Level 6 Diploma Guide Revised Reprint 020608

© NEBOSH 2006, 2008 Published by the National Examination Board in Occupational Safety and Health (NEBOSH), Dominus Way, Meridian Business Park, Leicester LE19 1QW. Registered Charity Number 1010444 telephone: +44 (0)116 263 4700 fax: +44 (0)116 282 4000 email: [email protected] website: www.nebosh.org.uk Printed on paper made from elemental chlorine-free pulp, obtained from sustainable wood forests ND 1006 (June08 reprint)

Guide to the NEBOSH National Diploma in Occupational Health and Safety (Level 6) Foreword The NEBOSH National Diploma is the flagship NEBOSH qualification and is the first UK vocational qualification to be developed specifically for health and safety professionals. Since its introduction in 1988, the National Diploma has become established as the most popular professional qualification for safety and health practitioners in the UK, with over 10,000 candidates having achieved the qualification. It is designed to provide the specialist knowledge and understanding combined with the application of the expertise that underpins competent performance as a safety and health practitioners. It offers a mainstream route to a qualification for an aspiring practitioner, while allowing those with a basic health and safety qualification (such as the NEBOSH National General Certificate) to develop a professional career path. It also provides a sound basis for progression to a MSc or more specialist study (such as the NEBOSH Specialist Diploma in Environmental Management). On successful completion of the qualification, the Diploma holder may apply for Graduate membership (Grad IOSH) of the Institution of Occupational Safety and Health (IOSH), the major UK professional body in the field (www.iosh.co.uk). This is the first step to becoming a Chartered Safety and Health Practitioner as a Chartered Member of IOSH (CMIOSH). This qualification is also accepted by the International Institute of Risk and Safety Management (www.iirsm.org) as meeting the academic requirements for full membership (MIIRSM). In addition, diplomates will have the opportunity to attend the annual NEBOSH Diploma Graduation ceremony. The National Diploma is a Higher Level (HL) vocational qualification accredited at Level 6 within the National Qualifications Framework (NQF) by the regulatory authorities: Ofqual (Office of the Qualifications and Examinations Regulator) in England, DCELLS (Department of Children, Education, Lifelong Learning and Skills) in Wales and CCEA (Council for the Curriculum, Examinations and Assessment) in Northern Ireland. The accredited name of the qualification is the NEBOSH Level 6 Diploma in Occupational Health and Safety and this title will appear on the qualification certificates. This Diploma syllabus is mapped against the current ENTO (Employment National Training Organisation - www.ento.co.uk) National Occupational Standards (NOS) at Level 4 ‘Occupational Health and Safety Practice’ and reflects the management model in HSG65 ‘Successful Health and Safety Management’, the Health and Safety Executive (HSE) guide on how organisations should manage occupational health and safety. The National Diploma syllabus has been updated for the September 2006 specification and includes relatively minor amendments to the content, reflecting changes in legislative requirements. The language used has been reviewed to clarify the requirements of assessment; in particular to make explicit the links between each element of the syllabus and the Learning Outcomes (LOs). The syllabus has now been divided into four units, each of which is assessed separately; three by written examination (Units A-C) with a new separate written assignment (Unit D) designed to test knowledge across the syllabus. This unitised structure is intended to provide opportunities for additional and more flexible course formats.

http://www.iosh.co.uk/

http://www.iirsm.org/

http://www.ento.co.uk/

For each unit successfully completed, candidates will receive a unit certificate from NEBOSH denoting their achievement. On successful completion of all four units, the NEBOSH National Diploma in Occupational Health and Safety will be awarded. This Guide supports the syllabus for the National Diploma by giving additional guidance and background material for both tutors and candidates. Further information about NEBOSH qualifications can be found at: www.nebosh.org.uk. NEBOSH welcomes comments on this Guide, and on any other aspect of the National Diploma qualification.

DAVID MORRIS Chairman September 2006

Designatory letters Holders of the NEBOSH National Diploma in Occupational Health and Safety may use the designatory letters ‘DipNEBOSH’ after their name.

http://www.nebosh.org.uk/

Guide to the NEBOSH National Diploma in Occupational Health and Safety (Level 6) Contents

1. Introduction 1

2. Structure and rationale of the qualification 2 2.1 Background 2 2.2 Standard of the qualification 3 2.3 Structure of the qualification 3 2.4 Core Skills 4 2.5 Programmes of study 5

3. Assessment and criteria for the qualification 6 3.1 Entry requirements 6 3.2 Assessment system for the NEBOSH National Diploma 8 3.3 Examinations (Units A, B & C) 8 3.4 Assignment (Unit D) 9

3.5 General regulations for the NEBOSH National Diploma qualification 9 3.6 Assessment results 10

3.7 Examinations outside the United Kingdom 11

3.8 Requests for reasonable adjustments 12 3.9 Requests for special consideration 12 3.10 Enquiries about results and appeals 12 3.11 Malpractice 12

September 2006 (Reprinted June 2008) i

4. Syllabus for the NEBOSH National Diploma 14 4.1 Preparatory Content: Core Skills 17

4.1.1 Core Skills Part 1: Communication skills 18 4.1.2 Core Skills Part 2: Training skills 20

4.2 Unit A: Managing health and safety 21

4.2.1 Element A1: Principles of health and safety management 22 4.2.2 Element A2: Loss causation and incident investigation 24 4.2.3 Element A3: Identifying hazards, assessing and evaluating risks 26 4.2.4 Element A4: Risk control and emergency planning 28 4.2.5 Element A5: Organisational factors 30 4.2.6 Element A6: Human factors 34 4.2.7 Element A7: Principles of health and safety law 36 4.2.8 Element A8: Criminal law 40 4.2.9 Element A9: Civil law 41 4.2.10 Element A10: Measuring health and safety performance 44

September 2006 (Reprinted June 2008) ii

4.3 Unit B: Hazardous agents in the workplace 46

4.3.1 Element B1: General aspects of occupational health and hygiene 47 4.3.2 Element B2: Principles of toxicology and epidemiology 48 4.3.3 Element B3: Hazardous substances – evaluating risk 50 4.3.4 Element B4: Hazardous substances – preventive and protective measures 51 4.3.5 Element B5: Hazardous substances – monitoring and maintenance of control measures 53 4.3.6 Element B6: Biological agents 55 4.3.7 Element B7: Physical agents 1 – noise and vibration 56 4.3.8 Element B8: Physical agents 2 – radiation and thermal environment 58 4.3.9 Element B9: Psycho-social agents 61 4.3.10 Element B10: Ergonomic factors 63

4.4 Unit C: Workplace and work equipment safety 65

4.4.1 Element C1: General workplace issues 66 4.4.2 Element C2: Principles of fire and explosion 69 4.4.3 Element C3: Workplace fire risk assessment 71 4.4.4 Element C4: Storage, handling and processing of dangerous substances 73 4.4.5 Element C5: Work equipment 75 4.4.6 Element C6: Machinery safety 78 4.4.7 Element C7: Mechanical handling 80 4.4.8 Element C8: Electrical safety 82 4.4.9 Element C9: Safety in construction and demolition 85 4.4.10 Element C10: Environmental pollution and waste management 87

September 2006 (Reprinted June 2008) iii

5. Unit D: Application of health and safety theory and practice 89

5.1 Assignment Brief 89 5.2 Detailed candidate guidance for Unit D 90 5.3 Assignment mark scheme 93

6. Sample examination papers 101 6.1 Unit A sample paper: Managing health and safety 101 6.2 Unit B sample paper: Hazardous agents in the workplace 106 6.3 Unit C sample paper: Workplace and work equipment safety 111

7. Appendices 114 Appendix 1: Role description of occupational health and safety practitioners 114 Appendix 2: The National Examination Board of Occupational Safety and Health (NEBOSH) 115 Appendix 3: The Institution of Occupational Safety and Health (IOSH) 116 Appendix 4: General guidance on examination technique 117 Appendix 5: Relationship of the National Diploma to the National General Certificate 120 Appendix 6: Approved standard ‘Occupational Health and Safety Practice’ 121 Appendix 7: Key Skills 125

September 2006 (Reprinted June 2008) iv

Guide to the NEBOSH National Diploma in Occupational Health and Safety (Level 6)

September 2006 (Reprinted June 2008) 1

1. Introduction 1.1 The NEBOSH National Diploma has been recognised for many years as a leading

qualification in the field of health and safety, providing the specialist knowledge and understanding combined with the application of the expertise required to undertake a career as a safety and health practitioner. The syllabus and the means of assessment described in this Guide, were introduced in 2004 and revised in 2006 to take account of current developments, both in health and safety and in vocational assessment. The layout of the syllabus content has been re-arranged within each of the elements to reflect more accurately the revised learning outcomes, and clarify for tutors and candidates the full scope of the course and the assessment requirements for the qualification.

1.2 Accidents and work-related ill-health affect all types of workplaces and occupations.

In the year 2004/05, there were 220 people killed at work and a further 120 members of the public fatally injured by work-related activities. Over 1 million injuries and 2.3 million cases of ill-health are experienced by workers each year with around 25,000 individuals being forced to give up work because of occupational injury or ill-health.

1.3 The human and social cost of work-related accidents and illness should not be

underestimated; for every person injured or killed there are also families, friends, and communities who must cope with the physical, psychological and economic consequences.

1.4 The business impact is also compelling – an estimated 35 million working days are

lost each year as a result of workplace accidents and ill-health. In addition to the direct cost of sick pay and absence, employers can find themselves dealing with criminal prosecution, claims for compensation, adverse publicity and harm to both business reputation and profitability. The estimated annual cost of occupational injury and ill-health is £5 billion to UK employers and £16 billion to the British economy.

1.5 Management of health and safety in the workplace is not only a legal obligation and a

moral imperative but also good business sense. Qualified safety professionals are an asset to their organisations, reducing costs by preventing accidents and ill-health of employees, without incurring unnecessary expense by over-reacting to trivial risks. The practical approach of the NEBOSH National Diploma promotes the application of the knowledge acquired on the course to problem solving in the candidate’s own workplace.

1.6 There is considerable flexibility in the modes of study for the NEBOSH National

Diploma to enable a programme of study to be tailored to the needs of candidates and employers. Course providers run part-time day and evening courses, full-time block release courses and open/distance learning courses in accordance with the mode/s of study that are covered by the accreditation by NEBOSH. Many can also organise in-house courses to meet the needs of individual employers. A list of course providers for the NEBOSH National Diploma is available from NEBOSH or may be accessed from the NEBOSH website (www.nebosh.org.uk).

1.7 NEBOSH is committed to the continued development of specialist qualifications and

to working closely with the university sector in gaining acceptance of the NEBOSH qualifications as prior learning for parts of MSc programmes.



2. Structure and rationale of the qualification 2.1 Background

2.1.1 All safety and health practitioners need to have a common core of knowledge in

order to practise effectively. This common core of knowledge is essential to all and is in essence transferable between the different occupational sectors in which safety and health practitioners practise, which range across all parts of industry, commerce and the public sector. Trends in employment show a relative decline in the workforce employed by manufacturing industry (especially in heavy manufacturing), compared with a growth in employment in the service sector including leisure services. Health and Safety practitioners need to be equipped to carry with them knowledge of the principles and practices of their profession wherever they may be engaged. This may cover working environments as diverse as, for example, a residential care home and a construction site. These trends are reflected in the changing risk profile faced by safety practitioners and greater emphasis needs to be placed on emerging areas of increased risk such as stress and violence at work to reflect the need for developing competencies in these areas.

2.1.2 The NEBOSH National Diploma aims to provide the knowledge and understanding

that underpins competent performance as a safety and health practitioner and develop the ability to apply knowledge to a practical situation. This knowledge base is set out in Section 4: Syllabus for the NEBOSH National Diploma. With relevant structured experience, competence as an safety and health practitioner can be developed by applying this knowledge to the practice of occupational safety and health.

2.1.3 The original NEBOSH National Diploma, introduced in 1988, became the single most

widely taken academic qualification for occupational health and safety practitioners in the UK, with 3,614 people achieving it. NEBOSH sought to build on this success and saw the subsequent two-part NEBOSH National Diploma, introduced in 1997, not merely as a timely update of the syllabus but also as an opportunity to improve all aspects of the qualification, including its structure, content, delivery and assessment. To date, over 5,000 people have been awarded the Part 1 Diploma and more than 1,400 the Part 2 Diploma.

2.1.4 In August 2002, ENTO (Employment National Training Organisation) launched

revised National Occupational Standards in ‘Occupational Health and Safety Practice’ for the management of health and safety, approved by the Qualifications and Curriculum Authority (QCA – now Ofqual) originally at levels 4 and 5.

2.1.5 National Occupational Standards (NOS) describe what an individual needs to know,

understand and do in order to carry out a particular job role or function. They are used to describe good practice in particular areas of work, setting out a statement of competence which bring together the necessary skills, knowledge and understanding. They are developed by representatives of employment sectors on a UK-wide basis and also offer a framework for recruitment, training and development and they also act as a benchmark for rewarding experience, knowledge and competence to encourage mobility within industries. In order to achieve regulatory accreditation of its qualifications (and hence secure their eligibility for Learning and Skills Council funding) NEBOSH is obliged to base its syllabuses on the ENTO level 4 NOS. The launch of the revised level 4 NOS therefore led NEBOSH to re-develop a Diploma qualification.



2.1.6 To ensure a close match with the underpinning knowledge for the Elements within

the revised ‘Occupational Health and Safety Practice’ NOS, the NEBOSH level 4 Diploma in Occupational Health and Safety Practice was re-launched in August 2004, with the first examinations taking place in January 2005 (see page 15 for table showing syllabus mapping to the revised ENTO ‘Occupational Health and Safety Practice’ NOS). In less than two years, over 200 people have already achieved this qualification.

2.1.7 The NEBOSH National General Certificate (level 3 Certificate in Occupational Health

and Safety) was revised in 2002, in line with the new ENTO level 3 NOS ‘Health and Safety for People at Work’, ensuring consistency both with the new standards and within the NEBOSH suite of core health and safety qualifications.

2.2 Standard of the qualification 2.2.1 Although the NEBOSH National Diploma is a Vocationally-Related Qualification

(VRQ), the National Qualifications Framework (NQF) developed in England, Wales and Northern Ireland permits comparison with academic qualifications. It is examined at Level 6 which equates to a Bachelor’s degree with honours within the Framework for Higher Education Qualifications (FHEQ).

2.3 Structure of the qualification 2.3.1 The National Diploma syllabus has now been updated and unitised to accord with

standards and with the requirements of the qualification regulators in each part of the UK. These are the Office of Qualifications and Examinations Regulator (Ofqual) for England, DELLS (Department for Education, Lifelong Learning, and Skills) for Wales and CCEA (Council for the Curriculum, Examinations and Assessment) for Northern Ireland. Currently SQA (Scottish Qualifications Authority) for Scotland does not currently accredit vocational qualifications. The unitised syllabus is designed to allow flexibility and continuity for those studying health and safety at this level. The arrangement of the content within each syllabus element has been modified to more accurately reflect the revised learning outcomes.

2.3.2 The structure of the qualification has been changed from three core units all

assessed by both exam and assignment, to four units, three assessed by examination (Units A, B & C) and an additional work-based assignment unit (Unit D). This consists of one written assignment, designed to test knowledge across the breadth of the National Diploma syllabus. The change is intended to enable the assessment methods to reflect the practical application of skills learned during the course to the candidate’s workplace in a meaningful way, further increasing the benefit of the qualification to sponsoring organisations.

2.3.3 Candidates may choose to take all of the three examinations at the same sitting or at

different sittings. On successful completion of each of the units, a Unit Certificate will be issued. However, in order to achieve the NEBOSH National Diploma qualification, candidates will need to pass each of the four units in a five-year period.



2.3.4 The syllabus consists of preparatory content and four qualification units: Preparatory content: Core skills (communication and training) Qualification units: Unit A Managing health and safety Unit B Hazardous agents in the workplace Unit C Workplace and work equipment safety Unit D Application of health and safety theory and practice

The structure and content of the units and elements are set out in Section 4: Syllabus for the NEBOSH National Diploma.

2.3.5 The total study time for each unit is as follows: Preparatory content:

Core Skills: 10 hours tuition and 9 hours private study Total: 19 hours Qualification units: Unit A: 95 hours tuition and 75 hours private study Total: 170 hours Unit B: 65 hours tuition and 50 hours private study Total: 115 hours Unit C: 65 hours tuition and 50 hours private study Total: 115 hours Unit D: 6 hours tuition and 50 hours private study Total: 56 hours A programme of study therefore needs to be based around a minimum of 241 taught

hours and approximately 234 hours of private study. 2.4 Core Skills 2.4.1 The preparatory content covers the core skills of communication and training that

candidates will be need to complete all four qualification units. While not assessed separately, assessment of these core skills is incorporated across the syllabus as part of the written examinations (Units A, B & C) and the written assignment (Unit D). Core Skills should be presented as introductory content at the beginning of the programme and internally assessed by the accredited course provider in order to determine whether the candidate is adequately prepared to progress to the qualification units.

2.4.2 Some candidates may require additional support in the development of basic skills to

help them to achieve the learning outcomes of the preparatory content. Similarly, some candidates may be exempted from all or part of the preparatory Core Skills content, for example, those in possession of the NEBOSH Part 1 Diploma or those holding a degree or professional qualification. In order to gain exemption, candidates must be able to demonstrate to their accredited course provider that the relevant core skills (eg, research skills) have been addressed as part of prior learning.



2.5 Programmes of study 2.5.1 The study time will be used to benchmark the adequacy of a proposed programme.

Any variation to the normal contact time will need to be justified by an accredited course provider to the satisfaction of NEBOSH on the basis of reasonable provision to meet adequately the learning needs of a particular cohort. The same philosophy will enable distance or open learning programmes to be eligible for accreditation. The categories ‘tuition’ and ‘private study’ have in mind a face-to-face mode of programme delivery but they will provide a benchmark for candidates studying by supported open or distance learning. Such candidates should be guided by the total study time, which includes own study time and time spent in individual or group tutorials.

2.5.2 It is important to distinguish between key skills and basic skills of numeracy and

literacy. Whereas pre-assessment of, and meeting, candidates’ needs for instruction/support in basic skills may be essential for them to gain fully from tuition –including writing reports, etc – the signposting of key skills can, on the other hand, be regarded as a means by which candidates may seek to benefit from valuable learning opportunities outside the scope of the qualification for which they have enrolled, in areas that may be of considerable assistance to them throughout their working lives and beyond. In addition to the core skills addressed by the preparatory content, the Diploma presents a number of opportunities to develop these key skills. Some of these opportunities have been identified in Appendix 6: Key skills. Accredited course providers should take account of the six key skill areas when developing their programmes of study.



3. Assessment and criteria for the qualification 3.1 Entry requirements 3.1.1 The NEBOSH National Diploma syllabus assumes that candidates will have the

broad basic knowledge of health and safety that is provided by a level 3 qualification in occupational health and safety, in particular the NEBOSH National General Certificate (NGC).

The achievement of the NGC or direct equivalent prior to undertaking the Diploma course is highly recommended, given the demands of level 6 study, the time commitment required and the complementary nature of the NEBOSH NGC and National Diploma. Further information on the NEBOSH National General Certificate can be found via our website www.nebosh.org.uk.

3.1.2 Course providers should ensure that a candidate will benefit from studying at

Diploma level and in the mode and format in which the course provider offers the National Diploma. NEBOSH-accredited course providers wishing to apply Accredited Prior Learning (APL) arrangements to candidate selection are encouraged to do so. Further guidance for course providers regarding Accredited Prior Learning will be made available.

3.1.3 The standard of English required by candidates studying for the NEBOSH National

Diploma must be such that they can both understand and articulate the concepts contained in the syllabus. There are a range of proficiency tests available for assessing English language skills. However, the most widely used in the academic and technical/professional environments is the IELTS (International English Language Testing System). This test is one of a series offered within the University of Cambridge’s ESOL (English for Speakers of Other Languages) Examinations. It is run in conjunction with British Council. In this subject, Cambridge ESOL is a recognised provider of training by the appropriate UK regulatory authorities including the Office of the Qualifications and Examinations Regulator (Ofqual).

The IELTS system is also compatible with the Common European Framework (CEF) for defining language skills: A high CEF level (C1) is appropriate to a Health and Safety Practitioner.

It is important to stress that the onus is on course providers to determine their candidates’ standards of proficiency in English. However, the approach used in the IELTS system is a proven one and course providers are advised to satisfy themselves that their candidates are adequately prepared for a linguistically demanding programme of study.

NEBOSH recommends to course providers that candidates undertaking the NEBOSH National Diploma should reach the equivalent of a scoring of 7.0 or higher (see Table 1 overleaf ) in IELTS tests in order to be accepted onto a National Diploma programme.




Table 1: Relating IELTS scores to Demands of Academic and Training Courses (See International English Language Testing System, 2005) See: IELTS Handbook p.4.

Band Linguistically

demanding academic courses

Linguistically less demanding academic courses

Linguistically demanding training courses

Linguistically less demanding training courses

9.0 – 7.5 Acceptable Acceptable Acceptable Acceptable 7.0 Probably acceptable Acceptable Acceptable Acceptable

6.5 English study needed Probably acceptable

Acceptable Acceptable

6.0 English study needed English study needed

Probably acceptable

Acceptable

5.5 English study needed English study needed

English study needed

Probably acceptable

Course / training examples

Medicine, Law, Linguistics, Journalism, Library Studies

Agriculture, Pure Mathematics, Technology, Computer-based work, Telecomms

Air Traffic Control, Engineering, Pure Applied Sciences, Industrial Safety

Animal Husbandry, Catering, Fire Services

It is acknowledged that course providers may be approached by candidates who have a variety of non-IELTS English language qualifications. The IELTS descriptors (see Table 2 below) are helpful in arriving at decisions over the ‘equivalence’ of any alternative qualifications.

Table 2: Relating IELTS scores to Qualitative Descriptors

Score Descriptor

9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.

8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

7 Good user Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.

6 Competent user Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.

5 Modest user Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.



4 Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.

3 Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.

2 Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.

1 Non user Essentially has no ability to use the language beyond possibly a few isolated words.

0 Did not attempt the test No assessable information provided.

Table 2: Relating IELTS scores to Qualitative Descriptors

3.1.4 Students will also need to demonstrate that they have access to facilities to enable

them to carry out the workplace-based assignment (Unit D) associated with the programme. It will be the responsibility of the accredited course provider to secure access to workplace(s) for those they accept on to a programme of study, who are, for example, not in employment or in an unsuitable work environment (eg, a small, simple office).

3.1.5 It should be noted that the qualification includes a requirement to write an extended

assignment (Unit D). Candidates with limited experience of extended assignment writing may therefore require additional training in this skill if they are to complete the assignment successfully. Many candidates may not have been involved in study for some time and will require training and practice in both study and examination techniques.

3.1.6 Finally, if a potential candidate is considered suitable by a course provider, the

course provider should emphasise to the individual the demands of both Diploma-level study and the National Diploma itself, in particular the knowledge and understanding already assumed by the syllabus and the significant time commitment required to complete the qualification.

3.2 Assessment system for the NEBOSH National Diploma 3.2.1 The system of assessment for the National Diploma consists of three examinations

(Units A, B & C) and a workplace-based assignment (Unit D). All components are set and marked by NEBOSH. Candidates who achieve a pass standard in each of the three examination papers and in the assignment will be awarded the National Diploma in Occupational Health and Safety.

3.3 Examinations (Units A, B & C) 3.3.1 NEBOSH sets a written examination paper of three hours’ duration for each of these

three units. Examinations will normally be held each year in the third full week of January and in the first full week of July. Papers for Units A, B and C shall be offered on the mornings of Tuesday, Wednesday and Thursday respectively. Example examination question papers are included in Section 6. General guidance on examination technique can be found in Appendix 4.



3.3.2 The examination pass standard is determined qualitatively about a datum point of 45%. The examinations are set and marked in accordance with regulatory requirements and best practice.

3.4 Assignment (Unit D) 3.4.1 A workplace-based assignment (Unit D) is set and marked by NEBOSH.

Submission dates for Diploma assignments are in March and September of each year. The assignment brief, assignment marking scheme and more detailed guidance on completing the assignment can be found in Section 5. Unit D assignments will not be returned to candidates and please note that feedback will not be provided. Marks for re-submitted assignments are not capped.

3.4.2 Candidates must achieve a pass standard of 50% in the assignment in order to

satisfy the assessment criteria for the award of the National Diploma. 3.5 General regulations for the NEBOSH National Diploma qualification 3.5.1 To qualify for the NEBOSH National Diploma a candidate must: (i) enrol as a course member with an accredited course provider and, through the

course provider, with NEBOSH. Enrolment with NEBOSH (with payment of the appropriate fee) should normally be made at the beginning of the programme of study;

(ii) register with NEBOSH through a course provider as a candidate for the relevant

examination paper (with payment of the appropriate fee);

(iii) register with NEBOSH through a course provider as a candidate for the assignment unit (with payment of the appropriate fee);

(iv) fulfil all other requirements as may be made from time to time by the accredited

course provider and/or NEBOSH. 3.5.2 The period of enrolment with NEBOSH shall be five years. To be eligible to enrol on

a NEBOSH-accredited programme of study, candidates must satisfy any entry requirements specified by the course provider (see Section 3.1: Entry requirements). Acceptance onto a programme of study may also be based on the admission tutor’s judgement on the candidate’s ability to benefit from the programme. All candidates will be required to complete the preparatory Core Skills content unless they possess a qualification, such as NEBOSH Diploma Part 1 or a degree level qualification that may give exemption from the whole or part of this content. In order to gain exemption, candidates must be able to demonstrate to their accredited course provider that the relevant core skills (eg, research skills) have been addressed as part of prior learning.

3.5.3 Students must satisfactorily complete all four units within their enrolment period

(normally five years), to achieve the qualification. 3.5.4 Candidates who have reached the end of the enrolment period but still wish to

complete outstanding units, may apply for a single one year enrolment extension. These are considered by NEBOSH on a case-by-case basis. Successful applications for the enrolment extension will incur a fee.



3.6 Assessment results 3.6.1 Examinations

NEBOSH will determine a percentage mark for each candidate in each of the assessed unit examinations. Candidates who have been referred in an examination and who wish to re-sit must (i) complete the appropriate registration form, and (ii) send the form, together with the re-examination fee, to reach NEBOSH by the due date.

3.6.2 Assignment

NEBOSH will determine a percentage mark for each candidate in the Assignment unit.

Candidates who have been referred in the assignment and who wish to re-submit must (i) complete the appropriate registration form, and (ii) send the form, together with the re-submission fee, to reach NEBOSH by the due date.

3.6.3 Unit grading and certification

The pass mark for each unit may vary according to pre-determined criteria but is normalised to 45% for the written papers (Units A, B, and C) and 50% for the assignment (Unit D). Candidates who are successful in an individual unit will be issued with a Unit Certificate, normally within 8 weeks of the issue of the unit result notification. This will show a pass grade only.

3.6.4 Qualification grading When candidates have been awarded a unit certificate for all four units (ie, have

achieved a Pass in Units A, B, C and D), the marks for all four units are added together and a final grade is awarded as follows:

Pass 185 - 239 marks Credit 240 - 279 marks Distinction 280 marks or more 3.6.5 Qualification certification

Once a candidate has achieved at least a Pass grade in all four units and the overall qualification grade awarded, a qualification parchment will be issued, normally within 8 weeks of the issue of the result notification. A candidate may opt to resit a successful unit in order to improve their grade at any time during their enrolment period. Once the result of the fourth successfully completed unit result has been issued the candidate has one month from the date of issue of that result to either:



• inform NEBOSH in writing of their intention to re-sit a successful unit for the

purposes of improving a grade or; • submit an Enquiry About Result (EAR) request (see 3.10.2 below). Candidates who fail to do this will be issued with a qualification parchment and will be deemed as having completed the qualification.

3.6.6 Unit re-sits If a candidate’s performance in any unit component is lower than a pass, candidates may re-register and re-sit just the component/s in which they have been unsuccessful providing that they re-sit within the 5 year enrolment period. However, each re-sit will incur an additional fee. Candidates may re-take units at any time within their enrolment period, including where they have passed and wish to re-take to improve their grade. Once all four units have been successfully completed, candidates will need to inform NEBOSH of their intention to re-take within one month of the date of issue for the fourth unit result (See 3.6.5). There is no limit to the number of re-sits within the enrolment period. If a re-sit results in a lower mark than a previous result for that unit, the highest mark will be retained. For the Unit D assignment, there is no limit to the number of submissions within the enrolment period. If a candidate gains lower than a pass in the assignment, they may revise and submit the assignment again. However, they must re-register for the assignment in order to do so. Please note that no feedback will be given on the referred assignment (see 3.4.1) and each additional submission will incur a fee. Marks awarded for subsequent submissions will not be capped.

3.6.7 NEBOSH adopts rigorous procedures to ensure that all examination scripts are

marked to a consistent and reliable standard. Following pre-standardisation marking of sample scripts by qualified Examiners, a standardisation meeting of all Examiners is convened where the final marking scheme is agreed. This is then followed by total marking/re-marking of scripts to the standardised scheme. Each Examiner’s results are qualitatively and quantitatively moderated in order to ensure that the standard is consistently maintained. Careful consideration is given to those candidates who have received borderline marks and to any special considerations (see section 3.9) before the final declaration of results.

3.7 Examinations outside the United Kingdom 3.7.1 It is NEBOSH policy that, in order to maintain a consistent and equitable standard in the

conduct of its examinations, these shall be conducted only at a NEBOSH-accredited examination course provider. The qualification is a UK Diploma and the examination is based on current UK legislation. It is not possible for the health and safety legislation of other countries to be examined in place of (or in addition to) UK legislation within the NEBOSH National Diploma examinations and/or assignment.

3.7.2 Some UK-based accredited course providers offer courses and examinations outside

the UK. In addition, there are NEBOSH accredited course providers outside the UK, a list of which is available on request or from the NEBOSH website.



3.8 Requests for reasonable adjustments 3.8.1 Reasonable adjustments are arrangements which are approved in advance of an

examination to allow attainment to be demonstrated by candidates with either a permanent or long-term disability or learning difficulty, or temporary disability, illness or indisposition.

3.8.2 Requests for reasonable adjustments must be made to NEBOSH by examination

course providers at least one month before the examination. 3.8.3 For further details see the NEBOSH “Policy and Procedures on Reasonable

Adjustments and Special Consideration” from the NEBOSH website or on request. 3.9 Requests for special consideration 3.9.1 Special consideration is a procedure that may result in an adjustment to the marks of

candidates who have not been able to demonstrate attainment because of temporary illness, injury, indisposition or an unforeseen incident at the time of the examination.

3.9.2 Candidates who feel disadvantaged due to illness, distraction or any other reason

during the assessment must report this to the invigilator before leaving the examination room and request that their written statement, together with the invigilator’s comments on the statement, be sent by the course provider to NEBOSH.

3.9.3 Requests for special consideration must be made to NEBOSH by the examination

provider as soon as possible after the examination and no more than seven working days after the assessment.

3.9.4 For further details see the NEBOSH “Policy and Procedures on Reasonable

Adjustments and Special Consideration” from the NEBOSH website or on request. 3.10 Enquiries about results and appeals 3.10.1 NEBOSH applies detailed and thorough procedures to moderate and check

examination results before they are issued. This includes a particular review of borderline results. It thereby ensures that the declared results are a fair and equitable reflection of the standard of performance by candidates.

3.10.2 There are, however, procedures for candidates or course providers to enquire about

results that do not meet their reasonable expectations. An ‘enquiry about result’ (EAR) must be made in writing within one month of the date of issue of the result to which it relates.

3.10.3 For details see the NEBOSH “Enquiries and Appeals policy and procedures”

document available from the NEBOSH website or on request. 3.11 Malpractice 3.11.1 Malpractice is defined as any deliberate activity, neglect, default or other practice by

candidates and/or course providers that compromises the integrity of the assessment process, and/or the validity of certificates.



Malpractice may include a range of issues from collusion or use of unauthorised material by candidates, to the failure to maintain appropriate records or systems by course providers to the deliberate falsification of records in order to claim certificates. Failure by an accredited course provider to deal with identified issues may in itself constitute malpractice.

3.11.2 Full details of the NEBOSH “Malpractice policy and procedures” document is

available from the NEBOSH website or on request.



4. Syllabus for the NEBOSH National Diploma This section sets out the full syllabus for the NEBOSH National Diploma in Occupational Health and Safety. The Diploma requires a total of 241 hours of tuition and about 234 hours of private study (including the Unit D assignment). For candidates studying by open or distance learning, the duration of tuition and private study (shown in the tables preceding each unit) is additive to give the minimum recommended hours for this form of study. This includes own-study time and tutorial time. The matrix on the following page indicates how the syllabus elements relate to the National Occupational Standards (NOS) for Occupational Health and Safety Practice (published by the Employment National Training Organisation in 2002) Notes 1 Recommended prior learning Before enrolling on a Diploma programme it is strongly recommended that students should have successfully completed a relevant qualification in health and safety at level 3 – such as the NEBOSH National General Certificate – or higher level. While this is not mandatory, the areas highlighted in BLUE in the syllabus content represent knowledge expected of candidates equivalent to having undertaken such a programme of study. This does not imply, however, that these parts of the syllabus should be omitted entirely from a Diploma programme. Understanding of these topic areas should be confirmed, possibly by a simple test, and appropriate direction given to ensure that candidates are adequately prepared for continuing study in the relevant area. This may, for example, constitute directed reading, issue of revision notes or a brief revision session supported by additional reading material as appropriate. The areas highlighted in RED indicate content that will have been covered in a level 3 pre-entry course of study but where knowledge and understanding will need to be further developed in line with the level 6 standard (see note 2 below). The minimum tuition hours for each syllabus element are those required to cover the level 6 material learning (as highlighted). 2 Depth of study The depth of study required is indicated by the ‘descriptors’ within the syllabus content and by the recommended taught hours for each element. 3 New legislation Relevant new legislation will become examinable in detail six months after its date of introduction. However, candidates will be expected to be essentially up-to-date at the time of the examination and, while a detailed knowledge will not be expected, reference to new or impending legislation, where relevant to an examination question, will be given credit. 4 UK regions Whereas the syllabus refers to the legislative system of England and Wales, candidates may refer to the legislative systems and requirements that apply in Scotland or Northern Ireland, provided that these references are clearly indicated as such.



5 Case law Candidates for the examination will be expected, as a minimum, to be familiar with the decided cases referred to in the syllabus. Credit will also be given to candidates who are able to refer appropriately to other, sometimes more recent, relevant decided cases in order to demonstrate a full understanding of legal principles. Preparatory content: Core Skills Element Minimum Page Number/Title Tuition Hours 1. Communication Skills 7 18 2. Training Skills 3 20 Minimum total tuition time for CS1/2 10 Recommended private study time 9 Unit A Managing health and safety Element Minimum Relevant Page Number/Title Tuition Hours NOS Units 1. Principles of health and safety management 3 H3, 5, G3 22 2. Loss causation and incident investigation 5 H10 24 3. Identifying hazards, assessing and evaluating risks 12 H6-7 26 4. Risk control and emergency planning 12 H8, 11 28 5. Organisational factors 12 H2, 4 30 6. Human factors 12 H2, 4-5 34 7. Principles of health and safety law 15 H14 36 8. Criminal law 6 H14 40 9. Civil law 12 H14 41

10. Measuring health and safety performance 6 H4, 9-10, 12-13 44

Minimum total tuition time for Unit A1 95 Recommended private study time 75 Unit B Hazardous agents in the workplace Element Minimum Relevant Page Number/Title Tuition Hours NOS Units 1. General aspects of occupational health and hygiene 5 H6.1, 10.3 47 2. Principles of toxicology and epidemiology 7 H6.1, 10.3 48 3. Hazardous substances – evaluating risk 7 H7.1 50 4. Hazardous substances

– preventive and protective measures 6 H8 51 5. Hazardous substances

– monitoring and maintenance of control measures 6 H9 53



6. Biological agents 7 H6.1, 7.1, 8.1 55 7. Physical agents 1 – noise and vibration 10 H6.1, 7.1, 8 56 8. Physical agents 2 – radiation and thermal environment 9 H6.1, 7.1, 8 58 9. Psycho-social agents 6 H6-8 61

10. Ergonomic agents 4 H6-8 63

Minimum total tuition time for Unit B 65 Recommended private study time 50 Unit C Hazardous agents in the workplace Element Minimum Relevant Page Number/Title Tuition Hours NOS Units 1. General workplace issues 5 H4, 6-8, 11 66 2. Principles of fire and explosion 6 H6.2, 7.2, 8.2 69 3. Workplace fire risk assessment 6 H6.2, 7.2, 8.2, 11 71 4. Storage, handling and processing of

dangerous substances 7 H6-8, 11 73 5. Work equipment 9 H6-9 75 6. Machinery safety 6 H6-8 78 7. Mechanical handling 6 H6.2, 7.2, 8 80 8. Electrical safety 7 H5, 6.2, 7.2, 8-9 82 9. Safety in construction and demolition 7 H6-9 85

10. Environmental pollution and waste management 6 H16 87

Minimum total tuition time for Unit C 65 Recommended private study time 50 Unit D Application of health and safety theory and practice Element Minimum Relevant Page Number/Title Tuition Hours NOS Units 1. Workplace-based assignment 6 H1-16 89 Minimum total tuition time for Unit D 6 Recommended private study time 50 Minimum total tuition time 241 Minimum total recommended private study time 234



4.1 Preparatory Content: Core Skills Element Title Tuition

hours Core Skills Part 1 Communication skills 7 Core Skills Part 2 Training skills 3

Total minimum tuition hours 10

Directed private study hours * 9

* This preparatory content should include at least 9 hours of directed private study. This should normally be

allocated proportionate to the tuition time for each element but may require adjustment to reflect the needs of a particular candidate group.



4.1.1 Core Skills Part 1: Communication skills Learning outcomes On completion of this element, candidates should be able to: CS1.1 Identify the phases in the communication cycle and demonstrate effective verbal

communication in one to one and group situations CS1.2 Demonstrate effective listening skills and techniques and use different questioning

techniques in order to gain information and understanding CS1.3 Present written information in a variety of formats, including formal reports and the

use of references and supplementary information CS1.4 Explain the use of information technology for the effective search and presentation

of information CS1.5 Outline the skills needed to effectively organise, run and control both formal and

informal meetings CS1.6 Discuss how styles of leadership and management can influence individuals and

help to resolve conflict. Content

CS1.1 Verbal communication Identification of the phases of communication – the communication cycle.

Identification of barriers to reception, understanding and acceptance.

Discussion of features of communications: non-verbal information, facial expression, gestures, posture, expectations, context, voice qualities, linguistic features.

Outline of presentation skills: effective use of visual aids, dealing with questions and securing audience participation. CS1.2 Effective listening Description of positive listening techniques used to overcome poor listening skills.

Outline of questioning techniques (eg, who, why, when, what, where and how); the use of open questions.

Discussion of clarification versus justification.



CS1.3 Written communications Presentation of formal report writing including:

- general format; layout of document to enhance clarity and visual impact - writing styles; including the ability to produce an action plan and an executive

summary - the use of appendices and abstracts - critical analysis and its use and application in assignment reports - literature search techniques - methods for referring to primary sources: précis, paraphrasing, direct quote - methods and notation for referencing researched sources: in-text citation, end

reference lists and bibliography; Harvard, numeric (eg, Vancouver) and footnote systems.

CS1.4 Information technology Explanation of:

- the use of information technology: bullet-pointing, use of graphics, typefaces - internet search engines – uses and limitations; evaluating websites - generation of visual aids - searching literature sources.

Identification of the scope and limitations of Internet information sources. CS1.5 Meeting skills Outline of:

- designing meetings, including the selection of members, the request/control of their input

- the preparation of the agenda - formal and informal meeting skills - preparation for a meeting, the environment and support materials - chairmanship skills: opening and concluding meetings, encouraging participants and

controlling meetings, dealing with disagreement and conflict, gaining commitment and controlling time.

CS1.6 Interpersonal skills Outline of:

- the interrelationship between individuals and the influence of individual differences on relationships

- assessing and controlling conflict.

Discussion of styles of management and leadership and their influence on the individual. Minimum hours of tuition 7 hours.



4.1.2 Core Skills Part 2: Training skills Learning outcomes On completion of this element, candidates should be able to: CS2.1 Identify the principles of systematic training and the sequence of its application from

needs identification to evaluation CS2.2 Describe the effective planning, design and running of presentations. Content CS2.1 Training principles Outline of the principles of systematic training.

Outline of the stages in systematic training: - identifying training needs - designing training: defining learning objectives in terms of levels of skill and

knowledge required - carrying out training - evaluating training.

CS2.2 Presentation skills Outline of how to plan a presentation.

Description of the design of an effective programme.

Explanation of use of voice and body language to communicate effectively.

Explanation of effective use of visual aids.

Discussion of methods for dealing with questions, securing audience participation and checking understanding of principles presented. Minimum hours of tuition 3 hours.



4.2 Unit A: Managing health and safety Overall Learning Outcome On completion of this unit, candidates will be able to demonstrate their understanding of the domain knowledge covered through: 1. the application of knowledge to familiar and unfamiliar situations; and 2. the critical analysis and evaluation of information presented in both quantitative and

qualitative forms. In addition each unit element has specific learning outcomes. Element Title Tuition

hours A1 Principles of health and safety management 3 A2 Loss causation and incident investigation 5 A3 Identifying hazards, assessing and evaluating risk 12 A4 Risk control and emergency planning 12 A5 Organisational factors 12 A6 Human factors 12 A7 Principles of health and safety law 15 A8 Criminal law 6 A9 Civil law 12 A10 Measuring health and safety performance 6


Directed private study hours * 75 * The Unit should include at least 75 hours of directed private study. This should normally be allocated

proportionate to the tuition time for each Element but may require adjustment to reflect the needs of a particular candidate group.



4.2.1 Element A1: Principles of health and safety management Learning outcomes On completion of this element, candidates should be able to: A1.1 Explain the moral, legal and economic reasons for a health and safety management

system A1.2 Discuss the principles of an effective health and safety management system with

reference to appropriate examples A1.3 Outline the requirements, role, structure (implementation and monitoring) of an

effective health and safety policy A1.4 Outline the role of health and safety specialists. Content A1.1 Reasons for managing health and safety Explanation of the following reasons:

Moral : duty of reasonable care; unacceptability of putting health and safety of people at risk; society’s attitude to moral obligations.

Legal : the preventive (by enforcement notices), punitive (through criminal sanctions), and compensatory effects of law.

Economic : direct and indirect costs associated with incidents and their impact on the organisation, to include insured and un-insured costs as well as the financial benefits of positive health and safety management.

A1.2 Introduction to health and safety management Definitions of ‘hazard’, ‘risk’, ‘danger’, ‘suitable and sufficient’. Outline of management models: HSG65, BS 8800 and OHSAS 18001.

Explanation of health and safety management systems (HSG65, BS 8800, OHSAS 18001), quality management systems (BS EN ISO 9000 series), total quality management and environmental management systems (BS EN ISO 14000 series).

Discussion of arguments for and against integration.

Explanation of the influence of the Turnbull Report and the debate on corporate responsibility for health and safety on health and safety management.

Discussion of the effective management of health and safety, including the appropriate allocation of resources and responsibilities, setting and monitoring performance standards and the establishment of systems for feedback and implementation of corrective action in order to minimise loss.



A1.3 Health and safety policies Explanation of the role of the health and safety policy in relation to a health and safety management system and as a vehicle for the communication of health and safety information.

Outline of legal requirements for a written health and safety policy and for recording arrangements – section 2(3) of the Health and Safety at Work etc. Act 1974 and regulation 5 of the Management of Health and Safety at Work Regulations 1999.

Description of the general components of a health and safety policy document: - statement of intent – overview, safety goals and objectives - organisation – duties, responsibilities and organisational structure in relation to health

and safety - arrangements – systems, procedures, standards, cross-reference to key documents.

A1.4 Role and responsibilities of the health and safety practitioner Outline of the role of health and safety practitioners in the design, implementation, evaluation and maintenance of health and safety management systems. Outline of the need for health and safety practitioners to evaluate and develop their own practice including the need to consult with others if appropriate, eg, when outside of competence.

Relevant statutory provisions

Management of Health and Safety at Work Regulations 1999 – Regulations 3, 4, 5 and 7 Health and Safety at Work etc. Act 1974 – section 2

Minimum hours of tuition 3 hours.



4.2.2 Element A2: Loss causation and incident investigation Learning outcomes On completion of this element, candidates should be able to: A2.1 Explain the theory of loss and causality, their quantitative analysis, limitations of

their application, and their presentation in numerical and graphical form A2.2 Explain the statutory and the internal reporting and recording systems for loss

events (injuries, ill-health, dangerous occurrences) and near-misses A2.3 Describe loss investigations; the requirements, benefits, the procedures, the

documentation, and the involvement of and communication with relevant staff and representatives.

Content A2.1 Loss causation and analysis Explanation of Domino and multi-causality theories, immediate and underlying causes, accident ratio studies and their limitations.

Description of methods of calculating injury rates from raw data (accident frequency rate, accident incidence rate, accident severity rate).

Outline of the application of statistical and epidemiological analyses in the identification of patterns and trends.

Explanation of how to present and interpret loss event data in graphical and numerical format, using examples of histograms, pie charts, cusum charts, line graphs, Normal and Poisson distribution. A2.2 Reporting and recording of loss events (injuries, ill-health and dangerous

occurrences) and near-misses Explanation of statutory reporting requirements and procedures; internal reporting and recording systems. A2.3 Investigation of loss events Outline of (implied) legal requirements and HSE guidance, particularly HSG245.

Outline of purposes to include discovery of underlying causes, root cause analysis, prevention of recurrence, legal liability, data gathering and identification of trends.

Description of investigation procedures and methodologies to include incident report forms, gathering of relevant information, interviewing witnesses, analysis of information, and the involvement of managers, supervisors, employees’ representatives and others in the investigation process.

Outline of the use of failure tracing methods (fault tree and event tree analysis – see Element A3) as investigative tools.



Relevant statutory provisions Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 Social Security Act (Claims and Payments) Regulations 1979 Social Security (Industrial Injuries) (Prescribed Diseases) Regulations 1985 Social Security Administration Act 1992 Minimum hours of tuition 5 hours.



4.2.3 Element A3: Identifying hazards, assessing and evaluating risks

Learning outcomes On completion of this element, candidates should be able to: A3.1 Outline hazard identification using appropriate techniques A3.2 Describe how to use internal and external sources of information in the identification

of hazards and the assessment of risk. A3.3 Explain how to evaluate and prioritise risk using qualitative, semi-quantitative and

quantitative methods A3.4 Describe the principles and techniques of failure tracing methodology. Content A3.1 Hazard identification

Outline of the detection of hazards by techniques including task analysis, checklists, observation, incident reports.

A3.2 Sources of information Description of use of incident data and rates – incidence, frequency, severity.

Identification of external information sources (eg, HSE and other relevant governmental agencies, European Safety Agency, International Labour Organisation - ILO, World Health Organisation - WHO, professional and trade bodies).

Outline of internal information sources – collection, provision, analysis and use of damage, injury, and ill-health data, near-miss information and maintenance records.

Outline of uses and limitations of external and internal information sources.

A3.3 Evaluation of risk Explanation of types of risk assessment available and how to carry these out: qualitative, semi-quantitative and quantitative.

Explanation of hazard effects, accident/exposure outcomes, persons and numbers exposed, duration and frequency of exposure.

Outline of task analysis, hierarchical task analysis and job safety analysis.

Explanation of acceptability/tolerability of risk; risk retention with/without knowledge.

Description of categorisation and prioritisation of risk; relativistic and probabilistic methods of risk rating.



A3.4 Failure tracing methods Description of principles and techniques of failure tracing methods in the assessment of risk:

- hazard and operability studies - failure mode and effects analysis - fault tree analysis - event tree analysis.

Relevant statutory provisions Management of Health and Safety at Work Regulations 1999 – Regulation 3 Minimum hours of tuition 12 hours.



4.2.4 Element A4: Risk control and emergency planning Learning outcomes On completion of this element, candidates should be able to: A4.1 Explain the analysis, assessment and improvement of system failures and system

reliability A4.2 Outline the principles of the prevention and control of risk including a description of

a general hierarchy of control A4.3 Outline the use of cost-benefit analysis in relation to risk control decisions A4.4 Outline the principles of prevention, the choice of control measures and their cost

benefit A4.5 Describe the development, the main features and the operation of safe systems of

work and permit-to-work systems A4.6 Explain the need for emergency planning, its benefits and regulatory requirements. Content A4.1 Systems failures and reliability Description of complex failure analysis – holistic and reductionist approaches.

Outline of differences between systemic and systematic analysis.

Explanation of analytical considerations of systems and sub-systems failures and application to actual examples.

Description of assessment of system reliability: parallel, series and mixed systems, common mode failures, principles of human reliability analysis.

Outline of methods for improving system reliability: use of reliable components, parallel redundancy; standby systems, minimising failures to danger; planned preventive maintenance; minimising human error. A4.2 Risk control systems and methods Outline of the concepts of avoidance, reduction, transfer and retention within a health and safety management programme, with relevant examples (eg, redesign of tasks, automation of process, use of specialist contractors). Outline of the factors to be considered in the selection of an optimum solution based on relevant risk data.

Description of risk control systems - matching the hazard profile of the business

- control of inputs: physical resources, human resources, information - control of work activities: premises, plant and substances, procedures, people - control of outputs: products and services, by-products, information.



A4.3 Cost-benefit analysis Outline of cost-benefit analysis in relation to risk control cost decisions (organisational, design, planning, operational). A4.4 Workplace precautions

Outline of the general principles of prevention.

Explanation of categories of control measure - technical, eg, design, fencing, ventilation - procedural, eg, systems of work, maintenance - behavioural, eg, information and training.

Description of general hierarchy of control measures – form and justification.

Outline of factors affecting choice of control measures – long term/short term, applicability, practicability, cost.

A4.5 Safe Systems of work and permits-to-work Description of safe systems of work: meaning; legal and practical requirements; components (people, equipment, materials, environment); development and implementation.

Description of the use of hazard/task analysis in the development of safe systems of work; preparation of job safety instructions and safe operating procedures.

Explanation of permit-to-work systems – essential features, general application and operation.

A4.6 Emergency planning Outline of the need for emergency preparedness within an organisation; eg, personal injury, explosive device, fire, loss of containment with reference to duties under the Management of Health and Safety at Work Regulations 1999 and Control of Major Accident Hazards Regulations 1999.

Description of consequence minimisation via emergency procedures; eg, first-aid/medical, fire extinguishment, spill containment.

Explanation of the need for the development of emergency plans in order to reduce the impact on the organisation, including post-incident recovery.

Outline of the need to develop and prepare an emergency plan, including the content of both on-site and off-site plans for major emergency scenarios in order to meet regulatory requirements.

Outline of the need for ongoing monitoring and maintenance of emergency plans.

Relevant statutory provisions Management of Health and Safety at Work Regulations 1999 – Regulations 4 (and Schedule 1), 5, 7, 8 and 9 Control of Major Accident Hazards Regulations 1999 Minimum hours of tuition 12 hours.



4.2.5 Element A5: Organisational factors Learning outcomes On completion of this element, candidates should be able to: A5.1 Explain the internal and external influences on health and safety in an organisation A5.2 Outline the different types of organisation, their structure, function and the concept

of the organisation as a system A5.3 Describe the organisational requirements for the management of health and safety

and the encouragement of a good cultural environment A5.4 Identify the various categories of third parties in a workplace, the relevant legislative

requirements, responsibilities and controls A5.5 Describe the role, influences on and procedures for formal and informal consultation

with employees in the workplace A5.6 Describe the development of a health and safety management information system,

the relevant legal requirements, and the data it should contain A5.7 Describe health and safety culture and climate A5.8 Outline the factors which can both positively and negatively affect health and safety

culture and climate. Content A5.1 Internal and external influences Explanation of external influences on health and safety within an organisation – eg, legislation, Parliament/HSC, enforcement agencies, courts/tribunals, contracts, clients/contractors, trade unions, insurance companies, public opinion.

Explanation of internal influences on health and safety within an organisation – eg, finance, production targets, trade unions.

A5.2 Types of organisations Outline of types of organisation – formal and informal.

Outline of the concept of the organisation as a system.

Outline of organisational structures and functions – organisation charts, role of management, etc.



A5.3 Organisations and health and safety management Description of the organisational requirements for the management of health and safety – control, co-operation, communication, competence – and their roles in the development of a positive health and safety culture.

Outline of potential conflict between organisational goals and those of the individual.

Outline of the integration of the goals of the organisation with the needs of the individual – authority, responsibility, accountability.

A5.4 Third party control Identification of third parties: contractors, visitors, trespassers and members of the public.

Explanation of differences between lawful/unlawful and invited/uninvited visitors to a workplace.

Outline of legal, economic and moral reasons for ensuring third parties are covered by health and safety management systems.

Description of basic duties owed to and by third parties; legislation and case law establishing these duties (see Element A9).

Description of internal rules and procedures concerned with the selection, appointment and control of contractors.

Explanation of responsibilities for control of risk associated with contractors on site.

Outline of the requirements to provide information relating to hazards/risks to third parties.

A5.5 Consultation with employees Outline of the role of consultation within the workplace.

Description of formal consultation: - functions and rights of employee representatives on health and safety (trade union-

appointed, elected) - functions of a safety committee.

Description of informal consultation: - discussion groups, safety circles, departmental meetings.

Explanation of the role of the health and safety professional in the consultative process.

Outline of behavioural aspects associated with consultation – peer group pressures, potential areas of conflict.

Discussion of the development of positive consultative processes, contributions of employee representatives/safety committee members.



A5.6 Provision of information and development of information systems Outline of legal requirements and practical arrangements for providing health and safety information:

- internally to employees, temporary workers, contractors, etc. - externally to customers, suppliers, enforcement authorities, employment agencies,

members of the public and others.

Description of the development of a health and safety management information system within the workplace.

Identification of types of data within a health and safety management information system: (eg, loss event data, cost data, suppliers’ data, results of audits/inspections).

A5.7 Description of health and safety culture and climate Definition of health and safety culture and climate. Outline of the impact of organisational cultural factors and associated values on individual behaviour. Description of the influence of organisational structures; organisational role cultures – (ref. Charles B. Handy “Understanding Organizations”). Outline of indicators of culture; correlation between health and safety culture/climate and health and safety performance; subjective and objective nature of culture and climate. Discussion of measurement of the culture and climate (eg, attitude surveys, ‘prompt lists’, findings of incident investigations, effectiveness of communication, evidence of commitment by personnel at all levels in the organisation).

A5.8 Description of factors affecting health and safety culture

Description of factors that may promote a positive health and safety culture or climate (eg, management commitment and leadership, high business profile to health and safety, provision of information, involvement and consultation, training, promotion of ownership, setting and meeting targets). Description of factors that may promote a negative health and safety culture or climate (eg, organisational change, lack of confidence in organisation’s objectives and methods, uncertainty, management decisions that prejudice mutual trust or lead to ‘mixed signals’ regarding commitment. Discussion of effecting change: planning and communication, the need for a gradualist (step-by-step) approach, direct and indirect action to promote change (including cultural dividends from risk assessment), training and performance measurements, importance of feedback. Explanation of problems and pitfalls (eg, attempts to change culture too rapidly, adopting too broad an approach, absence of trust in communications, resistance to change).




Health and Safety at Work etc. Act 1974 – sections 2, 3 and 4 Management of Health and Safety at Work Regulations 1999 – Regulations 7, 10, 11 and 12 Construction (Design and Management) Regulations 1994 Occupiers’ Liability Acts 1957 and 1984 (or Occupiers' Liability (Scotland) Act 1960) Safety Representatives and Safety Committees Regulations 1977 Health and Safety Information for Employees Regulations 1989 Health and Safety (Consultation with Employees) Regulations 1996 Minimum hours of tuition 12 hours.



4.2.6 Element A6: Human factors Learning outcomes On completion of this element, candidates should be able to: A6.1 Describe the factors which give rise to specific patterns of safe and unsafe

behaviour in the working environment A6.2 Explain the nature of the perception of risk and its relationship to performance in the

workplace A6.3 Discuss the impact of human error in a range of major disasters A6.4 Describe appropriate methods of improving individual human reliability in the

workplace A6.5 Describe how organisational factors could contribute to improving human reliability A6.6 Describe how job factors could contribute to improving human reliability. Content A6.1 Human behaviour Outline of basic concepts of occupational psychology, sociology and anthropology.

Outline of the complexity of human behaviour and the large range of factors affecting this.

Outline of key theories of human motivation: FW Taylor, Mayo (Hawthorne experiments), Maslow (hierarchy of needs), contemporary theory (complex).

Description of HSG48 model in relation to human failure in terms of error and violation.

Outline of individual decision making processes.

Description of on-line and off-line processing; knowledge-, rule- and skill-based behaviour (Rasmussen).

Outline of psychological, sociological and anthropological factors contributing to individual differences.

Outline of the influence on human behaviour of personality, attitude, aptitude and motivation.

Outline of behaviour patterns resulting from ancestry and social background.

Description of effects on behaviour at work of experience, intelligence, education and training.

A6.2 Perception of risk Outline of human sensory receptors and their reaction to stimuli, sensory defects and basic screening techniques.

Outline of process of perception of danger, perceptual set and perceptual distortion.

Explanation of errors in perception caused by physical stressors.



Explanation of perception and the assessment of risk, perception and the limitations of human performance, filtering and selectivity as factors for perception.

Description of perception and sensory inputs – the Hale & Hale model.

Description of individual behaviour in the face of danger – the Hale & Glendon model.

A6.3 Major disasters

Discussion of contribution of human error to major disasters, such as Flixborough, Kegworth, Herald of Free Enterprise, Piper Alpha, Ladbroke Grove.

A6.4 Improving individual human reliability in the workplace

Description of motivation and reinforcement – workplace incentive schemes, reward schemes, job satisfaction and appraisal schemes.

Explanation of the importance of interview and selection; on- and off-the-job training.

A6.5 Organisational factors Outline of the effect of organisational factors on the probability of human error using practical examples (eg, inadequacies in policy, information, design, implementation). Description of the influence of formal and informal groups within an organisation – use of sociograms. Discussion of peer group pressures and norms. Description of types of organisational communication. Discussion of procedures for resolving conflict and introducing change. Discussion of workplace representation on safety committees. A6.6 Job factors Outline of the effect of job factors on the probability of human error (eg, task complexity, patterns of employment, payment systems, shift work). Description of the application of task analysis. Influence of process and equipment design on human reliability. Description of the employee and the workstation as a system. Outline of elementary physiology and anthropometry. Explanation of the degradation of human performance resulting from poorly designed workstations. Discussion of ergonomically designed control systems in relation to human reliability – eg, examples of applications: production process control panels, crane cab controls, aircraft cockpit, CNC lathe, etc. Explanation of the relationship between physical stressors and human reliability. Discussion of the effects of fatigue and stress on human reliability. Minimum hours of tuition 12 hours.



4.2.7 Element A7: Principles of health and safety law Learning outcomes On completion of this element, candidates should be able to: A7.1 Describe the sources and types of law in force in the UK relevant to health and

safety A7.2 Explain the concept of absolute and qualified duties in relation to health and safety

legislation A7.3 Outline the influence and role of the European Union on UK health and safety

legislation A7.4 Describe the status and procedure for the creation of UK Acts and Regulations A7.5 Describe the structure and functions of courts and related institutions in the UK A7.6 Describe the responsibilities and powers of enforcing agencies and officers and

explain the range of options related to enforcement action, their implications and appeal procedures.

Content A7.1 Sources and types of law Description of sources of law:

- statute law: European Directives and Regulations, UK Acts of Parliament and Regulations

- common law: nature and development, judicial precedent.

Description of types of law: - criminal law: purpose, sanctions - civil law: purpose, types of remedy.

Explanation of burden of proof – civil and criminal law.

Description of law of contract

- Definition of contract.

- Outline of the principles of the law of contract and their application to health and safety issues; the relationship between producer and vendor, vendor and consumer, client and contractor; exclusion clauses and effect of the Unfair Contract Terms Act 1977.



Explanation of employment law in relation to health and safety

- Definition of contract of employment.

- Explanation of, relative to matters of health and safety; disciplinary procedures, remedies for unfair dismissal, discrimination, situations where it is lawful to discriminate and protection for ‘whistle-blowers’ within the scope of the following relevant statutory provisions:

- Employment Rights Act 1996 - Trade Union and Labour Relations (Consolidation) Act 1992 - Trade Union Reform and Employment Rights Act 1993 - Sex Discrimination Acts 1975 and 1986 - Race Relations Act 1976 - Disability Discrimination Act 1995 - Public Interest Disclosure Act 1998.

A7.2 Absolute and qualified duties Explanation of the concept of absolute and qualified duties.

Definition of the terms ‘absolute’, ‘practicable’ and ‘reasonably practicable’ with reference to relevant decided cases (see Element A9). A7.3 Role of the European Union Outline of the influence and role of the European Union as it affects UK health and safety legislation.

Outline of the composition and roles of: - the main institutions – Council of Ministers, European Commission, European

Parliament, European Court of Justice - European Court of Justice; jurisdiction and powers - Economic and Social Committee and Advisory Groups.

Description of the status (including precedence) and procedure for the creation of: - instruments in EC law – Treaties, Regulations, Directives and Decisions - Directives – co-decision procedures, qualified majority voting. Distinction between

Directives made under Article 95 and Article 137 of the Treaty of Rome (formerly Articles 100a and 118a respectively); ‘social responsibility’ and ‘internal market’ issues

- UK law in response to EC Directives.

Outline of the role of the European Court of Justice (ECJ) and procedure for referring cases; how decisions of the ECJ are enforced through courts of Member States; effect of decisions of the ECJ on UK law.



A7.4 UK legislative framework

Description of the status and procedure for making UK Acts of Parliament, Regulations, Orders:

- Acts of Parliament – the functions of green and white papers, progression of a Bill through Parliament

- Regulations – procedure under section 15 of the Health and Safety at Work etc. Act 1974 and permissible subject matter of Regulations, role of the Secretary of State and the Health and Safety Commission in making Regulations, various stages of consultation.

Outline of the use of socio-technical cost-benefit analysis in the economic assessment of proposed legislative/regulatory change.

A7.5 Structure of the courts Description of the functions, jurisdiction and powers of Employment Tribunals, Magistrates’ Courts, County Courts, High Court, Crown Court, Court of Appeal (and their Scottish equivalents where appropriate), House of Lords and the European Court of Justice.

Description of the basic procedures for bringing prosecutions for breaches of health and safety legislation and for pursuing civil actions (cross-refer to Element A9).

Description of the procedures of Employment Tribunals in matters of health and safety, including the presentation and conduct of hearings.

Description of the rights and responsibilities of accused parties and witnesses.

Outline of the appeals system: basic concepts and procedures. A7.6 Enforcement of health and safety law Identification of authorities empowered to enforce health and safety legislation.

Outline of division of responsibilities between enforcing authorities.

Description of powers of enforcing authorities and their inspectors (HSW Act section 20).

Description of obligations of enforcing officers: duty to give information to employees or their representatives; duty not to disclose information (HSW Act section 28).

Description of offences and maximum penalties under the law (HSW Act section 33); offences for which imprisonment is, and is not, a form of sanction.

Explanation of options for enforcement action with reference to HSE Enforcement Guide (www.hse.gov.uk/enforce/enforcementguide/): prosecution – summary, indictable and hybrid offences; formal cautions; enforcement notices – types, purpose, status, conditions for being served, grounds for appeal, appeal procedures, effects of appeal (HSW Act sections 21-24 and 39).


http://www.hse.gov.uk/enforce/enforcementguide/


Explanation of implications of sections 36 and 37 of the HSW Act and regulation 21 of the Management of Health and Safety at Work Regulations (with reference to relevant decided cases – eg, Armour v Skeen [1977] IRLR 310; R v British Steel plc [1995] IRLR 310; R v Nelson Group Services (Maintenance) Ltd [1998] 4 All ER 420).

Explanation of effect on criminal proceedings of section 40 of the HSW Act.

Outline of the application of manslaughter and corporate manslaughter to work related incidents with specific reference to incidents, eg, Lyme Bay, Herald of Free Enterprise, Southall rail crash, Tebay, etc. Minimum hours of tuition 15 hours.



4.2.8 Element A8: Criminal law Learning outcomes On completion of this element, candidates should be able to: A8.1 Discuss the status and role of relevant acts, regulations, approved codes of

practice, and guidance in their application to health and safety at work A8.2 State and explain the defences available in criminal health and safety and

manslaughter cases. Content A8.1 The Health and Safety at Work etc. Act 1974 and associated legislation Discussion of application of sections 2-4 and 6-9 of the HSW Act 1974, relationship between general and specific duties.

Discussion of the Management of Health and Safety at Work Regulations 1999 and associated ACOP – duties placed on employers, employees and others.

Outline of relevant decided cases: - R v Swan Hunter Shipbuilders Ltd and Another [1982] 1 All ER 264 – interpretation of

section 2(2)(c) of HSW Act 1974 regarding information and instruction to contractors required to undertake their work safely

- R v Associated Octel Co Ltd [1996] 4 All ER 846 – interpretation of section 3(1) of HSW Act 1974.

Description of relevant statutory provisions:

- Health and Safety at Work etc. Act 1974 - Management of Health and Safety at Work Regulations 1999.

Outline of the purpose, role, structure, application and status of approved codes of practice and HSE guidance material by reference to the following:

- Management of Health and Safety at Work Regulations 1999 - Workplace (Health, Safety and Welfare) Regulations 1992.

A8.2 Defences available in criminal law Explanation of defences available in criminal health and safety and manslaughter cases:

- manslaughter – behaviour not reckless, not gross negligence - absolute duty/qualified duty – practicable and reasonably practicable - fault lay with someone else - not guilty due to technicality, eg, no employment.




4.2.9 Element A9: Civil law Learning outcomes On completion of this element, candidates should be able to: A9.1 Explain the duties owed in civil law by an employer to his employees and others

and describe the standards to be achieved in discharging the duties A9.2 Describe breach of statutory duty, the main defences available and the procedure

for assessment of damage under civil law. A9.3 Outline the main duties owed by the occupiers of premises. A9.4 Outline the differences between public, private and statutory nuisances. Content A9.1 Civil liability Explanation of the tort of negligence:

- duty of care owed - breach of the duty of care through negligence - causal link between the breach and the loss suffered - concept of res ipsa loquitor.

Explanation of the concept of ‘duty of care’: - to whom a duty is owed (the ‘neighbour test’) - the duty of care owed by: - designers, manufacturers and suppliers to customers/users - occupiers of premises to those using or visiting the premises - contractors to clients and vice versa - extent of duty (remoteness, reasonableness, foreseeability).

Description of the duties owed by employers to employees and others to provide: - a safe place of work and safe access and egress - safe systems of work - safe plant, equipment and materials - instruction, training and supervision

- competent fellow employees.

A9.2 Breach of duty, defences and damage Description of the main defences to claims of negligence:

- denial - no duty owed - no breach of duty (with reference to foreseeability, reasonableness) - breach did not lead to damage - remoteness of damage - volenti non fit injuria.

Explanation of the principle that a breach of a statutory duty may give rise to civil liability.



Description of the main defences to claims of breach of statutory duty: - statute-barred (relevance of section 47 of the HSW Act 1974 and reference to the

Construction (Design and Management) Regulations 1994 in relation to civil liability under Regulations 10 and 16)

- no breach of duty - injured party not within the class of persons protected by the statute - harm not of the type that the statute was designed to prevent - no causal connection between the breach and the loss suffered.

Description of damage for which tortfeasor is liable and outline of relevance of damage of foreseeable type, date of knowledge of risk.

Outline of factors to be considered in the assessment of damages.

Description of contributory negligence and its effects.

Explanation of strict liability.

Explanation of the concept of vicarious liability:

- circumstances in which employer is vicariously liable for negligence of employee - vicarious liability for actions of contractors - liability for employees of another company.

Explanation of the concept of joint tortfeasors:

- meaning of joint and several liabilities - recovery of damages from joint tortfeasor.

Outline of Civil Procedures Rules (arising from publication of the Woolf Report) and Scottish equivalent.

Description of relevant decided cases: - Adsett v K&L Steelfounders & Engineers Ltd [1953] 2 All ER 320 – meaning of

practicable - Baker v T E Hopkins & Sons Ltd [1959] 1 WLR 966 – non-application of volenti non

fit injuria where aid given to co-employee or third party - Barkway v South Wales Transport Co Ltd [1950] 1 All ER 392, HL – employer’s duty

to maintain work equipment - Bradford v Robinson Rentals Ltd [1967] 1 All ER 267 – employer’s duty to provide

necessary equipment - British Railways Board v Herrington [1971] 1 All ER 897 – duty of common humanity

in relation to trespassers - Cambridge Water Co v Eastern Counties Leather plc [1994] 2 WLR 53 –

development of rule in Rylands v Fletcher; liability does not apply retrospectively in absence of foreseeability of harm

- Corn v Weirs Glass (Hanley) Ltd [1960] 2 All ER 300 – successful claim of tort of breach of statutory duty requires loss to be a consequence of the breach

- Davie v New Merton Board Mills Limited [1958] 1 All ER 67 – employer not liable where injury results from latent defect in tools or equipment (led to, and remedied by, Employer’s Liability (Defective Equipment) Act 1969)

- Donoghue v Stevenson [1932] AC 562 – the neighbour principle; reasonable care; duty of manufacturer to end user

- Edwards v National Coal Board [1949] 1 All ER 743 – meaning of reasonably practicable

- Ferguson v John Dawson and Partners Ltd [1976] IRLR 376, CA – self-employed workers may be regarded as employees

- General Cleaning Contractors v Christmas [1952] 2 All ER 1110 – employer’s duty to provide a safe system of work



- Hudson v Ridge Manufacturing Co Ltd [1957] 2 All ER 229 – employer’s duty to provide competent fellow employees; issue of horseplay at work

- ICI v Shatwell [1965] AC 656 – volenti non fit injuria and sole fault of claimant as defences in employer liability cases

- Knowles v Liverpool County Council [1993] 1 WLR 1428 – Employer’s Liability (Defective Equipment) Act 1969 extends to materials used at work

- Latimer v AEC Ltd [1953] 2 All ER 449, HL – discharge of duty to take reasonable care

- Lister v Romford Ice and Cold Storage Co Ltd [1957] AC555 – negligence of fellow employees re vicarious liability; joint tortfeasers and subrogation

- Machray v Stewart and Lloyds Ltd [1964] – employer’s duty to provide sufficient plant - Marshall v Gotham & Co Ltd [1954] AC 360 – difference between practicable and

reasonably practicable - Mersey Docks and Harbour Board v Coggins and Griffith (Liverpool) Ltd [1946] 2 All

ER 345 – extent to which employer may be held vicariously liable for negligence of contractor

- Paine v Colne Valley Electricity Supply Company [1938] 4 All ER 803 – employer’s duty to provide a safe place of work

- Paris v Stepney Borough Council [1951] 1 All ER 42, HL – higher duty of care owed to vulnerable employees

- Qualcast (Wolverhampton) Ltd v Haynes [1959] AC 743 – higher duty of care expected of an experienced employee

- Rose v Plenty [1976] 1 AER 97 – vicarious liability of employer for acts of employee - Rylands v Fletcher [1868] LR 3 HL 330 – tort relative to escape of stored materials - Smith v Crossley Brothers Ltd [1951] 95 SJ 655, CA – vicarious liability relative to an

extreme act of horseplay - Speed v Swift (Thomas) & Co Ltd [1943] 1 All ER 539 – employer’s duty to provide,

and elements of, a safe system of work - Summers (John) & Sons v Frost [1955] AC 740 – nature of absolute duty - Sutherland v Hatton and others [2002] EWCA Civ 76 – reasonableness in relation to

harm from stress at work - Thompson and others v Smiths Ship Repairers (North Shields) [1984] 1 All ER 881 –

employer’s duty to protect employees from known and reasonably foreseeable danger; date of knowledge of risk

- Uddin v Associated Portland Cement Manufacturers Ltd [1965] 2 All ER 213 – contributory negligence

- Walker v Northumberland County Council [1995] 1 All ER 737 – employer’s duty of care in relation to mental ill-health arising from excessive workload

- Wilsons and Clyde Coal Co v English [1938] 3 All ER 628 – extent of common law duty of care of employer and non-delegable nature of duty owed.

A9.3 Occupier’s liability Outline of the main provisions of the Occupier’s Liability Acts 1957 and 1984 (or the Occupier’s Liability (Scotland) Act 1960 as appropriate).

Explanation of relevant decided cases, eg, British Railways Board v Herrington, etc. A9.4 Nuisance Definition of statutory, public and private nuisance. Minimum hours of tuition 12 hours.



4.2.10 Element A10: Measuring health and safety performance

Learning outcomes On completion of this element, candidates should be able to: A10.1 Explain the purpose of performance measurement in relation to health and safety

objectives and arrangements A10.2 Explain the need for, objectives and limitations of health and safety monitoring

systems A10.3 Describe the variety of monitoring and measurement techniques. A10.4 Describe a range of techniques to communicate monitoring and performance data Content A10.1 Purpose of performance measurement Description of the assessment of the effectiveness and appropriateness of health and safety objectives and arrangements, including control measures.

Outline of the making of recommendations for review of the current management systems.

A10.2 Monitoring systems Explanation of:

- the need for a range of both active and reactive measures to determine whether objectives have been met

- the limitations of placing reliance on accident and ill-health data as a performance measure

- the objectives of active monitoring – to check that health and safety plans have been implemented and to monitor the extent of compliance with the organisation’s systems/procedures and legislative/technical standards

- the objectives of reactive monitoring – to analyse data relating to accidents, ill-health and other loss causing events.

A10.3 Monitoring and measurement techniques Definition of health and safety audits, workplace inspections, safety tours, safety sampling, safety surveys. Description of the key elements and features of health and safety audits, workplace inspections, safety tours, safety sampling, safety surveys. Outline of in-house and proprietary audit systems; the use of computer technology to assist in data storage and analysis and the production of reports.



Explanation of the distinction between, and applicability of, active/reactive, objective/subjective and qualitative/quantitative performance measures. Description of the range of measures available in order to evaluate the health and safety performance of an organisation and how these can be utilised to review the effectiveness of the safety management system (cross-refer to Element A2). Outline of comparison of previous performance data with that of similar organisations/industry sectors and with national performance data. A10.4 Presenting and communicating findings Description of textual and graphical reporting techniques (cross-refer to Element A2).

Outline of content and style of recommendations (cross-refer to Element CS1). Minimum hours of tuition 6 hours.



4.3 Unit B: Hazardous agents in the workplace Overall Learning Outcome On completion of this unit, candidates will be able to demonstrate their understanding of the domain knowledge covered through: 1. the application of knowledge to familiar and unfamiliar situations; and 2. the critical analysis and evaluation of information presented in both quantitative and

qualitative forms. In addition each unit element has specific learning outcomes. Element Title Tuition

hours B1 General aspects of occupational health and hygiene 5 B2 Principles of toxicology and epidemiology 7 B3 Hazardous substances – evaluating risk 5 B4 Hazardous substances – preventive and protective measures 6 B5 Hazardous substances – monitoring and maintenance of control

measures 6

B6 Biological agents 7 B7 Physical agents 1 – noise and vibration 10 B8 Physical agents 2 – radiation and thermal environment 9 B9 Psycho-social agents 6 B10 Ergonomic agents 4


Directed private study hours * 50

* The Unit should include at least 50 hours of directed private study. This should normally be allocated proportionate to the tuition time for each Element but may require adjustment to reflect the needs of a particular candidate group.



4.3.1 Element B1: General aspects of occupational health and hygiene

Learning outcomes On completion of this element, candidates should be able to: B1.1 Outline the purpose and nature of the occupational health and hygiene discipline

and practice B1.2 Describe the role, organisation, function and composition of occupational health and

hygiene staff B1.3 Describe human anatomical systems and sensory organs. Content B1.1 Nature and history of occupational health and hygiene Outline of the purposes and nature of the occupational health and hygiene discipline.

Description of the stages in occupational health and hygiene practice: recognition/ identification, measurement, evaluation, control.

Description of the categories of occupational health hazard – chemical, physical, biological, psycho-social, ergonomic with reference to internal and external sources of information.

B1.2 The role and function of occupational health and hygiene specialists Explanation of the role and function of: the occupational hygienist, the occupational health physician, the occupational health nurse, the Employment Medical Advisory Service (EMAS).

Outline of the role, function and composition of an occupational health service: health promotion, pre-employment medical screening, medical/health surveillance (including audiometry), assessment of fitness for work and counselling.

B1.3 Physiology Description of the human anatomical systems: respiratory, digestive, circulatory, nervous and the special sensory organs (skin, eyes, ears, nose). Minimum hours of tuition 5 hours.



4.3.2 Element B2: Principles of toxicology and epidemiology Learning outcomes On completion of this element, candidates should be able to: B2.1 Describe the classification of hazardous substances with reference to appropriate

legislation B2.2 Describe the main effects and route of attack of hazardous substances on the

human body B2.3 Explain the relevance of toxicological data to the identification of work related ill-

health B2.4 Explain the principles of epidemiology and its application in health surveillance of a

workforce. Content B2.1 Classifying hazardous substances Definition of the physical forms: solids, liquids, dusts, fibres, mists, gases, fumes, vapours.

Description of the risk and safety phrases contained in the Approved Supply List: Information Approved for the Classification and Labelling of Substances and Preparations Dangerous for Supply.

Outline of the content of safety data sheets and other sources of information (eg, MS series, CAS, medical databases).

Explanation of the following:

- toxic – definition of toxicity; examples of toxic effects of commonly occurring toxic substances – trichloroethylene, asbestos, carbon monoxide, isocyanates, siliceous dusts, lead

- corrosive – definition of corrosive; effects on the human body of contact with corrosive substances; examples of commonly occurring corrosive substances – acids, ammonia, sodium hydroxide

- irritant – definition of irritant; examples of irritant effects of commonly occurring substances eg, cleaning agents, silicates

- harmful – definition of harmful; examples of harmful effects and common substances causing such effects

- dermatitic – definition of dermatitis; primary/contact and secondary/allergic or sensitised forms of dermatitis; circumstances likely to lead to dermatitis; typical workplace examples

- sensitisation – definition of sensitisation; skin, respiratory system; health effects and typical workplace examples of sensitising agents

- carcinogenic – definition of carcinogen; examples of types of cancer relative to specific substances (eg, asbestos, coal tar, chromium, wood dust)

- mutagenic – definition of mutagen; examples of substances found in the workplace.



B2.2 Main routes of attack on the human body Description of the main routes and methods of entry of hazardous substances into the human body – eyes, nose, mouth, ears and other orifices by inhalation, ingestion, skin pervasion and injection.

Explanation of local and systemic effects with examples.

Description of the main routes and mechanisms of attack by toxic, corrosive and dermatitic substances, dusts and fibres; distinction between inhalable and respirable dust.

Description of target organs and target systems.

Description of common signs and symptoms of attack by hazardous substances and the body’s defensive responses. B2.3 Toxicology Outline of the legal requirements for the testing of new substances.

Outline of the types of toxicity tests performed (include use of animal testing, Ames assays for testing mutagenicity and long term toxicity tests) and their limitations.

Outline of the significance of LD50, LD90, LC50, LC90 and of the fixed dose procedure..

Outline of the significance of chemical analogy as a method of predicting chemical hazards/effects.

B2.4 Epidemiology Explanation of the uses and limitations of epidemiological studies.

Outline of the relative merits of different types of study – morbidity/mortality statistics, cross sectional surveys, case control studies, retrospective and prospective cohort studies.

Description of the application of epidemiological techniques to the health surveillance of a workforce.

Relevant statutory provisions Control of Substances Hazardous to Health Regulations 2002 (as amended) Chemicals (Hazard Information and Packaging for Supply) Regulations 2002 Notification of New Substances Regulations 1993 Minimum hours of tuition 7 hours.



4.3.3 Element B3: Hazardous substances – evaluating risk Learning outcomes On completion of this element, candidates should be able to: B3.1 Outline the factors which should be considered when assessing risks from

hazardous substances B3.2 Describe Workplace Exposure Limits (WELs), how they are established, and the

criteria for their application to the workplace. Content B3.1 Assessing risks Identification of occupations presenting specific exposure risks and typical chemical substances involved. Outline of the factors to be considered in the assessment of risks to health from chemical agents: numbers exposed; aerosol/particle size, concentration, type and duration of exposure, frequency of exposure, the effect of mixtures, continuing and contingent exposures; thresholds of exposure. Explanation of the factors which affect hazard/risk to the individual: individual susceptibilities (eg, atopic persons, women of child bearing capacity), solubility in body fluids, synergy, age, sensitisation, and morphology. B3.2 Exposure limits for airborne contaminants Definition of the meaning of Workplace Exposure Limits (WEL). Explanation of the use of WELs to define ‘adequate control’ under the COSHH Regulations 2002 (as amended); guidance note EH40 with reference to Regulation 7 and Schedule 2 of COSHH. Description of the criteria by which WELs are established; the work of the Advisory Committee on Toxic Substances (ACTS) and the Working Group on Action to Control Chemicals (WATCH), the role of biological limit values (eg, HGVs and BGVs). Explanation of the significance in occupational health and hygiene practice of short term and long term exposure limits (STEL, LTEL) and time-weighted average (TWA) values. Explanation of the standards of exposure control expected for carcinogens, asthmagens and substances causing damage to genes which can be passed from one generation to another, ie, as low as is reasonably practicable. Relevant statutory provisions Control of Substances Hazardous to Health Regulations 2002 (as amended) Control of Asbestos at Work Regulations 2002 Control of Lead at Work Regulations 2002 Minimum hours of tuition 5 hours.



4.3.4 Element B4: Hazardous substances – preventive and

protective measures Learning outcomes On completion of this element, candidates should be able to: B4.1 Explain the strategies used in the prevention and control of exposure to hazardous

substances B4.2 Explain the specific strategy to be adopted when considering the control of

exposure to carcinogenic substances B4.3 Describe the various types of Personal Protective Equipment (PPE) available for

use with hazardous substances, their effectiveness, and the relevant specifications and standards to be met.

Content B4.1 Preventive and protective measures Explanation of the following strategies relative to the concept of a hierarchy of control:

- elimination; control at source - substitution; one substance for a less harmful substance - change of work method to minimise or suppress the generation of harmful

substances (eg, painting instead of spraying) - change of work patterns to reduce length of time of exposure - isolation, enclosure and segregation; remote handling systems, enclosure of

process/plant producing harmful substances, reducing numbers exposed by segregation of process/persons

- engineering control methods; local exhaust ventilation (LEV) systems (captor, receptor, low-volume high-velocity), dilution ventilation, and factors that may determine the effectiveness

- respiratory protective equipment: purpose, application and effectiveness; types of equipment and their suitability for different substances; selection, use and maintenance of respiratory equipment

- other protective equipment and clothing (gloves, overalls, eye protection) - personal hygiene and protection (eg, vaccination) regimes - health surveillance - emergency and spillage procedures.

B4.2 Carcinogens In relation to the requirements of the relevant approved code of practice, explanation of:

- total enclosure - prohibition of eating, drinking and smoking in contaminated areas - designation and cleaning of contaminated areas and use of suitable warning signs - closed and labelled containers.



B4.3 Personal protective equipment Outline of the factors affecting the choice of personal protective equipment (respiratory, eye, skin) and the degree of protection afforded. Description of the different types of respiratory protective equipment available; their applications and limitations.

Explanation of the significance of assigned protection factors.

Description of the different types of eye and skin protection available; the hazards they are designed to protect against, the specification and standards for protection against different chemical forms, and their limitations.

Relevant statutory provisions Control of Substances Hazardous to Health Regulations 2002 (as amended) Personal Protective Equipment at Work Regulations 1992 Control of Asbestos at Work Regulations 2002 Control of Lead at Work Regulations 2002




4.3.5 Element B5: Hazardous substances – monitoring and maintenance of control measures Learning outcomes On completion of this element, candidates should be able to: B5.1 Describe the strategies, methods, and equipment for the sampling and

measurement of airborne contaminants B5.2 Outline the principles of biological monitoring B5.3 Outline the statutory and other requirements for the monitoring and maintenance of

control measures for hazardous substances. Content B5.1 Measurement of airborne contaminants Description of strategies for sampling: peak level and static measurements; personal sampling; use of guidance note HSG173

Description of sampling heads: types (protected, cyclone, cowl); mechanism of operation; choice in relation to nature of atmospheric particulate; method of use.

Description of the types of device for sampling vapours; passive devices, activated charcoal tubes and pumps.

Outline of the advantages and disadvantages of direct reading instruments.

Description of stain tube (colourmetric) detectors, dust monitoring (Tyndall beam); use and limitations.

Outline of measurement principles; dusts (gravimetric, chemical analysis), fibres (microscopy), vapours (chemical analysis).

Identification of the importance of use of standard methods; MDHS series.

B5.2 Biological monitoring Definition of biological monitoring, outline the basic principles and the relative advantages and disadvantages.

B5.3 Monitoring and maintenance of control measures Outline of visual inspection of engineering controls (eg, local exhaust ventilation, enclosures, glove boxes).

Outline of measurements for assessing performance of exhaust ventilation: methods and equipment for measuring capture velocities, face velocities, transport velocities and static pressures.

Explanation of the statutory requirements for inspection, examination and test.



Relevant statutory provisions Personal Protective Equipment at Work Regulations 1992 Control of Substances Hazardous to Health Regulations 2002 (as amended) Control of Asbestos at Work Regulations 2002 Control of Lead at Work Regulations 2002 Minimum hours of tuition 6 hours.



4.3.6 Element B6: Biological agents Learning outcomes On completion of this element, candidates should be able to: B6.1 Identify and describe the effects on the human body of the various types of

biological agent found at work B6.2 Explain the assessment of, and control of risk from exposure to biological agents at

work. Content

B6.1 Biological agents and effects on human body Identification of the types of biological agent (fungi, bacteria, viruses); give examples in each case. Description of the modes of transmission of disease and mechanisms of attack on the body. Description of the signs and symptoms of disease; the body’s defence mechanisms. Definition of zoonose and give examples. Description of sources and symptoms of biological diseases – anthrax, cryptosporidosis, farmer’s lung, hepatitis, HIV, legionnellosis, leptospirosis, E. coli. Explanation of biological sensitisation. B6.2 Assessment and control of risk Identification of the occupational groups at risk with reasons. Explanation of intentional work and opportunistic infection. Description of the role of diagnostic laboratories. Explanation of the role of risk assessment.

Explanation of, in relation to the hierarchy of control: eradication, reduced virulence, change of work method to minimise or suppress generation of aerosols, isolation and segregation, containment, ventilation (HEPA filters), sharps control, immunisation, decontamination and disinfection.

Outline of the role of: effluent and waste collection, storage and disposal (controlled); personal hygiene measures; personal protective equipment; biohazard signs; baseline testing and health surveillance; examples of control measures in relation to hospitals, laboratory work, animal houses. Relevant statutory provisions

Control of Substances Hazardous to Health Regulations 2002 (as amended) Minimum hours of tuition 7 hours.



4.3.7 Element B7: Physical agents 1 – noise and vibration Learning outcomes On completion of this element, candidates should be able to: B7.1 Explain the basic physical concepts relevant to noise, its effects on the individual

and the assessment and control of exposure B7.2 Explain the basic physical concepts relevant to vibration, its effects on the individual

and the assessment and control of exposure. Content B7.1 Noise Physics Definition of noise.

Explanation of the basic concepts of sound, wavelength, amplitude, frequency, intensity, pitch; the decibel (dB) and A-weighting (dB(A)).

Explanation of the application of the basic concepts of sound physics to the evaluation of occupational noise; the significance of logarithmic scales and concepts of addition of combined sounds (equal and unequal); noise rating curves.

Effects Description of the acute and chronic physiological effects of exposure to high noise levels.

Explanation of the assessment of degree of hearing loss in an individual; outline the role and principles of audiometry. Measurement and assessment of exposure Description of instrumentation and measurement of noise; types, methodology, calibration, calculation of Leq and LEP,d, use of frequency analysis, background noise.

Explanation of noise surveys and noise assessments: planning and approach; interpretation and evaluation of results. Role of exposure limit and action values and personal sampling/dosimetry.

Controls Description of the principles of noise reduction and their application to the control of occupational noise: transmission, reflection, absorption, damping, diffusion; the influence of sound reduction indices and sound absorption coefficients; design specifications; using examples.

Discussion of the evaluation of noise control techniques to remedy specific problems: - control at source (eg, relocation, redesign, maintenance) - along transmission path (eg, isolation, barriers, enclosure) - at receiver – acoustic havens, ear protection (passive and active).



Description of types of hearing protection; explanation of significance of attenuation data; factors affecting degree of protection in practice versus theoretical protection.

Description of the role of health surveillance and interpretation of simple audiograms.

B7.2 Vibration Physics Outline of basic concepts of displacement, velocity, amplitude, frequency and acceleration for oscillating particles. Effects

Explanation of significance of amplitude and frequency of vibrations on comfort levels.

Description of ill-health effects and conditions produced by whole body and segmental vibration, identification of groups of workers at risk. Measurement assessment of exposure Description of the measurement of vibration, the accelerometer. Exposure standards for vibration with reference to limit and action values. Controls Description of the control measures which may be applied in respect of whole body and hand-arm vibration for occupations such as farmers, construction workers and drivers, and segmental vibration for occupations such as those handling vibrating tools.

Description of the role of health surveillance.


Control of Noise at Work Regulations 2005 Control of Vibration at Work Regulations 2005 Minimum hours of tuition 10 hours.



4.3.8 Element B8: Physical agents 2 – radiation and thermal environment

Learning outcomes On completion of this element, candidates should be able to: B8.1 Outline the basic physics of ionising and non-ionising radiation B8.2 Outline the effects of exposure to non-ionising radiation, its measurement and

control B8.3 Outline the effects of exposure to ionising radiation, its measurement and control B8.4 Outline the effects of extremes of temperature, its measurement and control. Content B8.1 Radiation physics Outline of:

- the types of non-ionising radiation, origins and sources - the types of ionising radiation, origins and sources - particulate and non-particulate types of ionising radiation, origins and sources - role of the International Commission for Radiological Protection and the National

Radiological Protection Board. B8.2 Non-ionising radiation Effects Description of the acute and chronic physiological effects of exposure to non-ionising radiation: ultraviolet, optical, infrared, microwaves, radiowaves, lasers.

Outline with examples of workplace occurrences and applications. Measurement Outline of measurement of power density, biological effect, exposure standards. Controls Explanation of assessment of risks.

Description of design, siting, direction control, reduction of stray fields, screening, enclosures, distance, administrative controls, PPE.

Identification of hazards classification of lasers (EN 60825) and outline of associated controls.



B8.3 Ionising radiation Effects Description of biological effects of exposure, acute and chronic effects of irradiation, dose response and dose effect – alpha, beta, gamma, x-radiation, neutrons.

Outline with examples of workplace occurrences and applications.

Measurement Outline of units of radioactivity, radiation dose and dose equivalent.

Outline of the use of ionisation chambers (Geiger counter), scintillation detectors, film badges, thermoluminescent dosimeters. Controls Description of radiological limits.

Outline of practical control of external radiation (shielding, distance, time) and internal radiation (inhalation, ingestion, injection, absorption).

Outline of the roles of the Radiation Protection Adviser and the Radiation Protection Supervisor.

B8.4 Thermal environment – extremes of temperature Effects Outline of the main effects of working in high and low temperatures and humidity.

Identification of typical work situations likely to lead to thermal discomfort. Measurement Outline of human body/thermal environment parameters – surrounding temperature, humidity, air velocity, metabolic rate, clothing, duration of exposure.

Outline of instrumentation - wet bulb globe temperature (WBGT), thermometer, hygrometer, anemometer/Kata thermometer.

Outline of heat indices: effective temperature (ET), corrected effective temperature (CET), heat stress index (HSI), predicted 4-hour sweat rate (P4SR), wind chill index (WCI).

Outline of assessment of exposures to thermal environment extremes. Controls Description of control measures to improve unsatisfactory thermal environment parameters – circulation of air and ventilation, workplace design, work organisation, health surveillance, PPE.




Ionising Radiations Regulations 1999 Workplace (Health, Safety and Welfare) Regulations 1992 Minimum hours of tuition 9 hours.



4.3.9 Element B9: Psycho-social agents Learning outcomes On completion of this element, candidates should be able to: B9.1 Outline the effects of work-related stress on individuals, its identification, control and

the applicable legal and other standards B9.2 Outline the effects on health and safety at work of alcohol, prescribed and

unprescribed drugs, appropriate testing methods and the effective implementation of management systems and support

B9.3 Outline the issues, risk factors and appropriate controls for work-related violence. Content B9.1 Stress Identification Outline of ill-health effects associated with work related stress.

Description of causes of stress: organisational factors, personal relationships including bullying and harassment, physical factors in the workplace, working hours.

Outline of legal obligations and case law relating to stress: eg, Sutherland v Hatton and others [2002] EWCA Civ 76; Walker v Northumberland County Council [1995] IRLR 35; Barber v Somerset County Council [2004] UKHL 13, etc.

Outline of recognition of the problem: signs of stress at work. Controls Description of control actions to reduce stress: organisation culture and management, management of change, clarity of roles, job design, staff selection, work schedules, and relationships at work with specific reference to HSE stress management standards (www.hse.gov.uk/stress/standards/).

B9.2 Substance misuse

Outline of effects on health and safety of alcohol and of prescribed and controlled drugs.

Outline of methods of testing for drugs and alcohol.

Discussion of planning to cope with the effects on health and safety of alcohol and/or drugs at work.

Explanation of guidance and support to staff including training in counselling for managers.


http://www.hse.gov.uk/stress/standards/


B9.3 Violence Identification Outline of work-related violence: definition of ‘violence’, extent of the problem, consequences for organisations and individuals.

Description of risk factors: people working with public in caring/teaching professions, working with psychiatric clients or alcohol/drug impaired people, working alone, home visiting, handling money/valuables, inspection and enforcement duties.

Outline of the legal duties to protect employees from violence.

Outline of methodology of risk identification: use of staff surveys, incident reporting and risk assessment.

Controls Outline of strategy for planning to cope with violence: guidance to staff on dealing with an incident, legal constraints regarding ‘reasonable force’, support for staff post-incident including training in counselling for managers.

Description of communication systems: passing on information on risks from individual clients, recording of staff whereabouts and recognition when staff are overdue, use of mobile communication equipment.

Outline of staff training: recognition of situations where violence could result, interpersonal skills to defuse aggression, use of language and body language.

Description of control measures: cash free systems, layout of public areas and design of fixtures and fittings, use of cameras, protective screens and security-coded doors, use of panic buttons and personal alarms. Minimum hours of tuition 6 hours.



4.3.10 Element B10: Ergonomic factors Learning outcomes On completion of this element, candidates should be able to: B10.1 Outline the conditions and effects resulting from poor ergonomics in the workplace

and the risk reduction methods that can be applied B10.2 Explain the ill-health effects associated with the use of display screen equipment

together with appropriate risk assessment and control strategies B10.3 Explain the assessment and control of risk from manual handling activities and the

main injuries that can occur.

Content B10.1 Ergonomics Outline of conditions likely to result from lack of attention to ergonomic principles: Work-Related Upper Limb Disorders (WRULDs), general musculoskeletal effects of poor posture; typical workplace examples.

Description of risk reduction measures: ergonomic design of tools, equipment and workplaces, job rotation, work routine.

B10.2 Display screen equipment Outline of ill-health effects: musculoskeletal injury and discomfort, eye and eyesight effects, fatigue and stress.

Explanation of assessment of risk from display screen equipment use: equipment, environment, interface between computer and operator/user.

Description of analysis of DSE workstations.

Description of control measures; ergonomic considerations of equipment and workstation design, daily work routine of users.

Outline of eye and eyesight testing, training and information.

B10.3 Manual handling Identification of main injuries from manual handling: sprains/strains, fractures, lacerations.

Explanation of assessment of risk from manual handling operations: task, load, environment, individual capability.

Description of control measures: automation, mechanical assistance, ergonomics, task layout and work routine, modifying the load, reorganising the work environment, personal considerations, etc.

Outline of the key points of kinetic handling techniques.



Relevant statutory provisions Health and Safety (Display Screen Equipment) Regulations 1992 Manual Handling Operations Regulations 1992 Minimum hours of tuition 4 hours.



4.4 Unit C: Workplace and work equipment safety Overall Learning Outcome On completion of this unit, candidates will be able to demonstrate their understanding of the domain knowledge covered through: 1. the application of knowledge to familiar and unfamiliar situations; and 2. the critical analysis and evaluation of information presented in both quantitative and

qualitative forms In addition each unit element has specific learning outcomes. Element Title Tuition

hours C1 General workplace issues 5 C2 Principles of fire and explosion 6 C3 Workplace fire risk assessment 6 C4 The storage, handling and processing of dangerous substances 7 C5 Work equipment 9 C6 Machinery safety 6 C7 Mechanical handling 6 C8 Electrical safety 7 C9 Safety in construction and demolition 7 C10 Environmental pollution and waste management 6


Directed private study hours * 50 * The Unit should include at least 50 hours of directed private study. This should normally be allocated

proportionate to the tuition time for each Element but may require adjustment to reflect the needs of a particular candidate group.



4.4.1 Element C1: General workplace issues Learning outcomes On completion of this element, candidates should be able to: C1.1 Explain the need for, and factors involved in, the provision and maintenance of a

safe and healthy working environment, with specific reference to access and egress, temperature, lighting, welfare arrangements, first-aid and safety signage

C1.2 Describe the assessment of risk and safe working practices associated with work in

confined spaces C1.3 Outline the main issues associated with maintaining structural safety of workplaces C1.4 Outline the dangers, precautions and safe working procedures when working at

heights. Content C1.1 Safe place of work, access/egress and traffic routes Outline of practical considerations in the provision and maintenance of safe places of work and safe means of access and egress.

Outline of the importance of good housekeeping.

Description of the provision of safe traffic routes; dangers and precautions associated with internal transport. Temperature Identification of ‘reasonable’ temperature of inside workplaces.

Outline of provision of means to measure temperature. Lighting Outline of necessity for lighting in workplaces.

Definition of ‘suitable and sufficient lighting’, natural and artificial lighting.

Description of impact of lighting levels on safety issues – incorrect perception, failure to perceive, stroboscopic effects, colour assessment, effect on attitudes.

Outline of effects of brightness contrast – disabling and discomfort glare, tissue damage from light exposure, visual fatigue.

Outline of instrumentation, units and measurement of light, assessment of lighting levels and standards.



Welfare facilities and arrangements Outline of:

- the provision of toilet, washing and changing facilities - storage of clothing - facilities for eating, rest rooms - facilities for pregnant women and nursing mothers - arrangements to protect non-smokers from tobacco smoke - the need to take account of disabled persons.

First aid provision Outline of basis of provision (eg, numbers of employees, workplace risks, proximity of emergency services).

Outline of local default procedural arrangements. Safety signs Identification of common safety signs and their categorisation.

Outline of use, location and compliance issues.

C1.2 Confined spaces Description of conditions that constitute a confined space.

Explanation of confined space entry risk assessment.

Outline of factors to be considered when assessing risk: need for safe access, provision and maintenance of safe atmosphere, the task, materials and equipment, persons at risk, reliability of safe guards, operating procedures and emergency arrangements.

Outline of statutory requirements for training.

C1.3 Structural safety of workplaces Outline of causes of damage to the structure of buildings: adverse weather conditions, overloading of structures, damage from moving plant, hot and corrosive atmospheres, vibration, alteration to structural members, subsidence, deterioration of building materials, excavations.

C1.4 Work at height Outline the main risks, alternatives, precautions and safe working procedures for working at height with reference to content contained in Element C9.3.




Health and Safety at Work etc. Act 1974 - section 2(2) (d) + (e) Workplace (Health, Safety and Welfare) Regulations 1992 Work at Height Regulations 2005 Health and Safety (First-Aid) Regulations 1981 Health and Safety (Safety Signs and Signals) Regulations 1996 Confined Spaces Regulations 1997 Management of Health and Safety at Work Regulations 1999 Minimum hours of tuition 5 hours.



4.4.2 Element C2: Principles of fire and explosion Learning outcomes On completion of this element, candidates should be able to: C2.1 Describe the properties of flammable and explosive materials, the mechanisms by

which they ignite, examples of relevant case studies, and the relevant legislation C2.2 Describe the behaviour of structural materials, buildings and building contents in a

fire C2.3 Outline the main principles and practices of fire and explosion prevention and

protection. Content C2.1 Principles of fire and explosion Properties of solids, liquids and gases Definition of flash point, fire point, auto-ignition temperature, vapour density, relative density, limits of flammability, critical temperature, maximum explosion pressure, rate of pressure rise, with examples of the importance of these properties in relation to the initiation and propagation of fire and explosion. Mechanism of fire and explosion Explanation of the fire triangle.

Outline of the effects of atomisation and oxygen content.

Identification of ignition sources (eg, naked flame, hot surfaces, arcing, sparking, smoking, electrostatic discharge). Vapour phase explosions Description of confined vapour cloud explosions, unconfined vapour cloud explosions, boiling liquid expanding vapour explosions. Discussion of examples of actual incidents, causes and effects:

- unconfined vapour cloud explosion (eg, Flixborough, 1974) - boiling liquid expanding vapour explosion (BLEVE) (eg, San Carlos, 1978; Mexico

City, 1984) - confined vapour cloud explosion (eg, Hickson and Welch, 1992).

Dust explosions Outline of the importance of particulate size, explosive concentrations, ignition energy.

Explanation of primary and secondary explosion.

Discussion of examples of actual incidents, causes and effects (eg, General Foods, Banbury (1981)).



C2.2 Behaviour of materials Description of the behaviour of building structures and materials in fire: fire properties of common building materials and structural elements (eg, steel, concrete, wood); level of fire resistance.

Description of the behaviour of common building contents in fire (eg, paper-based, fabrics, plastics).

C2.3 Fire and explosion prevention Outline of structural protection (eg, openings and voids, compartmentation).

Outline of key features of plant design and process control.

Outline of segregation and storage of flammable, combustible and incompatible materials.

Explanation of hazardous area zoning, exclusion of ignition sources.

Explanation of inerting.

Description of methods of explosion relief: venting, explosion panels, bursting discs, suppression (eg, inerting), etc.


Dangerous Substances and Explosive Atmospheres Regulations 2002 Electricity at Work Regulations 1989 Minimum hours of tuition 6 hours.



4.4.3 Element C3: Workplace fire risk assessment Learning outcomes On completion of this element, candidates should be able to: C3.1 Explain the processes involved in the identification of hazards and the assessment

of risk from fire C3.2 Describe common fire detection systems and procedures C3.3 Outline the factors to be considered when selecting fixed and portable fire-fighting

equipment for the various types of fire C3.4 Outline the factors to be considered in the provision and maintenance of means of

escape C3.5 Explain the purpose of, and essential requirements for, emergency evacuation

procedure C3.6 Outline the main legal requirements for fire safety in the workplace. Content C3.1 Fire risk assessment Identification of common flammable solids, liquids and gases.

Identification of fire hazards and assessment of risk.

Description of control of ignition, fuel and oxygen sources.

C3.2 Detection and alarm Description of common fire detection and alarm systems and procedures:

- factors in design and application of fire detection and alarm systems - principal components of alarm systems - detection and signalling - manual and automatic systems.

C3.3 Fire-fighting Outline of factors in design and application of fixed fire-fighting systems and equipment

Outline of portable fire fighting equipment: - classification of fires - extinguishing media and mode of action - siting, maintenance and training requirements.

C3.4 Means of escape Outline of factors to be considered in the provision and maintenance of a means of escape.

Explanation of general requirements for travel distances, stairs, passageways and doors, emergency lighting, exit and directional signs.



C3.5 Emergency evacuation procedures Explanation of purposes of, and essential requirements for, evacuation procedures and drills, alarm evacuation and roll call.

C3.6 Legal framework Outline of the regulatory powers of a fire authority with respect to fire safety.

Outline of requirements of the relevant legislation: fire risk assessment.


The Regulatory Reform (Fire Safety) Order 2005 The Fire (Scotland) 2005 Act Management of Health and Safety at Work Regulations 1999 Building Regulations 2000, Approved Document B Health and Safety (Safety Signs and Signals) Regulations 1996 Minimum hours of tuition 6 hours.



4.4.4 Element C4: Storage, handling and processing of dangerous substances

Learning outcomes On completion of this element, candidates should be able to: C4.1 Outline the main physical and chemical characteristics of industrial chemical

processes C4.2 Discuss the contribution of typical mechanical and systems failures to major

accidents C4.3 Outline the main principles in the safe storage, handling and transport of

dangerous, toxic and corrosive substances. Content C4.1 Chemical process Outline of effects of temperature, pressure and catalysts.

Description of heat of reaction in terms of endothermic, exothermic and runaway reactions.

Outline of methods of control of temperature and pressure.

C4.2 Major accidents

Discussion of the contribution of typical mechanical and systems failures to major accidents – eg, Flixborough, Piper Alpha, Grangemouth, Allied Colloids, Hickson and Welch, Buncefield.

C4.3 Storage of dangerous substances Identification of “dangerous substances” with reference to the definitions contained in appropriate legislation.

Explanation of hazards presented and assessment of risk.

Outline of storage methods and quantities - bulk, intermediate, drum storage, specific locations. Storage of incompatible materials and their segregation.

Description of segregation requirements and access.

Description of leakage and spillage containment – bunding, filling and transfer. Handling of dangerous substances Explanation of flow through pipelines.

Outline of safety principles in filling and emptying containers.

Outline of safety principles in dispensing, spraying and disposal of flammable liquids.

Explanation of the dangers of electricity in hazardous areas.



Transport of dangerous substances Outline of key safety principles in loading and unloading of tankers and tank containers.

Outline of labelling of vehicles and packaging of substances.

Outline of driver training and role of Dangerous Goods Safety Advisers.

Relevant statutory provisions Fire Certificates (Special Premises) Regulations 1976 Notification of Installations Handling Hazardous Substances Regulations 1982 Dangerous Substances (Notification and Marking of Sites) Regulations 1990 Chemicals (Hazard Information and Packaging for Supply) Regulations 2002 Health and Safety (Safety Signs and Signals) Regulations 1996 Dangerous Substances and Explosive Atmospheres Regulations 2002 Control of Major Accident Hazards Regulations 1999 Carriage of Dangerous Goods and Use of Transportable Pressure Equipment Regulations 2004 Minimum hours of tuition 7 hours.



4.4.5 Element C5: Work equipment Learning outcomes On completion of this element, candidates should be able to: C5.1 Outline the selection, assessment, use and maintenance of work equipment,

together with relevant legislation C5.2 Outline the main duties of the manufacturers and suppliers of work equipment C5.3 Outline the main ergonomic, anthropometric and human reliability issues which

should be considered when designing work equipment C5.4 Outline, with reference to relevant case studies, the likely causes of the failure of

work equipment, together with testing and prevention strategies that can be employed

C5.5 Outline the principle advantages and safe working procedures for the maintenance

and testing of work equipment C5.6 Outline the purpose, nature and requirements for statutory examinations C5.7 Outline the main components of a pressure system, the likely cause of failure and

the associated prevention strategy. Content

C5.1 Selection Outline of suitability for task and environment. Outline of conformity with relevant standards, CE marking. Outline of requirements for maintenance, availability of expertise/skills required of operators and maintenance personnel.

Risk assessment and use Explanation of work equipment risk assessment. Outline of risk control measures: intrinsic safety, risk reduction by design, guarding and safeguarding, other relevant safety features, PPE. Outline of training, statutory requirements for training/certification/authorisation. Outline of statutory restrictions on use of work equipment. C5.2 Duties in respect of machinery, pressure systems and electricity on

manufacturers and suppliers Description of duties under Section 6 of the Health and Safety at Work etc. Act 1974.

Description of risk assessment, essential health and safety requirements, technical file, declaration of conformity/incorporation, type approval, CE marking.



C5.3 Ergonomic, anthropometric and human reliability considerations Description of design of controls and emergency controls, reducing need for access (automation, remote systems), lighting, layout of plant and machinery, training. Explanation of importance of size of openings, height of barriers, distance from danger. C5.4 Failure modes and prevention Outline of main modes of failure and their causes:

- ductile and brittle failure, metal fatigue - buckling, corrosion, wear, creep.

Outline of failure prevention strategies and methods of identifying potential failure modes and related environmental factors. Outline of the role of testing and quality assurance during manufacture and installation. Discussion of failure modes and prevention in relation to major incidents (eg, Flixborough, Brent Cross, Littlebrook D, Markham Colliery, Port Ramsgate).

C5.5 Maintenance and test Identification of common hazards and precautions associated with maintenance work.

Explanation of maintenance strategies and options from emergency/breakdown maintenance to planned preventive maintenance; use of routine condition monitoring.

Outline of factors to be considered in developing a planned maintenance programme, eg, supplier information, risk, frequency of use, competency availability.

Outline of the benefits of planned preventive maintenance.

Identification of statutory requirements for maintenance/inspection.

Outline of the principles, advantages, disadvantages and application of non-destructive testing techniques, eg, ultrasonic, radiography (gamma and x-ray), eddy current, magnetic particle, etc.

C5.6 Statutory examinations Outline of purpose and nature of statutory examinations.

Outline of need for competent persons.

Notification and record keeping.

Outline of types of inspection, frequencies and statutory bases for examination of: - cranes and lifting equipment - hoists and lifts - simple pressure systems - power presses.



C5.7 Pressure systems Definition of components and relevant fluids.

Description of typical causes of failures – excessive stress, abnormal external loading, overpressure, overheating, mechanical fatigue and shock, thermal fatigue and shock, brittle fracture, creep, hydrogen attack, corrosive failure.

Outline of prevention strategy: design and construction, repair and modification, information and marking, safe operating limits, written scheme of examination, maintenance and record keeping, competent persons.


Simple Pressure Vessels (Safety) Regulations 1991 Personal Protective Equipment at Work Regulations 1992 Supply of Machinery (Safety) Regulations 1992 Provision and Use of Work Equipment Regulations 1998 Lifting Operations and Lifting Equipment Regulations 1998 Pressure Equipment Regulations 1999 Pressure Systems Safety Regulations 2000 Carriage of Dangerous Goods and Use of Transportable Pressure Equipment Regulations 2004 Minimum hours of tuition 9 hours.



4.4.6 Element C6: Machinery safety Learning outcomes On completion of this element, candidates should be able to: C6.1 Outline with examples, the classification, assessment and control of risk of

machinery hazards C6.2 Outline the role and application of European standards relating to machinery C6.3 Outline the main safety issues which should be considered when designing and

operating programmable electronic systems (PES). Content

C6.1 Machinery risk assessment Outline of, with examples, the classification of machinery hazards:

- mechanical hazards: crushing, shearing, cutting/severing, entanglement, drawing in/trapping, impact, stabbing/puncture/ejection, friction/abrasion, high pressure fluid injection

- non-mechanical hazards: noise, vibration, electricity, high/low temperature, radiation, hazardous substances.

Identification of hazards from typical machines: drills (radial arm, pedestal), circular saws, guillotines, paper shredders, abrasive wheels, lathes, simple robots, mechanical and hydraulic presses, portable power tools.

Outline of factors to be considered when assessing risk: persons at risk, severity of possible injury, probability of injury, need for access, duration of exposure, reliability of safeguards, operating procedures and personnel.

Description of main types of safeguarding devices: characteristics, key features, limitations and typical applications of fixed enclosed guards, fixed distance guards, interlocked guards, automatic guards, trip devices, adjustable/self-adjusting guards, two-hand controls, mechanical restraints, jigs and push-sticks.

Description of safe systems of work: permits, isolation, working at unguarded machinery, setting, cleaning, maintenance.

C6.2 Role and application of European standards relating to machinery Explanation of Type A, B1, B2 and C standards. Outline of BS EN ISO 12100 (superseding BS EN 292) and BS EN ISO 14121 (superseding BS EN 1050).



C6.3 Programmable electronic systems (PES) Outline of types of computer controlled equipment eg, robots, CNC machines.

Description of hazards associated with the use of PES.

Outline of reasons for aberrant behaviour: electrical interference, programming faults, stored energy.

Description of safeguards through reliability and integrity of control systems.

Outline of safety in programming, operation and maintenance.

Description of considerations in safeguarding the working envelope: layout, interlocked perimeter fencing, electro-sensitive safety systems, trip devices, positive stops and brakes, entry procedures.

Relevant statutory provisions Supply of Machinery (Safety) Regulations 1992 – scope and application Workplace (Health, Safety and Welfare) Regulations 1992 Provision and Use of Work Equipment Regulations 1998 Minimum hours of tuition 6 hours.



4.4.7 Element C7: Mechanical handling Learning outcomes On completion of this element, candidates should be able to: C7.1 Outline the factors which affect the stability of work vehicles C7.2 Identify the main hazards associated with the use of lift trucks, lifting equipment,

hoists, lifts and conveyor equipment and describe appropriate precautions to reduce the risks where possible

C7.3 Outline the specific hazards and safeguards associated with automated

warehouses. Content C7.1 Stability of vehicles Outline of factors affecting lateral and longitudinal instability, and loss of control of vehicles.

C7.2 Safe use of lift trucks Identification of applications of different types of lift truck: counterbalance, reach, rough terrain, telescopic materials handlers, side loading trucks, pedestrian controlled trucks.

Description of hazards associated with use of lift trucks.

Description of precautions in the use of lift trucks, including safe layout of areas where trucks are used and protection of pedestrians.

Description of use of lift trucks to move people – conditions and equipment necessary, other attachments used on lift trucks.

Outline of training of lift truck operators. Safe use of cranes and lifting equipment Identification of applications of different types of crane: mobile cranes, tower cranes, overhead cranes.

Description of hazards associated with cranes and lifting operations.

Description of precautions in the use of cranes; selection, siting, and stability of cranes, integrity of lifting equipment, competence of personnel, maintenance, inspection, and statutory examinations.

Outline of types of lifting equipment, factors influencing choice, limitation of various types.

Description of maintenance, inspection and statutory examination of cranes and lifting equipment. Hoists and lifts Description of main hazards associated with the use of hoists (gin wheel, construction site platform hoist) and lifts (passenger and goods, scissor, vehicle inspection, MEWP) and methods of controlling the associated risks.



Safe use of conveyors Outline of types of conveyor: belt, roller, plate, screw, monorail.

Description of main hazards and methods of controlling risks.

C7.3 Safe use of automated warehousing systems Outline of specific hazards and safeguards associated with automated warehousing systems.

Relevant statutory provisions Workplace (Health, Safety and Welfare) Regulations 1992 Provision and Use of Work Equipment Regulations 1998 Lifting Operations and Lifting Equipment Regulations 1998 Minimum hours of tuition 6 hours.



4.4.8 Element C8: Electrical safety Learning outcomes On completion of this element, candidates should be able to: C8.1 Outline the basic principles of electricity C8.2 Outline the dangers of electricity and the principles of first aid treatment for

electrical injuries C8.3 Outline the issues relevant to the installation of electrical systems that will perform

effectively and safely within the working environment and can readily be used safely, inspected and maintained effectively

C8.4 Outline the main principles of the design and use of electrical systems and

equipment in adverse or hazardous environments C8.5 Outline the main principle for safe working in the vicinity of high voltage systems C8.6 Identify the main hazards and outline the principle precautions associated with the

use of portable electrical equipment. Content C8.1 Basic principles of electricity Definition of potential difference, current, resistance, impedance, Ohm’s law.

Identification of basic electrical circuitry.

Outline of earthing principles.

Outline of significance of direct and alternating currents.

C8.2 Dangers of electricity Electric shock Outline of effects on the body: pain, muscular contraction, respiratory failure, heart fibrillation, cardiac arrest, burns.

Outline of factors influencing the severity of the effects on the body: voltage, frequency, duration, impedance/ resistance, current path. Electrical burns Explanation of direct and indirect.

Outline of first-aid treatment principles for electrical injuries. Fires Description of common causes: overloading of conductors – overheating, ignition of flammable vapour, ignition of combustible material, breakdown of insulation.



Electric arcs Description of molten metal splash, radiation.

Static electricity Explanation of circumstances giving rise to the generation of static electricity.

Description of dangers and precautions.

C8.3 Planning, design and installation of electrical systems Definition of ‘duty holders’, ‘construction’.

Outline of the importance of: - strength and capability of electrical equipment - insulation, protection and placing of conductors - reducing the risk of shock - excess current protection - cutting off supply and isolation - working space, access and lighting.

Description of control measures: - selection and suitability of equipment - protective systems: fuses, reduced voltage systems, isolation, residual current

devices, double insulation, earth free zones - inspection and maintenance strategy: user checks, formal visual inspections,

combined inspection and tests, records of maintenance and tests, frequency of inspection and testing, competent persons, HSG107.

Identify the significance of Institution of Electrical Engineers (IEE): Requirements for Electrical Installations (BS 7671).

C8.4 Safe use, maintenance and repair of electrical systems Identification of importance of schemes of maintenance, schedules, plans and records.

Description of safe systems of work and criteria of acceptability for live working.

Outline of use of permits-to-work.

Description of safe systems of work on installations made dead.

Definition of ‘competent person’. Adverse or hazardous environments Outline of principles of: resistance to mechanical damage, protection against solid bodies, objects and dusts, protection against liquids and gases.

Outline of principles of selection of electrical equipment for use in flammable atmospheres.

Outline of classification of hazardous areas, zoning.

Outline of principles of pressurisation and purging.

Outline of intrinsically safe equipment, flameproof equipment, type ‘N’ equipment, type ‘e’ equipment.



C8.5 Safe working in the vicinity of high voltage systems Description of common high voltage systems and prevention of danger.

Outline of the competent and authorised persons role related to system modifications.

Outline of safe systems of work, permit-to-work procedures.

Description of safe working near overhead power lines, underground cables – hazards and precautions.

C8.6 Portable electrical equipment Identification of conditions and practices likely to lead to accidents, including unsuitable equipment, inadequate maintenance, use of defective apparatus.

Outline of portable appliance inspection and testing.

Relevant statutory provisions Electricity at Work Regulations 1989 Dangerous Substances and Explosive Atmospheres Regulations 2002 Minimum hours of tuition 7 hours.



4.4.9 Element C9: Safety in construction and demolition Learning outcomes On completion of this element, candidates should be able to: C9.1 Outline the principle duties and specific responsibilities for the effective

management of health and safety on construction sites C9.2 Outline the principle hazards and precautions associated with demolition work C9.3 Outline the dangers, precautions and safe working procedures when working at

heights or with excavations C9.4 Describe the safe use of the various types of mobile equipment used on

construction sites. Content C9.1 Management of health and safety in construction Identification of types and causes of accidents and ill-health in construction and demolition work.

Outline of respective duties of clients, designers, planning supervisors, principal contractors and contractors.

Outline of planning, co-ordination and notification.

Description of health and safety plan; health and safety file.

Outline of relevance of site layout; access and egress; protection of the public.

Outline of use of method statements and permits-to-work.

C9.2 Demolition work Outline of the main techniques in demolition of buildings along with the associated hazards and safe working methods.

Outline of typical hazards and precautions: - falling materials; premature collapse of buildings, materials of construction - planning, structural surveys and surveys for hazardous substances, provision of

working places and means of access/egress, use of method statements and permits-to-work, security of site boundaries and protection of the public.



C9.3 Working at heights and excavations Working at heights Outline of dangers associated with working at heights.

Outline of provision of safe access and safe place of work when working at heights.

Description of safe use of access equipment including ladders, trestles, scaffolds – simple independent and tower scaffolds.

Outline of precautions for scaffold hoist towers including passenger and material hoists.

Identification of requirements for statutory inspection of scaffolds.

Outline of hazards associated with falling materials and appropriate precautionary measures.

Description of safe methods in roofwork – precautions during work on fragile roofs, flat roofs and sloping roofs.

Outline of means of access for maintenance work: use, types and safety features of cradles, boatswains’ chairs, rope access and positioning systems.

Description of mobile elevating work platforms: types and applications, hazards and precautions in use.

Outline of use, application, selection and precautions in use of safety nets, belts, harnesses and air bags.

Excavations Outline of principal hazards associated with:

- excavation work and excavations – collapse, access, falls, use of transport, flooding, etc.

- buried services: types and consequences of damage.

Outline of methods of checking for buried services and precautions to be observed.

Identification of statutory inspections and examinations of excavations.

C9.4 Mobile equipment Identification of types of mobile equipment used on construction sites.

Outline of requirements for safe use.


Construction (Head Protection) Regulations 1989 Construction (Design and Management) Regulations 1994 Construction (Health, Safety and Welfare) Regulations 1996 Work at Height Regulations 2005 Lifting Operations and Lifting Equipment Regulations 1998 Provision and Use of Work Equipment Regulations 1998 Control of Substances Hazardous to Health Regulations 2002 (as amended) Minimum hours of tuition 7 hours.



4.4.10 Element C10: Environmental pollution and waste management Learning outcomes On completion of this element, candidates should be able to: C10.1 Identify potential sources and impacts of environmental pollution and appropriate

monitoring strategies C10.2 Describe the various types of waste, their categorisation, treatment, disposal, and

documentation C10.3 Outline the need for emergency response measures. Content C10.1 Environmental pollution Identification of, with examples, sources of pollution; intended releases, abnormal conditions giving rise to occasional releases, major releases following plant failure.

Explanation of the principle of source, pathway, target and impact in relation to effects of pollution.

Outline of the behaviour and dispersion of gases; toxic and flammable.

Outline of the release and dispersion of toxic substances to ground, water or air.

Identification of environmental impacts.

Outline of pollution control strategies (prevent, minimise, render harmless) and methods in manufacturing, waste treatment, disposal.

Identification of the need for continuous and grab sampling and measurement against set standards.

Identification of the need to keep the regulatory and local authorities informed of environmental performance.

Definition of: Integrated Pollution Prevention and Control (IPPC), Best Practicable Environmental Option (BPEO), Best Available Techniques (BAT).

Outline of the role of the Environment Agency/Scottish Environmental Protection Agency.

C10.2 Classification of wastes Definition of: solid, liquid, gas; hazardous, non-hazardous; difficult, flammable, clinical, biodegradable, radioactive.

Definition of waste, controlled waste, non-hazardous and hazardous waste and outline of disposal arrangements.

Outline of methods of categorising waste and different techniques required for each waste category.



Practical waste management Outline of minimisation, storage, labelling, carriage, duty of care. Waste disposal Outline of types of waste treatment: physical and chemical treatment, landfill, landraising, incineration. Legal regimes applicable Explanation of concept of ‘duty of care’ (Environmental Protection Act 1990); category of persons on whom duty is placed.

C10.3 Emergency procedures Outline of the need for emergency response measures in the event of an uncontrolled release with reference to content of Element A4.6. Identify the environmental aspects of the Control of Major Accident Hazards Regulations 1999. Relevant statutory provisions

Environmental Protection Act 1990 Environment Act 1995 Hazardous Waste regulations 2005 Control of Major Accident Hazards Regulations 1999 Minimum hours of tuition 6 hours



5. Unit D: Application of health and safety theory and practice

5.1 Assignment Brief 5.1.2 The candidate is required to carry out a detailed review of the health and safety

performance of a workplace or organisation and produce a management report including a justified action plan to improve performance.

5.1.3 The assignment will require the candidate to apply the knowledge and understanding

gained from their studies of elements of Units A, B and C in a practical environment and to carry out critical analysis and evaluation of information gathered during the review. The level of work should be that expected of a health and safety practitioner working within an organisation.

5.1.4 The report should include:

• A description of the chosen workplace/organisation to set a context for the assignment. The candidate will need to consider the legal framework within which the workplace/organisation operates;

• An overview of the current health and safety management arrangements in which

the candidate should critically review the health and safety management system;

• A survey of a wide range of significant hazards within the workplace. The candidate should prioritise the identified hazards and, depending on the nature and extent of identified hazards, for each of two of the hazards, one physical and one appropriate to health and welfare, carry out a risk assessment. This should include an evaluation of the effectiveness of the organisation in controlling the risks arising from the hazards identified and proposals to further control the hazard(s) and reduce risks;

• Conclusions which summarise the main issues identified in the candidate’s work

together with justified recommendations for improvement;

• A costed and prioritised action plan for the implementation of the candidate’s recommendations in each of the two areas;

• An executive summary of the report.

5.1.5 The accompanying guidance (see Section 5.2) provides information on how the

areas of the assignment brief are linked with the content covered in the taught units together with guidance on how to write the report. The guidance should be read carefully in conjunction with the Generic Mark scheme (see Section 5.3) to provide a clear guide to the requirements for the assignment report.



5.2 Detailed candidate guidance for Unit D 5.2.1 The focus of the Unit D assignment should be the application of the knowledge and

understanding developed in Units A, B and C. It provides opportunities for the candidate to carry out research appropriate to a level 6 qualification. The assignment is designed to assess the ability of the candidate to apply the knowledge and understanding gained in the National Diploma course to a real workplace situation. Candidates are required to demonstrate the ability to carry out a range of activities that would be expected of a health and safety practitioner. This guidance sets the scope and expected level of work. Additional guidance is available in the Currently Studying section of the NEBOSH website.

5.2.2 The aim of the assignment is to produce an overall review of the health and safety

management system of an organisation and indicate, using a risk assessment, the priorities for the organisation for the future.

5.2.3 This guidance is intended to provide further information on what should be included

in the assignment report. Candidates should use the guidance, plus the further information available in the mark scheme, to guide them in the development of their assignments. It includes cross referencing to the relevant Elements of the Diploma Guide (See Section 4).

5.2.4 There are many detailed general guides to writing reports available on the internet,

often as part of study guides produced by university departments. A search under “writing reports” will produce links to such sites. It is strongly recommended that candidates study such material in order to understand how to write a report to the required standard for the assignment.

5.2.5 The assignment should include the following:

1. Introduction The assignment should be introduced with an overview of the organisation selected. It should include a general view of what the organisation does. This should include a description of what processes are undertaken, the employment profile, the work pattern employed and, if a department or site has been chosen in a very large organisation, its relationship to the work of the organisation. It is important to ensure that the choice of workplace provides sufficient scope (in terms of processes and activities) in order to match the expected depth of interpretation required by the National Diploma. However, candidates are advised to restrict the scope of the chosen workplace to make sure that the work is manageable and can be completed within the expected word count. The overview should include sufficient detail to enable the Examiner to gain an understanding of the workplace environment.

2. Legal requirements

A summary of the principal legal (both criminal and civil) and other requirements within which the organisation operates (A7, A8, A9) should be included. The purpose is to enable candidates to demonstrate their knowledge and understanding of the relevant statutes, regulations, ACOPs, standards and guidance and most importantly the ability to put these in the context of the development of an effective health and safety management programme.



3. Health and Safety management system

The candidate should provide an overview of the H&S management arrangements within the workplace (Element A1). This should include a description of the health and safety management system, however informal it might be. This should be based on the procedures outlined in HSG65, BS 8800, or OHSAS 18001, carrying out an initial status review of the health and safety management system and a gap analysis (ie, ‘where are we and where do we want to be?’).

4. Identification and discussion of hazards

The candidate should identify and discuss the full range of principal hazards within the identified organisation (Unit B). All workplaces involve hazards, the exact nature of which will depend on the nature of the workplace and the activities carried out there. Candidates should identify at least 15 relevant hazards using knowledge and understanding gained in Units B and C as a starting point. In order to cover a sufficient range, the identified hazards should be from across the following range of categories: chemical, physical, biological, psychosocial, ergonomic, mechanical, electrical, fire and explosion and transport. The outcomes of this exercise will be used in comprehensive risk assessments of two of the hazards.

5. Risk Assessment

The candidate must justify the hazards chosen. The risk assessment methodology chosen should be appropriate for each hazard identified and should link back to how the organisation controls risk overall – ie, are the risks associated with the hazards already identified well or poorly controlled, which would show one type of failure, or are the hazards previously unidentified, which would show another type of failure. The methodology adopted in completing each risk assessment should be outlined, including reference to relevant publications, legislation, ACOPs, other technical documents and standards. The risk assessment should include a review of the existing control measures and provide options for further action with reference to a hierarchy of control. The candidate should make use of any data available for any hazards which have already been quantified. If no data is available it is not essential to make measurements.

6. Conclusions

This section should provide a concise summary of the main points identified in the main body of the candidate’s report. The conclusions should not introduce new issues or additional relevant factors.

7. Recommendations

Should be based upon the points set out in the conclusions. Recommendations should be prioritised and justified by reference to the candidate’s assessment of the levels of risk posed by the hazards they have identified.



8. Action Plans

The action plans should present actions to improve the health and safety management system, the health and safety culture/climate of the chosen workplace and to reduce the risks associated with the hazards the candidate has identified for the two risk assessments. The action plans should indicate the actions to be taken, the person(s) responsible, the likely cost and the timescale for the implementation of each action. A quality action plan also includes provision for review.

9. Executive Summary

This should be written after the candidate has completed the rest of the report but it should be inserted at the beginning of the report. An executive summary is written for a person who is not necessarily an expert in the field. The purpose of the executive summary is to provide a concise overview of the main points arising from the work and the main conclusions and recommendations arising from it that can be read in a short time to accommodate the schedule of a busy reader.

An executive summary should provide sufficient information to enable a busy senior manager to make a decision as to whether or not to read the full report. This should be no longer than one side of A4 using single-spaced Arial font (Size 11). 10% of the marks available for the executive summary will be deducted for text covering up to an additional one-quarter of a page and a further 10% for each additional quarter of a page submitted as part of the executive summary.

10. References

Sources of information used in the report should be fully referenced using either the Harvard or Vancouver system of referencing. Full details of how to do this are available from:

http://www.bournemouth.ac.uk/library/using/harvard_system.html http://www.libweb.anglia.ac.uk/guides/new_harvard.php http://www.blackwellpublishing.com/authors/reference_text.asp?site=1.

11. Word Count

The expected length of an assignment is around 8,000 words equivalent to 32 sides of single-spaced A4 using Arial font (Size: 11).


http://www.bournemouth.ac.uk/library/using/harvard_system.html

http://www.libweb.anglia.ac.uk/guides/new_harvard.php

http://www.blackwellpublishing.com/authors/reference_text.asp?site=1


Mark

s to

be aw

arde

d

5.3 Assignment mark scheme For each element 0 marks should be awarded if that aspect of the report fails to meet the criteria for 1 mark.

8-7

6-5

4-3

2-1

Plan

ning

an

d Pr

esen

tatio

n

Pres

enta

tion

and

Orga

nisa

tion

inclu

ding

Re

sear

ch a

nd

Bibl

iogr

aphy

Logic

al str

uctu

re, f

ully

mee

ts re

quire

men

ts of

brief

, clea

r and

logic

al,

user

frien

dly w

riting

style

. Ev

idenc

e of

exte

nsive

re

sear

ch w

ith a

ll re

fere

nces

cite

d co

rrectl

y us

ing re

cogn

ised

syste

m.

Stru

cture

d to m

eet

requ

irem

ents

of br

ief b

ut so

me s

ectio

ns m

ay b

e co

mbin

ed.

Clea

r styl

e.

Evide

nce

of so

me

rese

arch

. Re

fere

nces

cite

d but

som

e er

rors

in

refe

renc

ing sy

stem

.

Conf

used

stru

cture

with

so

me

infor

mat

ion

includ

ed in

wro

ng

secti

ons.

Stru

cture

and

lang

uage

m

akes

it dif

ficult

to

follo

w.

Little

evid

ence

of

rese

arch

with

som

e re

fere

nces

not

cited

.

Poor

stru

cture

with

muc

h of

the

infor

mati

on

includ

ed in

wro

ng

secti

ons.

Diffi

cult t

o re

ad.

Little

or n

o ev

idenc

e of

rese

arch

, ref

eren

ces w

ith

no a

ccep

ted r

efer

encin

g sy

stem

use

d.



Mar

ks to

be

awar

ded

5-4

3 2

1

Desc

riptio

n of

the

Org

anis

atio

n

Full

desc

riptio

n w

ith a

ll el

emen

ts c

lear

ly

desc

ribed

allo

win

g re

ader

to u

nder

stan

d th

e co

ntex

t of t

he re

port.

Cle

ar d

escr

iptio

n of

or

gani

satio

n in

clud

es

mos

t rel

evan

t ele

men

ts.

Des

crip

tion

inco

mpl

ete

with

som

e si

gnifi

cant

el

emen

ts m

issi

ng.

Des

crip

tion

uncl

ear.

Poor

des

crip

tion

of

orga

nisa

tion

prov

idin

g in

suffi

cien

t inf

orm

atio

n to

un

ders

tand

the

cont

ext

of th

e re

port.

Intr

oduc

tion

Lega

l En

viro

nmen

t

Full

desc

riptio

n of

lega

l st

atut

es a

nd re

gula

tions

w

ith A

CO

Ps a

nd

guid

ance

to th

e or

gani

satio

n de

scrib

ed

and

just

ified

with

re

leva

nce

to

orga

nisa

tion.

St

atut

ory

prov

isio

ns

quot

ed a

ccur

atel

y.

Parti

al d

escr

iptio

n of

re

leva

nt s

tatu

tory

pr

ovis

ions

. So

me

may

no

t be

just

ified

. Al

l qu

oted

acc

urat

ely.

Parti

al d

escr

iptio

n of

re

leva

nt s

tatu

tory

pr

ovis

ions

. Li

ttle

or n

o di

scus

sion

of

rele

vanc

e. S

ome

quot

ed

accu

rate

ly.

Littl

e or

no

desc

riptio

n of

re

leva

nt s

tatu

tory

pr

ovis

ions

. N

o ex

plan

atio

n of

re

leva

nce

to

orga

nisa

tion.



Mar

ks to

be

awar

ded

6

- 5

4 - 3

2

– 1

Desc

riptio

n of

He

alth

an

d Sa

fety

M

anag

emen

t Sys

tem

Cle

ar a

nd fu

ll de

scrip

tion

linke

d to

reco

gnis

ed

Hea

lth a

nd S

afet

y m

odel

.

Parti

al d

escr

iptio

n, o

ne

or tw

o el

emen

ts o

mitt

ed.

Atte

mpt

s to

link

to a

re

cogn

ised

sys

tem

.

Som

e as

pect

s of

Hea

lth

and

Safe

ty id

entif

ied

but

not l

inke

d to

a m

odel

of a

m

anag

emen

t sys

tem

.

Revi

ew o

f Hea

lth a

nd S

afet

y

Man

agem

ent S

yste

m

Gap

Ana

lysi

s

Cle

ar s

yste

mat

ic

desc

riptio

n of

gap

s an

d of

are

as w

here

no

gap

exis

ts fo

r all

area

s of

m

anag

emen

t sys

tem

and

id

entif

icat

ion

of p

riorit

ies

for i

mpr

ovem

ent.

Iden

tifie

s ga

ps w

ith c

lear

de

scrip

tion,

littl

e or

no

cons

ider

atio

n of

are

as

with

out i

dent

ified

gap

s.

Som

e di

scus

sion

of

impr

ovem

ents

link

ed to

a

reco

gnis

ed m

anag

emen

t sy

stem

.

Iden

tifie

s m

ajor

gap

s on

ly, s

ome

indi

catio

n of

ar

eas

for i

mpr

ovem

ent

but n

ot li

nked

to a

re

cogn

ised

man

agem

ent

syst

em.



Mar

ks to

be

awar

ded

8-

7 6-

5 4-

3 2-

1

Haza

rd Id

entif

icat

ion

Ph

ysic

al H

azar

ds

Full

rang

e of

haz

ards

id

entif

ied,

rele

vant

to

indu

stry

, dra

wn

from

ac

ross

the

rang

e of

ca

tego

ries

and

incl

udes

th

e lik

ely

impl

icat

ions

. Pr

iorit

ised

with

ju

stifi

catio

n.

Ran

ge o

f haz

ards

re

leva

nt to

indu

stry

but

re

stric

ted

rang

e of

ca

tego

ries.

Inc

lude

s th

e lik

ely

impl

icat

ions

. At

tem

pt a

t prio

ritis

atio

n no

t ful

ly ju

stifi

ed.

Res

trict

ed ra

nge

of

haza

rds

and

rest

ricte

d ra

nge

of c

ateg

orie

s.

Som

e m

ay b

e irr

elev

ant

to in

dust

ry.

Li

ttle

atte

mpt

at

prio

ritis

atio

n.

Very

lim

ited

rang

e of

ha

zard

s w

ith li

ttle

atte

mpt

to ju

stify

pr

iorit

isat

ion.

N

o in

dica

tion

of

impl

icat

ions

.

Haza

rd Id

entif

icat

ion

Ha

zard

s Ap

prop

riate

to

Heal

th a

nd W

elfa

re

Full

rang

e of

haz

ards

id

entif

ied,

rele

vant

to

indu

stry

, dra

wn

from

ac

ross

the

rang

e of

ca

tego

ries

and

incl

udes

th

e lik

ely

impl

icat

ions

. Pr

iorit

ised

with

ju

stifi

catio

n.

Ran

ge o

f haz

ards

re

leva

nt to

indu

stry

but

re

stric

ted

rang

e of

ca

tego

ries.

Inc

lude

s th

e lik

ely

impl

icat

ions

.

Atte

mpt

at p

riorit

isat

ion

not f

ully

just

ified

.

Res

trict

ed ra

nge

of

haza

rds

and

rest

ricte

d ra

nge

of c

ateg

orie

s.

Som

e m

ay b

e irr

elev

ant

to in

dust

ry.

Li

ttle

atte

mpt

at

prio

ritis

atio

n.

Very

lim

ited

rang

e of

ha

zard

s w

ith li

ttle

atte

mpt

to ju

stify

pr

iorit

isat

ion.

N

o in

dica

tion

of h

ealth

im

plic

atio

ns.



Mar

ks to

be

awar

ded

10

-9

8-7

6-5

4-3

2-1

Ris

k As

sess

men

t Ph

ysic

al H

azar

d

Full

risk

asse

ssm

ent

of h

ighe

st p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

Fu

ll co

nsid

erat

ion

of

all f

acto

rs.

Ris

k as

sess

men

t on

high

est p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

O

ne o

r tw

o st

ages

om

itted

.

Ris

k as

sess

men

t on

high

est p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

O

ne o

r tw

o si

gnifi

cant

st

ages

om

itted

.

Ris

k as

sess

men

t on

haza

rd w

hich

may

not

be

hig

hest

prio

rity

iden

tifie

d ab

ove.

R

isk

asse

ssm

ent

does

not

follo

w

reco

gnis

ed m

odel

or

mis

sing

sig

nific

ant

stag

es.

Ris

k as

sess

men

t m

issi

ng s

igni

fican

t st

ages

, may

not

be

carr

ied

out o

n hi

ghes

t pr

iorit

y ha

zard

or

haza

rds

mix

ed.

R

isk

Asse

ssm

ent

Hea

lth a

nd W

elfa

re

Full

risk

asse

ssm

ent

of h

ighe

st p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

Fu

ll co

nsid

erat

ion

of

all f

acto

rs.

Ris

k as

sess

men

t on

high

est p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

O

ne o

r tw

o st

ages

om

itted

.

Ris

k as

sess

men

t on

high

est p

riorit

y ha

zard

follo

win

g re

cogn

ised

risk

as

sess

men

t mod

el.

One

or t

wo

sign

ifica

nt

stag

es o

mitt

ed.

Ris

k as

sess

men

t on

haza

rd w

hich

may

not

be

hig

hest

prio

rity

iden

tifie

d ab

ove.

R

isk

asse

ssm

ent

does

not

follo

w

reco

gnis

ed m

odel

or

mis

sing

sig

nific

ant

stag

es.

Ris

k as

sess

men

t m

issi

ng s

igni

fican

t st

ages

, may

not

be

carr

ied

out o

n hi

ghes

t pr

iorit

y ha

zard

or

haza

rds

mix

ed.



Mar

ks to

be

awar

ded

6-5

4-3

2-1

Co

nclu

sion

s

Con

clus

ions

are

co

mpl

ete

and

sum

mar

ise

all f

indi

ngs

in m

ain

body

.

No

new

mat

eria

l in

trodu

ced.

Con

clus

ions

do

not c

over

al

l fin

ding

s bu

t no

new

m

ater

ial i

ntro

duce

d.

Con

clus

ions

do

not c

over

al

l fin

ding

s. N

ew m

ater

ial

intro

duce

d.

Re

com

men

datio

ns

Rec

omm

enda

tions

are

ba

sed

upon

con

clus

ions

, ju

stifi

ed a

nd p

riorit

ised

.

Full

cost

ben

efit

anal

ysis

in

clud

ed.

Mos

t rec

omm

enda

tions

fo

llow

on

from

co

nclu

sion

s w

ith s

ome

atte

mpt

at j

ustif

icat

ion

and

prio

ritis

atio

n.

Parti

al c

ost b

enef

it an

alys

is.

Som

e re

com

men

datio

ns

follo

w o

n fro

m

conc

lusi

ons

but n

ot a

ll ju

stifi

ed o

r prio

ritis

ed.

Fe

w b

enef

its id

entif

ied.



Mar

ks to

be

awar

ded

6-

5 4-

3 2-

1

Actio

n Pl

an 1

M

anag

emen

t Sys

tem

Actio

n pl

an fo

llow

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6. Sample examination papers 6.1 Unit A sample paper: Managing health and safety THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH NATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY Unit A: Managing health and safety [DATE] 3 hours, 0930 to 1230 10 minutes reading time is allowed before the start of the examination. You may not write anything during this period. Answer both Section A and Section B SECTION A

This section contains six questions. Answer ALL SIX questions.

All questions carry equal marks.

The maximum marks for each question, or part of a question, are shown in brackets.

You are advised to spend about 15 minutes on each question.

Start each answer on a new page.

1 The Management of Health and Safety at Work Regulations 1999 require that employers appoint competent Health and Safety Assistants.

(a) List the key legal requirements that must be satisfied by the employer

when making such an appointment. (5)

(b) Outline the key elements of the strategic role of the health and safety professional with respect to the employer’s current health and safety

management system. (5)



2 A risk management programme encompasses the following concepts:

(a) risk avoidance; (2)

(b) risk reduction; (3)

(c) risk transfer; (3)

(d) risk retention. (2) Identify the key features of each of these concepts and give an appropriate example in each case.

3 (a) Outline the main defences available to a defendant in a civil case who is being sued in an action for the tort of negligence. (6)

(b) Outline factors which will be considered in determining the level of damages paid to a successful claimant. (4)

4 An advertising campaign was used to promote improvement in safety standards within a particular organisation. During the period of the campaign the rate of reported accidents significantly increased, and the campaign was deemed to be a failure.

(a) Suggest, with reasons, why the rate of reported accidents may have been a poor measure of the campaign’s effectiveness. (2) (b) Describe four proactive (active) measures which might have been

used to measure the organisation’s health and safety performance. (8)

5 Human failure was identified as a significant factor in an accident

involving a crane. A contractor’s employee was seriously injured when struck by material being transported by the crane. Outline the types of human error which may have contributed to the accident. Refer to relevant examples based on the scenario to illustrate your answer. (10)

6 Explain, with reference to case law, the meaning of the terms ‘practicable’ and ‘reasonably practicable’ as they apply to health and safety legislation. (10)



SECTION B

This section contains five questions. Answer THREE questions only.





7 A fork-lift truck is used to move palletised goods in a large distribution

warehouse. On one particular occasion the truck skidded on a patch of oil. As a consequence the truck collided with an unaccompanied visitor and crushed the visitor’s leg.

(a) State, with reasons, why the accident should be investigated. (4)

(b) Outline the actions which should be followed in order to collect

evidence for an investigation of the accident. Assume that the initial responses of reporting and securing the scene of the accident have been carried out. (8)

(c) Describe factors which should be considered in analysis of the

information gathered in the evidence collection. (8)

8 A fast-growing manufacturing company now employs 150 people. Health and safety standards at the company are not good, as arrangements have

developed without professional advice in an unplanned way during the time of rapid growth. The company has, though, managed to avoid any serious accidents and, in the main, staff at all levels do not seem particularly concerned. Two employees, however, have recently experienced two separate near-miss incidents and have complained jointly to the Health and Safety Executive. A subsequent visit by an HSE inspector has resulted in the issue of three improvement notices. The Managing Director wishes to dismiss the employees (whom he has described as ‘troublemakers’) even though he accepts that their concerns were probably justified. (a) State the advice you would give the Managing Director with respect to

the proposed disciplinary action to the employees who have complained and give supporting reasons. (5)

(b) Outline the steps that should be taken to gain the support of the

workforce to improve the health and safety culture within the company. (15)



9 (a) Outline the use and limitations of fault tree analysis. (4)

(b) A machine operator is required to reach between the tools of a vertical hydraulic press between each cycle of the press. Under fault conditions,

the operator is at risk from a crushing injury due either (i) to the press tool falling by gravity or (ii) to an unplanned (powered) stroke of the press. The expected frequencies of the failures that would lead to either of these effects are given in the table below: Failure type Frequency (per year) Effect Flexible hose failure 0.2 a Detachment of press tool 0.1 a Electrical fault 0.1 b Hydraulic valve failure 0.05 a or b

(i) Given that the operator is at risk for 20 per cent of the time that the machine is operating, construct and quantify a simple fault tree to show the expected frequency of the top event (a crushing injury to the operator’s hand). (10)

(ii) If the press is one of ten such presses in a machine shop, state, with reasons, whether or not the level of risk calculated should be tolerated. (4)

(iii) Assuming that the nature of the task cannot be changed, explain how the fault tree might be used to prioritise remedial actions. (2)

10 Atom Chemicals Ltd engaged the services of an industrial cleaning company, Becom Cleaners Ltd, to clean their chemical processing vessel using Atom Chemicals’ own electrical cleaning equipment. The production supervisor of Atom Chemicals issued a permit-to-work for Becom Cleaners to undertake the work. The vessel cleaning operation involved the use of flammable solvents and a Becom Cleaners’ employee was badly burned whilst using the electrical equipment. (a) Identify and explain the possible breaches of the Health and Safety at

Work etc. Act 1974 and the Management of Health and Safety at Work Regulations 1999 by:

(i) Atom Chemicals; (8)

(ii) Becom Cleaners; (6)

(iii) Individuals. (2)

(b) Make reference to relevant case law and explain the relevance in this

case. (4)



11 A new chemical plant which falls within the scope of the Control of Major Accident Hazards (COMAH) Regulations 1999 is being planned. The manufacturing process will involve toxic and flammable substances. The plant is near to a residential area. Identify the issues to be considered in the development of an emergency plan to minimize the consequences of any major incident. (20)



6.2 Unit B sample paper: Hazardous agents in the workplace THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH

NATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY

Unit B: Hazardous agents in the workplace

[DATE] 3 hours, 0930 to 1230

10 minutes reading time is allowed before the start of the examination. You may not write anything during this period.

Answer both Section A and Section B

SECTION A






1 (a) Compare and contrast the following epidemiological methods: (i) Retrospective Cohort Study and (3)

(ii) Prospective Cohort Study. (3) (b) Outline factors that may affect the reliability of these epidemiological

methods. (4)

2 The term Workplace Exposure Limit (WEL) is defined by the Control of Substances Hazardous to Health (COSHH) Regulations 2002 (as amended). (a) Explain what this term means in practice. (3) (b) Use the data below to calculate the 8 hour TWA exposure to flour dust

of a bakery operative. Your answer should include detailed working to show your understanding of how the exposure is determined. (7)



Working Period

(Total shift time = 8hours) Tasks undertaken by

bakery operative Exposure to Flour dust (mg/m3 )

8.00 - 10.30 Weighing ingredients 20 10.30 - 10.45 Break 10.45 - 12.45 Charging the mixers 30 12.45 - 13.45 Lunch 13.45 - 15.45 Cleaning equipment 25 15.45 - 16.00 Assisting maintenance staff 0 (assumed)

Assume that exposure is zero during break times.

3 Hand-Arm Vibration Syndrome (HAVS) can be caused by frequent and prolonged use of hand-held power tools.

(a) Identify the symptoms of Hand-Arm vibration syndrome. (2)

(b) Outline a hierarchy of control measures that could be used to minimise the risks to employees of developing HAVS when using such power

tools. (8)

4 The risk of contracting Weil’s Disease (Leptospirosis) is a concern to windsurfers at a local water sports centre. Provide advice to these windsurfers which outlines:- (a) the ill-health effects associated with this disease; (2) (b) why windsurfers might be at risk; (2)

(c) practical steps that instructors can take to minimise the risks to themselves. (6)

5 Low Power lasers are widely used to read bar-code labelled products at checkouts in retail premises. There is no specific regulatory legislation relating to the use of laser products. (a) Identify the statutory legislation that should be considered by

retailers in relation to the use of these laser products. (2)

(b) Outline the design features and the procedural controls that should

be in place to ensure the safe operation and the maintenance of this equipment. (8)



6 Here is an audiogram for an adult worker:

(a) Explain what is meant by ‘threshold shift’. (2)

(b) What does the shape of the audiogram show? (2)

(c) Identify the benefits and limitations of audiometry as part of a

hearing conservation programme. (3 + 3)

SECTION B This section contains five questions. Answer THREE questions only.





7 A slightly corrosive solution is used as a treatment in part of a manufacturing process. The solution is applied by hand brushing. Alternative methods of application have been found to be impracticable.

(a) Outline the factors that should be considered in the selection of

personal protective equipment. The equipment should ensure that the skin and the eyes of those involved in the process are adequately protected.

(10) (b) Identify the content of a training programme that will assist employees to use the PPE correctly. (5) (c) List a range of practical measures (other than training) that can be taken

to encourage the use of the protective equipment and maintain its effectiveness. (5)



8 In a manufacturing process workers use a range of solvents.

(a) Outline the issues that should be considered and the information which should be consulted when preparing a Control of Substances Hazardous to Health (COSHH) risk assessment for this situation. (6)

(b) Describe an overall monitoring strategy that could be used to assess

the actual exposure of the process workers to solvent vapours. (6)

(c) Explain how the range of data obtained might be interpreted in order to determine the acceptability of such exposures and the adequacy of current controls. (8)

9 A parcel sorting depot is experiencing a high number of manual handling related injuries. The employees handle a large number of different parcels

and packages each day. (a) Identify the different types of hazard that may be inherent in the

loads being handled. (6) (b) In order to reduce the manual handling the employer has decided to

Invest in a range of non-powered handling devices, (eg, trolleys, trucks, etc). Explain what steps should be taken when selecting such devices and introducing their use. (10)

(c) Outline a range of other control measures that could be introduced to further minimise the risks associated with manual handling. (4)

10 Drug and alcohol misuse can adversely influence performance at work, even when the misuse takes place outside of the workplace.

(a) Outline specific signs that an employer can look for when attempting to identify if an employee has a drug or alcohol misuse problem. (7) (b) As a health and safety adviser you have been asked to prepare a company policy on drug and alcohol misuse. Outline the key points that such a policy should include. (10) (c) Identify the types of circumstances in which an employer may consider

using drug screening and testing as part of their approach to managing drug and alcohol misuse. (3)



11 A soft drinks manufacturer employs 400 people undertaking a range of

different jobs including production, warehousing, delivery and administration. It has been noted that there are significant risks to staff from noise, manual handling / ergonomic issues and pressure of work and also high levels of sickness absence.

(a) Outline the benefits, composition, role and possible functions of an Occupational Health Service within this organisation. (12) (b) What contribution could an Occupational Health specialist make

in addressing the risks to staff from stress, manual handling / ergonomic issues and noise? (8)



6.3 Unit C sample paper: Workplace and work equipment safety

THE NATIONAL EXAMINATION BOARD IN OCCUPATIONAL SAFETY AND HEALTH

NATIONAL DIPLOMA IN OCCUPATIONAL HEALTH AND SAFETY

Unit C: Workplace and work equipment safety

[DATE] 3 hours, 0930 to 1230

10 minutes reading time is allowed before the start of the examination. You may not write anything during this period.

Answer both Section A and Section B

SECTION A






1 Outline the issues that need to be addressed when planning a fire Evacuation procedure for an office building occupied by a number of different companies. Your answer should include examples where appropriate. (10)

2 The investigation of an accident at a food processor handling corn starch products concluded that the explosion had taken place in two stages, a preliminary explosion followed by a more severe secondary explosion. (a) Identify the principles underlying the control measures that may be

needed to prevent or minimise the effects of such an accident. (3)

(b) For each of the principles identified, suggest control measures which are based upon the principle. (7)



3 Outline the main design features of a workplace designed to reduce the risk of injury associated with internal transport. (10)

4 (a) Identify the particular aspects of a working environment that may increase electrical risks. (5)

(b) Outline the means by which protection is afforded by, and the limitations of, the following:

(i) intrinsically safe equipment;

(ii) flame proof electrical equipment. (5)

5 (a) Outline the duties of designers under the Construction (Design and Management) Regulations 1994. (6) (b) Explain the importance of the designer’s role to health and safety. (4) 6 Outline the factors that should be considered to ensure the safe operation

of a bench-mounted circular saw. (10)

SECTION B This section contains five questions. Answer THREE questions only.





7 (a) With reference to the Pressure Systems Safety Regulations 2000 explain what is meant by a ‘pressure system’. (4)

(b) Describe common causes of structural failure in pressure systems. (8) (c) Outline the technical and procedural measures to minimize the

likelihood of failures in pressure systems. (8)

8 The physical and chemical properties of liquefied petroleum gas (LPG) dictate a number of precautions which should be taken in the storage of LPG in cylinders.

(a) Select four of these properties and explain how one of the precautions

is related to each property. (8)

(b) Give, with reasons, additional precautions for the safe storage of LPG in cylinders. (12)



9 (a) Outline the causes of instability in fork-lift trucks (FLT). (10)

(b) Describe the different stages of training which FLT operators should

undergo if they are to be able to use a variety of fork-lift trucks. (7) (c) Give three situations in which refresher training for fork-lift truck

drivers would be appropriate. (3)

10 (a) Outline the dangers against which protection is provided by a fuse in an electric circuit and explain how such protection is achieved. (3)

(b) With respect to UK mains voltage electricity, describe the methods

and devices other than fuses designed to improve electrical safety. (11) (c) Describe the precautions which should be taken when maintaining or repairing electrical systems. (6)

11 As part of its water treatment system, a manufacturer is to install a plant suitable for the reception and storage of sulphuric acid and caustic soda, both of which will be delivered in bulk tankers. Both of these substances are highly corrosive and can react together violently. Outline the safety provisions required for:

(a) the design; (10)

(b) the operation, and (6)

(c) the maintenance (4) of the proposed storage facility.



7. Appendices Appendix 1: Role description of occupational health and safety practitioners Clearly communicated expert advice from appropriately qualified health and safety practitioners is an essential component in defining the safety, health and welfare policies of employers, ensuring that high standards of occupational safety and health are achieved and maintained. Safety and health professionals are known by a variety of titles, from safety and health practitioner or adviser, through to safety, health and environmental director, reflecting varying demands and levels of responsibility. They work across the full spectrum of industry and commerce, and in organisations varying in size from multinational corporations to small consultancies. Occupational safety and health professionals may work with directors, managers and team leaders to ensure that an organisation complies with relevant legislation as a minimum standard. Understanding and interpreting new legal requirements is often part of the practitioner’s role. The challenge for safety and health advisers is to keep on top of legal and other developments and work out what the implications may be, well in advance of having to implement changes. Practitioners may also advise on priority-setting for safety and health programmes. The work of safety and health professionals should complement the safety and health responsibilities of other managers. Practitioners may act in an advisory capacity on occupational safety and health management policy at board level. At managerial and supervisory level, safety and health professionals may advise on the implementation of remedial measures suggested by risk assessments. Particular responsibilities may include the development of safe working systems and procedures, carrying out or supervising risk assessments and health surveillance programmes, or the development and delivery of training. Working proactively, practitioners strive to promote a culture of safe working within an organisation, aiming to enhance workforce attitudes towards safety and health. Occupational safety and health is very much a multi-disciplined profession, with practitioners specialising in, for example, ergonomics, risk management, safety auditing or occupational hygiene. Depending on the industry, they typically need to combine technical or scientific expertise with effective management, problem-solving and communication skills. It is part of every safety and health practitioner’s role to know when to call in external assistance on specialist matters beyond his or her normal remit. Not all safety and health professionals work full-time from within an organisation. Competent and experienced safety and health consultants may advise small and medium-sized enterprises (SMEs) on safety and health management, perhaps in support of personnel who deal with basic safety and health issues in low risk areas on a part-time basis. Health and safety enforcement officers – working for the Health and Safety Executive (HSE) or local authorities – operate from a similar skills base to practitioners within commerce and industry, but with additional competencies relating to law enforcement.



Appendix 2: The National Examination Board of Occupational Safety and Health (NEBOSH) NEBOSH – The National Examination Board in Occupational Safety and Health – is a company limited by guarantee and a registered charity that was formed in 1979 as an independent examining board and awarding body. NEBOSH now offers a comprehensive range of vocationally-related qualifications designed to meet the health and safety training needs of all places of work in both the private and public sectors. NEBOSH publishes syllabuses for courses in occupational safety and health of two main types: a professional Diploma level – The NEBOSH National Diploma in Occupational Health & Safety – and a Certificate level – The NEBOSH National General Certificate in Occupational Health and Safety. NEBOSH also offers specialist qualifications - The Diploma in Environmental Management, the Certificate in Fire Safety and Risk Management, the National Certificate in Construction Health and Safety and the International General Certificate in Occupational Health and Safety. NEBOSH sets and marks the examinations based on its syllabuses. The National Diploma is examined in January and July each year and also requires the satisfactory completion of an assignment. For the National General Certificate, ‘national’ examinations are offered in March, June, September and December and ‘local’ examinations on any date required by accredited course providers. NEBOSH does not offer courses but accredits course providers (such as colleges and private training organisations) to offer programmes of study that prepare candidates for NEBOSH qualifications. As a recognised awarding body, NEBOSH assessment procedures are approved and monitored by the regulatory authorities (Ofqual, DCELLS and CCEA), to ensure that its qualifications meet rigorous quality standards and comply with the best practice of the examinations industry. NEBOSH maintains Investors in People (IIP) status and is also an ISO9001:2000 registered organisation. The NEBOSH Advisory Committee includes nominees of the Institution of Occupational Safety and Health (IOSH), bodies of Further and Higher Education, and private sector training organisations. Organisations that nominate independent members to the Advisory Committee include the Health and Safety Executive (HSE), ENTO (formerly the Employment National Training Organisation), the Environment Agency (EA), the Confederation of British Industry (CBI), the Trade Union Congress (TUC), the National Federation of Health and Safety Groups and the International Institute of Risk and Safety Management (IIRSM). It also includes a recent Diploma graduate representing the interests of NEBOSH candidates. Strategic management of NEBOSH is overseen by a group of nine members of the Advisory Committee known as the Directors and Trustees, including at least two members nominated by Colleges of Further and Higher Education and at least two members nominated by private sector course providers. The Directors and Trustees always include the Chairman and Vice-Chairman of the Advisory Committee, and by custom and practice, the Chairman of the Advisory Committee has always been the Chairman of the Directors and Trustees, thus ensuring effective co-ordination between the two.



Appendix 3: The Institution of Occupational Safety and Health (IOSH)

Founded in 1945, the Institution of Occupational Safety and Health (IOSH) is a leading international professional body for health and safety practitioners, with over 30,000 members. The Institution works to advance the health, safety and welfare of people at work, and those affected by work activities. Clearly communicated expert advice from qualified occupational safety and health practitioners is essential in defining employers’ health and safety policies, priorities and implementation strategies. But health and safety is not just the practitioner’s responsibility – it is part of everybody’s working life. IOSH is committed to promoting protection from workplace hazards at every level. The Institution works to promote excellence in the discipline and practice of occupational safety and health. It allows entry to appropriate categories of membership in recognition of technical and professional competence and experience, and provides facilities to maintain and enhance skills and knowledge. IOSH offers a range of support services and products to its members and affiliates: • A free technical enquiry service • A free monthly magazine (The Safety and Health Practitioner) • A biannual journal • Professional development courses and conferences • Health and safety training • A continuing professional development programme • Regional and specialist group networks • Publications • A free legal helpline • Discussion forums on the IOSH web-site including one aimed at study support. Those studying for the NEBOSH National Diploma may find it useful to affiliate to the Institution. Affiliates may attend IOSH local branch meetings, participate in seminars and conferences at discounted rates, use the technical helpline service and receive the monthly magazine, The Safety and Health Practitioner. The Institution of Occupational Safety and Health The Grange, Highfield Drive, Wigston, Leicestershire LE18 1NN tel: +44 (0)116 257 3100 fax: +44 (0)116 257 3101 email: [email protected] website: www.iosh.co.uk


mailto:[email protected]



Appendix 4: General guidance on examination technique Preparation for the examination in terms of diligent study, successful completion of assignments (and other coursework requirements), and structured revision are naturally all essential elements of examination preparation. The focus here, however, is on the need for candidates to familiarise themselves with the format and requirements of the examination papers in order to prepare a strategy for approaching the examination on the day. The development of good examination technique is of crucial importance in this respect and applies equally to each of the National Diploma units assessed by written examination (Units A , B and C). The structure of each of the three 3-hour unit examination papers is outlined below: Section A Six structured and/or short-answer questions (all questions compulsory). This is

designed to test breadth of knowledge across the full range of elements within the syllabus.

Section B Long-answer, essay-type questions (three questions to be answered from a choice of

five). This is designed to test depth of knowledge across the full range of elements within the syllabus.

For each paper, the short-answer questions are designed primarily to test the breadth of candidates’ knowledge of the syllabus, and the essay-style questions the depth. The former are mandatory while the latter allow the candidate a choice of question, with the paper structured to ensure that each of the key subject areas within the syllabus is assessed (Example examination question papers are provided at section 6). Candidates should note that the two sections of the paper are equally weighted so care should be taken not to spend an excessive amount of time on a single section. However, in terms of the marks available, providing an incomplete answer to a question on section A will have less serious consequences than being unable to answer one of the section B questions due to pressure of time. As stated above, section A of each unit paper comprises six short-answer questions. Time management is essential in order to answer all the questions in sufficient detail within the time available. Answers to section A questions should show that the main issues relating to the subject of the question are recognised but candidates are not required to go into great depth on any of these issues: Marks are available for providing a certain level of detail − sufficient to show why the issue identified is relevant − but beyond this there are no further marks to be awarded. Section B of each unit paper comprises a choice of three from five essay-style questions. When making their choice, candidates should not be influenced solely by the subject matter of a particular question but must ensure that their knowledge of that subject extends to the specific aspects addressed by the question. Nothing will be gained by demonstrating an in-depth knowledge of aspects of irrelevant subject areas. Significantly more time should be devoted to each of the essay-style questions than to each of the compulsory short-answer questions. Examiners will expect answers to be given in greater depth to justify the additional marks. The amount of detail that might be accepted as sufficient for a satisfactory answer to a section A question will be considered inadequate in section B. Here, candidates are given the opportunity to demonstrate not only that they are able to identify the relevant issues but also develop them in some depth.



Before starting an answer, candidates should read the question carefully, and re-read it until they are certain that they understand exactly what is being asked. Every word of the question is there for a reason, and much depends on taking note of the signposts contained in the question. Whilst writing an answer, candidates may have to return to the question several times in order to ensure continued relevance. Under the stressful conditions of an examination, it can be easy to misunderstand a question or to allow answers to deviate from the subject. All too often, Examiners are faced with what would have been an excellent answer to a different question. In such situations, the Examiners are unable to award marks and the candidate has consumed valuable time without gaining credit. Candidates should pay close attention to the ‘action verb’ or instruction in each question, for these define the depth of answer required. Many of the short-answer questions start with the instruction to ‘outline’ or ‘identify’, which is indicative of the fact that little depth is required. Even here, though, candidates should note the differences between the instructions. Candidates who, for instance, provide a simple list of points when an outline is required will not be able to take full advantage of the available marks. For the essay-style questions, use will usually be made of other instructions such as ‘describe’ or ‘explain’. ‘Bullet point’ answers to questions such as these will be considered unsatisfactory. Occasionally, specific instructions − for example, to draft a management brief − are given. Credit will be given to answers that follow such instructions for, again, there is a reason for their inclusion. Issues identified in a management brief, for instance, should be explained and justified in such a way that a person unfamiliar with occupational health and safety will understand their relevance and significance. Some questions are divided into two or more parts, where the marks available for each part are clearly shown. Candidates should use the allocation of marks to guide their efforts and they should not spend a disproportionate amount of time on a part that offers few marks when more marks are available elsewhere. It should be noted that some essay-style questions may relate to a scenario. It is important to remember that this is used as a signpost both to direct and to constrain an answer and that generalised answers which do not make specific reference to the situation described will earn few marks. Candidates should try to picture the scene in their minds whilst answering the question in order to focus on the key issues more easily. Inevitably, answers that bear a coherent structure fare better than those that are disjointed and/or where points are jotted down as they come to mind. In order to produce a structured answer, candidates need to think clearly about what is being asked. Very often, particularly for essay-style questions, candidates will need to use an answer plan in order to ensure that all relevant points are identified in the actual answer. The form that this plan takes is a matter of personal preference but it is important, having identified the key points, that they are not forgotten and candidates should continually refer back to the plan whilst writing their answer. There is no need to cross out an answer plan since it may contain a creditworthy point that has not been developed in the full answer (due to pressure of time, perhaps). However, it will help the Examiner if an answer plan is headed as such.



Candidates who do not have recent experience of examinations at this level will have a particular need to develop their examination technique. Opportunities that are made available by course providers to do this should be eagerly taken, and advice given by tutors that reinforces, or adds to, the pointers given here should be absorbed. It should be emphasised that Examiners have no hesitation in awarding marks when they are deserved. The ease with which they are able to do this, however, rests with the candidate. Although a good knowledge of the breadth and depth of the Diploma syllabus is vital, success in the examination ultimately depends upon the ability to demonstrate knowledge and understanding in a logical and meaningful way.



Appendix 5: Relationship of the National Diploma to the National General Certificate The NEBOSH National Diploma provides a professional qualification route for health and safety practitioners and is accredited by Ofqual, DCELLS and CCEA at Level 6 in the National Qualifications Framework (NQF). The NEBOSH National General Certificate (NGC) is a qualification for managers, supervisors and other non-specialists, to enable them to discharge more effectively their organisational duties or functions with respect to occupational health and safety. It is accredited at Level 3 in the National Qualifications Framework (NQF). It is not intended as a professional qualification for occupational health and safety practitioners. NEBOSH recognises that some holders of the NEBOSH National General Certificate may wish to progress to a professional qualification route, such as the NEBOSH National Diploma. While undertaking the NGC is not mandatory in order to enrol on the National Diploma, it is strongly recommended given the Diploma syllabus assumes knowledge equivalent to having undertaken such a programme of study. Information on the NEBOSH National General Certificate is available from the NEBOSH website (www.nebosh.org.uk) or on request. Holders of the National General Certificate who can demonstrate at least 5 years in a health and safety role are eligible to apply for entry to the grade of Technician (Tech IOSH) with the Institution of Occupational Safety and Health (IOSH). The NGC also satisfies the eligibility requirements for Associate membership of the International Institute of Risk and Safety Management (AIIRSM). Holders of the National Diploma may apply for Graduate membership (Grad IOSH) of the Institution of Occupational Safety and Health (IOSH - www.iosh.co.uk), and on completion of a programme of Continual Professional Development (CPD) can achieve Chartered Safety and Health Practitioner status as a Chartered Member of IOSH (CMIOSH), the major UK professional body in the field. Chartered Member status reflects the competence demanded of professionals in health and safety management or leadership positions. The National Diploma is also accepted by the International Institute of Risk and Safety Management (www.iirsm.org) as meeting their requirements for full membership (MIIRSM).




http://www.iirsm.org/


Appendix 6: Approved standard ‘Occupational Health and Safety Practice’ The ‘Occupational Health and Safety Practice’ National Occupational Standard (NOS) was approved in 2002 by the Employment National Training Organisation (ENTO). The ‘Occupational Health and Safety Practice’ standard is intended for people seeking professional competence as health and safety practitioners. While the syllabus for the NEBOSH National Diploma has been designed to cover the underpinning knowledge for all sixteen units of the level 4 standard (see page 14), in order to provide a coherent and cohesive structure to the course, and to avoid unnecessary repetition of material, the ENTO units do not form discrete parts of the Diploma syllabus – although some syllabus units will of course have more relevance than others to individual ENTO units. The table below lists the sixteen unit titles and their elements:

Unit G3: Evaluate and develop own practice

G3.1 Evaluate own practice

G3.2 Identify self-development needs

Unit H1: Develop and review the organisation's health and safety strategy*

H1.1 Identify external factors which have an impact on health and safety

H1.2 Identify and plan an appropriate change process for health and safety

H1.3 Implement the change process

Unit H2: Promote a positive health and safety culture

H2.1 Gain commitment to a positive health and safety culture

H2.2 Develop and implement links with appropriate people and groups on health and safety matters

Unit H3: Develop and implement the health and safety policy

H3.1 Define the statutory and practical health and safety requirements

H3.2 Develop the health and safety policy

H3.3 Implement the health and safety policy



Unit H4: Develop and implement effective communication systems for health and safety information

H4.1 Develop and implement communication systems for health and safety information into your organisation

H4.2 Develop and implement communication systems for health and safety information within your organisation

H4.3 Develop and implement communication systems for health and safety information out of your organisation

Unit H5: Develop and maintain individual and organisational competence in health and safety matters

H5.1 Conduct health and safety competence needs analysis

H5.2 Specify and ensure health and safety training needs

Unit H6: Identify and evaluate health and safety hazards

H6.1 Identify and evaluate health hazards

H6.2 Identify and evaluate safety hazards

Unit H7: Assess health and safety risks

H7.1 Determine health risks

H7.2 Determine safety risks

Unit H8: Determine and implement health and safety risk control measures

H8.1 Determine and implement risk control measures

H8.2 Develop and implement safe systems of work

Unit H9: Develop and implement active monitoring systems for health and safety

H9.1 Develop and implement inspection and monitoring systems for health and safety active performance monitoring

H9.2 Keep key stakeholders informed of health and safety active performance monitoring outcomes



Unit H10: Develop and implement reactive monitoring systems for health and safety H10.1 Develop and implement health and safety loss event reporting and

recording systems

H10.2 Develop and implement health and safety loss investigation systems and procedures

H10.3 Carry out statistical and epidemiological analyses

H10.4 Keep stakeholders informed of health and safety reactive performance monitoring outcomes

Unit H11: Develop and implement health and safety emergency response systems and procedures

H11.1 Develop and implement health and safety emergency response procedures

H11.2 Develop and implement procedures for the control of a health and safety emergency

Unit H12: Develop and implement health and safety review systems

H12.1 Ensure that each part of the health and safety management system is working as intended

H12.2 Ensure that the health and safety management system as a whole is working as intended

Unit H13: Develop and implement health and safety audit systems

H13.1 Prepare to audit the health and safety management system

H13.2 Carry out a health and safety audit in accordance with the agreed specification

H13.3 Make recommendations based on the results of a health and safety audit

Unit H14: Contribute to health and safety legal actions*

H14.1 Contribute to the defence of a health and safety criminal action

H14.2 Contribute to a health and safety civil action



Unit H15: Influence and keep pace with improvements in health and safety practice*

H15.1 Identify new developments in health and safety

H15.2 Influence professional colleagues on health and safety matters

Unit H16: Develop and implement systems and procedures to minimise environmental impact of the organisation*

H16.1 Identify the hazards and assess the risk of environmental impact

H16.2 Determine environmental impact control measures and active and reactive performance monitoring

H16.3 Develop, implement and test emergency procedures for environment impact events

H16.4 Keep stakeholders informed of environmental protection measures *Optional units For further information please contact: Employment National Training Organisation (ENTO) Kimberley House, Vaughan Way, Leicester LE1 4SG tel: +44 (0)116 251 7979 fax: +44 (0)116 251 1464 email: [email protected]: www.ento.co.uk


mailto:[email protected]

http://www.ento.co.uk/


Appendix 7: Key Skills Summary statement on key skills signposting Key skills are a range of essential generic skills that underpin success in education, employment, lifelong learning and personal development. They are practical, applied skills relevant both to young people and to adult learners. The table below shows suggested key skills development opportunities for each element of the level 6 Diploma syllabus. There are six key skill areas, each shown as key skill level 3 or 4. Descriptions of key skills that follow the table were taken from the revised Key Skills specifications released by the Qualifications and Curriculum Authority (QCA - www.qca.org.uk) in September 2004. All sub-paragraphs of key skills descriptions apply and should be used where practicable.

Syllabus element

Application of number

Commu-nication

Information technology

Improving own learning/ performance

Problem- solving

Working with

others CS1 C 4 IT 3 LP 3 WO 3CS2 C 4 IT 3 LP 3 PS 3 WO 3

A1 C 4 A2 N 3 C 4 IT 3 PS 3 WO 3A3 N 3 C 4 IT 3 LP 3 PS 3 A4 N 3 C 4 IT 3 PS 3 WO 3A5 N 3 C 4 IT 3 PS 3 WO 3A6 C 4 WO 3A7 C 4 A8 C 4 A9 C 4 A10 N 3 C 4 IT 3 LP 3 PS 3 WO 3

B1 C 4 IT 3 WO 3B2 N 3 C 4 IT 3 PS 3 B3 N 3 C 4 PS 3 B4 C 4 PS 3 WO 3B5 N 3 C 4 PS 3 WO 3B6 C 4 PS 3 WO 3B7 N 3 C 4 IT 3 PS 3 WO 3B8 N 3 C 4 IT 3 PS 3 WO 3B9 C 4 PS 3 WO 3B10 C 4 PS 3 WO 3

C1 C 4 PS 3 WO 3C2 N 3 C 4 PS 3 WO 3C3 N 3 C 4 PS 3 WO 3C4 N 3 C 4 PS 3 C5 N 3 C 4 IT 3 PS 3 WO 3C6 C 4 IT 3 PS 3 WO 3C7 C 4 PS 3 C8 N 3 C 4 PS 3 WO 3C9 C 4 PS 3 C10 N 3 C 4 IT 3 PS 3 WO 3

D C 4 IT 3 LP 3 PS 3


http://www.qca.org.uk/


Notes on selection of key skills and their levels 1 The key skills listed in the table above have been selected on the basis of a close

match with the content and depth of the various elements of the syllabus. However, it is open to accredited course providers to seek and implement additional, or alternative, key skills development opportunities with their candidates, particularly where these can more conveniently be accommodated within existing teaching methods, house style and so on.

2 Rather than selecting a pre-determined single level for key skills signposting – for

instance, that of the Diploma (ie, level 4) – each key skill at level 3 and 4 has been individually assessed to determine the extent to which it matches each element of the syllabus. The outcome is the selection of level 3 in all but one case – ‘Communication’. For this skill, it is considered that operation at level 4 is not only achievable but also entirely appropriate for a professional health and safety practitioner. For similar reasons, it could be argued that ‘Working with others’ should be set at level 4 – reflecting the need for a credible approach that both engages with and gains support from others – and accredited course providers are encouraged to examine this possibility should the structure of their programme allow it. So far as the remaining key skills are concerned, while level 4 is arguably not essential, attainment to at least level 3 is highly desirable and therefore strongly recommended.

3 Although brief descriptions of key skills are provided below at both levels 3 and 4 –

with the selected levels appearing in italics for ease of reference – course providers are strongly encouraged to refer to the QCA website (www.qca.org.uk) for full details of these requirements, many of which are quite specific in nature.

Abbreviated descriptions of key skills at levels 3 and 4 Application of number N 3.1 plan activity and obtain relevant information from relevant source N 3.2 use this information to carry out multi-stage calculations N 3.3 interpret results, present findings and justify methods used N 4.1 develop strategy for number skills over extended period of time N 4.2 monitor progress and adapt strategy in work involving deductive and inferential

reasoning and algebraic modelling N 4.3 evaluate strategy / present outcomes, using graphs, etc, to illustrate complex data. Communication C 3.1 read information from documents on same subject – at least two documents of at

least 1,000 words C 3.2a take part in group discussion C 3.2b make formal presentation of more than 8 minutes using image or other support

material C 3.3 write different types of documents on complex subjects – one document of at least

1,000 words


http://www.qca.org.uk/


C 4.1 develop strategy for communications skills over extended period of time C 4.2 monitor progress and adapt strategy in work involving at least one group discussion

and one document of more than 1,000 words, both about a complex subject C 4.3 evaluate strategy and present outcomes, using at least one formal oral presentation

– and including variety of verbal, visual and other illustrative techniques. Information technology IT 3.1 search for information using different data sources – one with multiple search

criteria IT 3.2 enter and develop information and derive new information IT 3.3 present the information IT 4.1 develop strategy for IT skills over extended period of time IT 4.2 monitor progress and adapt strategy, using IT for two different, complex purposes IT 4.3 evaluate strategy and present outcomes, using at least one presentation showing

integration of text, images and number. Improving own learning and performance LP 3.1 set targets using information from appropriate people and plan how to meet them LP 3.2 take responsibility for learning using plan to meet targets / improve performance LP 3.3 review progress and establish evidence of achievements LP 4.1 develop strategy for improving own learning and performance LP 4.2 monitor progress and adapt strategy to improve performance LP 4.3 evaluate strategy and present outcomes of learning. Problem-solving PS 3.1 explore a problem and identify different ways of tackling it PS 3.2 plan and implement at least one way of solving the problem PS 3.3 check if problem has been solved and review approach to problem-solving PS 4.1 develop strategy for problem solving PS 4.2 monitor progress and adapt strategy for solving the problem PS 4.3 evaluate strategy and present outcomes of problem-solving skills. Working with others WO 3.1 plan work with others WO 3.2 develop co-operation and check progress towards objectives WO 3.3 review work with others and agree ways of improving collaboration WO 4.1 develop strategy for working with others WO 4.2 monitor progress and adapt strategy to achieve agreed objectives WO 4.3 evaluate strategy and present outcomes from work of self and others.


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