|Student ID No:|
|Start date of the unit|
This unit specifies the outcomes required to carry out work health and safety (WHS) requirements through safe work practices in all on- or off-site construction workplaces.
It requires the performance of work in a safe manner through awareness of risks and work requirements, and the planning and performance of safe work practices with concern for personal safety and the safety of others.
The unit covers fundamental WHS requirements necessary to undertake work tasks within any sector in the construction industry. It includes the identification of hazardous materials, including asbestos, and compliance with legislated work safety practices. It does not cover the removal of asbestos, which is a licensed activity.
It applies to workers in the construction industry.
This unit also relates directly to the general construction induction training requirements of the Model Work Health and Safety Regulations 2011 and relevant occupational health and safety regulations for Victoria and for Western Australia. Achievement of CPCCWHS1001 Prepare to work safely in the construction industry covers these induction training requirements.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Internet link of unit at National Register
For detailed information about elements and performance criteria, foundation skills, performance evidence, knowledge evidence and assessment conditions, please follow the following link.
Purpose of the Document
This Student Assessment Workbook contains details of your assessment tasks and the guidelines for you to be able to complete the assessments for this qualification.
Purpose of Assessment
The goal in developing and implementing these assessment tasks is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.
Assessment is the process of gathering and judging of evidence to decide whether a student has achieved a standard of competence. Successful completion of all assessment tasks will contribute to the attainment of the unit of competency.
Training and Delivery Arrangements
This is program has been developed to be delivered face to face mode of delivery. A training plan will be provided to the student with the start date and end date of each unit.
The trainer will hand over the resources at the start of each unit, to read and inform the student to complete Assessment tasks according to timetable. The training department will make sure that the training location is WHS compliant and safe for the training and equipped with the necessary resources needed for the effective delivery of training.
Trainers will be using PowerPoint slides, discussions, role-plays, and class activities as part of training.
To be assessed as competent the participant must:
- complete all assessment tasks to satisfactory level and according to the assessment
- Submit them to trainer/assessor according to the due date as mentioned in the training plan or negotiated with the trainer/assessor
- The trainer/assessor will give the detailed feedback on the work completed by the student
- Perform all practical assessment/role play activities tasks without risk to self, danger to others or damage to property, land or equipment under the supervision of the
- abide by all relevant instructions and directions as they relate to the assessment tasks
In judging evidence, the assessor must ensure and declare that the evidence meet the Rules of Evidence as:
- authentic (candidate’s own work, for which submission declaration and ID check during task
performance and the assessment under supervision as per the assessment instructions)
- valid (directly related to the current version of the relevant endorsed unit of competency and as per instructions)
- reliable (shows that the candidate consistently meets the endorsed unit of competency)
- current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency}, and
- sufficient (covers the full range of elements, performance criteria, knowledge evidence, performance evidence and assessment conditions in the relevant unit of competency)
The assessment process must:
- provide that assessment is conducted and declared by the assessor in accordance with Principles of Assessment for being valid, reliable, flexible, and fair assessment
- provide for judgment to be made based on sufficient evidence keeping in accordance with Rules of Evidence given above
It is recommended to undertake self-paced learning for each unit of competency. This time is to be spent reviewing learning materials for the current unit, self-study during study period and up- coming weeks, doing activities provided in the activity book for each unit and undertake research to prepare responses to assessment tasks. This gives learner an opportunity to fully absorb the required knowledge.
It consists of off-campus self-study hours which includes reading Student learner guide, resources, research etc. Trainer/assessor will also explain the same in the first session of the unit of competency. The student is provided with an activity book which consists of short answers questions or Multiple-Choice Questions (MCQ) for each unit. After each unit activity student will be signing of the “Summary sheet for Record of Activity Participation”. This sheet will also be signed by the trainer and assessor, and he/she will give the constructive feedback to the student. This will help the student to determine if the student is ready for the assessment. If the student or trainer finds out that the student is not yet ready for the assessment, the assessment due date may be extended for the student.
These activities are provided in separate document and will be given to students at the start date of unit and will instruct the students to complete before the final assessment takes place.
These activities are to support self-paced learning and do not form part of the assessment.
Access and equity
An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package.
The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied to take into account the individual learner’s needs (Refer to Pre-Training Review section).
The training department informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary (Refer to Re-Assessment section).
Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the Individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on training department or employer or learner. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.
Assessors should also provide alternative assessment activities to address identified specific organisation requirements.
The tools used, having multiple tasks, provide a foundation on which to build a comprehensive learning and assessment program. In the assessment workbook there are a range of assessment tasks. The types of activities are varied to ensure good “testing” of the required skills and knowledge. Trainers / Assessors will need to adapt or supplement these resources where appropriate.
A range of standard assessment methods are used within each assessment tool (refer to Methods of assessments)
Once all tasks have been completed, the file(s) containing answers to assessment workbook tasks should be submitted to the trainer/assessor and the assessor will mark the assessments and give the detailed feedback.
Where any items are marked ‘Not satisfactory’, the trainer/assessor will outline the gaps and document the actions that must be taken by the student to address the gaps. A copy of feedback must be provided to the student by the trainer/assessor.
Learners who are assessed as ‘Not Yet Competent’ are to be provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training and assessment. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment.
It is the policy to provide additional training and re-assessment as required at no additional cost to the learner. Learner’s requiring additional learning support are to be brought to the attention of management so the progress of the learner can be monitored closely, and additional support services can be applied if required. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s reenrolment can be determined through mutual agreement. Please note, learners are granted with 3 attempts for a successful assessment outcome. Where learners are unable to achieve competency after 3 attempts, they may be required to re-enrol in that unit/s and undertake further training.
There are four rules of evidence that guide the collection of evidence. The
student’s work must demonstrate
Rules of evidence
the rule of evidence e.g.
- Valid – The assessment task must cover the required skills and knowledge
- Sufficient – it must be enough to satisfy the competency
- Current – skills and knowledge must be up to date
- Authentic – it must be the student’s own work and supporting documents must be
The four principles of
Principles of Assessment
assessment are followed in
assessment of each student’s evidence of
competence. The four principles are:
- assessment against the unit(s) of
competency and the associated
assessment requirements covers the broad range of skills and knowledge
that are essential to competent performance.
- assessment of knowledge and skills is integrated with their practical
- assessment to be based on evidence that demonstrates that a student could establish these skills and knowledge in other similar situations; and
- Judgment of competence is based on evidence of student performance that is aligned to the unit/s of competency and associated assessment
Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
The individual student’s needs are considered in the assessment process. Wherever appropriate, reasonable adjustments are applied to take into account the individual student’s needs. The training department informs the student about the assessment process and provides the student with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility: Assessment is flexible to the individual student by:
- reflecting the student’s needs.
- assessing competencies held by the student no matter how or where they have been acquired; and
- Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the
For you to
Competency/Submission Details and Instructions
competency in this unit, you
are required to complete the following tasks and submit according to your proposed training plan, or the date specified by Trainer/assessor in particular cases (please see Access and Equity Policy and Procedure). The student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks
Within the context of these assessment tasks for role playing activities / presentations / demonstrations, the assessor may fill in the role of client, manager, or supervisor, as applicable.
- At each submission of your assessment, the student must declare that the work submitted is his/her own and has not been Failure to do so will result in the assessment work being returned for completion thus delaying the assessment.
- Make sure you have read all supporting resources prior to commencing and completing any of the questions and activities in this assessment workbook.
- If you are unsure of the requirements of a question, activity, or project – please contact your trainer/assessor for clarification. Reasonable adjustment options are available however this must be arranged in coordination with the Training Department prior to assessment.
- You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for
- All the above items must be adhered Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.
- At the time of submission of workbook or individual unit, ask for Receipt from staff. Keep it safe for your record and future references.
Understanding the assessment grading system
competency based, which
means students are assessed against the unit of competency requirements. Assessment results are recorded as follows:
- Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and
competency standards for the Task.
- Not Satisfactory (NS) result: the student’s submitted work does not demonstrate the
understanding of competency standards in the Task.
- Competent © result: Once a student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register training.gov.au), C outcome will be awarded for the entire unit.
- Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a student will receive NYC He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.
The student will receive written
Feedback and Review
feedback from a trainer/assessor,
clearly outlining why the student’s submitted work does not
demonstrate the understanding of competency standards in the task and where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.
Plagiarism and collusion are both
Plagiarism and Collusion
forms of cheating. It is taking and
using someone else’s ideas, writings or information and
representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your Trainer/assessor and refer to the Student Handbook. In case you need further information about plagiarism and collusion, please ask staff to provide you with the copy of plagiarism and collusion policy and procedure. Alternatively, you may refer to the website. The following list outlines some of the activities for which a participant can be accused of plagiarism:
- Presenting any work by another individual as one’s own unintentionally
- Submitting assessments copied from another student
- Presenting the work of another individual or group as their own work
- Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet
The students are required to use
Referencing your work
the right sources in their work.
By doing proper referencing, you are acknowledging that you have
used someone else’s information or work. The students are advised to use APA 6th referencing Style. You can visit http://guides.lib.monash.edu/citing-referencing/apa for the style information or visit https://www.refme.com/au/referencing-generator/apa/ for APA style references generation. You
must reference all sources that you use in your assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams and data.
There are two parts to every referencing system:
- In-text reference – a reference to a source of information placed within the body of the
- The reference list – a list of all sources referred to in the work, located at the end of the work.
Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook.
Where a student disagrees with a
Appealing a decision
decision made by
Trainer/assessor regarding outcome of unit, plagiarism or
cheating, he/she may pursue appeal proceedings in accordance with the complaints and appeals process given in Complaints and Appeals Policy and Procedure, as you have the right to appeal the outcome. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Officials.
If you have special needs or disabilities, reasonable
adjustment will be organised in
accordance with the policies and
procedures of reasonable adjustments. This may include but not limited to:
- visual difficulty: we can assist by making adjustments such as larger print of documents, assessment tools and forms
- physical disabilities: assessment may be broken down into shorter/longer lengths of time, where applicable
- sick or have medical condition, due date extension may be provided
- LLN Support
Examples of reasonable adjustment in assessment may include but not limited to:
- Submission of an oral assessment task for a written one
- Provision of extra time
- Use of adaptive technology
The requirements for special needs must be established and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.
Methods of assessments
There are two types of tasks for assessing the unit of competency for each unit
- Theory tasks e., Written question, A set of questions to test the student’s knowledge for the
unit of competency
- Practical tasks e., Projects and Role play: Practical tasks assessing the student’s practical
knowledge and skill for the unit of competency.
The following methods are used for assessing the student
- Analysis of responses to all written questions
- Analysis of responses to practical tasks/demonstration/role-play/ (Please refer to the assessment tasks instructions for individual tasks)
- Observation of demonstration by the student in role play
- Student Assessment Workbook
- Learner guide
- Access to supportive human resources
- Access to computers and printers
- Access to internet
- Simulated Construction site video for assessment task 2
- Access to simulated workplace and equipment and resources
- Simulated workplace policies and procedures
- Simulated workplace templates
- Access to role playing participants
- Access to other resources as mentioned in assessment task
General Instructions to the Students
- Read all the assessment tasks carefully.
- Provided answers/responses to all the questions/projects.
- The evidence for the task can be handwritten or in a word
- If you have been asked to explain or describe, provide your answer in sufficient words i.e., minimum 20 to 40 words or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.
- The leaner is required to complete role-play/demonstration/simulated tasks under the supervision of the trainer/assessor, projects/reports can be attempted at home as well as in class during the assessment hours.
- Your answers must reflect knowledge and understanding of the
- Students can ask the trainer/assessor if they are having any problem in understanding the (Please do not expect the trainer/assessor to tell you answer for the questions)
- Response to all assessment tasks must be correct to be assessed as
- The Assessment is to be attempted after completing the face-to-face training for this unit with the trainer and
- Please be advised that the student is required to submit all the required documents as mentioned in Deliverable Specifications in the assessment
- Your assessment will be given an outcome of competent or not yet
- After completing assessment and obtaining result from trainer/assessor, you will acknowledge on Assessment Result Sheet that you have been informed of the assessment result and the reasons for the
Assessment Task Summary
|Assessment Task||Assessment Method||Task Summary|
|Assessment Task 1: Written Questions||Written questions||Students must answer all written questions.|
|Assessment Task 2:||Project and role-play||Practical tasks assessing the student’s practical knowledge and skill for the unit of competency.|
Your assessor will provide you with the time allocated and due dates for each assessment task. Write them in the table below.
|Assessment Tasks||Time allocated||Due Date|
|1. Assessment Task 1: Written Questions|
|2. Assessment Task 2: Project and demonstration|
The student will demonstrate the knowledge required to carry out work health and safety (WHS) requirements through safe work practices in all on- or off-site construction workplaces.
The student must deliver answers to all the questions. The answers should be correct, sufficient and in acceptable form of quality and standard.
Glossary of Instructional Task Words
The assessment tasks use a range of instructional words, such as ‘compare’ and ‘list’. These terms will guide the student and yourself regarding the level of detail that must be provided in students’ answers. Some questions will also tell you how many answers students need to give – for example, ‘Describe three
strategies…’. Use the following glossary to guide you in interpreting the words in the tasks:
- Analyse: This means you should break an issue down into its component parts, identify them and explain how they relate. You should discuss the issue in detail and
- Define: This means that you should explain, in your own words, the meaning or interpretation of a term or concept, including any qualities that are essential to
- Describe: This means that you should outline the most noticeable qualities or features of an idea, topic or the focus of the
- Discuss: This means that you must point out the important issues, features, key points and possible interpretations of the question, and debate these through argument, providing reasons for and against
- Evaluate: This means you must judge or calculate the quality, importance, amount, or value of something. You must provide an in-depth answer with as much detail as possible.
- Explain: This means that you need to make something clear or show your understanding by describing or providing information about a You will need to make clear how or why something happened or why something is the way it is.
- Identify: This means that you must recognise something and indicate the required The length of your answer should be guided by what it is that you are being asked to identify.
- List: This means that you must record short pieces of information in the form of a numbered or bulleted list, with one or two words, phrases or sentences on each line.
- Outline: This means that you must give a brief description of the main facts or sequence of events about The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, your response will be sufficient.
- Summarise: This means that you must express the most important facts or points about something in a concise
|1.||What is a risk? (Minimum 30 words)|
|Ans. The term risk is defined as the total number of possible outcomes for a loss or the amount of danger a particular work contains. In every aspect of life, there is risk in everything they do even in construction or even in walking down the street.|
|2.||Mention a Minimum of three high-risk works the in construction industry.|
|Ans. Three risk works in the construction industries are as follows.
1. Environmental risks:
They know every work requires a proper environment to work properly. Risks including earthquakes, heavy rains flood landslides, etc. are a major risk the save aced.
2. Labor shortages.
They know finding a suitable worker is almost a problem but still, a bigger problem is finding a worker where they know in every 2nd place there is a construction going on. In these circumstances a bigger question is of money getting labor in return for good wages is a problem for the contractor.
3. Completion delay.
This process happens everywhere in their day-to-day life too major reasons for a delay in construction be of technical errors, due to natural disasters and many more.
|3.||What is the difference between a hazard and a risk?|
|The main difference between hazard and risk is hazard is the potential which can cause them to harm let them understand it better by an example if they are crossing a road then cars are hazard as cars contain the potential to harm them and risk is where there will be a high chance of having an event which can harm them, for example, crossing a highway will contain superior risk than crossing an empty city road.|
|4.||What publications might be accessed in order to identify the key requirements for commonwealth and state or territory health and safety compliance and how can they be accessed? Minimum 50
|Many different sources are available for health and safety compliance for bear knowledge let’s take the example of book newspaper awareness papers distribution for health. Media is a major source for the
better knowledge’s they know several news channels are there for a better understanding of the people to know more about health-related matters. There are even pamphlets distributed for the side of organizations like risk management services and worker compensation boards (Ackerman, et al, 2020).
|5.||Briefly describe the following? Name of WHS act in your state :
work health and safety act 2011 is termed as OCCUPATIONAL HEALTH SERVICES AUSTRALIA[OHSA]
Objectives of WHS Acts:
The main objective of the OHSA was to protect general people working under pressure or people who were put in risk by the working activities by the heads of the companies.
Another main objective is to look after the health of the people and ensuring good health on the basis of their working (Ackerman, et al., 2020).
A proper license is required for the specific work or activity.
It specifically specifies how duties must go on.
Safe Work Australia:
The work health and safety act provides them framework for the protection of health, welfare and the safety of the workers except the workers working or have a direct relation with NSW work activities or workplace.
The main regulating agencies were federal safety commissioner.
|6.||The national harmonized Work Health and Safety (WHS) Act 2011 requires a person conducting a business or undertaking (PCBU) to ensure the health and safety of workers it engages – or whose work it influences or directs.
Briefly describe the key elements of the legislation and regulations that form part of the act relating to the below jurisdictional work health and safety (WHS) and environmental descriptions. (Minimum 20 words)
|Duty of care||It is the act which checks the safety and health of a person running a business or any industries.|
|Reasona bly practica ble||The standard of behavior must meet by the duty holder which is expected from the person who is duty holder required to complete with the same duty.|
|Code & Codes of practice||It provides guidance on managing the risks in the workplace.
|Workers||Every worker are been protected under the WHS including the employee.|
|PCBUs||Is the person who is conducting a business or head of a business of undertakings simply means the primary holder of the duty.|
|Right of entry||Under the work health and safety act, a person holding a WHS permit can enter any workplace to ensure safety and check on the people working there (Gill, et al., 2014).|
|7.||Overall, safety procedures can provide many benefits to a business. Besides the obvious benefit of keeping employees and visitors safe, safety procedures can assist in certifications, protect the business from legal liability claims, and encourage employee efficiency and motivation. List the 5 things that
must be included in a health and safety policy.
|1. FIRE SAFETY MEASURES.
In every company or office, the basic training of how to use a fire extinguisher or how to leave the place in an emergency must be taught based on the safety of the employee first.
2. MEDICAL CARE.
How to use a first aid kit in an emergency is the basic and important fact of how to be safe and how to make workers feel safe based on an emergency accident one should know how to use a first aid kit.
3. PROPER WORKERS TRANING.
They can understand better as we know placing objects for proper use is essential and also they know using those objects in a proper way is also important for the company and the worker as workers will have fewer injuries on the basis of their training as how good they can use objects for the betterment of the company and less injuries will motivate them for better concentration.
4. INVESTIGATING INCIDENTS.
A proper investigation of the incident will help us get a better reasons and the exact reason for the incident why and for what exact reasons the incident took places. By getting a better reason we can take measures so that it does not happens again.
5. BY GETTING REAL-TIME REPORTS OF WORKERS.
If we got to know the phases our employees are facing in real time they can get better results on the basis of their health. and on the emotional touch they are facing right now in their lives.
|8.||Read the descriptions and identify the relevant policies and procedures:|
|Description||Name of policy|
|” The Safe Work Method Statement” identifies the “High Risk Construction Work” hazards that are applicable to this project, the potential hazards of the work activities, assess the risks involved and develops controls measures to eliminate, or minimize, the risks. The risk management process is carried out in consultation with
|Hazardous working policy.
| The Safe Work Method Statement” breaks down specific work activities into job steps to assist in forming this
For each of the work activities and associated job steps identified in the SWMS, you workplace has enforced this policy and procedure
To assist in conducting this policy and procedure your workplace must consider the use of resources such as codes and standards, industry publications (i.e., safety alerts; hazard profiles for specific trade groups), workplace experience and consultation (i.e., Toolbox Talks).procedure
|Safe work policies.|
|The workplace has identified a risk class/ranking for potential workplace hazards by referring to the categories ranging from high to low in a Risk Table.
The Risk Table is used to determine the level of danger or seriousness (i.e., the consequence) of the risk, how likely it is that this risk will occur (i.e., likelihood/probability) and therefore how detailed control measures will need to be
to eliminate or minimize the risk
|The assumption policies|
|This provides a format to assist the workplace controller record the identification of potential hazards of the proposed work, assess the risks involved and develop control measures to eliminate or minimize the risk.
You do this to assess work activities and the workplace undertaken prior to commencement of work, and a record kept.
|Potential hazards policy.|
|undertake an assessment of the risks associated with the work activities This document is written up by the principal officer
The workplace maintains and updates this document, and provides the updated
document to the Principal Contractor
|Brief each team member on the SWMS before commencing work. Ensure each team member knows the work is to stop if the SWMS is not followed. Observe the work being carried out and monitor compliance with the SWMS. Review risk controls regularly, including:
– before a change occurs to the work itself, the system of work or the work location
– if a new hazard associated with the work is identified
– when new or additional information about the hazard becomes available
– when a notifiable incident occurs in relation to the work
– When risk controls are inadequate, or the SWMS is not being followed. In all of the above situations stop the work, review the SWMS, adjust as required and re-brief the team.
Keep the SWMS in a readily available location for the duration of the high-risk construction work and for at least 2 years after a notifiable incident occurs.
If high risk construction work is being carried out in connection with a construction project, the principal contractor must be provided with a copy of the SWMS before the high-risk work starts.
|This procedure requires you to consult with relevant workers involved with the high- risk construction work, on the activities involved and associated hazards, risks, and controls.
In the “High Risk Construction Work” column on the first page, identify the high-risk construction work that will be undertaken.
• In the “Job Steps” column list the job steps.
• In the “Hazard Identification” column, list the hazards and risks for each Job step activity.
• Identify the workplace circumstances that may affect the way in which the high-risk construction work will be done, for example:
|High risk assessment.|
|– information relating to the design of the structure, the workplace (e.g., location, access, transport) and information contained in the WHS Management Plan
– Information on any ‘essential services’ located on or near the workplace
– confirmation the regulator has been advised of any ‘notifiable work’ (e.g.,
demolition work involving explosives)
– safe work methods and plant to be used.
In the “Initial Risk Rating” column, using the “Risk Table,” rate the identified risks.
In the “Control Measures Implemented” column, select an appropriate control or combination of controls by working through the hierarchy of controls. It is important you are able to justify why the selected control measure is reasonably practicable for the specific workplace.
In the “Revised Risk” column, using the “Risk Table,” rate the level of risk once the controls have been implemented. If the revised risk rating is still 1, 2 or 3 do not start work until better control measures are implemented and the revised risk rating is 4, 5 or 6.
In the “Person Responsible” column, list the name or position of the person or
persons responsible for ensuring the controls are implemented
|Risk table policy.|
|Eliminate the risks so far as is reasonably practicable. If this is not reasonably practicable, minimize them so far as reasonably practicable by:
• substituting the hazard
• isolating the hazard
• implementing engineering controls
If the risk still remains, minimise the remaining risk by implementing administrative controls
If the risk still remains, minimise the remaining risk by ensuring the provision and use of suitable personal protective equipment (PPE).
|Your workplace encourages all employees to do this immediately to the Works supervisor.
Where the hazard cannot be corrected immediately, your workplace records the details of the hazard in the Hazard Register
Your workplace investigates all reported hazards and implements control measures to eliminate and/or minimize the likelihood of an incident or injury.
Your workplace regularly reviews and evaluates the effectiveness of control measures until the hazard is addressed and/or all risks have been mitigated or reduced.
Your workplace will issue a copy of any completed Hazard Report form to the principal contractor, as required.
|The identification of asbestos and Asbestos containing material, for example, a reference or link to the asbestos register for the workplace, and the locations of signs and labels
Decisions, and reasons for the decisions, about the management of asbestos at the workplace, for example, safe work procedures and control measures
Procedures for detailing accidents, incidents, or emergencies involving asbestos at the workplace
Workers carrying out work involving asbestos, for example, consultation, information, and training responsibilities
|Identify the procedure relating to the following:
These are reported to the designated First Aid Officer in the workplace. Record all of these types on the Register of Injuries.
Where this requires medical attention or off-site treatment, complete an Incident Investigation Report.
|Copies of Incident Investigation Reports are provided to the principal contractor, as
|For all incidents involving near misses, property/plant damage, or injury to the public or the environment, investigate and record the details in the Incident Investigation Report.
Copies of completed Incident Investigation Reports are provided to the principal
contractor, as required.
|reports all of these to the relevant Authority.
Where such an incident has occurred, the workplace considers whether the site needs to be preserved for investigation by the relevant Authority.
|keeps records of incidents and injuries by Statutory requirements.||Accidental policy.|
|All these occurrences must be reported immediately to the Principal Contractor and Site Supervisor
All persons requiring first aid treatment are to contact THE first aid medical officer who will administer treatment and record this in the register of injuries.
|First viewer policy.|
|If an accident emergency happens on a site, notify this officer and/or site supervisor. Reporting procedure for minor and major accidents is to be followed. If site supervisor or first aider is unavailable or unable to be located:
– Call “000” and state the authority required i.e., ambulance, fire brigade, etc.
– Identify who is calling and leave a contact telephone number
– Give the address/name of the building site
– State what has happened and the general nature of the injury
– State what is being done to assist the injured person
– Give any specific location of entry to the site
Keep calm and don’t panic, do not interfere with the accident scene, and make sure the employee is not moved unless there is a higher risk of being injured. Assist authorities with access to the accident location.
Do not make any statements to anyone regarding the circumstances of an accident unless legally authorised to do so.
The scene of a non-disturbance occurrence (accident) and the surrounding area must not be disturbed in any way, other than to assist the injured person or make the area safe
|You can avoid painful and long-lasting injuries, which can be caused by incorrect lifting by following simple Lifting Techniques:
– Use mechanical lifting equipment where necessary
– Plan the lift by estimating the load and knowing exactly where it is to be placed
– Ensure that access to the area is clear
– Avoid lifting excessively heavy loads, get help
– Avoid bending your back to pick up a load – bend your knees and keep your back straight
– Hold the load as close as possible to your body
– Avoid twisting while lifting or carrying
Take care to reduce the likelihood of slips and falls which jar the spine
|As this has the potential through being used at work to harm the health or safety of persons in the workplace, shall be brought on to site unless:-
– Accompanied by the relevant Material Safety Data Sheet (MSDS)
It is first reported to the site supervisor
|These are for the information of all on site. Do not cover or impair view of these. Pay attention to and heed all safety warnings using these, they are here for your
|All of these used on site must comply with the appropriate Australian Standard. Use safety and other equipment when and wherever required. Every employee owes it||Traning policy.|
|to himself/herself, their family to use and properly care for PPE provided for on the job site. Any faults in the condition of any of the equipment should be reported to your Site Supervisor or Manager for action. Safety equipment including gloves, safety goggles, helmets and earmuffs are available from the employer for your
protection. USE THEM AND DO NOT TAMPER WITH THEIR OPERATION.
|9.||What is work order? (Minimum 30 words)|
|It is a formal document which shows how and when which work will be executed on the basis of the format of work. It is the main directions of the work which will take place first and last.|
|10.||A hazard is? (Tick appropriate)|
|· any type of hazardous substance
· anything that cannot be controlled
· anything that could hurt you or someone else
· something that kills people.
|11.||What is the procedure for identifying and reporting hazards?|
|They can identify hazard steps by steps at first
Identify the hazard which is been spotted[Hazard identification]
Then they can check the risk of the hazard how much can the hazard damage [Risk assessment]
Then at last precautions to make the changes to control it [Risk Control]
They can report hazards in these manners
Anyone who identifies a hazard must contact to the nearest superior which can be helpful and report to him\her as soon as possible.
As soon as the superior deals with it inform others for better dealing with the hazard to resolve the matter.
|12.||What is notifiable incident?|
|This is basically a very savior injury of a person or any kind of serious illness which could lay person in serious risks.
Or to death of the person.
|13.||What is the reporting procedure for an accident on site?|
|Immediate respond;- any person who was present at the time of accident must report to a senior person so that if any chances were there then the person must be saved.
Investigation;- as soon as any person reaches for help of the accidental person then the investigation should held there for the reason s of the accident so that the others must be saved from the same accident.
Analyze;-after knowing the reason of the incident proper that they must know why this happened so that proper treatment of the problem takes place.
Solutional plan;-a proper measure to take the problem down must be there so that the incident must not be repeated. In any situation the solution plan must fix the problem.
|14.||What information would an incident report provide?|
|An incident report must provide the detail of any kind of damage to any person or any incident happened which caused injuries or death. Any damage related to property or equipment on worksite.|
|15.||Briefly describe the procedures for following safe practices when dealing with hazards and hazardous materials. Minimum 40 words.|
| They need to read carefully list of products if they use like chemical.
It must have proper equipment’s like goggles and gloves while they deal with hazards or hazardous material.
They need to be aware while being in contact to a hazardous material.
Following safe procedures is must while handling hazardous material.
|16.||List three measures for controlling risk or minimising hazards.|
|The major step is the elimination for example equipment without cords must be used to reduce electric shocks.
Changing or substitution for example replacing a ladder with a tower scaffold.
Good equipment and protective clothing for example using a light board with high voltage they must use lethal slipper.
|17.||Write short notes on asbestos management code prevention of exposure.|
|It is the code under section 274 of the work health and safety act 2011. It is based on how there are precautions taken from asbestos. This code came to practice at 1 January 2012.|
|18.||Tick what is included in managing the risks of asbestos.|
|□ identifying asbestos and asbestos-containing material at the workplace
□ recording identified material in an asbestos register
□ assessing the risk of exposure to airborne asbestos
□ eliminating or minimizing the risks of asbestos by using control measures
|□ Reviewing control measures to make sure they are working.
□ All of the above
|19.||What is the use of barricades and signage in construction industry? Minimum 40 words.|
|The barricade is the device which is use to warn people of the danger in a particular area it alarms and gives warning of the happening. It is basically a warning device. It is used in constructional areas.
A signage is a sign of warning in a construction area. A place where there is a chance of risk a signage is used there for the betterment of workers so no severe injury or death might be faced by them, in such a way of trespassing that area with a high voltage line or something dangerous.
|20.||List three barricades that are extensively used on a construction site.|
|The most used barricade are;
1. Fencing/safety nets.
2. Plastic or concrete constructional barrier.
3. Guard rails.
|21.||What do you understand about the methods of safely performing tasks? How the methods of safely performing tasks in accordance with legislative requirements and workplace policies and procedures will help to control the risks? Minimum 60 words.|
|It is established for safe working practices in the industries and organizations for finding hazards or dealing with the liabilities or risks within the organization. They reflect the safety hazards of the organization. Workplace policies helps lowering the risk as workplace policies lead full checkup of the place so no older incidents recovers and take places.|
|22.||What is the necessity for keeping the work site clear of risks?|
|It is necessary so that the employees and the workers be safe and in a proper condition fit for work lower the risk higher the people will be motivated for the work done.|
|23.||What is the necessity to meet environmental requirements for workplace safety? Minimum 60 words.|
|An environment required for the workplace is a better communication between employees and high support and good in person terms and trust so the work goes on peacefully in a good manner.|
|24.||What is the importance of policies and procedures to be followed in an accident, fire, oran en other type of emergency?|
|It is important as because if the procedure is not followed one or more than one person might die in an accident. A fast and effective first aid must be given to a person meeting emergency.|
|25.||To deal with fire threats, employers need to devise an emergency plan. List the 4-step standard procedure for reducing the risk of fire.|
|Identify any hazard in the whole workplace.
Check the risks of the fire hazard, identified.
Investigate the whole reason for the fire.
Fix the problem and check for solutions.
|26.||In an emergency it is important to recognise those in charge. In the case of a fire emergency, who are the two appropriate personnel?|
|Construction supervisor and nearest person with them.|
|27.||Briefly describe the purpose and use of PPE as a workplace safety requirement.|
|A worker safety protection equipment must be there for an emergency if any mishappening happens then some things are of very use like safety gloves, gloves and hard hats, full body suits and respirators (Gerba, et al., 2019).|
|28.||List three types of personal protective equipment in construction industry.|
|1. Safety glasses and full body suits..
2. Hard hats and earplugs.
3. Gloves and vests.
|29.||Depending on site conditions and what your on-site duties are, you’ll be provided with a range of equipment. You can get information about what you should be using from your supervisor and the safe work method statement (SWMS). For each of the descriptions provided identify the correct terminology
relating to the equipment listed.
|Type of barricades||Barricade descriptions||Barricade|
|Crowd control barricades.||These barricades usually refer to the simple barricades made from steel frames with plastic boards going across in rows of two, three or four. These boards often have reflective surfaces and stripes to make them more visible to oncoming traffic. While they’re not strong enough to truly stop a vehicle from entering an area like a concrete jersey barrier, they make it obvious to drivers and pedestrians where they cannot enter. You may also see these referred to as “Type II” and “Type III” barricades, referring to the number of boards going
|Foldable barricades and A-Frames (Gerba, et al., 2019)..||Type II barricades can also refer to these barricades instead of the steel frames with boards. A Frames look and function like ordinary traffic barricades but use A- shaped plastic shapes to support the barrier boards instead of steel.
These barricades on the other hand can look a bit like the sandwich board signs that restaurants use to display their menus along the footpath, but instead of messaging, they have the same reflective orange striped plastic boards you’d see with the traffic barricades. At
~2 feet tall, these barricades are not typically used to block off large roadways and are more typically used to
|Prevent people from falling or stumbling upon holes in the pavement. Or for instance these can be easily set up to block hallways during construction or maintenance tasks since they’re small, lightweight, and easy to move
|Hierarchy of hazard control.||Reduces worker exposure to hazardous situations Made to withstand harsh work environments
Sturdy steel and aluminum Completely customizable
|30. Hazard control symbols: Match the correct hazard symbol up with the correct hazard item number below.|
|Hazard Item Number||Hazardous Symbol||Hazard Item Number||Hazardous Symbol|
|Hazard Item Number||Hazardous Symbol||Hazard Item Number||Hazardous Symbol|
- Foot protection must be used in this area
- Mobile phones may not be used in this area
- First aid kit located here
- Do not drink this water
- Caution forklifts in use
- Slippery when wet
- Caution flammable item
- Hearing protection must be worn within this area
- Watch their step
- Warning high voltage electricity
- Toxic substance
- Head protection must be worn in this area
- Sunscreen must be worn on site
- Use caution when lifting to avoid back injury
- Do not use this door when evacuating this area
- Employees must wash their hands before returning to work
- Do not enter
- Eye protection must be used in this area
- Fire extinguisher is located here
- Protective clothing must be worn in this area
□ I declare that the work submitted is my own and has not been copied or plagiarised from any person or source, except for where I have listed or referenced documents and no part of this assessment has been written for me by any other person.
□ I have retained a copy, of this assessment for my records.
Date: / /
Assessment task 2 and 3 Project and role paly Please access in a separate document.
Note to trainer assessor:
The trainer/assessor will use marking and observation checklist and unit assessment result sheet to record the outcome of all assessment tasks. The trainer/assessor will provide feedback for the student in Comments
/feedback section. Where any item/criteria have been marked as not satisfactory, outline the gaps in your feedback and document the actions that must be taken by the student to address the gaps. A copy of feedback must be provided to the student by the trainer/assessor.
Ackerman, B. (2020). The emergency constitution. J. Const. L., 9.
Gerba, C. P. (2019). Risk assessment. In Environmental and pollution science (pp. 541-563). Academic Press.
Gill, J. C., & Malamud, B. D. (2014). Reviewing and visualizing the interactions of natural hazards. Reviews of Geophysics, 52(4), 680-722.
Helbing, D. (2013). Globally networked risks and how to respond. Nature, 497(7447), 51-59.
Rausand, M. (2013). Risk assessment: theory, methods, and applications (Vol. 115). John Wiley & Sons.