CARA, CARA, CARA!
Curriculum Activity Risk Assessment—that’s what CARA means. But what does it mean for a school to get audited for safety in an ITD department?
There was a lot of activity, including research, photos, forms, signs, checking tools and machines, asking lots of questions and then putting a PLAN in place.
And we know the rules about planning…
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Jokes aside, our HOD, teachers and staff planned extensively to address the seven workshops and the numerous classes that work within them every week.
The workload was divided between teachers and aides to identify hazards, assess the level of risk, inherent risk and develop control measures to mitigate the risk of each item/ workshop/ class.
CARA Planner
CARA Risk Matrix
Inspections and Documentation
Inspections of machinery within our delegated workshops began in March. My supervising teacher and I were designated L01, one of the 2 engineering workshops at our school. I began by inspecting all of the plant machinery within the room, checking their electrical tags, condition, any damage, missing items, serial and model numbers, etc, accompanied by photographs.
Some are below.
Documentation using the CARA templates was completed and folders were populated for each room and class activity to ensure the safety of teachers and students during workshops.
APSTS
Safety audit and creating CARA documents
for the workshops:
1. Knowledge and understanding:
1.1 Knowledge and professional understanding: This standard emphasizes a teacher’s understanding of the curriculum content and their duty of care towards students. Conducting a safety audit demonstrates knowledge of potential hazards in a workshop environment and the importance of creating a safe learning space.
1.2 Knowledge and understanding of the specific content and teaching strategies of the learning area(s) you teach (if applicable): Understanding the specific tools, equipment, and materials used in the workshops is crucial for identifying potential safety risks.
2. Professional practice:
2.3 Demonstrate knowledge and understanding of relevant legislation, regulations and codes of practice: This standard emphasises a teacher’s awareness of workplace health and safety regulations. Conducting a safety audit demonstrates responsibility for creating a safe learning environment, aligning with these regulations.
3. Planning for and implementing effective teaching and learning:
3.1 Plan for and design learning programs and teaching activities: Safety audits are part of effective workshop activity planning. They help identify and address potential hazards before students begin working.
4. Creating and implementing engaging learning experiences:
4.2 Plan for and implement effective teaching and learning sequences: Creating a safe learning environment is essential for fostering student engagement in workshops. Students can’t focus on learning if they feel unsafe.
5. Assessment and providing feedback:
5.1 Assess, provide feedback and report on student learning (indirectly): A safe learning environment is necessary for effective learning. By conducting safety audits and implementing CARA documents (Corrective Action Request and Analysis), the teacher indirectly contributes to a positive learning environment for students.
6. Professional engagement:
6.3 Engage with professional learning and participation in professional development: Teachers might participate in professional development related to workplace health and safety or risk management. Conducting safety audits and creating CARA documents could be a way to apply knowledge gained from such opportunities.
Overall, carrying out a safety audit and creating CARA documents demonstrate aspects of several APSTs. It showcases the teacher’s commitment to student safety, understanding of relevant regulations, and proactive approach to creating a safe learning environment for workshops.
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