SCHOOL CAMP

RISK ASSESSMENT
 Contents

Risk Assessment Instructions

Transport

Bush walking Activity

Management of Students at Lookouts

Sensory Trail

Leaf Litter Study – Handling Invertebrates and Rainforest

Vegetation Matter

Use of Wet Creek for the Collection of Freshwater Invertebrates

Walking Along and Crossing Main Street, Paluma to Reach

Activity Sights

Use of Fireplace and Campfire

Bandicoot Bench – Nocturnal Animal Observations

Blank Risk Assessment

 Gumburu Catholic Environmental Education Centre
School Camp Risk Assessments

Gumburu Catholic Environmental Education Centre is committed to ensuring the highest standard of
health and safety to ensure that all of our staff, visiting teachers, students, parents and volunteers
have a rewarding and safe experience with us. We apply our Diocesan Education Council Work
Health and Safety Policy (link to policy) and work with all of our visiting groups to uphold this
directive.

This document contains Risk Assessments for various activities associated with a school camp to the
Gumburu Catholic Environmental Education Centre. The risk assessments have been partially
completed to help you to identify, analyse and evaluate the risks associated with the various
activities that may form a part of your camp program. Some sections will need to be completed by
the teacher responsible for the camp particularly in areas that may be specific to your individual
groups such as a student’s physical or medical conditions or their behavioural issues.

The teacher responsible for the school camp should review Catholic Church Insurance’s Managing
Risk in Catholic Organisations Guide (link to guide) as a part of their preparation. Below is a
summarised guide to assist in understanding and completing your required risk assessments.

1. Identify the Risks:

• What might happen?
• When might it happen?
• Why might hit happen?
• What could cause this to happen?

2. Document any Risk Controls that you have in place to mitigate or manage a risk.

3. Nominate a Person Responsible to apply and supervise Risk Controls.

4. Determine the effectiveness of each of your risk controls and apply a Control Effectiveness
Rating. See below:

Control effectiveness rating Criteria

Fully effective • Risk being managed effectively, controls are well designed and
address root cause
• Only requires monitoring and review of existing controls
• Management believes the controls are effective and reliable at
all times
Substantially effective • Most controls are designed correctly and are effective. Some
existing controls require more work to improve operating
effectiveness
• Management has some concerns about the effectiveness and
reliability of some controls
Partially effective • Controls are designed correctly by addressing root cause, but are
not very effective
• Some controls are not well designed, do not treat root cause or
there is too great a reliance on reactive controls
 • Management believe not enough of the controls are effective or
reliable
Largely ineffective • Insufficient controls. Controls, if they exist, are reactive
• Controls do not treat root cause or do not operate effectively
• Management believe the controls require significant
improvement or replacement
None or totally ineffective No reliable controls are in place or available
• Management has no confidence in the controls

5. Now that you know how effective your existing controls are, you can use this detail to help
determine the consequence/s if a risk becomes a reality. You can use the table below to
assign each risk with a Consequence Rating.

Consequence Financial People Reputation Service outputs Legal and

rating compliance
1 >$3 million Fatality and/ National Total cessation Major
Catastrophic loss or severe media of multiple litigation or
irreversible coverage services investigation
disability to by regulatory
one or more body
people
2 $1-$3 Extensive State media Disruption of Major breach
Major million loss injury or coverage multiple services
of regulation
impairment to with punitive
one or more fine or
persons significant
litigation
3 $300k-$999k Short-term Local media Total cessation Breach of
Moderate loss disability to coverage of one service regulation
one or more over several for a few with
persons days months/multiple investigation
services for by authority
several weeks and possible
moderate
fine
4 $10k-$299k Significant Local media Some service Breach of
Minor loss medical coverage disruption in regulations,
treatment one area minor fine or
and/or legal costs or
hospitalisation minor
required litigation
5 <$10k loss First aid or No media Minimal Minor legal
Negligible minor medical coverage disruption issues or
treatment breach of
required regulations

6. Now use the same detail to determine how likely it is that each consequence will occur. Use
the table below to assign a Likelihood Rating to each risk.
 Example likelihood rating Risk criteria
A • Is expected to occur in most circumstances • Could occur within
Almost certain days or weeks • More than 90% chance of occurring within the next
year
B Will probably occur in most circumstances • Could occur within
Likely weeks or months • More than 50% chance of occurring within the
next year
C May occur but distinct possibility it won’t • Could occur within
Possible ‘months to years’ • More than 20% chance of the consequence
occurring within the next year
D May occur but not anticipated in most circumstances • Could occur
Unlikely within years or decades • More than 5% chance of occurring within
the next year
E Would occur only in exceptional circumstances
Rare

7. Now you have a consequence and likelihood rating for each risk you can use them to help
determine the level of risk each presents to your school and to Townsville Catholic
Education. For each risk, find the position on the vertical axis that correlates with the
likelihood rating you have identified. Then, find the position on the horizontal axis that
correlates to the consequence rating. The point on the matrix where these two intersect is
the overall Risk Rating.

Risk Matrix
A Medium High Very High Very High Very High
Likelihood Rating

B Medium High High Very High Very High

C Low Medium Medium High Very High
D Low Low Medium High High
E Low Low Low Medium Medium
5 4 3 2 1
Consequence Rating

Risk Assessment templates have been developed for your school camp:

• Transport
• Bushwalking Activity
• Management of Students at Lookouts
• Sensory Trail
• Leaf Litter Study – Handling Invertebrates and Rainforest Vegetation Matter
• Use of Wet Creek for the Collection of Freshwater Invertebrates
• Walking Along and Crossing Main Street, Paluma to Reach Activity Sights
• Use of Fireplace and Campfire
• Bandicoot Bench – Nocturnal Animal Observations
• Blank Risk Assessment Template for Additional Activities
Activity: Transport Risk Assessment – when utilizing school and community buses driven by staff/parents/volunteers Person Responsible:
If your school is using a staff member or parent to drive a bus for your school camp, your driver must be experienced. The drive up the Paluma Range to the Gumburu
Environmental Education Centre is approximately 20 kms of mostly narrow and winding road. Great care should be taken and we strongly recommend that you use the
following local bus charter companies and their experienced drivers to transfer your students from Townsville to Gumburu.
• Campbell’s Coaches
Ph: 4774 5099
Email: [email protected]
• Detour Coaches
Ph: 4728 5311
Email: [email protected]
• Calypso Coaches
Ph: 4774 2837
Risk Description Risk Controls Person Control Effectiveness Consequence Likelihood Level of
Responsible Rating Rating Rating Risk
Fatigue If you are severely fatigued then you will become so sleepy that Substantially Effective 1 D High
no amount of motivation, training, experience and breaks will Catastrophic Unlikely
prevent you from falling asleep uncontrollably. The only cure
for fatigue is sleep
Fatigue severely affects reaction times, concentration and
decision-making skills
Falling asleep whilst driving is the worst scenario, even
momentary lapses of attention or ‘zoning out’ can be extremely
dangerous.
Drivers who are fatigued may drift in and out of their lane or off
the road, vary their speed unnecessarily and be unable to react in
time to avoid a dangerous situation.

Slow or Poor Memory lapses Lack of

delayed concentration awareness,
reaction times daydreaming
Constant Blinking, sore Moving or Micro sleeps
yawning, head eyes drifting across
nodding road

• Ensure a good quality night’s sleep prior to departure

• Drive reasonable distances in sufficient time with adequate
provision for rest breaks
 • Take regular breaks with exercise at least every two hours of
driving.
• Use breaks to stretch and exercise and get away from the
driving task
• Share the driving. Two drivers are required for longer than 5
hours
• Be aware of time the body will become naturally drowsy
between 10pm and dawn and again between 2pm and 4pm
in the afternoon
• Do not start a long trip after a full day’s work
• Eat well balanced meals at usual meal times. Avoid fatty
foods which can cause drowsiness
• Keep the vehicle well ventilated and at a comfortable
temperature
• Keep the mind active e.g. listening to vehicle radio, talking to
someone
• Avoid getting too comfortable; use wind, noise and seating
position to remain alert
• Stop to have a sleep if required
• Break the journey with an overnight stop, if appropriate.
• Take extra breaks in extreme weather conditions and drink
plenty of fluids
Speed • Observe the speed limit. Substantially effective 3 C Medium
• Drive at speed appropriate for conditions. If conditions are Moderate Possible
poor, travel at a speed lower than the posted speed limit.
• When moving down from a high speed, check the
speedometer, speed can be difficult to judge after travelling
at high speed for a period of time.
• Increase distance between the vehicles ahead if travelling at
higher speeds.
• Reduce speed where pedestrian activity is high
• Reduce speed when the vehicle is heavily loaded or towing a
trailer
• Respond to speed warning alerts
Drugs & Alcohol • Avoid alcohol consumption prior to driving Substantially effective 3 D Medium
• Take into account the influence of prescribed and other Moderate Unlikely
medications before driving
 • Check with your doctor if you are unsure if prescription
medications will affect your ability to drive.
Mobile phone • Never read or send text messages or make calls while driving Substantially effective 3 D Medium
• Use voicemail instead of answering phone while driving. Moderate Unlikely
• Pull over safely and park to make or receive a call.
• Plan breaks in your trip for phone calls as necessary
Remote, Rural Should be considered high risk and have a full risk assessment Substantially effective 2 C High
areas and travel plan. Major Possible
Long distance
travel Risk factors include:
• unfamiliar driving conditions
• driver inexperience
• excessive speed for the road conditions
• narrow and unsealed roads and differing/inconsistent road
surfaces
• machinery and other slow moving vehicles on the road
• animals on the road
• riskier overtaking
• restricted communication networks
• limited ambulance and medical services
• longer response times by emergency services in the event of an
accident or breakdown

• A written travel plan detailing the intended route and

expected timings for departure, arrival at destination, rest
breaks, refuelling and refreshment stops and agreed
communication check in schedule.
• Rest breaks minimum of 15 minutes each 2 hours are
factored into travel plan
• Design schedules that allow for safe, lawful speeds, rest and
work breaks and possible traffic delays (e.g. road works).
• Drivers travel in pairs and share driving for longer than 5
hours journey
• Check-in details and emergency response procedures are
known to driver and contact office
• Alterations to, or deviations from the travel plan are to be
communicated back to the School Contact Officer as soon as
possible.
 • Check safety and serviceability before departure including
inflation pressure of tyres and having a spare
• Ensure the vehicle has a jack and wheel brace. Practice wheel
changing if possible.
• Obtain a map and take it as necessary
• Select vehicle appropriate to the terrain to be travelled
• Assess level of higher need for communication devices, first
aid, equipment and provisions
• Check weather and road conditions prior to departure
• Reduce speed to suit road conditions
• Commence journey well rested
• Avoid eating large meals en route (leads to fatigue)
• Ensure optimum hydration by drinking water
Stock/Wildlife • Do not swerve to avoid an animal on the road Substantially effective 3 C Medium
on road • Gently brake and slow down, blow horn Moderate Possible
• Exercise caution when driving early morning or late
afternoon/evening
Climatic/ • Check with emergency services for ongoing updates on Substantially effective 3 D Medium
Environmental conditions Moderate Unlikely
Conditions • Drive with increased caution in accordance with road
General conditions
• Double the distance between the vehicle and the vehicle in
front
• Engage lights on low beam for greater visibility to other road
users
Floods/Road • Check with RACQ or Main Roads for road closures prior to Substantially effective 3 D Medium
damage/Unsafe out of town travel Moderate Unlikely
terrain • Take heed of road closure signage
• Plan an alternate route or follow detour signs
• Check-in with School Contact Officer if alternate route taken
or road conditions change
• Exercise care when driving through water. DO NOT DRIVE
THROUGH FLOODED CREEKS/RIVER
Torrential • Do not depart if cyclone is 48 hours or less from the coast Substantially effective 3 D Medium
rain/Cyclone • Check with emergency services/television/radio for weather Moderate Unlikely
updates prior to departure
 • Do not engage cruise control on winding, wet or slippery
roads
• Keep one wheel on bitumen where possible
• Assess if safe to pull off road until rain has eased
• Remain vigilant for fallen power lines, fallen trees or swollen
watercourses
• Engage lights on low beam or fog lights (where permissible)
Bushfire • Heed instructions from fire services personnel Substantially effective 4 D Low
• Do not proceed if visibility is impaired, return to nearest Minor Unlikely
designated safety point
• When driving through smoke, keep windows up and turn off
air conditioning
Staff & Student • Is there enough consumable water in case of breakdown or Substantially effective 4 D Low
Welfare delay? Minor Unlikely
• First aid kit, is this suitable for group taken, for location and
length of travel undertaken?
• Consider students who may become travel sick
• Consideration of students who have disabilities or medical
conditions
• Briefing for students prior to departure on trip and safety
procedures
Bus/Vehicle • Plan trips taking into account time frames, speed limits & Substantially effective 4 D Low
travel general possible delays, adjust as needed Minor Unlikely
• Passengers to remain seated at all times with their seatbelts
fastened
• Check that all passengers are wearing seat belts before
moving
• Discourage moving around the bus whilst travelling,
passengers to remain seated
• Bus windows not to be opened
• Emergency door NOT to be used except in emergency
• Be aware of bus fire extinguisher location and method of use
• Keep vehicle floors and aisles clear of clutter, no items are
permitted to block bus aisle
• Exits must not be blocked with luggage or equipment
Travel sickness • Sick bags to be taken as part of first aid kit and readily Substantially effective 4 D Low
accessible in the bus Minor Unlikely
 • Spare bottled water available
• Discourage eating lollies and snacks whilst travelling as this
can contribute to travel sickness
• All students to carry water and refill available
Manual Tasks • Adjust seat height, back rest, lumbar support and mirrors to Substantially effective 4 D Low
suit individual requirements Minor Unlikely
• Schedule frequent short breaks, walk and move around for 5
to 10 minutes after prolonged driving and preferably prior to
performing handling tasks.
• Store baggage to minimise bending and twisting when storing
and retrieving baggage.
• Arrange commonly accessed items within easy reach to
minimise twisting, bending or over reaching
• Park vehicle where it is easy to load/unload equipment or
luggage
Housekeeping • Use gloves for cleaning hidden areas (e.g. down backs of Substantially effective 4 D Low
Cleaning seats). Minor Unlikely
• Use caution on flooring in areas likely to become wet.
• Have procedures are in place for rubbish collection, spills and
wet cleaning
Child Safety & • If transporting students preferably have two adults in vehicle Substantially effective 2 D High
Protection • In emergency or if two adults not available make other Major Unlikely
staff/Contact Officer aware of student transport
• If transporting students in any vehicle all adults to hold
appropriate Working with Children Checks and follow child
protection guidelines
Stops at • Remind students about traffic moving on service station Substantially effective 3 D Medium
Roadhouse/Serv driveways Moderate Unlikely
ice • Visible boundaries to be defined at stops and communicated
stations/Parks to students
on journey • All toilet/food/refuelling stops to be supervised
• Playground equipment to be supervised by staff or not used
• Ensure all persons are back on the bus/vehicle after stops e.g.
headcount, roll call
Vehicle • Is the vehicle suitable for the immediate driving task it is Substantially effective 3 D Medium
required for? Moderate Unlikely
• Is the vehicle maintained and in a safe and fit condition?
 • Is safety equipment appropriate and in good working order?
• Are the seatbelts fitted correctly and function properly?
• Are you familiar with variables such as handbrake operation
and mirror adjustment controls?
• Has consideration been made for securing of luggage and
other personal items?
• Prepare the vehicle, consider - first aid kit, torch and spare
batteries, reflector triangles, reflective vest, small tool kit,
jumper leads, tow rope and tyre pump, tyre pressure gauge
Vehicle If a breakdown, flat tyre or other unexpected incident occurs Substantially effective 3 D Medium
Breakdown immediately advise the Contact officer of the event, location, Moderate Unlikely
Mechanical proposed actions and to organise an action plan
Problems • Pull well over to the side of the road on firm flat ground
where possible
• Engage hazard lights to warn other road users
• Contact RACQ or other roadside assist program as necessary
or as advised by Contact officer
• Remain with the vehicle
Vehicle If a person is injured contact emergency services immediately Substantially effective 1 D High
Accident Advise the School Contact officer as soon as possible of the Catastrophic Unlikely
event, location, proposed actions and to organise an action plan
• Inspect vehicle to assess damage, continue on journey if safe
to do so, if in doubt of vehicle driveability do not continue
• If vehicle un-driveable, if towing or other assistance is
required contact RACQ as necessary or as advised by School
Contact Officer
• Report/log incident details such as location, time,
circumstances, vehicle kms
• In case of accident involving another vehicle obtain details of
other person’s name, address, phone number and
registration number. If possible take a photo of person’s
drivers licence
• Do not admit liability after an accident
Arriving first on • Pull well over to the side of the road on firm flat ground, well Partially effective 1 C Very High
scene of away from crash scene Catastrophic Possible
accident • Report the accident to emergency services 000
• Engage hazard lights to warn other road users/light up crash
scene with headlights on low beam if necessary
• Assess whether it is safe to enter accident scene
• Students to remain in bus/vehicle
• Be cautious there may be spilt fuel
• Be aware of and keep clear of fallen power lines
• Any decision to provide first aid is to be based on level of
competency and assessment of personal risk at the time
Activity: Bushwalking Person Responsible:

Risk Description Risk Controls Person Control Consequence Likelihood Level of

Responsible Effectiveness Rating Rating Risk
Rating
Communication – • Collect Emergency Substantially 2 C High
there is no mobile Personal Locator Beacon Effective Major Possible
phone range on from Gumburu
the Paluma Range management and ensure
and UHF radios that you understand how
and satellite to activate the unit.
phones are WARNING: THIS UNIT IS
ineffective in the ONLY TO BE ACTIVATED
rainforest IN A GRAVE OR
IMMINENT DANGER
SITUATION.
• Nominate an adult that
can go seek assistance if
required
Risks associated • All staff, volunteers and Substantially 5 B Medium
with plants and students to participate in Effective Negligible Likely
animals, i.e. Gumburu induction
leeches, ticks, • Gumburu First Aid Kits to
wait-a-while be taken on walks
• First Aid qualified school
staff to participate in
bushwalking activity
Slips, trips and falls • Ensure that all Substantially 4 C Medium
participants have Effective Minor Possible
appropriate footwear
• School staff to provide
clear instructions to
students prior to
bushwalking activity
• Adequate adult
supervision, keep group
together and calm
 ensuring that an adult is
in the lead and an adult is
at the end of the line
• Remain on designated
walking tracks at all
times. Do not shortcut.
Shortcutting is unsafe
and causes erosion
• Sit on the track when
doing activities, not on
the banks or edges of the
track
• Read and heed signs
• Observe any ‘track
closed’ signs. You could
be placing your group at
risk if you use tracks that
are closed
• Walk to the pace of your
slowest walker, pausing
for rests along the way
Weather – • Check weather report Fully 4 C Medium
temperature, rain, provided by Gumburu Effective Minor Possible
lightening management at the start
of each day
• Check for emergency
service alerts
• Ensure that all
participants are dressed
appropriately including
hats and if necessary,
warm or wet weather
clothing
• Take water and check
that everyone is drinking
enough water to avoid
dehydration
Lost students • School staff to provide Fully 1 E Very High
clear instructions to Effective Catastrophic Rare
students prior to
bushwalking activity
• Perform “Gumburu count
off” (headcount) prior to
departing Gumburu, as
required during the
bushwalking activity and
upon returning to
Gumburu
• Position one adult in the
lead and one adult at the
end of the group line
with those adults
wearing reflective high
vis vests
Staff and • Allow for appropriate Substantially 4 C Medium
volunteers adult/student Effective Minor Possible
supervision ratios
relevant to your student
age group
• Ensure staff and
volunteers are assessed
and deemed medically fit
for the specific activities
planned
• Provide staff and
volunteers with sufficient
information about
activities to enable them
to make an informed
decision
• Ensure all staff and
volunteers complete a
medical form and the
information is handled in
 accordance with privacy
legislation
Students with • Ensure all students a Substantially Teachers to Teachers to Teachers to
physical or medical “Consent and Medical Effective apply apply apply Risk
conditions Form” and a “Medication Consequence Likelihood Rating
Permission Slip” Rating based Rating
• Teachers to add any on group
management plan
relevant to their group
Environmental • Stay on the walking Fully 4 C Medium
tracks (even when Effective Minor Possible
resting) to prevent soil
erosion, compaction and
trampling of vegetation.
• Take rubbish and food
scraps home with you.
• Treat all animals and
plants with respect and
care. Wildlife has the
right to be in parks and
forests; this is their home
and you are the visitor
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers to
behavioural issues management plan apply Control apply apply apply Risk
relevant to their group Effectiveness Consequence Likelihood Rating
Rating Rating based Rating
on group
Activity: Management of Students at Lookouts Risk Assessment Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Fall from the • School staff to provide Substantially 1 D High
lookout area clear instructions to Effective Catastrophic Unlikely
students prior to
entering the lookout
which must be strictly
adhered to
• Remain behind the safety
fencing
• Witt’s Lookout - group
size in the area is limited
to ten or fewer
• Groups are rotated
through the area
• Strict supervision within
the delineated area is
required
• Climbing or sitting on the
safety fencing is not
allowed
Sprain/strain • Ensure that all Substantially 4 C Medium
caused by the participants have Effective Minor Possible
uneven lookout appropriate footwear
surface and/or • Remain on designated
changes in the walking tracks at all
composition and times.
area of the lookout
surface
•
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Sensory Trail – Use of Blindfolds Risk Assessment Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Slips, trips and falls • Ensure that all Substantially 4 C Medium
participants have Effective Minor Possible
appropriate footwear
• School staff to provide
clear instructions to
students prior to Sensory
Trail activity:
o Progress slowly
and feel carefully
with the feet.
o Keep hold of the
guide rope
o Student helpers
are to behave
responsibly
o Strict adult
supervision is
required
Irritations and/or • Blindfolds are issued for Fully 5 E Low
infections of the a person’s sole use and Effective Negligible Rare
eyes are laundered after each
use
Injury caused by • School staff to provide Substantially 4 C Medium
inappropriate clear instructions to adult Effective Minor Possible
handling of and suitable student
blindfolded helpers prior to Sensory
persons by helpers Trail activity

•
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Sensory Trail – Use of Blindfolds Risk Assessment Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Slips, trips and falls • Ensure that all Substantially 4 C Medium
participants have Effective Minor Possible
appropriate footwear
• School staff to provide
clear instructions to
students prior to Sensory
Trail activity:
o Progress slowly
and feel carefully
with the feet.
o Keep hold of the
guide rope
o Student helpers
are to behave
responsibly
o Strict adult
supervision is
required
Irritations and/or • Blindfolds are issued for Fully 5 E Low
infections of the a person’s sole use and Effective Negligible Rare
eyes are laundered after each
use
Injury caused by • School staff to provide Substantially 4 C Medium
inappropriate clear instructions to adult Effective Minor Possible
handling of and suitable student
blindfolded helpers prior to Sensory
persons by helpers Trail activity

•
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Leaf Litter Study – Handling Invertebrates and Rainforest Vegetation Person Responsible:
Matter
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Animal or insect • Students are not to use Substantially 4 C Medium
scratch, bite or bare hands when Effective Minor Possible
sting collecting and/or
observing specimens –
use appropriate
resources
Injuries caused by • Students are to work in a Substantially 4 C Medium
rainforest flora clearly defined area Effective Minor Possible
e.g. falling matter, • High level of adult
stings, supervision is required
scratches and
splinters

Environmental • Students are to work in a Fully 4 C Medium

clearly defined area to Effective Minor Possible
prevent soil erosion,
compaction and
trampling of vegetation.
• Take rubbish and food
scraps home with you
• Treat all animals and
plants with respect and
care. Wildlife has the
right to be in parks and
forests; this is their home
and you are the visitor
•
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Leaf Litter Study – Handling Invertebrates and Rainforest Vegetive Person Responsible:
Matter Risk Assessment
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Animal or insect • Students are not to use Substantially 4 C Medium
scratch, bite or bare hands when Effective Minor Possible
sting collecting and/or
observing specimens –
use appropriate
resources
Injuries caused by • Students are to work in a Substantially 4 C Medium
rainforest flora clearly defined area Effective Minor Possible
e.g. falling matter, • High level of adult
stings, supervision is required
scratches and
splinters

Environmental • Students are to work in a Fully 4 C Medium

clearly defined area to Effective Minor Possible
prevent soil erosion,
compaction and
trampling of vegetation.
• Take rubbish and food
scraps home with you
• Treat all animals and
plants with respect and
care. Wildlife has the
right to be in parks and
forests; this is their home
and you are the visitor
•
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Use of Wet Creek for the Collection of Freshwater Invertebrates Risk Person Responsible:
Assessment
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Injury caused by a • School staff to provide Substantially 4 C Medium
fall into the creek clear instructions to Effective Minor Possible
students prior to
commencement of this
activity
• Ensure that all
participants have
appropriate footwear
• Adequate adult
supervision at all times
Strain/sprain • Students are to work in a Substantially 4 C Medium
caused by uneven • clearly defined area Effective Minor Possible
creek bed • High level of adult
supervision is required
• Students are to keep out
of the water as much as
possible and cross the
creek only in shallow
spots
• When moving along the
creek bank be aware of
hanging vines, climbers
etc.
Animal/insect bite • Students are not to use Substantially 4 C Medium
bare hands when Effective Minor Possible
collecting and/or
observing specimens –
use appropriate
resources
Injuries caused by • Students are to work in a Substantially 4 C Medium
rainforest flora clearly defined area Effective Minor Possible
e.g. falling matter, • High level of adult
stings, supervision is required
scratches and
splinters
Environmental • Students are to work in a Fully 4 C Medium
clearly defined area to Effective Minor Possible
prevent soil erosion,
compaction and
trampling of vegetation.
• Take rubbish and food
scraps home with you
• Treat all animals and
plants with respect and
care. Wildlife has the
right to be in parks and
forests; this is their home
and you are the visitor
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Walking Along and Crossing Main Street, Paluma to Reach Activity Person Responsible:
Sights Risk Assessment
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Staff and • Allow for appropriate Substantially 4 C Medium
volunteers adult/student Effective Minor Possible
supervision ratios
relevant to your student
age group
• Perform “Gumburu count
off” (headcount) prior to
departing Gumburu, as
required during the
bushwalking activity and
upon returning to
Gumburu
• Position one adult in the
lead and one adult at the
end of the group line
with those adults
wearing reflective high
vis vests
Injury caused by • School staff to provide Substantially 1 D High
collision with a clear instructions to Effective Catastrophic Unlikely
vehicle students prior to
commencement of walk:
o Walk in single file
o Walk on the road
verge
o Remain alert for
the approach of
traffic
• When crossing the road:
o Students halt in
single file on the
road verge.
 o All turn to face
the opposite side
of the road
o Look for traffic
and, if clear, walk
smartly across
when directed
o Remain in single
file when
crossing
o Strict adult
supervision is
required
Slips, trips and falls • Ensure that all Substantially 4 C Medium
participants have Effective Minor Possible
appropriate footwear
• School staff to provide
clear instructions to
students prior to
commencement of walk
• Adequate adult
supervision, keep group
together and calm
ensuring that an adult is
in the lead and an adult is
at the end of the line
•
Weather • Check weather report Fully 1 D High
conditions (rain, provided by Gumburu Effective Catastrophic Unlikely
cloud, etc.) – management at the start
decreased visibility of each day
for vehicles • If necessary, provide
students and adults with
reflective high vis vests

Night walks – lack • School staff to provide Substantially 1 D High

of visibility for clear instructions to Effective Catastrophic Unlikely
vehicles
 students prior to
commencement of walk
• Adequate adult
supervision, keep group
together and calm
ensuring that an adult is
in the lead and an adult is
at the end of the line
• Ensure that torches are
used – do not shine them
directly at approaching
drivers
• Provide students and
adults with reflective
vests
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers to
behavioural issues behavioural apply Control apply apply apply Risk
management plan Effectiveness Consequence Likelihood Rating
relevant to their group Rating Rating based Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers to
physical conditions management plan apply Control apply apply apply Risk
relevant to their group Effectiveness Consequence Likelihood Rating
Rating Rating based Rating
on group
Activity: Use of Fireplace and Campfire Risk Assessment Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Burns from • All staff, volunteers and Substantially 4 C Medium
Fireplace or students to participate in Effective Minor Possible
Campfire Gumburu induction
• Designated adult to be
instructed by Gumburu
management on fire
starting procedures
• First Aid qualified school
staff to participate in
campfire activity
• Students are made aware
of the designated
restricted areas that are
clearly defined around
the fireplace and the
campfire
• A high level of adult
supervision is required
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions behavioural management apply Control apply apply to apply
plan relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Bandicoot Bench – Nocturnal Animal Observations Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
Scratches and/or • School staff to provide Substantially 5 D Low
bites from animals clear instructions to effective Negligible Unlikely
students prior to
commencement of this
activity
• Under no circumstances
is any student to attempt
to touch or feed any
animal/s which may
approach the bench
Injury caused by • Gumburu management Substantially 1 D High
falling rainforest conducts an audit if Effective Catastrophic Unlikely
material tracks prior to camps and
following weather events
Slips, trips and falls • Ensure that all Substantially 4 C Medium
participants have Effective Minor Possible
appropriate footwear
• Adequate adult
supervision, keep group
together and calm
ensuring that an adult is
in the lead with a torch
• Remain on designated
walking tracks at all times
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
behavioural issues behavioural apply Control apply apply to apply
management plan Effectiveness Consequence Likelihood Risk
relevant to their group Rating Rating based Rating Rating
on group
Students with • Teachers to add any Teachers to Teachers to Teachers to Teachers
physical conditions management plan apply Control apply apply to apply
relevant to their group Effectiveness Consequence Likelihood Risk
Rating Rating based Rating Rating
on group
Activity: Person Responsible:
Risk Description Risk Controls Person Control Consequence Likelihood Level of
Responsible Effectiveness Rating Rating Risk
Rating
•
•
•
•
•