Introduction to Safety

Lesson Overview

Unit Name: Building Safe Futures
Lesson Number: 1 of 15
Year Level: 13
Subject: Technology (BCATS – Building, Construction, and Allied Trades Skills)
Time Allocation: 50 minutes
Class Size: 15 students
Curriculum Area: Technology Learning Area, aligned with NCEA Level 3 Achievement Standards
Focus: The importance of health and safety in a BCATS environment, identifying workplace hazards, and understanding safety protocols.

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Explain why health and safety are critical in the BCATS environment.
2. Identify key workplace hazards and describe their potential risks.
3. Understand and discuss the role of safety protocols, including PPE, emergency plans, and accident prevention.

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Lesson Structure (50 minutes)

1. Whakawhanaungatanga – Setting the Scene (5 minutes)

• Greet students with a warm and engaging introduction that includes a personal safety-related anecdote or a well-known NZ workplace accident (e.g., Pike River Mine disaster).
• Ask the class: "Why do we need health and safety in BCATS?" – Write answers on the board.
• Link responses to real-life consequences in trades industries.

2. Health & Safety in BCATS – Interactive Discussion (10 minutes)

• Provide a short overview:

  • The Building, Construction, and Allied Trades industries have strict safety regulations.
  • NZ WorkSafe requirements and legislation apply to all BCATS environments.
  • Personal responsibility plays a big role in safety compliance.

• Engagement Activity:

  • Divide students into small groups (3 per group).
  • Give each group a scenario card with a common BCATS hazard – e.g., working at heights, improper tool use, electrical hazards.
  • Each group discusses potential risks and presents their findings to the class in 1 minute each.

3. Hazard Identification Activity – Hands-On Engagement (10 minutes)

• Show an image of a mock BCATS workshop with multiple hidden hazards (e.g., no PPE, blocked exit, unsafe use of a power tool).
• As a class, identify at least six hazards and discuss why they are dangerous.
• Link hazards to the NZ Health & Safety at Work Act.

4. PPE and Safety Protocols – Demonstration and Discussion (15 minutes)

• Introduce Personal Protective Equipment (PPE):

  • Safety boots, gloves, safety glasses, earmuffs, dust masks.
  • Why each piece is essential and when to use it.

• Demonstration:

  • Select a student volunteer to dress in full BCATS PPE.
  • Ask students to explain which hazards each PPE item protects against.

• Mini Challenge:

  • Place five BCATS PPE items on a workbench.
  • Randomly remove one item and ask, "What hazard does this expose the worker to?"

5. Safety Reflection – Student Commitments (5 minutes)

• Students complete a brief "My Safety Commitment" exit slip:

  • One new thing they learned about safety.
  • One commitment they will make to ensure their safety in the workshop.

• Wrap up with a quickfire Q&A: How can we make BCATS a safer learning space?

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Assessment & Homework

• Formative Assessment: Observations of student contributions in discussions and activities.
• Homework: Students research a real-life New Zealand workplace accident in the trades industry and prepare a one-paragraph summary on what safety failures occurred and how they could have been prevented.

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Teacher Notes & Considerations

• Ensure all students understand that BCATS safety protocols align with NZ WorkSafe regulations.
• Provide alternative participation options for any students with sensitivities to PPE-wear during demonstrations.
• Ensure all safety discussions emphasise practical application—students should be able to see and experience safety principles in action.

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Next Lesson Preview

• Lesson 2: Workshop Safety Rules & Emergency Procedures – deeper dive into safe workspace setup, fire drills, and accident response protocols.