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The Scots School Albury Chemical Safety in Schools Training. Developed from the training module for the Chemical Safety in Schools package.

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Presentation on theme: "The Scots School Albury Chemical Safety in Schools Training. Developed from the training module for the Chemical Safety in Schools package."— Presentation transcript:

1 The Scots School Albury Chemical Safety in Schools Training. Developed from the training module for the Chemical Safety in Schools package.

2 2 CSIS Training. This slide show has been developed to assist your progression through the three modules of the CSIS training package. It has not been developed to be used instead of the training modules. Staff are to complete the training modules at their own pace. Completion is required within the timeframe indicated by the Principal. The CSIS Folders are available in the Bursars office, Science, Woodstock and the Primary school. Electronic copies of the training booklets are available in the Chemical safety folder on Cypher or on the Intranet in the policy folder. Direct all enquires to the OH&S committee in the first instance.

3 3 Chemicals in Schools

4 4 OUTCOMES: Understand their responsibilities under the Hazardous substances and Dangerous Goods Legislation. Use the information in Chemical Safety in Schools to implement effective strategies and to develop best practice in relation to hazardous substances and dangerous goods. As a result of completing this training, participants will:

5 5 Chemical Safety in Schools Use chemicals in a safe manner Control the risk from chemicals. Meet legal requirements for hazardous substances and dangerous goods. Identify current practice and develop a strategy to improve safety and storage. What is it? A package designed to assist schools to:

6 6 What does the legislation say? Occupational health and Safety act 2000. Responsibility is on both employees and employer to work cooperatively to create and maintain a safe and healthy work environment. Occupation health and safety regulation 2001. A hazardous substance has the potential to harm the health of people. States the legislative requirements regarding: Chemical labelling. Easy access to Material Safety Data Sheets. Risk assessment. Training and Chemical registers.

7 7 Dangerous Goods Legislation A dangerous good has the potential to cause an immediate risk to health and safety. The legislation meets the requirements of: –Classification; - 9 Classes. –Labelling; –Transport; –Storage and Licensing.

8 8 Responsibility Who is responsible? Who will be most affected by this legislation? Which of the mandatory requirements of the legislation are your responsibility? –We all are. –All of us. –Training: you are all responsible for making sure you know and understand the requirements of the legislation. –Storage & handling plus manifest responsibilities becomes the responsibility of those working with the substances.

9 9 General safety. Under the principles of OH&S we are responsible for the health and safety of ourselves and others. How can we do this? –Think through the activity identifying the potential for danger / accident. –Put in place controls to minimise this potential. –BE VIGILANT, If there is a problem, report it by phone to Adam Makeham on *004, then follow up by reporting the problem on maintenance manager. If it is an urgent emergency also contact the Head of School. Role of the Principal /OH&S committee. Organise the implementation of procedures i.e.. Fire drills; Storm damage responses,etc. Repair/control of physical dangers, i.e. uneven pavements.

10 10 Intent of the legislation To prevent exposure to hazardous substances which may cause injury or ill-health. 1Identify all hazardous substances at work 2Assess the exposure of staff & students to hazardous substances 3Control any exposure to minimise risks to health and safety 4Review the process to ensure risks remain adequately managed. In conjunction with this process, users of hazardous substances need to be appropriately –trained, –informed and –supervised. How is this done? By following a basic risk assessment and management process:

11 11 Quick Quiz 1 What is the intent of the hazardous substances legislation? (a)To ensure that workers remain uninformed therefore ignorant of hazardous substances. (b)To ensure the health and safety of those working with or near hazardous substances. (c)To eventually exclude the use of all hazardous substances. Who has responsibility for ensuring workplace health and safety? (a)The Principal only, as head of the school. (b)The Occupational Health and Safety officer/committee. (c)All of us working in the school. Adapted from The University of New England Hazardous Substances Implementation Course (Adapted from the University of Sydney under licence)

12 12 Risk Assessment – Who? A risk assessment must be conducted for each task which involves or produces a hazardous/dangerous substance. The risk assessment needs to be conducted by relevant and competent staff. This means they have a sound knowledge of the task and the ability to: –interpret the information in MSDS and labels –observe the conditions of the work process/experimental activity –draw all the information together in a systematic way to form valid conclusions about exposures and risks –record the findings. It is expected that the teacher/department specific employee using the hazardous substances will conduct these risk assessments. (Most assessments will be a single page checklist requiring a few minutes to complete).

13 13 Risk Assessment Process. What are the chances of these dangers occurring? What added steps would you put in place to minimise the risks? How would you control the task so that it is safe?

14 14 Let’s Practise Let’s Practise Performing a Risk Assessment. A simple task: Boiling rose petals in water to extract the oil. What are the dangers? Burning by hot water, handling hot beaker or flame. Cuts from broken glass if the beaker or other glassware was broken. Breakage of the thermometer.

15 15 Risks Identified Develop control measures to minimise the chance of the risks occurring. Educate students of the risks and how to prevent them occurring. Care in the use of equipment to minimise chance of spills or breakages. Heat proof gloves to prevent burns. Non-roll ring or elastic band be placed around the thermometer to prevent it from rolling off the bench. Care when handling the thermometer. Perform as a teacher demonstration.

16 16 STILL Things can STILL go wrong. Ten hurt in Sydney Catholic school blast Nine Year 7 students and their pregnant teacher ended up in hospital yesterday after a science experiment went wrong in South-Western Sydney. Students from Mt St Joseph's school at Milperra were learning how to extract oil from rose petals when a beaker being used in the experiment exploded. Nine of the 22 students in the science lab, and their 32 weeks' pregnant teacher, were taken to Bankstown Hospital with cuts and released after treatment. The teacher was believed to be extracting the oil from rose petals by heating it in a glass beaker filled with water. The steam travelled through a tube and dripped into another beaker as a watery compound. Something went wrong and the glass exploded. SOURCE Catholic News: cited: Ten hurt in school blast ( Telegraph 5/3/04).

17 17 The CSIS package recommends the Hierarchy of controls Can the situation be eliminated? Can a less hazardous activity be substituted? If not: Can procedures be instigated to reduce the hazard? Are controls already in place? What is their effectiveness? Are more controls needed?

18 18 Hierarchy of controls The purpose of assessing risks is to consider possible controls and implement effective control measures. Using the practise example: –Which hierarchy controls could be applied? –Which is the most effective control strategy? Why? –Why are control strategies higher on the list more effective?

19 19 Implementing the Hierarchy of Controls Elimination: Is it mandatory that this activity be performed? Substitution: Can a safer activity be performed that demonstrates the same outcome. Mitigation: Can we use alternative equipment that will make the activity safer. Isolation: Students removed to a safe distance from the activity or the activity positioned behind a safety shield. Engineering controls: The activity performed in a fume cupboard with the protective doors down. Administrative procedures: The activity performed as a demonstration only. Using designated safety procedures. Personal protective equipment: Demonstrator and student safety gear.

20 20 Control Strategies for Chemical Safety adopted by Department of Education & Training. Remove highly toxic chemicals from schools. Control the access to all chemicals used in school (using the colour code method covered later). Reduce risks by providing safe practice information for their use. (MSDS) Define the controls to be followed. Provide training for staff.

21 21 What does that mean for US! Identify substances in our School The first step is to identify all the hazardous and/or dangerous substances that are, or will be, used in the school. The substances could be in the form of a solid, liquid, gas, dust, vapour, mist or fume. They may be visible or invisible. Inventory of substances A list of those substances used or produced in the school has to be compiled following the identification process. This inventory contains the name, quantity and location of the substance. Each department must have a list (either electronic or hard copy) of all the hazardous/dangerous substances stored in their area. This list must be readily accessible. The “whole school” inventory is to be kept as a “register” that is readily accessible and updated regularly from the current faculty inventories. ChemWatch is the software package sourced from the Internet and used for this purpose.

22 22 How to determine which substances are hazardous For purchased substances, simply check the label and MSDS. If the label has risk or safety warnings, then it should be considered as hazardous. The MSDS will contain the statement “Hazardous according to criteria of Worksafe Australia” at the top. (It may be NOHSC & ADG codes) If a label and MSDS are not available, contact the supplier for further information or use ChemWatch (the database can supply Material Safety Data Sheets and labels for hazardous substances). Check the Australian Standard “List of Designated Hazardous Substances” – a copy can be found in the Science department. Note: If a substance is hazardous it must be appropriately labelled. These requirements are quite specific and will be covered later.

23 23 Know what you are using: Each person working with or near hazardous substances should understand the dangers associated with those substances. The label and MSDS will provide all relevant information including: ingredients ie., the proportion of each ingredient in the substance likely routes of exposure ie., direct skin or eye contact, inhalation and ingestion main health hazards ie., health impacts from short-term, single (acute) exposure or long-term (chronic) exposure physical & chemical properties eg., appearance, smell, solid, liquid, gas, visibility risk of fire and explosion ie. flammability, reactivity, etc precautions for safe handling & use ie., required & recommended control measures personal protective equipment eg., gloves, goggles, etc storage ie., method of storage & segregation from incompatible materials disposal of waste eg., procedures, containers, etc emergency planning eg., first aid treatment, response to spills, fires etc.

24 24 Chemical Safety YOU NEED TO: –Identify the hazards. –Assess the risks. –Control the risks. –The Hazardous Substances Regulation 1996 requires us to apply risk assessment to chemicals.

25 25 Using Chemicals It is your responsibility to know how to use risk and safety information to assess the risks and apply effective controls.

26 26 Labelling information Name. Use appropriate Dangerous Goods class labels. Safety information Incorporate a signal word. First aid directions. Risks associated with the chemical.

27 27 Labelling information. Class diamonds identify the hazards associated with the particular substance.

28 28 Labels Where the substance is used immediately, no detailed labelling is required. Where a decanted substance isn’t used immediately, but within the next 12 hours, the label must contain the product name plus risk and safety phrases. Where a decanted substance is not used within the next 12 hours, signal words and/or dangerous goods class labels (where applicable), product name, risk and safety phrases are the minimum requirements. Small containers Where the container of the decanted substance is very small e.g. a test tube, the label may be attached to the test tube rack or a tag placed on the test tube referring to the relevant detailed information located elsewhere. Labels for decanted hazardous substances

29 29 Quick Quiz 2 How can you identify hazardous substances? (a)By taking the lid off a container to see what it smells like. (b)By checking the label and MSDS for key words and phrases. (c)By looking at the container and having a guess. What should be kept readily accessible in a hazardous substances Register? (a)Copies of all chemical orders. (b) Details about everyone who works in or visits the area. (c) An up to date inventory and MSDS of all school hazardous/dangerous substances. Sourced from The University of New England Hazardous Substances Implementation Course (Adapted from the University of Sydney under licence)

30 30 Using Hazardous/Dangerous Substances. The aim is to prevent injury or illness The key steps prior to using any substance are Identify the hazards. Assess the risks. Control or minimise those risks.

31 31 Information on Material Safety Data Sheets (MSDS) Name and address of supplier. Contact information in case of emergency. Name of product. Classifications. Common properties. Chemical composition. Health hazards. Precautions for use. Safe handling information.

32 32 Chemical Hazards. Many of the substances used at home and at school are hazardous to our health. These hazards are not immediately obvious. Why?  Injury may not be obvious.  Symptoms of harm may manifest long term.  Hazardous/Dangerous substances may be present in many forms.

33 33 Where do these substances cause injury or illness? your lungs if you inhale fumes, mists or dust.your lungs if you inhale fumes, mists or dust. your skin if liquid or dust touches or spills on you or splashes in your eyes.your skin if liquid or dust touches or spills on you or splashes in your eyes. your mouth if you eat after handling chemicals or accidentally ingest a substance.your mouth if you eat after handling chemicals or accidentally ingest a substance. your whole body via injection.your whole body via injection.

34 34 Risk assessment: Chemicals Identify the risks associated with the chemical. Assess the consequence of exposure. (1 = Insignificant, 2 = Minor, 3 = Moderate, 4 = Major, 5 = Catastrophic) Assess the likelihood that exposure will occur. (A = Almost certain, B = Likely, C = Possible, D = Unlikely, E = Rare)

35 35 Quantifying the risk. Risk = consequence x exposure x probability.

36 36 Sodium hydroxide. It is a Poison, Corrosive and presents a significant risk. Consequence of exposure: burns, ulceration and/or irritation to exposed skin. If swallowed, burns to oesophagus and stomach. Probability that this will happen?

37 37 DET protocol for risk assessment. (Extract- slide 39) (Check next slide)

38 38 DET Colour Coding Classification code. Based on risks associated with the chemical. Unacceptable. (Banned) Not recommended. (Black) Manageable. (Red, orange,green & blue.) Conditions of use. Approved staff only. Demonstration only. Senior students. All students. Individual user code

39 39 DET: Extract of Appendix D Restricted to senior student use & staff. Chemical Risks and guidance for use Dangerous goods class and packaging group.

40 40 Control of the risks associated with Sodium hydroxide. Use in concentrated or solid form only by senior students or teachers. Instruct students on the safe handling of the chemical and what they do in the case of spills or accident. Students use dilute solutions. Use small quantities where possible – micro chemistry. Use of personal protective gear. Use in fume cupboard.

41 41 Storing chemicals safely. Storage areas must not be accessed by students. If chemicals are stored in the classroom they should be in a locked cupboard and not able to be accessed by the students. Remember, there needs to be adequate ventilation. Use DET classification system.

42 42 Acceptable storage cabinets.

43 43 Chemical placement within stores. “Class” separation Store on basis of primary risk. Store substances of same class together except when they are incompatible.(eg Glacial acetic acid and Alcohol) HOW? By: Horizontal segregation. Impermeable vertical physical barriers. Non-hazardous substances as barriers. Small quantities in high sided trays. Physical separation of at least 1 meter (Oxidising agents 3 meters). (If quantities are less than 25% of that requiring a licence, no special storage provisions apply other than “Class” separation).

44 44 Chemical placement within stores Within same class. Liquids stored below solids. Liquids in glass containers stored close to floor and in containment trays. Reserve stock should be stored in a secure labelled chemical store.

45 45 Flammable liquids. Class 3. Flammable liquids not stored in a FLC should be stored in a cool place away from direct sunlight. Containers should be checked for cap breakage during summer. Alcohols should be kept separated from Glacial acetic acid (incompatibility issues). Up to 20 litres can be stored without the need for a Flammable liquids cupboard (FLC).

46 46 Flammable solids. Class 4. Greater than 2 Kg – store separately as a group (in a containment tray). Greater than 25 Kg- with class 3 in a flammable liquids cupboard. Greater than 50Kg REDUCE STOCK. SULFUR SHOULD NOT BE STORED NEAR PHOSPHOROUS.

47 47 Oxidising agents. Class 5. Greater than 2 Kg store separately as a group, preferably in a containment tray. In a chemical store, provide maximum horizontal separation possible. Incompatible chemicals should be separated. Nitrates not stored near Chlorates. Potassium permanganate not near Glycerol.

48 48 Toxic Substances. Class 6. Greater than 2 Kg store as a group in a plastic containment tray. When not in use Poisons should be locked away. Dilute solutions in dropper bottles should be stored in staff only access areas when not in use.

49 49 Corrosive substances. Class 8. Concentrated acids – on bottom shelf of chemical store. Concentrated acids should be stored in bunded areas. Nitric acid should not be stored near acetic acid. Dilute solutions can be stored on open shelving within drip trays.

50 50 Let’s Practise Chemical Storage How would these chemicals be stored? ChemicalClassQuantity Methylated Sprits32.5Litres Caustic soda (Sodium Hydroxide) 8500gram Nitrate Fertilizer (Ammonium nitrate) 51kilo Hydrochloric acid8500mL Acetone3500mL Nitric acid8500mL Potassium Permanganate5500gram GlycerolNone500mL CopperNone500gram Petroleum JellyNone250 gram 3 3 5 5 8 8 8

51 51 Chemical Storage Methylated Spirits. Acetone. Flammable liquids Class 3 Chemicals with no designated class can be stored in open shelving. All chemicals should be stored away from direct student access. Corrosive substances Class 8 Caustic soda stored above the liquid Hydrochloric and Nitric acids. Oxidising agents Class 5 Potassium permanganate. Nitrate fertiliser (Ammonium nitrate) 3meters away from other chemicals.

52 52 Licence requirements The legislation has specific criteria for which a licence is required. The school manifest will ascertain the need for a licence. Provided the manufacturers containers are no greater than 5L each(Packaging group II) or 25L (packaging group III) no licence is required. No more than 2L of Absolute Ethanol can be purchased in any one year without a licence.

53 53 School Restrictions No Ammonium Chlorate allowed. Government Primary schools must not store more than the minor storage quantities for a residential premises. Eg, Corrosive substances, PG1 – 1L, PGII -25L (Sulfuric acid, Hydrochloric acid), PGIII-100L(oxalic acid). Government Secondary schools –Must not keep more than the minor storage quantities for the corrosive class (Quantities are dependent on class and packaging group).

54 54 The CSIS Package What have we learned:- The CSIS package is designed to educate us on the risks associated with dangerous and hazardous goods. Its content is an overview of the legislation. How the requirements affect the school and its community. What we need to do to comply with the legislation.

55 55 Responsibilities under the Legislation Dangerous and Hazardous substances need to be correctly:- Labelled Stored. Assessed for handling risks. Controlled to minimise the risks. We need to:- Complete a stock take Perform risk assessments on activities. Request MSDS prior to the purchase of a new chemical.

56 56 Safety Information on Labels & MSDS’s You must be able to locate Signal word (Poison) Safety and first aid information. and interpret Common properties. Associated health hazards. Precautions for use. Safe handling.

57 57 Interpretation of the DET colour code. Chemicals categorised based on risk, using a colour coding system. X = banned Black = Not recommended for school use. Manageable: Red = Teacher use only. Orange = Yrs 11, 12 and Staff use only (unless for identified prescribed practical activities). Green = Years 7 – 12 use. Blue = Years Kindergarten – 12 use.

58 58 Relevance of a Chemical Register. Storage requirements are based on quantity. Whole school Licence requirements. Fire Safety requirements.

59 59 Risk Assessment & Control Strategies. Staff awareness of the associated risk. Introduce strategies to minimise the risks. Produce a safe workplace for both themselves and others. Use the CSIS package as a resource to achieve this outcome.

60 The End Having completed all three modules of the CSIS training package, you should now be able to complete the evaluation and training record thus completing your CSIS training. Print a copy of the CSIS Quiz & Training completion Record from the training folder. Complete the quiz and place into Jan Beasley’s pigeon hole and hand the completed & signed Training completion record (“Titled: Personal Evaluation & Training record”) to the Principal’s Personal Assistant for processing. ( Acknowledgements: Information sourced from the NSW CSIS package. Some participant evaluation ideas gained from the University of New England substance induction package.)

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