meet defined
needs. Students use a range of equipment, materials, energy, system
components and data to design and produce their solutions. Schools
are expected to include ‘Design, Creativity and Technology’ as one of
the domains of learning within the Victorian Essential Learning
Standards.
4.3.2.
The tools, equipment, materials and chemicals that students use in
Technology may be hazardous. If we are to understand the background
to the injury and risk profile associated with wood, metal and plastics
Technology, it is useful to consider the nature of work undertaken by
staff and students in Technology. Two approaches will help clarify
this:
a. a breakdown of a typical flow of materials handling tasks
associated with Technology (Figure 4.1)
b. a breakdown of the design and production stages associated with
student project work in Technology. (Figure 4.2)
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4.3.3.
The breakdown of tasks focuses on how materials are moved, stored
and processed from arrival to through to disposal. The material
flowchart provides an opportunity to identify, assess and control health
and safety risks encountered at each stage of the process. Risk control
is usually more effective when undertaken early at the purchasing
stage rather than having to manage material handling or storage
hazards later in the process.
Figure 4.1: Work flow materials handling storage
and disposal
Vehicle transporting materials accesses
the Technology storage area
Materials are transferred
from the vehicle
to the storage racks
Staff and students access material
for preparation and project use
Wood and other materials are worked by
student in a series of stages until product
completion
Work projects are stored and/or
taken home by students
Waste is cleaned up, extracted and
disposed of.
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4.3.4.
The design and production process focuses more on the development
and implementation of the student project itself. Risks are generally
controlled more effectively at the design and selection stages rather
than during project production.
Figure 4.2: Risk management at all stages of design
and production
Design stage
Concept
formation
Foreseeable risks at
all future stages of
process identified
and assessed.
Material
selection
Production
method
Material hazards
identified; materials
selected to minimise
material risks.
Establishing
Production
system
Production hazards
Identified; processes
re-engineered to minimise
production risks.
Building
and testing
prototype
Production process and scale
model or prototype monitored
to reveal any unforeseen
risks. Make modifications to
minimise risks.
Production, distribution and use
Production
System in
operation
Plant, materials, and production systems
safety controls established at design stage
monitored and maintained throughout
production. Any emerging risks reviewed
and changes made to design and
production stages as required.
Production
distribution
Risk management systems
provided and maintained for
product storage, handling
and transport; waste concept
plans modified to eliminate and
mitigate identified risks.
Product
Used by Client
Hazards associated with end
use anticipated and risks
minimised at the design stage.
Where possible product use
monitored and unforeseen risks
addressed. End-of -product life
including disposal or recycling
also considered.
4.4. Description of injuries arising from Technology areas – student and staff
trends
4.4.1.
Appendix One summarises WorkCover claim trends for plant related
injuries and CASES incident data for student plant related injuries.
4.4.2.
WorkCover claims
DoE had 157 plant-related WorkCover claims out of a total of 5714
standard claims received during the 6 year sample period (2000-2005)
representing 2.7 per cent of all standard claims. Lacerations, deafness
and sprains and strains were the most common injury types. Injuries
were most often sustained while cutting or sawing, using other power
equipment or making contact with timber. The most common day of
the week for injury was Wednesday followed by Friday.
4.4.3.
WorkCover claim data associated with machinery and plant were
broken down by accident description and machinery description,
activity, injury severity, injury agency and injury type.
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4.4.4.
The number of machinery related claims declined in 2005 compared
with the two previous years. Plant injury claims peaked in 2001 (38)
and fell to 13 claims in 2005. Fifty to 59-year-olds are the highest
frequency age group represented in the injury data followed by the
under 18 work experience group. When these figures are compared
with the age distribution of Technology teachers derived from DoE’s
biennial survey ‘Forecasting Teacher Demand by Subject Area’ then
over-sixty-year-olds are disproportionately represented in the accident
claim data.
4.4.5.
Student injuries
Student injuries associated with plant and equipment use were
extracted from the Computerised Administrative Software
Environment (CASES) incident database 1995–2005 including
accident location, curriculum area, machinery type, activity and injury
description.
4.4.6.
Injuries were most often sustained while in arts associated mainly with
lino blade cuts and ‘misbehaviour’.
4.4.7.
Machinery injuries include a larger proportion of severe injuries
requiring a hospital visit than injuries associated with hand tool use.
4.4.8.
Machinery injuries comprise a small minority of the student injuries on
the database however they are more likely to result in partial or
complete amputations than injuries related to other activities.
4.4.9.
In summary plant related injuries for both students and staff do not
represent a large proportion of the total injury profile for DoE schools
but they are more likely to result in serious injury impacts including
maiming and amputation when they do occur.
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5. Legislative and Policy Context for Safety in Technology
5.1. Occupational Health and Safety Act, Regulations, Codes of Practice and
Standards
5.1.1.
5.1.2.
Under the employer duties, Sections 21 and 23 of the OHS Act 2004
require DoE and its schools to provide, so far as is reasonably
practicable, an environment that is healthy and safe for all staff,
students and other people in schools and other DoE workplaces.
Compliance with the Act includes requirements to eliminate risks or, if
elimination is not reasonably practicable, to reduce risks so far as is
reasonably practicable. A number of Regulations and Codes of
Practice arise from this Act.
In relation to machinery, the OHS (Plant) Regulations 1995 require
employers to assess, and control risks associated with plant and
machinery.
5.1.3.
The Occupational Health and Safety (Noise) Regulations 1992 require
employers to assess student and staff exposure to noise and to take
measures to control noise to minimise any risk to health and safety.
5.1.4.
The Occupational Health and Safety (Manual Handling) Regulations
1999 require employers to assess any manual handling tasks likely to
be a risk and to implement control procedures for tasks assessed as
being a risk. The regulations apply to any physical activity using force,
whether it be working on a computer, accessing metal in a storage area
or cleaning waste materials from a classroom floor.
5.1.5.
The Plant, Noise and Manual Handling Regulations are supported by
codes of practice. The OHS Act 2004 provides for codes of practice to
provide practical guidance to employers and others with obligations
under the Act. Codes can be used as evidence of contravention or
failure to comply with a provision of the Act or regulations under the
Act. Other OHS regulations and codes of practice relevant to
Technology areas are listed in Appendix Two. A complete list of the
OHS legislation can be accessed via
http://www.eduweb.vic.gov.au/hrweb/ohs/other/legisl.htm
5.1.6.
The Australian Standard ‘Safety and Health and Workrooms of
Educational Establishments’ (AS 1485-1983) sets out
recommendations related to the safety and health of all persons
engaged in operations or activities in workrooms of educational
establishments. It deals in general with:

administration and general requirements

environmental factors

equipment in general use including a range of plant and
machinery in wood, metal and plastics Technology areas.
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5.2. Current Department of Education resources supporting safety in
Technology
5.2.1.
DoE has provided a range of policy guidance and direct support to
schools to assist in preventing and managing OHS risk in Technology
areas including:

Policy in the Victorian Government Schools Reference Guide

Executive Memorandum 2000/015 Student Safety in Wood and
Metal Technology

CD-ROM covering curriculum guidance through the Student
Safety Guidelines – Technology
CD-ROM covering Guide to Setting and Guarding Machinery
to distributed as part of the Noel Arnold and Associates audit

5.2.2.

Building Quality Standards Handbook 2003 covering OHS
design issues in Technology

OHS school audits and help line support provided by DoE’s
contracted OHS provider

Funding support for OHS short course training in Technology
allocated to regions annually

Technology checklists and guidance through DoE’s HSW and
Safety School website. This website is also the single access
point for above resources.
A full list of links and contacts for DoE support is at
http://www.eduweb.vic.gov.au/hrweb/ohs/accp/plantm.htm
5.3. Interstate comparisons of safety in wood metal and plastics Technology
5.3.1.
As part of the Safety in Technology Panel report, a research survey
was conducted into the OHS practices used in Technology by
Department of Education settings in other Australian states.
5.3.2.
The survey covered various elements of safety standards, procedures,
polices and common practices across state government education
settings. The survey included requests for information on documented
guidelines and written procedures, curriculum design, work systems,
social environment, protective apparel, instruction and accreditation
and restricted equipment.
5.3.3.
Survey responses were received from Queensland (QLD), South
Australia (SA), Western Australia (WA), Tasmania (TAS) and the
Australian Capital Territory (ACT). New South Wales and Northern
Territory did not respond to the survey.
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5.3.4.
Of the states surveyed all have a set of written procedures or
guidelines in place, with varying levels of specificity and advice on
OHS matters in Technology. Some states had curriculum design
guidelines which included OHS components (ACT, SA, WA and
Victoria) whilst some did not. Victoria has Technology related
curriculum guidelines that refer to OHS at key points. Of the other
states surveyed the ACT appeared to lead the way with essential OHS
learning for students included in curriculum design.
5.3.5.
Very few states, including Victoria have a teacher training and
accreditation program to ensure Technology teachers have the
appropriate level of skills and capability to use plant and machinery
and instruct students in their safe use. ACT and SA have specialist
training for teachers in OHS in Technology and are leading the way in
this area. Most states included a hazard identification and risk
management approach to work systems and include advice on noise,
dust and lighting requirements. SA, ACT and TAS use a risk
management approach to assess appropriate class sizes, work systems
and supervision requirements where most other states including
Victoria provide only generic advice on these matters.
5.3.6.
In general, despite DoE (Victoria) having a set of guidelines for hazard
identification and risk management in Design and Technology areas,
there are some health and safety matters that are not addressed
adequately in Victorian Government schools. These are:

Student competency and assessment
- There are no specific requirements for students to
demonstrate competency in operating plant and machinery
safely.

Teacher training and accreditation
- There are no specific requirements for teacher training and
accreditation to ensure teachers are safely using plant and
machinery
- There is also no mechanism for schools to check whether
teachers have the experience and training in Technology
areas to teach the class in a safe manner.

Risk management process and documentation of the process
- Although there are general guidelines on risk management
there is no requirement to formally conduct a risk
assessment on new or altered plant or machinery when
introduced into the classroom.

Design and layout of Technology areas
- There are no specific risk management processes to follow
to asses the risks of the design and layout of the
Technology environment.

Personal protective equipment (PPE) allocation
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- There are no specific guidelines on the allocation and the
requirements to use PPE supplied to students and teachers.
5.3.7.
DoE (Victoria) provide advice on minimum OHS compliance advice
through the ‘Building Quality Standards Handbook’ and the ‘Student
Safety Guidelines for Technology’ however the application of these
into a practical Technology setting is varied and appears to be
inconsistent across Victorian Government Schools. There is no system
available to schools to identify hazards, implement controls and record
these in a consistent manner across all Victorian Government schools.
5.3.8.
In summary, the most potential for improvement in OHS in
Technology in Victorian Government Schools are in the areas of
curriculum design, risk management, teacher and student skill and
capability development and management of the social environment.
Despite this, Victoria have produced some good practice guidelines
and tools for OHS in Technology and the use of the prohibited list of
equipment is considered good practice.
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6. Background to Risk Controls
6.1. Occupational Heath and Safety risk management process and
Technology
6.1.1.
An effective risk management process is the backbone to achieving a
healthy and safe work environment in Technology. Risk management
forms the basis of the OHS legislative compliance requirements
applicable to schools.
6.1.2.
According to Australian Standard AS 4360 2004 ‘Risk Management’
the risk management process involves the following steps:

establishing the context

identifying risks

analysing risks

evaluating risks

treating risks

monitoring and reviewing all the steps in the process.
6.2. Establishing the context
6.2.1.
Establishing the context defines the basic parameters within which
risks must be managed and sets the scope for the rest of the risk
management process. In Technology areas, it needs to be determined
who has responsibilities for coordinating the local identification and
assessment of risks, implementing agreed risk controls and who is part
of the team for managing OHS risks in the Technology area.
Establishing the context also involves clarifying communication and
consultation processes at various stages of the risk management
process including relations with the school’s OHS management
nominee, the elected OHS representatives and deputy representative,
local staff and Technology area students.
6.3. Identifying Occupational Health and Safety risk
6.3.1.
The aim is to generate a comprehensive list of sources of OHS risks.
Hazard alert registers, incident reports anecdotal feedback, area
inspections are all useful sources of OHS risk information.
6.4. Analysing and evaluating Occupational Health and Safety risk in
Technology areas
6.4.1.
Risk analysis is about developing an understanding of the risk. Risk
analysis includes assessing the likelihood of OHS risks occurring and
their potential impact on health and safety if they do occur. Risk
- 16 -
analysis means taking together all the sources of risk information,
likelihood and consequences and building an understanding of the
story behind risks in the Technology area. This understanding will
place the OHS risk management team in a better position to build a
clear picture of practicable OHS risk control options and develop and
implement risk control action plans.
6.5. Treating risks
6.5.1.
The OHS Act 2004 requires persons with OHS duties to eliminate risks
to health and safety so far as is reasonably practicable; and if it is not
reasonably practicable to eliminate risks to health and safety, to reduce
those risks so far as is reasonably practicable.
6.5.2.
Within Technology areas health and safety risks cover a wide range of
potential hazards including hazards associated with use of plant,
materials handling, physical environment and the psychosocial
environment. In this report the focus is on plant hazards. In treating
plant risks, the OHS (Plant) Regulations require the following
hierarchy of risk control to be applied:
6.5.3.

Eliminate or reduce the risk by adopting safer systems of work
alternative processes etc

Reduce the risk exposure by substituting safer plant and
equipment

Applying engineering controls

Isolating plant through guarding etc

Plant use and maintenance

Protective apparel

Training
In Technology the following areas provide options for effective OHS
risk control:

Curriculum design and provision

Work system design including storage and ergonomic work
flows

Materials preparation

Physical environment

Social environment
- 17 -

Plant and equipment design and layout

Plant and equipment use and maintenance

Protective apparel

Capability – staff and students.
6.6. Reviewing Department of Education controls
6.6.1.
Using the interstate comparisons above as a basis, risk controls
currently employed by DoE were reviewed and the following
recommendations made to ensure any potential gaps are
comprehensively addressed. This approach should ensure effective risk
control options are available to DoE to reduce health and safety risks
and ensure OHS legislative compliance is achieved particularly with
respect to plant in wood, metal and plastics Technology.
- 18 -
7. Eliminating and Reducing Risks in Wood, Metal and Plastic
Technology in Department of Education
7.1. Curriculum design
7.1.1.
The Victorian Curriculum and Assessment Authority (VCAA) is
responsible for developing curriculum for Victorian schools.
7.1.2.
School-based curriculum design and planning based on VCAA
curriculum provide a unique opportunity for reducing many
Technology risks ‘at source’. Curriculum designers can ensure
teachers minimise OHS risk exposure while at the same time
optimising teaching and learning opportunities for teachers and
students.
7.1.3.
VCAA curriculum documents include:
7.1.4.
7.1.5.

Years Prep to 10 Victorian Essential Learning Standards
(VELS). (The Standards is being phased in over the next three
years and replaces the Curriculum and Standards Framework
(CSF))

Senior secondary curriculum Victorian Certificate of Education
(VCE), Victorian Certificate of Applied Learning (VCAL),
Vocational Education and Training (VET) and Apprenticeships
in Schools programs.
Appendix Three provides a summary of the specific references to
safety in the range of courses involving training in the use of wood,
metal and plastics. The courses covered in Appendix Three include:

CSF II Technology Key Learning Area

The Victorian Essential Learning Standards

VCE Design and Technology (accreditation period concludes
31 December 2006)

VCE Systems and Technology (accreditation period concludes
31 December 2006)

New VCE Study Designs – (VCE Design and Technology
(accreditation period 1 January 2007– 2011 and VCE Systems
Engineering (accreditation period 1 January 2007– 2010)
VCAA curriculum documents are not detailed, specific syllabi; they
provide the framework on which schools at the local level, develop
curriculum and assessment. These curriculum documents provide
generally appropriate references to OHS compliance requirements and
risk management advice.
- 19 -
7.1.6.
In addition, DoE through its website provides additional detailed
resources and documentation to address risk management and safety
compliance requirements associated with the safe design and
implementation of curriculum in Technology.
7.1.7.
What is less clear is whether Technology teachers and students have
access to the relevant detailed safety information when they need it – at
that point in time when they are designing projects, selecting materials
and work processes and actually implementing project work.
7.1.8.
There is a need to improve access for teachers and students so that the
relevant OHS information is available to them at the time when it is
needed. (As an example if a student is planning to use Medium Density
Fibre-board (MDF) materials to produce a cabinet, they will need to
have ready access to the relevant safety information available on MDF
material hazards, hazards associated with methods of cutting and
finishing MDF products and hazards and controls associated with the
relevant items of machinery being considered in the project.)
7.1.9.
Figure 7.1 provides an example of how web based HSW information
specific to an item of plant - in this case a pedestal grinder - should be
available for downloading, printing and placing adjacent to the item of
plant.
- 20 -
Figure 7.1: Example of ‘just-in-time’ information – Pedestal Grinder Display Sheet
Copies of this sheet must be displayed near all PEDESTAL GRINDERS
WARNINGS
Do not operate this machine unless the stones are in
good condition and the work-rests are properly set.
FOR INFORMATION ON:
•Maintenance schedules
•Safety testing
•Safe work practices and
•Commissioning and decommissioning
Do not operate this machine unless the eye-shields
are in good condition and in position.
Ensure that any water containers are placed away
from the grinder's switch gear.
See http://www.eduweb.vic.gov.au/hrweb/ohs/accp/plantm.htm
GUARDING
PROTECTIVE APPAREL
HEARING AND EYE
PROTECTION MUST
BE WORN IN THIS
AREA
ENCLOSED
LEATHER SHOES
IS THE MINIMUM
SAFETY
REQUIREMENT.
Clearance should
not exceed one mm
Access and linkages between curriculum planning and OHS information
There is a need for:




DoE/VCAA to review points of access linking curriculum support
materials in Technology to the relevant OHS Management Systems
information available via DoE’s website and PRMS OHS module.
Plant specific information such as protective apparel, guarding and
safety instructions should be displayed adjacent to all items of plant.
Plant specific display sheets should be readily accessible for download
from the DoE HSW web-site.
DoE to develop and implement a joint communication strategy with
VCAA, TEAV, AEU and other key stakeholders to ensure the key
linkages are integrated into local curriculum planning by teachers and
project design and implementation by students.
- 21 -
7.2. Curriculum provision and minimum OHS standards
7.2.1.
The Victorian OHS Act 2004 and associated regulations set the
minimum OHS requirements. Under Section 21(1) of the OHS Act 2004,
DoE as an employer is obliged, so far as is reasonably practicable, to
provide and maintain for employees a working environment that is safe
and without risks to health. This obligation, in part, requires DoE to
provide or maintain plant or systems of work in Technology areas that
are, so far as is reasonably practicable, safe and without risks to health.
7.2.2.
In reviewing safety risks affecting Technology, there are opportunities to
manage and control risk in each of the following areas:

guidance in curriculum design and implementation

work area design

the design, use and maintenance of machinery

work systems

protective apparel

training, supervision and competency in the use of plant and
machinery for staff and students.
7.2.3.
DoE cannot delegate its accountability for compliance with OHS
legislation. However principals have been delegated the responsibility
for managing schools in a manner that is safe and healthy so far as is
reasonably practicable. To achieve minimum compliance with OHS
legislation and section 21 (1) of the OHS Act 2004 in particular, schools
offering Technology in wood, metal or plastics need to systematically
assess opportunities for risk control in all of the above areas and
implement effective controls so far as practicable.
7.2.4.
There is a need to:



Ensure all Technology programs in wood, metal and plastics meet
minimum OHS standards mandated by OHS legislation.
Develop criteria to enable schools to self-assess their Technology
programs in wood, metal and plastics against the minimum OHS
requirements and ensure control strategies are implemented so
Technology work areas are as safe as practicable.
Review the adequacy of Technology curriculum provision at a
district level to ensure all school communities are serviced by
Technology areas that meet minimum OHS and design standards.
- 22 -
7.3. Work system design
7.3.1.
The WorkSafe Project 941 which involved 1021 visits to schools by
inspectors and OHS Audits by DoE’s contracted provider over the past
three years indicate significant variation in the level of integration of
OHS risk management into Technology areas.
7.3.2.
There is a need to:




Review the overall approach to OHS management in schools and, in
particular, how the OHS management system is applied in
Technology areas.
Clarify the responsibilities of and relationships between the
schools’ OHS management team including the OHS management
nominee, the OHS representative and the leadership team and staff
in the Technology area.
Ensure training and development enables shared OHS and risk
management knowledge to be implemented across the Technology
area with effective participation of staff and students in the OHS
risk management cycle.
Ensure the local OHS risk management program is effectively
supported by the school OHS management team, external OHS
consultancy support, external OHS audits and OHS website and
online information.
7.4. Materials Preparation – minimising risk exposure
7.4.1.
Section 20 of the Act requires employers and others with duties under
the Act to eliminate risks to health and safety so far as is reasonably
practicable. In Technology areas there are a number of functions
where elimination or at least risk reduction is practicable.
7.4.2.
Most Technology areas have a room or area dedicated to materials
preparation particularly cutting and thicknessing of wood. These
operations provide secondary support to the primary operation of
student project design and practice.
7.4.3.
Wood preparation areas are normally set aside as staff-only areas
because of the high level hazard associated with the use of the plant
involved. Even if 30 per cent of preparation exposure is eliminated this
represents a 30 per cent reduction in noise and dust exposure as well as
a 30 per cent reduction in injury risk from plant. Economic assessment
indicates the increased cost associated with purchasing prepared
materials is more than compensated by freeing up teaching staff for
high priority activities.
- 23 -
7.4.4.
It is recommended that opportunities to reduce or eliminate wood
preparation in Technology areas be actively pursued as an effective
means of risk elimination.
7.4.5.
Alternatives to wood preparation include:



purchasing materials ready to use by the students
ensuring students are guided in the selection of materials, safer
work processes and product design so that the need for hazardous
preparation tasks by the teacher is minimised and
transferring the wood preparation process to students. (This only
applies to those cases where the teacher is required to prepare
materials for all students using hazardous materials over a long
period of time with a high risk piece of plant (i.e. Cutting lengths of
wood with a bench saw). Consideration should be given to students
preparing their own individual materials using a less risky piece of
equipment (i.e. Hand saw). This would enable a safer and shorter
duration manual process replacing longer duration hazardous
preparation by the teacher. )
7.5. Storage and ergonomic work flows
7.5.1.
7.5.2.
The Technology area involves teachers in the preparation of work,
materials and program support for students to engage in the various
stages of product design, development and implementation. These
functions require the students and teachers to effectively and
efficiently manage the sequence of material access, storage and
production work not unlike the requirements of a commercial
workshop. As an example a typical workflow sequence for wood
materials in a Technology area might include:

vehicle transporting wood accesses the Technology wood
storage area

wood is transferred from the vehicle to the storage racks

staff and students access wood for materials preparation and
project use

wood and other materials are worked by student in a series of
stages until product completion

work projects are stored and/or taken home by students

waste is cleaned up, extracted and disposed of.
To minimise the health and safety risk associated with poor
movement, storage and disposal of materials it is important that good
ergonomic principles are systematically applied to work flows in the
- 24 -
Technology area. The design layout and work systems need to
eliminate and reduce risks at each stage of the process.
7.5.3.
7.5.4.




Good ergonomic design principles are more likely to achieve
compliance with OHS legislation. Some good ergonomically inspired
improvements to work flows include:

eliminating hazardous steps in the work flow process where
practicable e.g. purchasing timber ready for student use
eliminates teacher wood preparation time

using mechanical aids such as trolleys and fork-lifts

modifying a process to fit human dimensions and capacities
e.g. storing at torso height heavier or commonly accessed items
suitable for manual handling

designing layout of storage and access to reduce turns and
travel distances

undertaking regular storage audits to ensure waste and
redundant materials are removed e.g. disposing of abandoned
student projects frees up space for safer access.
There is a need to:
Ensure the design and layout of Technology areas fully
accommodate the functional needs of operators and the required
work flows of materials into and through the workplace.
Ensure the Technology leadership teams with the support of the
school’s OHS management nominee and health and safety
representative review material purchase, delivery, storage, use and
disposal in existing Technology areas and ensure action plans for
short, medium and long term re-engineering of the work flows are
developed.
Ensure agreed action plans for implementing safer workplace
design, work systems and work processes are adequately
resourced and implemented in a timely manner.
Ensure improved support materials are developed by DoE (School
Infrastructure and Employee Health Units) and its OHS provider to
facilitate school assessment of work flows and storage areas.
7.6. Physical environment including plant and equipment design and layout
7.6.1.
In the 1970s and 1980s, the Ministry of Education’s ‘Facilities
Guidelines’ were developed to provide direction to architects and
builders regarding the minimum requirements for layouts required to
accommodate and support the range of functions undertaken in a
- 25 -
school. The ‘Guidelines’ included detailed advice for the design of
Technology areas.
7.6.2.
In the mid-1990s, the then state government introduced governance
changes in public schools in support of its ‘Schools of the Future’
initiative. This initiative was designed to enhance local school
management and accountability and reduce prescriptive policy
requirements. As part of these changes the ‘Facilities Guidelines’ were
no longer applicable as policy instruments. Responsibility for the
design of Technology areas rested with the consultant architect under
advice from the school principal and school council.
7.6.3.
The removal of the ‘Guidelines’ did not alter the minimum health and
safety requirements and building design standards which need to be
implemented to ensure Technology areas are designed effectively.
Architects need to source the appropriate standards and layouts and
ensure they are incorporated into the design. Unfortunately the lack of
specific guidance on minimum design standards consolidated into the
one document inhibits the safe design of Technology areas. Section 28
of the OHS Act 2004 has provisions for designers of buildings and
structures due to apply from July 2006. These provisions strengthen
the liability of designers and architects for the safety of their building
designs.
7.6.4.
There is a need to:



Develop minimum design standards covering items of plant and
machinery in Technology areas applicable to both materials
preparation, storage and student use areas.
Ensure the standards accommodate OHS risks associated with
Technology design and layout, work flows and the range of OHS
risks including machinery risks, manual handling risks, noise,
chemical and air-borne contaminants.
A training and information strategy to familiarise architects,
consultants and school principals in the use of the new standards
should be developed and implemented.
7.7. Restrictions on use of certain machine processes
7.7.1.
Review of the WorkCover accident data and CASES incident data for
both students and staff indicate engagement in work processes which
involve plant and machinery are associated with some high impact
injuries including permanent maiming.
7.7.2.
The high risk of serious injury derives from the potential for teachers
and students to make physical contact with high energy sources such
as blades, rotating saws and grinding wheels.
- 26 -
7.7.3.
7.7.4.
The actual risk may be reduced by limiting the potential contact
between the energy source and the operator by:

stabilising the machine

stabilising the work object

reducing the speed of the energy source

increasing the distance between the operator and the work
object

increasing the distance between the work object and the high
energy source

using protective apparel.
Figure 7.2 details how these risk controls apply between energy source
and operator. The degree to which any of these risk controls apply in
individual cases of machine or plant use will determine to what extent
the machine process relies on the knowledge, skill, maturity and
forbearance of the operator to avoid a high impact injury.
Figure 7.2: Understanding risks to plant operators arising from
plant operation
Risk
level
Source of high kinetic energy
presenting as high velocity (E.g. nail gun)
or high rotational speeds (revs) (E.g. bench saw)
The high energy source is manifest in a fast moving sharp or abrasive
moving part of the plant or machinery (E.g. saw blade or grinding
wheel)
There are limited opportunities to stabilise the machine during
machine operation (E.g. some hand-held power tools)
Machine function requires work object to be in contact with
the source of high kinetic energy (E.g. gearing down)
There are limited opportunities to isolate the machine
operation from the operator (E.g. guards, enclosures)
Machine function requires operator to maintain contact with
the work object during machine operation (E.g. use of push
sticks)
There are limited opportunities to stabilise the work object
during machine operation (E.g. use of clamps, vice)
The machine function relies entirely on operator skill, capacity and or
maturity to avoid injury. (Consider features such as manual dexterity,
hand eye coordination, strength and endurance of relevant muscle groups,
tolerances to variation in operator technique)
There is a significant residual risk of operator injury
- 27 -
7.7.5.
Higher risk, higher demand activities with fewer risk controls place
more intensive demands on the operator. This means machinery use
will need to be differentiated according to the level of residual risk
associated with use of the machinery.
7.7.6.
There is a need to:



Prohibit machinery processes which rely entirely on operator skill
and leave an unacceptable level of residual risk
Restrict work processes which provide some pathway controls but
still rely on a high level of operator skill and knowledge to ensure
risks are reduced, so far as practicable. Restricted use processes
will require one-to one supervision.
Ensure standard safety provisions are in place for work processes
which do not require high skill levels or alternatively do not have
the means or capacity to cause a high impact injury. Ensure
students access and use of machinery always occurs with adequate
teacher supervision.
7.7.7.
What does ‘Prohibited Use’ mean?
‘Prohibited Use’ means that machine work processes which cannot be
undertaken without significant residual injury risk are not permitted to
be used. Strictly speaking their use means the machine or work object
or both are unstable, the operator is in close contact with a high energy
dangerous source of energy and these risks cannot be adequately
controlled by operator technique. An example is a hand held router
used without a guide. No operator, teacher or student should be
permitted to operate plant, equipment or machinery where they are
deemed “prohibited use”.
7.7.8.
What does ‘Restricted Use’ mean?
‘Restricted Use’ means that work processes provide opportunities for
adequate risk controls to minimise risk so long as the necessary risk
controls are executed in a consistent and reliable manner. The risks
will only be reduced - so far as is practicable - if the operator is also
able to apply the necessary skill, knowledge and maturity while
operating the machine. ‘Restricted Use’ work processes require
certification by DoE’s contracted OHS provider (Noel Arnold and
Associates). Assessment for certification covers the specific items of
plant, the immediate work environment, specific students and /or
teachers certified to supervise the work. A detailed description of the
certification process is at Appendix Three.
7.7.9.
What are ‘Standard Safety Provisions’?
The ‘Standard Safety Provisions’ apply to machine work processes
that are inherently safer because either:

there is no high energy source (e.g. hand tools) to begin with or
- 28 -

there are available sufficient risk controls to minimise residual
injury risk and allow a greater margin for operator error.
7.7.10.
The standard safety provisions include application of safe design of
work places, plant, work processes, use of required protective apparel,
instruction and training in safe application of the work process and
adequate teacher supervision.
7.7.11.
Table 7.1 details the proposed uses of machinery requiring prohibition
or restricted access. Supervision of students when using any of the
machines & tools on the list should be appropriate to the hazards posed
by that use.
TABLE 7.1: STUDENT USE OF RESTRICTED MACHINES AND OTHER
POWERED EQUIPMENT
(Ref: Section 4.2 & 4.2 of ‘Student Safety Guidelines – Technology’)
Changes
1..1.1
Machine
1..1.2
Comments & Rationale
Current
Status
Rip Saw
(Table Saw, Bench Saw)
Restricted
No Change
Band Saw
Restricted
No Change
Buzzer
(Surface Planer)
Restricted
No Change
Thicknesser
Restricted
No Change
Spindle Moulder
Restricted
No Change
Docking Saw
(Cross-Cut Saw, Radial Arm
Saw)
Restricted
No Change
- 29 -
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Power Wood Shaper
Restricted
No Change
Guillotine
Restricted
No Change
Wood Lathe
Student Use
No Change
Metalworking Lathe
Student Use
No Change
Dowling or Horizontal Drill
Student Use
No Change
Drill Press (Pedestal or
Bench)
Student Use
No Change
Grinder (Pedestal or Bench)
Student Use
No Change
Milling Machine
Student Use
No Change
Router Table
Student Use
Needs to be on
Restricted List
Circular Saw Table
Student Use
Needs to be on
Restricted List
Triton Work-centre
Student Use
Needs to be on
Restricted List
when used, for
example, as a
circular saw or
spindle moulder.
Linisher (Belt & Disc
Sander)
Student Use
No Change
Cold Metal Drop Saw
Student Use
No Change
- 30 -
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Portable, not subject to requirements of Plant
Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Foot powered, not considered as Plant under
the Regs
Could be used by certain students under
certain circumstances after the school
undertakes the Noel Arnold verification
process.
Exec Memo No. 2000/015
Vic Schools Ref Guide 4.4.5.2
Student Safety Guidelines – Tech CD
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
This machine is, in effect, a Spindle Moulder
(Restricted) and should be treated as such.
Subject to requirements of Plant Regs
This machine is the same as a Table Saw
(Restricted) and should be treated as such.
Subject to requirements of Plant Regs
If the machine is used as one of the
Restricted machines then it is effectively that
machine. However due to the Work centres
versatility it has other, less hazardous, uses
such as Finger Jointer and Dovetail Cutter.
These uses should be considered as suitable
for student use, subject to the students
having the necessary knowledge and
understanding of operational and safety
procedures before being permitted to use the
machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Power Hacksaw
Student Use
No Change
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Welding
Student Use
No Change
Air Compressor (Compressed
Air)
Student Use
Recommend
only staff turn
compressor on &
off.
Slide Compound Mitre Saw
&
Compound Mitre Saw
Scroll Saw
Student Use
Needs to be on
Restricted List
Student Use
No Change
Circular Saw
Student Use
Needs to be on
Restricted List
Jig Saw
Student Use
No Change
Biscuit Jointer
Student Use
No Change
Reciprocating Saw
Student Use
Needs to be on
Restricted List
Plunge Router
Student Use
Needs to be on
Restricted List
Planer
Student Use
Needs to be on
Restricted List
Sanders (Belt & Orbital)
Student Use
No Change
Not considered as Plant under the Regs.
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to undertake all types of welding.
Student use of compressed air should be
limited to air tools, airbrushes, and spray
guns only. Students need to have the
necessary knowledge and understanding of
operational and safety procedures before
being permitted to use these tools.
There should be no student access to air guns
or nozzles due to the associated hazards of
their use.
Subject to requirements of Plant Regs
Equipment similar in operation and function
to Restricted machines
Subject to requirements of Plant Regs
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Portable
Due to the torque at start-up this equipment
is easy to misuse with potential serious
consequences.
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Portable
Due to the unguarded nature of the blade this
equipment is easy to misuse with potential
serious consequences.
Portable
Due to the torque at start-up and other
factors this equipment is easy to misuse with
potential serious consequences.
Portable
This equipment is easy to misuse with
potential serious consequences.
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Power Drill
Student Use
No Change
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Angle Grinder
Student Use
No Change
Cold Metal Saw
Student Use
No Change
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
Portable
Students need to have the necessary
knowledge and understanding of operational
and safety procedures before being permitted
to use this machine.
- 31 -
7.8. Plant and equipment use and maintenance
7.8.1.
School Technology areas use a wide range of plant and machinery of
varying designs and ages. The OHS (Plant) Regulations require
employers to control plant risk preferably by eliminating the risk or
substituting the item of plant. Other controls include engineering controls
or isolating people from the plant. Safe guarding of plant and machinery
commonly used in school Technology areas is detailed in ‘Guide to
Setting and Guarding Machinery’ distributed to secondary schools by
Noel Arnold and Associates.
7.8.2.
Where plant or machinery is of such a design or age that suitable
guarding is not possible, the plant should be modified to enable suitable
guarding. If modification is not possible the plant must be
decommissioned.
Note: any modifications to plant or machinery
requires a risk assessment to be undertaken to ensure that the
modification does not pose an additional OHS risk.
7.8.3.
There is a need for:



Schools to review the adequacy of all items of plant in Technology
areas against the applicable standard for design, guarding,
extraction, noise and other hazard controls.
Any gaps in controls must be addressed so that all plant meets
minimum standards.
The plant to be decommissioned where plant cannot be modified to
achieve standard safety performance.
7.9. Protective apparel
7.9.1.
The safe operation of plant and machinery will involve some residual
safety risk even if all the necessary design, work systems and correct
operating procedures are in place. In these cases no person should
operate machinery without the appropriate personal protection.
Protective apparel requirements for plant and machinery commonly used
in Technology areas is detailed in ‘Guide to Setting and Guarding
Machinery’ distributed to secondary schools by Noel Arnold and
Associates.
7.9.2.
There is a need to:


Ensure students and staff do not work within the area of plant
without wearing the required protective apparel including eye, ear,
foot and face protection.
Ensure a written instruction outlining the use of protective apparel
is communicated to all staff and students.
- 32 -
7.10.
Capability to operate plant and machinery
7.10.1.
The safe operation of machinery and plant will, in most cases, involve
some residual risk even with safe design and work systems in place. In
these cases ensuring the competency and capacity of the operator
matches the demands of the machine and work process will be a critical
means of reducing residual risk.
7.10.2.
Competency requirements apply to both teaching staff and students. It is
important that students and teachers can demonstrate the following
competencies prior to being allowed to operate the machine.

Knowledge of the machine and

Competency in undertaking the required processes for safe
machine operation.
7.10.3.
Teachers should be required to demonstrate skills required to
competently supervise student operation of the machine including
effective means of instructing and testing student competency on the
item of plant or machinery. If teachers are required to maintain, repair or
modify machinery, they must also demonstrate the skills required to
competently perform them.
7.10.4.
A competency ticket held by the individual would be a useful means for
both students and staff to verify the operator and supervisor have the
competencies to operate a range of plant and equipment. The school
should also hold a register of student and staff competencies in parallel
with the individual competency ticket.
- 33 -
7.10.5.









There is a need to:
Review OHS knowledge and skill criteria required for the use of
machinery by students.
Undertake a program of student testing which covers basic OHS
knowledge followed by a machine trial test.
Ensure testing includes a more general assessment by the teacher
of the student’s maturity and functional capacity before admitting a
student to the testing program.
Design and implement a process for teacher training in the student
certification process.
Implement a short course for teachers in the safe operation of wood
and metal machinery.
Establish a mandatory testing regime for all teachers supervising
students in wood and metal machinery use.
Record and verify plant and machinery use and supervision
competencies via a competency ticket held by teachers and
students.
Schools should maintain a register of student and staff
competencies in plant and machinery use and supervision.
Explore how minimum OHS professional certification standards for
teaching in Technology are linked to the overall teaching standards
framework auspiced by Victorian Institute of Teaching (VIT). This
will need to be initiated by DoE raising this issue with VIT.
- 34 -
Appendix One: Description of injuries arising from Technology areas – student and staff trends
Standardised WorkCover claims for machinery-related injury 2000-2005
Graph One: WorkCover plant injuries by year
Number of plant injury claims
40
35
Number of claims
30
25
20
Number of claims
15
10
5
0
2000
2001
2002
2003
2004
Year claim received
- 35 -
2005
0
n
O
or
pe
op
n
en
Sp wou
w
n
ra
ou
in d n
nd
s/
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s
t
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t ra in
Ba
v
o
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ns ol
ck
am
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o f vin
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g
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on join tra
ta
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r
a
m
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m
a
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(n
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Tr ey e s, n g
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at
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a
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ot
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M rp / tre ond
n
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us
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cl e ed co lit is
e
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O
st les tra
th
ra
t
c
er
in ick tu r
O d is
pu e
(n
O
th
e
on
n
er as t he
tra ctur
r
re e s
um e
sp
o f a nd
ira
th
a
e un s No tic
to
e
t
)
ry
p
co ar a e c kno
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nd nd if ie
it io
m d
ns a s in ju
du to id rie s
e
to pro
su ce
ss
b
Pa sta
in nce
in
s
lim
b
er
at
io
La
c
No. of claims
Graph Two: WorkCover plant injuries by injury type
Std Claims by injury type
35
30
25
20
15
10
5
Injury type
- 36 -
th
er
c
O
ut
tin
th
er
g,
po
sl
ic
w
in
er
g,
ed
O
s
th
eq
Sa aw
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in
ui
w
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g
pm
n
w
m
o
en
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r d ac
ed
tt
h
r
e
oo
ss ine
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or
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ry
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d
ks
an
tim
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d
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ap
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pl er
F
M
ia
ec err nd
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ha ou wo
H
es
r
s
a
ni
ca an ksit nd
s
e
d
ls
aw
he no eq
s
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nar
N
p
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s,
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ai
r
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r
ls
, s slic ous nt
e
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m
ew rs,
e
Ab
s, gui tal
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llo
n
ut
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s
an es
,p
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E db
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ng Ha lec olts
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ut me c d
tin
H
r
s, rills
an
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O
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,b
th
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O rp
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er bit, ers
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er ga
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D
ge
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e
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Ar es qui
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el
R
i
di qui nt
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s,
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M
EN , s ipm
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r
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Pl
an ON rs
in
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T
m
ac S
G
h
as
in
cy es
W
lin
re
de
nc
rs
he
Po
L
s,
a
sp we the
s
an r p
ne res
se
rs
,s
s
oc
ke
ts
O
No. of claims
Graph Three: WorkCover plant injuries by injury agency
Standard Claims by injury agency
35
30
25
20
15
10
5
0
Injury agency
- 37 -
Employee
Unknown
Volunteer
Work Experience
Grand Total
Graph Four: WorkCover plant injuries by day of week
Injuries by day of week
40
35
Number of injuries
30
25
20
15
10
5
0
Sun
Mon
Tues
Wed
Thurs
Fri
Sat
Number of plant injuries
Day of week
- 38 -
Graph Five: WorkCover plant injuries age of claimant vs. age of Technology teachers
- 39 -
Extracts from the Student Injury Database (CASES) 1995 – 2004
Graph Six: CASES incident data plant injuries by severity
Machine injuries by severity
70
60
Number of student injuries
50
First Aid (Returned to class)
First Aid (Sent home)
Doctors or Dental Treatment
Hospital (Outpatient) Treatment
Hospital (Inpatient) Admittance
40
30
20
10
0
Handtools
Portable power tools
Other machines
Machine type
- 40 -
Graph Seven: CASES incident data plant injuries by injury description
Machinery related injury description
80
60
50
Handtools
Portable power tools
Other machines
40
30
20
10
fy
)
ks
C
ru
ci
Sp
e
O
Br
u
th
is
he
er
(
s/
kn
ta
tio
pu
/A
m
sh
in
gs
Bu
r
oc
ns
ld
s
/S
ca
ns
/C
ns
tio
ce
ra
La
in
s/
Sp
ra
i
ut
s
ns
0
St
ra
Number of student injuries
70
Injury description
- 41 -
Graph Eight: CASES incident data plant injuries by accident description
Machinery injuries by accident description
80
70
Number of student injuries
60
50
Hand tools
Portable power tools
40
Other machinery
30
20
10
0
Slip
Overexertion
Collision
Crushing
Accident Description
- 42 -
Hit by moving object
Other
Graph Nine: CASES incident data plant injuries by accident location
Machinery use by accident location
80
Number of student injuries
70
60
50
Handtools
Portable power tools
Other machines
40
30
20
10
0
Classroom general
Chairs
Stairs/steps
Office administration
Accident location
- 43 -
Graph Ten: CASES incident data – breakdown of curriculum specific injuries
Breakdown of curriculum specific student injuries
Arts
17%
Science
6%
Other
57%
Technology studies
9%
Phys ed
7%
Home econ
4%
- 44 -
223 student injuries
related specifically
to Technology Curriculum
out of a total of 2526
curriculum specific
injuries. (Note this figure
does not reresent all
student injuries which
occurred on machines or
in the Technology area.)
Graph Eleven: CASES incident data – breakdown of student injuries by machine types
Student machinery injuries
Handtools
37%
Other machines
45%
Portable power tools
18%
- 45 -
Activity
- 46 -
on
ta
lC
ct
th
Pe
g
in
fy
)
ci
rs
on
Sp
e
er
l
ki
ng
Sk
ip
p
er
(
O
th
O
by
g,
pi
n
W
al
ne
ra
0.10
ta
um
ng
,J
ni
ge
lt
a
0.15
id
en
Ac
c
un
R
ar
e
As
sa
u
g/
Pl
ay
gh
tin
t
us
e
us
e
uc
pm
en
ui
lu
m
ric
u
eq
ry
le
ed
0.25
Fi
ur
C
e
ne
ic
se
n
w
ng
ift
i
,l
ys
Ve
h
/p
h
ac
hi
of
fic
M
Kn
o
m
ic
al
u
in
g
nd
l
rts
ha
he
C
Sp
o
al
si
ng
an
u
U
M
N
ot
proportion of hospital or doctor injuries
Graph Twelve: CASES incident data – breakdown of student injuries severity by activity
Student injury severity vs activity
0.30
26% of all student machinery injuries sent to
doctor or hospital
0.20
Mean for all student
injuries
0.05
0.00
Graph Thirteen: CASES incident data – breakdown of injury description by severity
Injury description by severity
0.90
0.80
Mostly machinery
related
0.60
First Aid (Returned to class)
First Aid (Sent home)
Hospital (Outpatient) Treatment
Doctors or Dental Treatment
Hospital (Inpatient) Admittance
0.50
0.40
0.30
0.20
0.10
Injury description
- 47 -
O
th
er
(
Sp
ec
nj
ur
ie
ify
)
s
s
D
en
ta
lI
kn
he
s/
Br
ui
s
Am
sh
in
gs
/
oc
k
pu
ta
tio
ns
al
ds
s/
Sc
C
ru
Bu
rn
C
ut
s
er
at
io
ns
/
/S
p
ra
in
s
St
La
c
ra
in
s
tio
n
lo
ca
D
is
ac
t
ur
e
0.00
Fr
Proportion of injuries
0.70
Appendix Two
Acts, Regulations, Codes of Practice and Standards relevant to Technology Areas
Accident Compensation Regulations 2001
Accident Compensation Act 1985
Accident Compensation (WorkCover Insurance) Act 1993
Workers Compensation Act 1958
Accident Compensation (Occupational Health and Safety) Act 1996
Occupational Health and Safety Act 2004
Occupational Health and Safety (Asbestos) Regulations 2003
Occupational Health and Safety (Certification of Plant Users and Operators) Regulations 1994
Occupational Health and Safety (Confined Spaces) Regulations 1996
Occupational Health and Safety (Entry Permits) Regulations 2005
Occupational Health and Safety (Hazardous Substances) Regulations 1999
Occupational Health and Safety (Incident Notification) Regulations 1997
Occupational Health and Safety (Issue Resolution) Regulations 1999
Occupational Health and Safety (Lead) Regulations 2000
Occupational Health and Safety (Major Hazard Facilities) Regulations 2000
Occupational Health and Safety (Manual Handling) Regulations 1999
Occupational Health and Safety (Mines) Regulations 2002
Occupational Health and Safety (Noise) Regulations 2004
Occupational Health and Safety (Plant) Regulations 1995
Occupational Health and Safety (Prevention of Falls) Regulations 2003
Dangerous Goods Storage and Handling (Code of Practice No.27, 2000)
First Aid in the Workplace (Code of Practice No.18, 1995)
Hazardous Substances (Code of Practice No. 24, 2000)
Lead (Code of Practice No.26, 2000)
Manual Handling (Code of Practice No.25, 2000)
Plant (Code of Practice No.19, 1995)
Provision of Occupational Health and Safety Information in Languages Other Than English
(Code of Practice No.16, 1992)
Workplaces (Code of Practice No. 3, 1988)
General safety
AS 1470-1986 Health and safety at work – Principles and practices
AS 1485-1983 Safety and Health and Workrooms of Educational Establishments
AS 4360 Risk Management
Emergency procedures
AS 3745 Emergency Control Organisation And Procedures For Buildings
Environment
AS/NZS 1269.1:1998 Occupational noise management – Measurement and assessment of
noise emission and exposure
AS/NZS 2243:1997 Safety in laboratories
AS 2243.8-1992 Fume Cupboards
AS 2243.9-1991 Recirculating Fume Cupboards
AS 2982.1–1997 Laboratory Construction
AS 1680.1-1990 Interior lighting – General principles and recommendations
AS 1680.2.0-1990 Interior lighting – Recommendations for specific tasks and interiors
AS/NZS 4114.1:1995 Spray painting booths – Design, construction and testing
AS/NZS 4114.2:1995 Spray painting booths – Selection, installation and maintenance
AS/NZS 4610.2:1999 Furniture – School and educational – Chairs – Strength, durability and
stability
AS/NZS 4610.3:1999 Furniture – School and educational – Tables and storage furniture –
Strength, durability and stability
DR 99418 Furniture – School and educational – Part 1: Functional, dimensional
and marking requirements
- 48 -
Engineering and electrical safety
AS 2030 Parts 1–4 Gas Cylinders
AS 3112-1993 Approval and test specification – Plugs and Sockets
AS 3191-1994 Approval and test specification – Electrical and Flexible Cords
AS/NZS 3760: 2001 In-service safety inspection and testing of electrical equipment
AS 4024.1-1996 Safe guarding of machinery – General Principles
AS/NZ 3000: 2000 Electrical Installations (Australian/New Zealand Wiring rules).
AS/NZ 3100: 2002 Approval and test specification – General requirements for electrical
equipment
Fire safety
AS 1815.1 Use and Maintenance of Fire Extinguishers
AS 2444-1995 Portable fire extinguishers and fire blankets – Selection and location
AS/NZS 3504 Fire Blankets.
First aid
AS 1319 1994 Safety Signs for the Occupational Environment
AS 2675-1983 Portable First Aid Kits for Use by Consumers
Personal protective equipment
AS/NZS 1270:1999 Acoustics – Hearing protectors
AS 1336-1982 Recommended practices for eye protection in the industrial
environment
AS/NZS 1337-1992/
Amdt 1-1994 Eye protectors for industrial applications.
AS/NZS 1338.1-1992/
Amdt 1-1994 Filters for eye protectors – Filters for protection against radiation
generated in welding and allied operations
AS/NZS 1715:1994 Selection, use and maintenance of respiratory protective devices
AS/NZS 1716-1994 Respiratory protective devices
AS/NZS 1801:1997 Occupational protective helmets
AS/NZS 2161.2:1998 Occupational protective gloves – General requirements
AS/NZS 2161.3:1998 Occupational protective gloves – Protection against mechanical risks
AS/NZS 2161.4:1999 Occupational protective gloves – Protection against thermal risks
(heat and fire)
AS/NZS 2210 Occupational protective footwear
Procedures
AS 1627.5-1994 Metal finishing. Preparation and pre-treatment of surfaces. Pickling,
descaling and oxide removal.
- 49 -
Appendix Three:
References to Safety in the Technology Curriculum documents (excludes
Information and Communications Technology)
Collated by Lorraine Tran, Technology Curriculum Manager, Victorian Curriculum and Assessment Authority (VCAA)
This document provides a summary audit of references to safety in Technology education curriculum
documents used in Victoria.
This summary was compiled in April 2006.
For the purpose of auditing curriculum areas which are the focus of the Safety Committee, the materials and
systems Technology areas are included. This audit does not include reference to units of competency taught
in VET in Schools programs.
Gaining appropriate knowledge, skills and behaviours in design, planning, production and evaluation broadly
form the basis of Technology education. The degree of sophistication of skills in using tools and equipment is
expected to develop through the learning continuum from the early years of schooling to senior secondary
years, when students decide on pathways to work, further education and training. Embedded into Technology
education curriculum is knowledge of safety, both in the use of tools, equipment and machines (where
appropriate) and safety related to products students make, use and evaluate.
P – 10 Curriculum
Overview
In 2006, schools are in a transition phase in terms of curriculum being taught. Some schools may be working to the CSF
II curriculum, which has been in place since 2000. Last year, the Victorian Essential Learning Standards (VELS) were
developed by the Victorian Curriculum and Assessment Authority. Some schools will phase in implementation of the new
curriculum from this year. There is an expectation that schools will report against all VELS standards in 2008.
Curriculum and Standards Framework – Technology
The CSFII defines six levels within the standards. These are:






Level 1 – Preparatory Year
Level 2 – Years 1 and 2
Level 3 – Years 3 and 4
Level 4 – Years 5 and 6
Level 5 – Years 7 and 8
Level 6 – Years 9 and 10.
Each level contains a curriculum focus, learning outcomes and indicators. Extracts from the Technology CSFII that
pertain to practical work in the strand of Materials and Movement (Levels 1 – 3) and Materials and Systems strands
(Levels 4 – 6 and 6 extension) are reproduced below. Specific references to safety are highlighted.
References to Safety in CSF II Technology KLA
Level
Curriculum focus
Learning outcomes (shown in
bold) and indicators
1
Students manipulate materials, with help
at times, in order to produce simple
products. They use limited tools and
equipment in order to cut, join and shape
materials. The tools and equipment may
include:
Generate ideas for and process
materials to make simple products.
This is evident when the student is able
to:
 informally engage in the
- 50 -
Level
Curriculum focus




pencils and crayons
a pair of safety scissors, a ruler, a
cup
clag glue, paste, a tape and
plasticine
paints and paintbrushes.
Students discuss the need to have safe
and responsible work practices, such as
always walking in the room, and returning
equipment to its correct storage place.
They follow simple safety rules. They
become aware of how important it is to
know how to use tools and equipment
correctly, such as the need to hold
scissors properly and to use glues
appropriately.
2
Learning outcomes (shown in
bold) and indicators




phases of the technology
process, individually or in
groups
generate ideas about materials
to be used to make products
use simple drawings to
communicate ideas
safely join common materials
to make simple products
demonstrate how the products
work.
Materials and movement
Materials and movement
To produce, students manipulate
everyday materials in order to construct
products. They use several joining
methods, and discuss and test permanent
and non-permanent joins. During the
production process, students test their
product-making refinements in order to
rectify problems and improve the
performance of the product.
Develop simple products, and
describe the products in relation to
the original intention.
This is evident when the student is able
to:


They start to relate processes to
equipment through, for example:



marking out, using pencils and
chalk
cutting, using scissors
joining, using tape, glue, nails and
pins.



Students may use:




measuring cups, cutting knives,
beaters and spoons
needle and thread, and scissors
staplers, screw drivers, hand
drills, coping saws and hammers
string, nails and split pins as well
as the tools and equipment listed
at level 1.
Students demonstrate more accuracy and
control, and follow safe work practices
when using tools and equipment. They
will, for example, wash their hands after
using materials, ensure that items, such
as nails and split pins are stored safely
and clean up work areas properly.
- 51 -
identify and engage in each
phase of the technology
process when solving problems
test two materials for use in
making products
use a variety of simple
methods to communicate ideas
safely use limited tools and
equipment to make products
with moving parts
describe the differences
between original ideas and
finished products.
Level
Curriculum focus
Learning outcomes (shown in
bold) and indicators
3
Materials and movement
Materials and movement
Students become familiar with
manipulating a range of materials to
produce solutions to problems. They are
better able to choose appropriate tools
and equipment and to use a variety of
joining methods. They review and modify
their plans and products when required,
and sometimes modify their designs after
they have made their products.
The following tools and items of
equipment may be used, as well as the
ones listed at levels 1 and 2:



square, handsaw, files, rasps,
clamp, sandpaper and stencil
scales and weights, jug, peeler,
grater, whisk and food processor
garnish.
Students correctly and safely use a wider
range of tools and equipment. They
recognise how important it is to use
equipment correctly, and continue to
follow safe work practices. This may
include:


4
Develop products safely using a
variety of processes and evaluate
with reference to the
appropriateness of the materials
used.
This is evident when the student is able
to:





modify the sequence of the
technology process phases in
response to advice
describe at least two simple
systems in terms of materials,
moving parts and how they
work
develop designs and plans for
constructing products, some of
which have moving parts
select some appropriate tools
and equipment and use a
variety of joining techniques to
safely construct products
explain, in terms of their
characteristics, how the
materials used were
appropriate for the products.
holding a saw with its blade
facing the floor
carrying and passing tools safely.
Materials
Materials
To produce, students safely apply skills
and techniques to their work materials to
meet the design brief’s requirements.
They use suitable joining techniques and
operate tools and equipment safely. They
understand it is necessary to maintain
tools and equipment and to take particular
care when using electrical equipment.
They modify their production techniques
in order to improve the quality and
presentation of the product and to
minimise waste of materials, time and
other resources.
Prepare designs for products,
organise and undertake a range of
production processes and evaluate
against the design specifications.
This is evident when the student is able
to:
Students may use the following tools and
items of equipment as well as the ones
they used at preceding levels:



measuring tapes, chinagraph
pencils
knives, looms, spanners, pliers
dowel jigs, bench hooks, whisks,




- 52 -
vary, independently, the
sequence of the technology
process phases when making
adjustments to the
development of solutions
use a variety of methods to
communicate ideas about
options for solutions to
problems
explain the selection of the
preferred option in terms of
function and aesthetics
use a range of production
processes and demonstrate
safe work practices when
Level
Curriculum focus

hand beaters, irons, icing tools
glue guns, soldering irons, sewing
machines.
Learning outcomes (shown in
bold) and indicators

constructing products
discuss how effectively the
products address the design
specifications.
As they progressively use more tools and
equipment, students recognise it is
necessary to prepare for safely using the
equipment; for example, they have to
ensure that all loose clothing is removed
or secured, wear fully enclosed shoes,
wear appropriate protective clothing, and
identify and report faulty tools and
equipment.
Systems
Systems
Students use a range of components,
tools, equipment and materials in order to
safely and correctly construct systems.
They demonstrate safe work practices
and understand it is necessary to
maintain tools and equipment.
Plan, construct and modify simple
systems and report on their
performance.
This is evident when the student is able
to:
During this producing phase, they are
more likely to modify their designs in
order to improve the products’ quality and
presentation.
To produce, students use a variety of
mechanical and electrical systems and
components, such as pulleys and belts;
levers and linkages; gears; cranks and
sliders, electrical circuits, resistors, LEDS
and motors.






5
Materials
Students implement procedural plans in
order to produce the product. They
demonstrate more precision when
manipulating and processing materials.
They sometimes use equipment that is
more sophisticated, and are able to
identify some faults in tools and
equipment.
Materials
Justify, develop and implement
design ideas, using some complex
equipment and processes, and
evaluate the efficiency of the
processes used.
This is evident when the student is able
to:

Students use a range of tools and
equipment, including some power tools
vary, independently, the
sequence of the technology
process phases when making
adjustments to the
development of solutions
describe the inputs, processes
and outputs for two specific
systems and how these affect
design
generate several ideas for two
simple systems, using
sketches, diagrams and
flowcharts in order to
communicate ideas
plan and construct two systems
using tools and equipment
safely and correctly
modify and improve two
systems during the production
process
describe the performance of
each system.

- 53 -
apply the technology process
independently, in a sequential
and non-sequential way
explain some of the social and
Level
Curriculum focus
Learning outcomes (shown in
bold) and indicators
and larger equipment. They use the
following tools and items of equipment as
well as the ones listed at preceding levels:





tailor’s chalk, engineer’s chalk,
scribers, marking knives,
engineer’s squares
food processors, mincers, wire
cutters
hand planes, chisels, files, metal
folders, pipe benders, jeweller’s
rollers, engravers, pedestal drills,
sanders, moulds
rivets, soldering irons, buffers,
electric beaters, overlockers.
Students are aware they are working with
many potentially dangerous tools and
items of equipment, and take specific
precautions, including wearing safety
equipment, such as a pair of goggles, a
mask and a pair of ear muffs. They help
maintain tools and equipment, for
example, by changing a coping saw’s
blades, and sharpening a knife’s blade.
Systems
To produce, students work with several
types of systems and sometimes combine
simple systems in order to assemble and
build systems that are more complex.
They use a range of components,
specialised techniques and pieces of
equipment in a safe way to construct and
operate systems. They understand how
they can control and manage specific
systems by varying the inputs, and
become more and more skilled in
modifying the outputs. Students are
aware they are working with many
potentially dangerous tools and items of
equipment, and take specific precautions,
including wearing safety equipment when
appropriate.



Systems
Justify, develop, implement and
evaluate the preferred option with
reference to function, performance,
quality and safe use.
This is evident when the student is able
to:






6
environmental implications of
using particular materials in
specific products
generate and justify design
ideas and prepare detailed
drawings and procedural plans
for preferred options
demonstrate increasing
independence in the use of a
range of tools, equipment and
machines, including some
complex equipment, to
implement the preferred option
take appropriate safety
precautions when using tools,
equipment and machines
evaluate the efficiency of the
processes used and suggest
how they could be improved.
apply the technology process
independently, in a sequential
and non-sequential way
demonstrate the input, process
and output of two systems
use a range of methods to
generate ideas for two systems
solutions
develop criteria for measuring
the performance of each
system
use some specialised
techniques to assemble the
systems and follow safe and
responsible work practices
evaluate the systems against
the performance criteria
developed, describing function,
performance, quality and safe
use of the systems.
Materials
Materials
To produce, students construct products,
models and/or prototypes to specifications
and standards. They use a range of
Prepare detailed design proposals,
make products using some complex
equipment, and analyse the
- 54 -
Level
Curriculum focus
Learning outcomes (shown in
bold) and indicators
techniques and pieces of equipment,
including the more sophisticated, to
specified levels of accuracy and precision.
This may involve computer-assisted
machinery.
effectiveness of the products with
reference to specified criteria.
Students regularly check their progress
and modify designs when required. They
use a greater range of tools, equipment
and machines, including some specialised
equipment, including:



welding equipment
a lathe, including a computer
controlled lathe
a vacuum former and thermo
former.
Students have developed a thorough
knowledge and understanding of the
safety requirements, both of the work
area and of individual tools and pieces of
equipment. They are progressively able to
identify the cause of faults in tools and
basic equipment, and attempt to take
remedial action safely and responsibly.
This is evident when the student is able
to:






select, apply and vary the
sequence of the phases of the
technology process to suit
different problems
use a variety of suitable
techniques to generate a range
of detailed design ideas
test materials to determine
their suitability for a specific
purpose
apply knowledge of factors that
affect product design, such as
function, aesthetics and cost
work independently and safely,
using a range of complex
equipment to produce solutions
analyse products with
reference to specified criteria
and explain the effectiveness
of the products.
Extension
Develop innovative solutions to
problems, and evaluate products
using a variety of qualitative and
quantitative methods.
This is evident when the student is able
to:





select, apply and vary the
sequence of the phases of the
technology process to suit
different problems
develop innovative solutions for
two design problems
use a range of suitable
graphics, as well as relevant
technical language, to develop
and communicate ideas
independently select and safely
use appropriate complex
equipment in order to make
products
use qualitative and quantitative
methods to judge the suitability
of products for addressing
problems.

Systems
Systems
To produce, students construct and
Prepare detailed designs and use
- 55 -
Level
Curriculum focus
Learning outcomes (shown in
bold) and indicators
operate products, models and/or
prototypes to detailed specifications and
standards. They safely use a range of
appropriate specialised techniques and
equipment to specified levels of accuracy
and precision. They check their progress
regularly and modify their design when
required. They attempt to solve some
faults in equipment and tools in a safe
and responsible manner. They use time
and resources economically, and
minimise waste.
specialised techniques to construct and
operate complex systems, and
evaluate the designs against
community needs, circumstances and
resources.
This is evident when the student is able
to:





select, apply, and vary the
sequence of the phase of the
technology process to suit
different problems
generate detailed designs for a
complex system, using some
computer software
construct a system using
several specialised techniques
and demonstrating accuracy
and precision when using tools
and equipment
regularly test the performance
of the system and modify as
required
explain how the system
addressed relevant community
needs, circumstances and
resources.
Extension:
Develop innovative solutions to
complex systems problems and
use qualitative and quantitative
methods to evaluate performance.





select, apply, and vary the
sequence of the phases of
the technology process to
suit different problems
develop innovative
solutions for two complex
systems problems
use a range of methods to
communicate ideas for a
complex system
independently choose and
construct the preferred
option using a range of
specialised equipment
use qualitative and
quantitative methods to
judge suitability and
performance.
Source: Board of Studies, Curriculum and Standards Framework, Technology (2000)
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The Victorian Essential Learning Standards
Design, Creativity and Technology domain
This domain incorporates the use of tools, equipment and machines and can be seen as a pathway into VCE technology
studies (including VCE Design and Technology and VCE Systems and Technology/VCE Systems Engineering) as well as
a number of Vocational Education programs. In secondary schools, it is usually the same teachers who deliver programs
in the CSF II Technology (Materials and Systems strands) and possibly Design, Creativity and Technology and VCE
technology studies and possibly even VET programs, although in the VELS Design, Creativity and Technology domain is
located in the Interdisciplinary strand.
In the Introduction to the domain of Design, Creativity and Technology, is the following:
Development of capability in this domain includes the ability to use, manage, assess and understand design, creativity,
technology, and their relationship to innovation. In more details this includes…using tools, equipment,
materials/ingredients and systems components safely and creatively to make quality products and/or systems.
Design, Creativity and Technology includes three dimensions. The overview of the dimensions (Investigating and
designing, Producing and Analysing and evaluating) the producing dimension includes:
The Producing dimension involves students in the management of the production phase and includes the
appropriate selection and safe manipulation and use of tools, equipment, materials/ingredients and components to
carry out processes appropriate to the materials/ingredients or assembly of systems components to produce a
quality product or technological system.
The Victorian Essential Learning Standards defines six levels within the standards. These are:






Level 1 – Preparatory Year
Level 2 – Years 1 and 2
Level 3 – Years 3 and 4
Level 4 – Years 5 and 6
Level 5 – Years 7 and 8
Level 6 – Years 9 and 10.
Each Level contains a Learning focus and Levels 3 – 6 contain standards. References to safety are shown in the
following extracts from the standards.
Level
Learning focus
Standards
1
….Students develop skills in the safe use
of basic tools and equipment, such as
safety scissors, mixing bowls, cups and
rulers, to cut, join, shape, mix and follow
instructions to construct simple products
or models based on their design ideas.
Students follow a set of instructions and
may begin to contribute to planning the
main steps to make a product. They
explain what they are making and which
tools and equipment they are using. They
safely use tools and equipment to
separate, assemble, join and combine
everyday materials/ingredients and
systems components in a variety of ways.
There are no standards at this
2
3
They develop skills in the use of a variety
of simple production techniques, such as
cutting, mixing, shaping, joining and
assembling and a range of
materials/ingredients to produce products,
such as a healthy breakfast cereal and its
packaging and simple systems; for
example, a puppet with moving parts
level.
There are no standards at this
level.
Producing (dimension)
At Level 3, students use their list of
steps and are able to choose
appropriate tools, equipment and
techniques to alter and combine
materials/ingredients and assemble
- 57 -
Level
4
5
6
Learning focus
Standards
(levers) or a pulley arrangement to lift a
weight. Production techniques could
include cutting with a saw or knife,
weighing with scales, measuring with a
jug, filing with a file or rasp, sandpapering,
whisking and hand sewing with a needle
and thread. Materials could include paper
and cardboard, food ingredients, fabrics,
wood, plants and soil or other growing
media. They learn to use tools and
equipment safely and hygienically, and
with some accuracy, to alter and combine
materials/ingredients and put together
components to make a simple system
with moving parts.
Students learn to develop step-by-step
plans for production and use a variety of
production techniques, tools,
materials/ingredients (for example, a
template for marking a shape to be cut
out of fabric or wood, a tape measure,
pliers for bending metal wire, a hot-melt
glue gun for joining wood or fabric, a hand
beater for combining food ingredients, a
clamp for holding materials/ingredients to
a table, a try square for squaring a piece
of wood, secateurs for trimming a plant, a
peeler for removing apple skin) and
systems components to make products
safely.
systems components. They use a
variety of simple techniques/
processes and a range of
materials/ingredients to safely and
hygienically alter and combine
materials/ingredients and put
together components to make
products and simple systems that
have moving parts.
They produce the product/system, using
tools, equipment, machines and
materials/ingredients safely and wear
personal protective clothing and
equipment if appropriate. Students
develop a basic understanding of the risk
assessment process. With direction, they
choose and use increasingly complex
production techniques and equipment; for
example, a soldering iron, wire cutters, a
food processor and electric beater, a
hand plane, pedestal drill, overlocker, and
report faults with tools and equipment.
Producing (dimension)
Students safely and efficiently construct
products, models or prototypes to
specifications and standards. They make
decisions about safety precautions and
wear personal protective clothing and
equipment when necessary. Students
further develop skills in using a range of
techniques, equipment, tools, some of
which are complex; for example, the
lathe, computer-aided milling machine,
and vacuum former. They also develop
skills in using suitable
Producing (dimension)
At Level 4, students use their
production plan and select and
work safely with a variety of
materials/ingredients and systems
components to produce functional
products and/or systems. They use
a range of measuring, marking,
joining/combining techniques to
alter materials and
finishing/presentation methods, and
operate tools and equipment
competently, showing
consideration of safety and
hygiene, and record their progress.
At Level 5, students work
safely/hygienically with a range of
tools and equipment, including
some which are complex, and
manage materials/ingredients,
components and processes to
produce products and systems,
taking full account of the
appropriateness of their properties,
characteristics or expected outputs
in meeting requirements of design
briefs.
Producing (dimension)
At Level 6, students implement a
range of production processes
accurately, consistently,
safely/hygienically and responsibly,
and select and use personal
protective clothing and equipment
when necessary. They produce
products/systems using complex
- 58 -
Level
Learning focus
Standards
materials/ingredients and/or systems
components (or combine simple subsystems to produce more complex
systems) to specified levels of accuracy
and precision, and with consideration to
risk assessment processes. They are
encouraged to make adjustments to tools
and equipment and carry out basic
maintenance. They learn to use time and
resources economically and try to
minimise waste.
tools, equipment, machines,
materials/ingredients and/or
systems components with
precision. They clearly explain
decisions about the suitability of
materials/ingredients, systems
components, energy requirements
and production techniques based
on their understanding of the
properties and characteristics of
materials/ingredients, and the
inputs, processes and outputs of
systems.
The glossary for Design, Creativity and Technology contains the following definition:
risk assessment: Process used to determine the likelihood that people may be exposed to injury, illness, or disease from
any situation identified during the hazard identification process. A hazard is the potential to cause injury, illness or
disease. Hazard identification is the process used to identify all possible situations where people may be exposed to
injury, illness or disease. (The Victorian WorkSafe Website: www.worksafe.vic.gov.au)
Source: Victorian Curriculum and Assessment Authority, Victorian Essential Learning Standards (Revised December
2005) Design, Creativity and Technology domain.
Victorian Certificate of Education
Current VCE Study Designs
The two VCE studies that are most related to the focus of the Safety Committee are VCE Design and Technology and
VCE Systems and Technology. The accreditation period for these studies ends on 31 December 2006.
These studies both contain the following statement in the introduction:
SAFETY
Achievement of the outcomes of this study may involve the handling of hazardous substances and/or the use of
hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health
and safety of all students undertaking the study.
References to safety in the current study designs.
VCE Design and Technology
(In this study students generally use materials such as wood, metal, plastics, and textiles.)
Aims:
Acquire, extend and apply a range of practical skills related to design, safe use of tools, equipment and machines and
develop an understanding of the processes used in manipulating materials.
Unit 1
Area of study 3
Safe use of tools, equipment machines and material
Outcome 3
On completion of this unit the students should be able to select and safely use tools, equipment and machines to make a
functional product/s and evaluate its effectiveness.
Key knowledge
The safe and correct methods to process materials using tools, equipment and machines
Key skill
- 59 -
Safely use and maintain tools, equipment and machines.
Unit 2
Area of study 3
Appropriate tools, equipment and machines, and their safe and correct use.
Outcome 3
Key knowledge
 Appropriate, correct and safe use of tools, equipment, machines.
Key skills
 Select and safely use tools, equipment and machines to carry out a range of processes.
Unit 3
Outcome 3
Key knowledge
 Relevant health and safety issues
Key skills
 Safely and efficiently implement production activities to satisfy client requirements and to specified standards of
quality.
Unit 4
Outcome 3
Key skills
 Safely apply appropriate production skills to make a planned product.
Source: Board of Studies, VCE Design and Technology Study Design (1999)
VCE Systems and Technology
(This includes mechanical, electrical/electronic systems.)
Aims
Develop safe, logical and efficient work practices
Unit 1
Area of study 2
Safe working practices, including relevant health and safety regulations
Outcome 2
On completion of this unit the student should be able to select and safely use tools, equipment and machines to make a
functional system.
Key knowledge
 Safe and correct use of appropriate tools, equipment machines and components
Key skills
 Select and correctly/safely use tools, equipment and machines to undertake the processes of production
Unit 2
Area of study 2
Safe working practices, including relevant health and safety regulations.
Outcome 2
Key knowledge
 Safe and correct use of appropriate tools, equipment and machines
Key skills
 Select and correctly/safely use tools, equipment and machines to undertake the processes of production
Unit 3
Area of study 2
Safe working practices, including relevant health and safety regulations
Outcome 2
Key knowledge
 Safe and correct use of appropriate tools, equipment and machines
Key skills
 Select and correctly/safely use tools, equipment and machines to undertake the processes of production
Unit 4
Area of study 2
- 60 -
Safe working practices, including relevant health and safety regulations.
Outcome 2
Key knowledge
 Select and correctly/safely use tools, equipment and machines to undertake the processes of production
Source: Board of Studies, VCE Systems and Technology, 1999,
New VCE Study Designs (to be implemented in 2007)
VCE Design and Technology and VCE Systems and Technology were reviewed in 2005. The revised studies have
recently been distributed to schools, for implementation in 2007.
Both VCE Design and Technology (accreditation period Units 1 – 4: 2007 – 2011) and VCE Systems Engineering
(accreditation period Units 1 – 4: 2007 – 2010) (which replaces Systems and Technology) contain the following:
SAFETY
This study may involve the handling of potentially hazardous substances and/or the use of potentially hazardous
equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety
of all students undertaking the study. Teachers should refer to the Safety School website
www.eduweb.vic.gov.au/hrweb/ohs/accp/plantm.htm and Student safety Guidelines Technology (Department of
Education & Training 2003) or subsequent publications.
For information about risk assessment and risk management refer to the WorkSafe website www.workcover.vic.gov.au
Both VCE study designs contain reference in all four units of each study (for example in the key knowledge and key skills
related to designing and producing a product or system) to ‘safe and efficient work practices’, ‘hazard identification, risk
assessment and risk control’ and ‘safe and correct use and care of tools, equipment and machines’.
The glossary in each study design includes a definition of risk assessment sourced from the Victorian WorkSafe website.
In addition, the Design and Technology Study Design includes in the Advice for Teachers section under the heading Risk
Management (page 45) a diagram to show how risk assessment must be considered in the design stage and through
production, distribution and use of a product. This diagram was provided by Paul O’Halloran, Employee Health,
Department of Education, Victoria.
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