Safety In Technology Education
Safety in TechnologyEducationA GUIDANCE MANUAL FORNEW ZEALAND SCHOOLSApril 2017
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSPublished by the Ministry of Education, New Zealand April 2017.Mātauranga HouseLevel 133 Bowen StreetWellington 6011PO Box 1666, ThorndonWellington 6140, New Zealandwww.education.govt.nzCrown copyright 2017Except for the Ministry of Education’s logo, this copyright work is licensed underthe Creative Commons Attribution 3.0 New Zealand licence. In essence, you arefree to copy, distribute and adapt the work, as long as you attribute the work to theMinistry of Education and abide by the other licence terms. In your attribution, use thewording ‘Ministry of Education’, not the Ministry of Education logo or the New ZealandGovernment logo.ISBN 978-0-478-16979-9 (Online)
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSContentsIntroduction.3Section 1 Legal requirements and responsibilities.51.1 Legislation affecting technology education.61.3 Other legislation, Regulations and Standards.101.4 School policies and procedures. 12Section 2 Responsibilities of Boards, Principals and Workers: Risk Management.142.1 Boards of Trustees (PCBU). 142.2 Principals/officers. 152.3 Teachers. 162.4 Risk Identification, Assessment and Management.17Section 3 Responsibilities of teachers.223.2 Safety planning in technology education. 23Section 4 Responsibilities of students.244.1 Students (Others). 24Section 5 Safety in food technology.265.1 Information for all teachers, including safety in non-specialist rooms. 265.2 Additional safety in specialist areas. 31Section 6 Safety in biotechnology.326.1 Information for all teachers, including safety in non-specialist rooms. 326.2 Additional safety in specialist areas. 37Section 7 Safety in electronics and control technology. 407.1 Information for all teachers, including safety in non-specialist rooms. 407.2 Additional safety in specialist areas. 42Section 8 Safety in digital technology. 448.1 Information for all teachers, including safety in non-specialist rooms.448.2 Safety online when using digital device to enable learning. 458.3 Classroom layout and design (physical environment).48Section 9 Safety in technology for resistant materials and textiles.529.1 Information for all teachers, including safety in non-specialist rooms. 529.2 Safety for resistant materials and equipment in specialist areas. 579.3 Safety in textiles specialist rooms.68Section 10 If an incident happens – guidelines for what to do .7010.1 What events need to be notified in the Education Sector?.70Section 11 School, tertiary, and ITO safety planning. 7511.1 Safety resources. 75www.education.govt.nz1
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSAppendicesAppendix 1 Template for safety planning in technology education. 76Appendix 2 Completing the safety planning template – notes and examples. 83Appendix 3 Protective devices for woodworking and abrasive machinery. 91Appendix 4 Micro-organisms suitable for use in schools. 92Appendix 5 Recommended year levels for using machinery. 93Consultative group for 2016 update. 94Glossary.95www.education.govt.nz2
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSIntroductionSafety in Technology Education: A Guidance Manual for New Zealand Schoolsprovides teachers, principals, and Boards of Trustees with the guidelines andinformation necessary to establish and implement sound health and safety policiesand procedures for technology teaching and learning.This guidance manual interprets and applies theHealth and Safety at Work Act 2015 and associatedAmendments, as well as other relevant Acts andRegulations within the context of technologyteaching in New Zealand schools. The manual alsorefers to other statements with which teachers andBoards of Trustees should be familiar, including theNational Administration Guidelines 3 and 5.The Health and Safety at Work Act 2015 withassociated Amendments and guidelines alsoapplies to students in Māori-Medium settings so thismanual provides guidance for those students andteachers learning Hangarau through Te Marautangao Aotearoa.www.education.govt.nzContinually reviewing safe practices is particularlyimportant as new technologies become part ofteaching and learning in technology education.To ensure the health and safety of their studentsand staff, the Person Conducting a Business orUndertaking (PCBU: Boards of Trustees as a legalentitiy) and Officers (individual board membersincluding the principal) need to ensure that safetyprocedures and practices continue to be developedand implemented within their school, in keepingwith the guidance presented in this manual and withany subsequent changes to Acts or regulations thatcover health and safety in the workplace.3
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSHowever, it should not be assumed that thewarnings and precautions stated in this manual areall inclusive. In some situations, the PCBU, Officerand workers (paid employees including teachersand cleaners) need to use their professionaljudgment and seek additional information fromhealth and safety professionals and relevantwebsites to prevent unsafe classroom practicesoccurring.Safety in Technology Education is designed toassist classroom teachers and their students to takean active role in planning and implementing safepractices for the protection of everyone involved intechnology education activities. Safe practices, aspromoted by the Ministry of Business, Innovationand Employment (MBIE) and Ministry of Education(MoE) should be viewed as an integral part of theplanning for and delivery of technology education.Teaching and learning programmes in technologyintegrate the three curriculum strands;Technological Practice, Technological Knowledge,and the Nature of Technology. Safety planning intechnology needs to encompass all aspects of theteaching and learning programme.The definition of safety adopted in this manualis wide, including aspects of physical, emotional,cultural, and environmental safety, as well as thesafety of the end-users of the products or systemsthat result from technological practice.Technology takes place within cultural settings.This aspect of safety should be addressedwhen planning student learning experiencesin technology. This might include, for example,understanding local Māori protocols, such aswhether it is acceptable for both genders to carryout traditional activities like carving or weaving. Inone context, it may be acceptable for a whakapapato be recorded in writing or for a picture of anancestor to be used in a publication – in anothersituation, this may not be acceptable.The key to planning for safety is identifyingpotential hazards and eliminating or minimising therisks so far as is reasonably practicable. Involvingstudents in developing safety plans for units ofwork supports their understanding of workingsafely as a life-long skill. As teachers develop a unitof work in technology education, they should usethis manual to develop a safety plan that identifiesthe hazards involved and the appropriate strategiesto eliminate or minimise them. This safety planshould be an appendix to the unit of work andbecome part of its documentation. In this way,teachers revisiting the unit of work at a later datehave the benefit of this planning and an opportunityto add to the safety plan.The timing of learning about the safe use ofequipment and safe working environments iscrucial to effective student learning. Specificsafety procedures learned when needed, at thetime students are about to use the equipment ormachinery ensures that students will be able to putthe learning into practice immediately. They willthen retain this pocket of knowledge and skills.About this guideThe first two sections of this manual – LegalRequirements and Responsibilities, andResponsibilities of Boards of Trustees and Principals– set the expectations of the school leadership. Theremaining sections:»» focus on aspects that teachers and studentsneed to consider when planning for andimplementing safety practices in technologyclassrooms»» document issues that teachers should be awareof when planning for and implementing safety indifferent areas of the technology curriculum»» suggest approaches to take if an incident occurs»» provide suggestions for when technologystudents are involved in out-of-schoolvocational or pathways activities.Boards of Trustees, principals, and teachers shouldfirst read the general information in Sections 1and 2. Teachers and students should then readsections relevant to specific learning contextsand, if necessary, refer to any applicable specialistinformation that is beyond the scope of this manual.www.education.govt.nz4
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLSSection 1Legal requirements andresponsibilitiesThe legal requirements and responsibilities of schools for the safety of staff and students are covered byseveral pieces of legislation. These include the Health and Safety at Work Act 2015 and its subsequentAmendments, the Health and Safety at Work (General Risk and Workplace Management) Regulations2016, and the Health and Safety at Work (Hazardous Substances) Regulations 2016.The Acts of Parliament and their Regulations form the framework for safety planning in this area and mustbe complied with. /specific-initiatives/health-andsafety/ gives guidelines on how legal requirements can be met in an educational setting.Some relevant Acts, Regulations, guidelines, and codes of practice are listed below.ActsHealth and Safety at Work Act 2015Food Act 2014RegulationsHealth and Safety at Work (General Risk and Workplace Management) Regulations 2016Health and Safety at Work (Hazardous Substances) Regulations 2016Guidelines and Codes of PracticeHealth and Safety Practical Guide for Boards and School LeadersCode of Practice for School Exempt LaboratoriesFood Risk Management Framework (Ministry of Primary Industries)New Zealand School Trustees Association (NZSTA)www.education.govt.nz5
SAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLS1.1 Legislation affecting technology educationHealth and Safety at Work Act 2015WorkSafe New Zealand (WorkSafe) is the work health and safety regulator, its functions include:»» Monitoring and enforcing compliance with work health and safety legislation»» Providing guidance, advice and information on work health and safety»» Fostering a co-operative and consultative relationship between the people who have health and safetyduties and the persons to whom they owe those duties and their representatives.»» Collecting, analysing and publishing statistics and other information relating to work health and safetyThe legislation recognises that a well-functioning health and safety system relies on participation,leadership, and accountability by government, business, and workers.The purpose of the new Health and Safety at Work Act 2015 is to make clear everyone’s responsibilitiesin keeping workers healthy and safe in workplaces. The Act clarifies responsibilities and accountabilities,strengthens worker participation and creates expectations for effective risk management that areproportionate to the risk.The legislation will be supported by government regulations, approved codes of practice (approved by theMinister) and guidelines (developed by the Regulator).The Health and Safety at Work Act 2015 applies to schools in the same way it applies businesses andorganisations. In the school setting, the PCBU is the Board of Trustees (as an entity) and has the primaryduty of care, the principal is the Officer who has duty of due diligence, and the workers are any personwho carries out work in any capacity for Boards of Trustees. Other persons include anybody within theschool workplace and/or environment including students, parents, visitors, casual volunteers, membersof the public.Click link below to see table of roles: inSchoolsroles.pdfwww.education.govt.nz6
www.education.govt.nzOfficers have significant influence over themanagement of the business or undertaking. Theymust exercise due diligence to ensure the PCBUmeets its health and safety obligations.OfficersWorkersThe PCBU is usually a legal or corporate entity,including a selfemployed person. In a school this isthe Board of Trustees. They have the primary dutyof care for the health and safety of workers andothers.PCBU (Person conductingaBusiness or Undertaking)Note: Other volunteers, such as for fundraising,are not worker.»» volunteer workers whose work is integral to thebusiness’ operations»» people on work experience or a work trial»» apprentices or trainees»» labour hire company employees»» contractors or subcontractors and their workers»» employeesWorkers work for the business or undertaking andcan include:Note: People who merely advise or makerecommendations to an officer of the organisationare not officers.DefinitionDuty HolderTeachers, non- teachingstaff, the principal,contractors, volunteerworkers, etcPrincipals, individualmembers of the Board ofTrusteesBoard of Trustees (as anentity)School RoleNote: It is recommended workers should report any incident, risk orhazard to an officer or HSR, and inform visitors of any known hazards orrisks in the workplace. Also, a student becomes a worker while on workexperience for another PCBU. So when they are on work experience, thehost PCBU will have the most influence over their health and safety.»» cooperate with the PCBU’s health and safety policies or procedures»» comply with any reasonable instruction from the PCBU to allow thePCBU to comply with the Act»» take reasonable care that their behaviour does not adversely affectthe health and safety of others»» take reasonable care for their own health and safetyWorkers must:»» ensure workplace health and safety processes and resources arebeing used.»» ensure there are processes for receiving and reviewing information onand responding to incidents, hazards and risks»» make sure there are resources and processes for managing risks»» understand the hazards/risks associated with the workplace operations»» know about current work health and safety mattersOfficers must take reasonable steps to:»» monitor workers’ health and workplace conditions to prevent illness orinjury»» notify all serious illness, injury or near misses»» provide and allow for worker participation in health and safety matters»» provide the right information and training to all workers»» provide a safe and healthy environment for workers, including accessto facilitiesThis means the PCBU must among other things:»» other people, by ensuring they are not put at risk from work beingcarried out.»» all workersThe PCBU must ensure the health and safety at the workplace of:ResponsibilitiesDuty holders and their responsibilities under the Health and Safety at Work Act 2015Health and Safety in SchoolsSAFETY IN TECHNOLOGY EDUCATIONA GUIDANCE MANUALFOR NEW ZEALAND SCHOOLS7
www.education.govt.nzVisitors, parents/whānau,other volunteers etcStudentsOther persons include parents, visitors, othervolunteers, general public and those who may beput at risk by the work of the PBCU. It does notinclude people who unlawfully enter the premises.Other persons include
technology education activities. Safe practices, as promoted by the Ministry of Business, Innovation and Employment (MBIE) and Ministry of Education (MoE) should be viewed as an integral part of the planning for and delivery of technology education. Teaching and learning programmes in te
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