OCHS13019 - Prevention Through Design

General Information

Unit Synopsis

You will develop competence and confidence in using prevention through design (PtD) strategies and tools. PtD, or 'safe design', is a process of hazard identification and risk assessment to eliminate or minimize risk of injury and anticipate failure modes throughout the life of the product or system. You will be given the knowledge needed to optimise human performance and enhance safety in a socio-technical environment. Topics include safe design principles, optimisation of the design process, life cycle analysis, hazard and operability studies, Fault Tree Analysis , Failure Modes and Effect Analysis and strategic design risk assessment using the Safety Case. There is an emphasis on human factors engineering, the principles of technology adoption and consideration of the notion of disruptive technologies.


Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-Requisite:- 72 credit points including successful completion of AINV11002 and either OCHS13008 or OCHS12019

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2022

Term 2 - 2023 Profile

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Group Work 20%
3. Presentation and Written Assessment 30%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 3.9 (on a 5 point Likert scale), based on a 51.72% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Have Your Say, personal experience and discussions with CQUni Library staff.
Access to the Australian Standards via SAI Global was problematic this term. Library staff have been notified of the issues experienced and alternative arrangements are being sought.
While an alternative solution is being sought, provide guidance to students on the new login process for SAI Global.
Action Taken
Guidance was provided to students on how to access standards from SAI Global. This helped somewhat. It should be noted that SAI Global are currently examining their security settings to improve access to standards into the future. In addition, the University is transitioning to a new platform for access to Australian and international Standards.
Source: Have Your Say
Students enjoyed the insights gained from the case studies that showed how design iterations improve system safety.
Continue to use case studies to illustrate safe design in action.
Action Taken
Case studies were again used to illustrate safe design this term.
Source: Student Unit & Teaching Evaluation survey
Students enjoyed examining the various design strategies for safety outcomes.
Continue to explore current and emerging design approaches for achieving safety.
Action Taken
Source: Teacher reflection
As with all third-year units, this unit requires a level of autonomous learning and critical thinking that some students were not prepared for.
Clearly set third-year level learning expectations around autonomous learning and critical thinking from the start of term.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
  2. Evaluate designs from a life cycle approach.
  3. Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  4. Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
  5. Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.
  6. Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
  7. Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Portfolio
2 - Group Work
3 - Presentation and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Portfolio
2 - Group Work
3 - Presentation and Written Assessment