1. CHCEDS017
Health & Safety

2. Playground Safety

3. What are the risks?
Strangulation, falls, grazes bumps, broken bones

4. Risks: What would you do if…
if you found glass?
Cuts, bruises, eye injury
children were throwing sand?

5. Minor accidents – Keeping Records
You are on first aid duty and Imogen a grade 2 student comes. She has bumped her head on the metal bar of the new play equipment while playing with her friends, Ruby and Rebecca. There is a large lump on her forehead. She is crying but not overly distressed. What first aid do you administer? What forms do you fill in? Do you contact her parents guardian? By what mode (phone/note?)
Ask students to fill in accident form. Jeremy White, who is in grade 3 fall off the monkey bars and grazed is knee and elbow. He also hit his forehead on the bars as he fell. Although he appears to be ok you think it would be best if he was observed for a period of time. After consultation with the senior First aider he is cleared to return to class. What paperwork do you have to fill in?

6. Fencing What is the purpose of fencing in a school?
To keep others out and to keep children in.

7. Supervision What are the potential risks for injury/harm to students?
Make up some playground rules for the students to follow

8. Supervision Make a procedure for yard duty staff. How many?
What do they need to have with them?

9. Sun Protection What do kids need?
Create a procedure for days of extreme heat.

10. Major Incidents Fire – Bush/Building Gas Leak Bomb Threat
Evacuation Procedures
Meeting points
Angry, unstable parent/guardian
Out of control violent Student

11. Plan an escape route for all students

12. Reporting – After the Incident
Role play – take a phone call from a person telling you there is a bomb in your school. Remember as much detail as possible.
Hello I have left a bomb at your school. I suggest that you evacuate the children as soon as possible.

13. Classroom safety

14. Maintaining Clean Classrooms
Clean up duties might include:
stacking chairs or placing them on top of desks at the end of the school day
rearranging classroom desks/ tables as required
ensuring any litter, pens/ pencils etc are picked up at the end of the day
cleaning down whiteboards/ blackboards
returning audio-visual equipment
putting materials used in lessons away, eg books, paint, crayons
vacuuming
sweeping
cleaning amenities, eg mopping floor surfaces and wiping the surfaces of sinks and basins
waste removal involving accessing rubbish bins placed around the school and transporting their contents to a larger bin/ skip to be emptied by an external contractor

15. Keeping Safe in a classroom
Potential hazards and how to avoid them

16. Reporting Hazards Hazard reports can be verbal or written, such as:
face-to-face reporting
phone messages to the appropriate person or persons
documented notes to the appropriate person or persons
memos to the appropriate person or persons
specially designed report forms that you will be required to complete
Remember to include the usual reporting protocols, such as:
dating and signing each entry ensuring legibility
Immediacy
accuracy
objectivity
documenting any witnesses
action taken
Assessment activity 6
1. Identify three forms of reporting hazards.
Workplace hazard reports may be verbal or written, and may include:
 face-to-face reporting
 phone messages to the appropriate person or persons
 documented notes to the appropriate person or persons
 memos to the appropriate person or persons
 specially designed report forms that you will be required to complete
However, each organisation should have formal reporting procedures and all hazard reports
should be documented and recorded.
2. Why is it important to report hazards?
Reporting hazards assists in maintaining workplace safety. It is also a legal requirement.
3. Who would you report hazards to?
Appropriate personnel could be the head of school (principal), school assistants in the main
office area, teachers, health and safety committee members or the health and safety
representative for the school.

17. Protection Programs Strangers Instil confidence rather than fear
Give children knowledge and strategies
Consider age and maturity when deciding content
Good strangers and bad strangers
Safety House doesn’t run in Victoria

18. Protection Programs Encourage students to:
know your name, address, and phone number
avoid walking anywhere alone
trust your instincts—if you feel you are being followed or something is not right, seek help immediately
if a stranger approaches you, you do not have to speak to them
if a stranger grabs you, do everything you can to stop them from pulling you away or dragging you into their car, drop to the ground, kick, hit, bite, and scream—do whatever it takes to attract the attention of others who can help you

19. Protection Programs Encourage students to:
never walk off with a stranger no matter what they tell you
if someone is following you, try to remember the licence plate of their vehicle and immediately tell a trusted adult
if someone is dragging you away, scream something like ‘This is not my dad,’ or ‘This is not my mum’
never approach a stranger in a motor vehicle—just keep walking
do not accept lollies or any other items from a stranger

20. Protection Programs Cyber Safety
Always supervise children while on the internet
Schools have filtered internet systems
Privacy lessons
Children’s activity online is monitored

21. Protection Programs
Circle Concepts

22. Protection Programs
Some of the concepts taught to students by these circles are:
only one person can fit into your very own circle
you have the right to say: ‘Stop. You are in my circle.’
you have your own set of circles
different behaviour is appropriate in different circles
people can shift—in either direction
no one moves from an outer circle to an inner circle immediately
people in the stranger circle must be introduced by someone who is at least in the handshake circle
no one can come into your inner circle unless you want them to be there
you cannot enter someone else’s inner circles unless they wish you to—respect for others
people do not always have someone in every circle
Assessment activity 5
1. Outline your understanding of the student protection programs taught in schools—
stranger danger, safe houses, circle concept.
Answers should be similar to:
The stranger danger program provides awareness to students about strangers, who they are,
when and why not to approach, what to do if approached. Strategies are given to get away
from strangers and where to get help.
The safety house program offers a safe house for children if they are feeling in danger or
scared. They can go to a safety house where the residents will help by comforting them and
calling the police.
The circle concept is for students with learning difficulties to understand personal
relationships and trust in relationships.
2. Why are these protection programs important in educational environments?
Child protection education is mandatory in all public schools. In the classroom teachers
educate students to recognise when they may be unsafe and how to get help. Parents and
guardians are also encouraged to become involved in support student protection programs.
Children have a right to feel safe and secure when going to school.

23. Hygiene Personal hygiene- Hand washing General hygiene Toileting
Accidents
Nose blowing
Assessment activity 8
1. Who would normally carry out cleaning duties in the classroom?
Cleaning of classroom spaces often falls to teaching assistants. While some duties are carried
out by school cleaners, others are not and some schools have few cleaners or cleaners who
carry out minimal cleaning. Generally, teaching assistants will only be required to clean up
materials used in lessons.
2. What cleaning duties would be expected for the classroom?
Clean up duties might include:
 stacking chairs or placing them on top of desks at the end of the school day
 rearranging classroom desks/ tables as required
 ensuring any litter, pens/ pencils etc are picked up at the end of the day
 cleaning down whiteboards/ blackboards
 returning audio-visual equipment
 putting materials used in lessons away, eg books, paint, crayons
 vacuuming
 sweeping
 cleaning amenities, eg mopping floor surfaces and wiping the surfaces of sinks and
basins
 waste removal involving accessing rubbish bins placed around the school and
transporting their contents to a larger bin/ skip to be emptied by an external contractor
3. Why is it necessary to maintain regular and routine cleaning?
Environmental hygiene and cleanliness contributes to:
 children’s health and safety
 infection control
 visitor health, safety and perceptions of the establishment
Legislation and regulations relating to the cleanliness must be complied with.
Deposits of dust, soil and microbes on surfaces are a potential source of infection. Microbes
or micro-organisms are present in the air, soil, on human bodies and on clothing. Many of
these microbes are harmless, others are beneficial, whilst still others can cause or contribute
to the spread of disease. Dirt, damp and lack of cleaning will enable micro-organisms to grow
and if not checked they can cause harm to children—in particular young children whose
immune systems are not fully developed and to workers and visitors. Many of these microbes
can be cleaned—using detergent and water; however, in cases where disease or infection is
present, they should be disinfected and sanitised.
It is necessary to have routines in place to ensure that the facility is constantly clean, that
bacterial counts are minimised and so that unpleasant odours are eliminated. This also
contributes to the comfort of children, their parents and the staff working at the centre.

24. Maintaining Personal Safety
Store resources and equipment safely
Provide appropriate furniture
Adequate light and ventilation
Awareness of health and safety issues
Health and safety legislation

25. General Safety Ergonomics Immunisations Lifting Devices Stress
Bullying
Workplace Violence
Responding to Violence from Students
Asthma Management
Anaphylaxis Management
Student Mental Health

26. Childhood Illnesses
Madeline Rees

27. Infection Control Vomit, blood and other bodily fluids
Furniture, toys and equipment

28. Gastric diseases Campylobacter Salmonella
Bacteria that causes loose bowel motions, usually transmitted by unsanitary preparations of food.
Usually a travel illness
Highly contagious, clean appropriately after each loose bowl motion
Isolate child until a loose bowel motion has not occurred for 24 hours
Salmonella
Bacteria that exists naturally in cold-blooded and warm-blooded animals, as well the environment
Can cause typhoid and food poisoning
Caused by contaminated food and water, chicken being the most common

29. Shigella Diarrhoea Intestinal worms
Bacteria that occurs naturally in human and primates
During infection it cause dysentery
Inflammation of the intestine causing diarrhoea with blood
One of the leading bacterial causes of diarrhoea worldwide
Diarrhoea
Intestinal worms

30. Gastroenteritis Infection and inflammation of the digestive system
Abdominal cramps, diarrhoea and vomiting
Usually persists for 1 to 3 days and resolves itself on its own
If temperature develops or blood is noticed in stools or vomit, hospitalization is required
Child should be excluded from school for 24 hours after last loose bowel motion

31. Viral childhood infections
Measles
Mumps
Low-grade fever
Malaise
Headache
Muscle aches
Loss of appetite
Rubella (German measles)
Meningococcal
Sudden high fever
Neck stiffness
Joint pain
Nausea
Malaise

32. Measles vs Rubella

33. Chicken Pox
An infectious disease causing a mild fever and a rash of itchy inflamed pimples which turn to blisters and then loose scabs
Caused by the herpes zoster virus
Vaccination doesn't protect children from the virus, the ‘pox’ take longer to appear and are less widespread, itchy and obvious

34. Conjunctivitis Inflammation of the eye
Redness, discharge, swollen eyes
Can be causes by virus or bacteria

35. Slap Cheek Viral infection
Causes bright red cheeks, fever, tiredness, aching muscles, sore throat
No worse than a cold
Spread by coughing or sneezing of infected person

36. Hand, Foot and Mouth Disease
High temperature (fever)
Sore throat
Small, blister-like lesions that may occur on the inside of the mouth, sides of the tongue, palms of the hands, fingers, soles of the feet and ‘nappy’ area.
No treatment is generally needed
Spread by droplets

37. Herpes
cold sores:
Most people experience localised itching and tingling a day or two before the cold sore appears.
A collection of small blisters forms.
These blisters can be accompanied by pain, tenderness and a sensation of heat and burning.
The blisters burst after a few days.
The site develops a crust.
The crust dries up and eventually falls off after about 10 days.

38. Impetigo (School sores):
The sores can be anywhere on the body, but are often on the face near the mouth and nose, or on the arms and legs, usually itchy
Impetigo may start with a blister or a group of blisters.
The blister bursts leaving a patch of red, wet skin which weeps.
The spot usually becomes coated with a tan or yellowish crust
There can be small spots around the first spots, spreading outwards.
Spread by scratching

39. Symptoms in older children and adults Symptoms in young children:
Meningitis
Symptoms in older children and adults
Symptoms in young children:
Fever
Being difficult to wake
Purple–red skin rash or bruising
High moaning cry
Pale or blotchy skin
Headache
Fever
Vomiting
Neck stiffness and joint pains
Drowsiness and confusion
Purple–red skin rash or bruising
Discomfort looking at bright lights
Is when the membranes that surround the brain and spinal cord (meninges) become infected by bacteria or viruses

40. Whooping cough (Pertussis)
Treatment
Description
A serious, contagious, respiratory infection Symptoms: Severe cough – occurs in bouts Characteristic 'whooping' sound on inhalation Vomiting at the end of a bout of coughing Apnoea
In its early stages, the symptoms of whooping cough can be reduced by taking antibiotics. If treatment is given in the first 21 days of the illness, the risk of passing the infection to others might be reduced

41. Pediculosis (head lice):
Ringworm:
Scabies is caused by small mites that burrow into the skin, causing red itching bumps or blisters to form
a contagious itching skin disease occurring in small circular patches, caused by any of a number of fungi and affecting chiefly the scalp or the feet and can be itchy
Household members also need treatment
Pediculosis (head lice):
Head lice are small insects that live on the scalp and lay eggs (nits) on the hair and make the scalp itchy
Transmitted from animals
Treated with antifungal medication
They do not carry or transmit disease
Scabies:

42. Asthma Asthma is a common disease of the airways
Is the most widespread chronic health problem in Australia. About one in ten Australian adults and one in nine or ten children have asthma. Asthma is more common in boys than girls, but more boys ‘grow out’ of it, therefore, it is more common in adult women than men.
Is often associated with other allergic conditions like hay fever and eczema.

43. Typical asthma symptoms include:
A tight feeling in the chest
Wheezing – whistling noise when breathing
Shortness of breath
Coughing
Struggling to breathe.
These symptoms are often worse at night, in the early morning or during exercise

44. The triggers for asthma symptoms vary for different people
The triggers for asthma symptoms vary for different people. Some common triggers are:
Allergy triggers such as house dust mites, pollens, pets and moulds
Cigarette smoke
Viral infections – for example, colds and flu
Cold air or changes in the weather
Work-related triggers – for example, wood dust, chemicals, metal salts
Some medication.

45. What to do in an asthma attack?
4 puffs of Ventolin, 4 mins, 4 puffs of Ventolin, 4 mins, not relieved? Call 000.

46. Anaphylaxis
An acute allergic reaction to an antigen to which the body has become hypersensitive
Eg.:
Insect stings
Food
Medicines – from some prescription drugs such as penicillin
Anaesthesia or latex

47. Symptoms: Drop in blood pressure Unconsciousness
Typical symptoms and signs may include:
Young children may get floppy and pale
Facial swelling, including swelling of the lips and eyelids
Swollen tongue
Swollen throat
Reddening of skin across the body
Hives (red welts) appearing across the skin
Abdominal discomfort or pain
Vomiting
Strained or noisy breathing
Inability to talk or hoarseness
Wheezing or coughing

48. Treatment options include:
Adrenaline injection – an intramuscular injection of adrenaline (usually given into the muscle of the outer thigh) is used to treat the allergic reaction.
First aid – dial triple zero (000) to call an ambulance in a medical emergency.

49. Type 1 Diabetes
Is an auto-immune condition in which the immune system is activated to destroy the cells in the pancreas which produce insulin.
Peak diagnosed age is 14

50. These symptoms may occur suddenly.
Being excessively thirsty
Passing more urine
Feeling tired and lethargic
Always feeling hungry
Having cuts that heal slowly
Itching, skin infections
Blurred vision
Unexplained weight loss
Mood swings
Headaches
Feeling dizzy
Leg cramps.

51. Hypoglycaemia
A person with type 1 diabetes skips a meal, exercises heavily or takes too much insulin, their blood sugar levels will fall. This can lead to a ‘hypo’ (hypoglycaemic reaction).
The symptoms include dizziness, sweating, hunger, headache and change in mood, forgetfulness
Treatment:
Quick boost of sugar (such as jellybeans or glucose tablets), then something more substantial such as fruit. A person with type 1 diabetes should have lollies on hand at all times, just in case.

52. Supervision

53. Ratios Type of excursions One excursion staff member per
Day excursions
twenty students.
(Principals may extend this ratio for senior secondary students only, if student safety will not be compromised.)
Adventure activities
specific guidelines for the activity.
See: Safety Guidelines for Education Outdoors within Department resources
Overnight excursions:
Base camps in residential premises or under canvas
 ten students.
Study camps in residential premises
Example: Year 12 camp.
fifteen students.
Local and interstate tours
Overseas tours
ten students.

54. Safety in the Playground

55. Sport

56. Supervision before and after School

57. Emergencies
injuries
threats related to challenging or inappropriate behaviour
robbery
fire
actions that require mandatory notification
abduction of children
lost children or adult/ aged clients
machinery or equipment that is not operating or operating correctly
chemical or gas spillages
any crisis situation which could result in harm/ self-harm/ suicide
threats or unacceptable behaviour
hazardous releases and uncontrollable processes
smoke spread
bomb threats or civil disorder
environmental (severe storms, earthquakes, floods)
other natural or man-made disasters
specific emergencies occurring during participation in conduct of sport and recreation activities

59. Main Emergencies Fire Emergency Signal Building Bush
The signal to stop work for an emergency evacuation is a continuous ringing of the school bell or siren.
Classes exit rooms without bags and books, but wallets and valuables must be in pockets at all times.
Under class teacher supervision and control, students are taken to Main Oval for assembly.
Classes will assemble in the area allocated to their own year level.
Students in each class will sit in a single line, supervised by the teacher.