Occupational Health and Safety in Passions & Pathways

Teacher Reference Guide

Prior to the Presentation

Organising for the Session
Arrange with a local OH&S expert to provide a session for students on

  • OH&S what it involves
  • OH&S factors students will need to adhere to during tours and projects

You will need to provide the presenter with background on the program and information on the types of businesses the students will tour and projects they will participate in. It is also helpful to point out to the presenter the age of the students as they may be more used to presenting for older audiences.

Student organisation:

Consider organising students into cooperative working groups in which they will participate for the tours and projects. While the group membership may change roles can be consistent during each part of the program.

Eliciting and Developing Student Prior Knowledge

  • Look at websites for OH&S in Victoria
  • Discuss worksafe advertisements on TV
  • Look at how your school covers OH&S. Have a member of the leadership team discuss this with students
  • Encourage and support students to develop questions they could ask the presenter

During the Presentation

  • Ensure all students to actively participate. Encourage and support students to take notes- they will need this knowledge later during the tours and the projects
  • Look for examples during the presentation where new learning can be related to previous student learning
  • Model asking clarifying questions as a participant in the group
  • Model taking notes for use later in class

After the tour – Pulling the Learning Together at School

  • Lead and scaffold higher the discussion of what students learned during the presentation
  • Support students to articulate what they are now wondering and what they would like to know next
  • Encourage and support students to record and share their learning in a variety of formats-oral, written, digital
  • Lead individual student reflection on how they performed their specific roles in the work group and how they can improve their participation

Student Reference Guide

Prior to the Presentation

Understanding My Role during the Presentation

Work as a member of my group performing a variety of roles including:

  • Compose (before) and ask questions (during)
  • Active Listening
  • Taking notes

Developing My Prior Knowledge before the Presentation

  • Explore and take notes on Victorian websites about OH&S
  • Find out about how the school handles OH&S
  • Extend my knowledge through discussion with the teacher

During the Presentation

  • Show active listening skills during the presentation
  • If possible ask clarifying questions as the presentation is in progress
  • Take notes, photos & video for use later at school

After the Presentation – Pulling the Learning Together

  • Actively participate in follow up discussions at school using my notes
  • Help my group record our learning
  • Consider the aspects of OH&S that will be important during tours and projects
  • Compare/ contrast these aspects of OH&S to OH&S at school
  • Reflect on the role I played in the group: what I did well and how I could improve my role

Trial Schools Unit of Work

Learning Intention:

To familiarise students with OH&S practices in the school and other workplaces in preparation for workplace tours and projects.


Students are aware of OH&S practices, can articulate them and comply with them during tours and projects. 

Tuning In Activities

Activity 1 – Understanding OH&S Practices in the Workplace

Students and teacher view and discuss a selection of pictures from Australian and overseas sites showing unsafe practices. Discuss why the practices are unsafe. Students justify why the practice is unsafe and what needs to happen to make the workplace safe

Activity 2 – Local OH&S specialist trainer presents overview of OH&S to the students

Activity 3 – Follow-up guest speaker’s presentation

Look at OH&S at school. Group of students and teacher tour the school identifying OH&S hazards. Hazards are photographed, teachers and principal are emailed informing them of hazards identified.

Enabling task for at risk students with ESO support could be to survey all teachers regarding identifying hazards in their classroom and the playground.


Do you have any dangerous liquids in your classroom?

What are they?

Why are they there?

Activity 4 – Viewing Workplace ads, film clips and safety posters. Designing a workplace safety poster

Examine the text type of the posters and film clips discussing the features of the text, how it works to persuade, what impact it has

Look at and discuss multiple, varied examples in a range of workplaces

Students create their own work place poster either working in groups or individually

Students can present their posters to the class, school justifying their content and the features they have used