7 minute read
BEING SHOCK SAFE
Safe use and testing of electrical equipment
The PCBU, such as the board, proprietor and principal, are required to manage the risks to health and safety of their schools – including risks relating to electrical safety.
If the PCBU cannot eliminate the risk, the risk must be minimised so far as reasonably practicable. Ensuring electrical equipment is in safe working condition, by including regular testing is a crucial part of reducing risk to students, staff and potential visitors and must be managed appropriately.
Your health and safety responsibilities
Making sure electrical equipment is used correctly and operating safely is part of your overall health and safety responsibilities and will help you meet the requirements of the Health and Safety at Work Act 2015 and the Electricity (Safety) Regulations There is a legal duty to ensure that electrical appliances/equipment are electrically safe and maintained in good condition. Testing and tagging to AS/NZS 3760 by a trained and competent person is not a mandatory requirement but it is one method of demonstrating that reasonably practicable steps were taken to ensure the health and safety of people in the workplace.
Testing and tagging of electrical appliances
Testing and tagging electrical appliances and cords is a useful way to check that electrical equipment is safe. The person completing the testing and tagging must be competent and must use the appropriate test equipment. They should record the tests conducted and the values/results of those tests should be retained.
Testing and tagging is a good minimum, but there are other ways you can increase the level of your electrical equipment safety. For example, where possible, install earth leakage protection to all circuits supplying socket outlets this can be through RCDs installed in the switch board or by replacing socket outlets with RCD face plates. Also, where fitting of RCDs to the existing wiring installation is not currently possible, portable RCDs should be used to protect appliances. Lastly, ensure users of electrical appliances perform regular checks of the appliances they use. Equipment checks should include looking for signs of damage and that switches and safety guards function as they should. Testing and tagging doesn’t guarantee future electrical safety, what it does is provide a snapshot of how safe the appliance is at the time of testing. The New Zealand Standard AS/NZS 3760:2010 sets out details on how to ensure safety and compliance through testing and tagging of electrical cords. You can buy a copy of the standard from Standards New Zealand.
Checking your electrical equipment is safe
Faulty or damaged equipment
Immediately disconnect and remove faulty or damaged equipment.
This includes equipment that:
• Has given someone a shock • Fails testing or inspection • Repeatedly blows a fuse or trips a circuit breaker or RCD. Clearly label or secure the equipment so that it will not be used. Then replace it or have it repaired by a licensed electrical worker.
Indicators of unsafe equipment include:
• Cracked casings • Missing or damaged guards • Outer insulation pulled back at cable entry points so that wires are exposed • Cuts and nicks along cables; tape covering cuts and nicks • Dry and brittle insulation • Burn marks or signs of overheating • RCDs not tripping when tested.
For more information, visit: www.worksafe.govt.nz.
Content kindly provided by the Ministry of Education and adapted to fit this magazine. More information can be found at www.education.govt.nz.
No matter what kind of electrical contracting work you need done, our experienced and registered electricians at Caltec Electrical & A.V Limited can do it for you.
Transforming Year 10
Today’s young adolescents are often seen to have little resilience, have difficulty relating to the adults around them, and can tend to avoid taking responsibility. Parents can unintentionally disempower students with ‘helicopter’ parenting and a tendency to step in for their adolescent rather than enabling them to step up.
Adolescence is a unique time when students are developing physically, mentally, socially, ethically and cognitively. Combine this with the pressures of social media and technology and it is no surprise that year 10 students are struggling.
The Rite Journey uses a contemporary rite of passage process to address these issues by transforming Year 10 students from dependence to responsibility. The program aims to give students a positive pathway into adulthood and is the ideal year long program to prepare them for Year 11 and beyond.
Over 120 Principals in New Zealand, Australia and further afield, are making Year 10 a unique transition point - using research and best practice adolescent engagement pedagogies to empower their teachers and create a school culture of responsibility and resilience.
There are several defining elements of The Rite Journey program:
• An empowering and practical two day teacher training. “The best PD I have been on, without a doubt. Not only will I feel more competent as a Rite Journey teacher but I believe the things I’ve learned over the course of these two days will benefit my teaching as a whole.”
• A challenge program, embedded into the learning outcomes, where teachable moments are capitalised on. Through experiencing low stakes failure, students develop resilience, awareness and self modification.
• A mentoring program, encouraging community links and helping students develop meaningful relationships with other adults, broadening their support network and learning from elders.
• Parent/Carer education and involvement, encouraging both home and school approaches to student development are aligned.
Marcus Cooper, Principal, East Otago High School
“The Rite Journey programme has given our school a great platform to forge positive relationships with our students and staff. Having the flexibility to use the extensive range of resources provided as well as our own teaching tools allows us to create a programme fit for purpose in our school and community. Exploring the four themes (Who am I really? How do I get along with others? Is there something more? What do I have to give?) at our pace and with our students allows us to tailor the experience for each group uniquely. I strongly recommend this values based exploration into becoming a young adult for any school who strives to develop empathetic young people who care for others in their community.”
Kevin O’Sullivan, former Rector, Timaru Boys’ High School
“The Rite Journey is the most stunning educational initiative I have seen in my 35 years of teaching.”
Christine Laughton, Rector, St Andrews College, Christchurch
“St Andrew’s College has been using “The Rite Journey” programme as a framework for our year 10 Te Waka Programme. Single sex groups meet three times a week with a tutor to explore issues and challenges experienced through adolescence. The positive and empowering ceremonies are moments of celebration and over the years have created special memories. In our coeducational culture, this programme allows time and space for important messaging, reflections and long lasting relationships. A fantastic way to help our young people grow into well balanced, thoughtful, self-aware, compassionate young adults.”
Diana Patchett, Executive Principal, St Margaret’s College Christchurch
“It is tempting to judge a school on its academic results or the number of trophies in the cabinet, but I would argue that the true measure of a school might better be judged on the social presence of the students, their confidence, their empathy, their positive energy. It is these character strengths that will set her up for success, whatever that looks like for her. It is these attributes that the Rite Journey programme supports for our girls, offering them the opportunity to develop a strength of character that will stay with them for a lifetime.”
For information on how you can introduce this Year 10 program to your school:
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