BTEC Level 3 National Engineering Teaching Resource Pack Unit 1

Unit 1 Health and safety in the engineering workplace

BTEC Level 3 National Engineering

1 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit overview Credits: 10

This unit gives learners an understanding of the key features of health and safety legislation and regulations and how these are applied in engineering to ensure safe working conditions.

The unit could form a key component in many learning programmes since the content is highly applicable to many manufacturing, engineering and industrial situations. The unit includes the roles and responsibilities of persons involved in engineering, and the association between hazards and risks within the workplace and the environment.

Delivery can be by PowerPoint presentation, whole-class teaching, group discussion and individual research.

On completion of this unit, learners will: LO1 Understand the key features of health and safety legislation and regulations LO2 Know how to identify and control hazards in the workplace LO3 Be able to carry out a risk assessment, identifying control measures LO4 Understand the methods used when reporting and recording accidents and incidents

Unit contents The scheme of work for this unit links to the following resources to help you deliver Unit 1.

LO1 LO2 LO3

LO4

Lesson plan LP

Activity sheet AS1–AS7 AS8–AS13

Stretch and support SS1–SS7 SS8–SS10

PowerPoint PPT

Video component TVC6, Web9, 10, 11 VWS1 Web9, 10 VWS 1

All of these resources can be found on the accompanying @t Work CD-ROM, as well as an editable version of the scheme of work and answers to questions in the Student Book.

Learning outcome can be covered by assessment activity 1.2 from the Student Book, and learning outcome 4 by assessment activity 1.3.

Links to other units Unit 1 links to a number of other units, as shown below, and provides a lot of opportunities to cross-reference and combine assignment work for these units.

● Unit 12 Applications of mechanical systems in engineering

● Unit 15 Electro, pneumatic and hydraulic systems and devices

● Unit 20 Engineering primary forming processes



● Unit 21 Engineering secondary and finishing techniques and processes

● Unit 22 Fabrication processes and technology

Unit delivery Delivery can be achieved through front-of-class teaching and group and individual working. Use of discussion after inspection of working environments would benefit the learning experience.

It would be appropriate for the unit to be taught with some practical applications, for example the identification of the hazards and associated risks in a hands-on experience within an engineering workshop. This will have the effect of bringing the unit to life through use of the relevant tools and machinery used by practising engineers. The learner can be given support and guidance while carrying out a range of simple engineering tasks. The tasks will allow the learner to prepare the environment, prepare for the activity and complete the task within the requirements of the unit.

Use of the internet to research health and safety legislation and regulations would be highly beneficial, as well as cost saving in resources. The scheme of work indicates the various areas of teaching.

Assessment The assessment process

The unit requires the completion of some assignments; three have been included as the number suggested in the outline learning plan. All assignments are assessed internally.

The three included assignments are based on health and safety legislation, risk assessment and the reporting of accidents. Included are activity sheets to reinforce the learning and to help the learner to achieve these weekly activities. Those based on workplace environments give a real-life experience that will help when completing the assignments.

Evidence for assessment

Evidence of learners reaching the required criteria for each part of the unit content can be collected from case studies, assignments and activities. These should enable the learner to explore the application of legislation, regulations, hazards and associated risk in a typical engineering workplace. Three assignments and a number of activities are included in the unit and Teaching Resource Pack. These can also be adapted to suit the needs of a centre.

Grading

The grading criteria are shown in the unit specification under the heading Assessment and grading criteria. Careful reading of this and cross-checking with the assessment method in the Programme of suggested assignments will assist the grading of work produced by learners.

The pass grade specifies the minimum acceptable level required by learners. This minimum acceptable level should demonstrate that the learner has an understanding of health, safety and welfare issues as applied to engineering processes and companies. They need to be able to explain the key features of legislation, the roles and responsibilities of key individuals, and show an understanding of the connection between hazards, associated risks and the possibility of accidents.

Achievement of merit and distinction grades requires learners to provide answers that demonstrate additional depth and/or breadth of understanding of the topic area.



The three assignments included in the unit and the Teaching Resource Pack evidence the required levels for pass, merit or distinction, so they can be used as a model for other assignments.

Useful resources

Information on health and safety legislation can be resourced from:

● www.hse.gov.uk

● Spoodle: a specialised health and safety site

● Health and Safety at Work etc. Act 1974 (The Stationery Office) ISBN 978-0-10-543774-1

● Management of Health and Safety at Work Regulations (HSE) ISBN 978-0-7176-2488-1

● COSHH 2002 (HSE) ISBN 978-0-7176-2981-3

● PUWER 1998 (HSE) ISBN 978-0-7176-6285-2

● Personal Protective Equipment 1992 (HSE) ISBN 978-0-7176-6139-3

● Manual Handling Regulations 1992 (HSE) ISBN 978-0-7176-2823-X

● Workplace Health, Safety and Welfare Regulations 1992 (HSE) ISBN 978-0-11-886333-9

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Scheme of work Unit 1 Health and safety in the engineering workplace Broad aim: To give learners the opportunity to understand the application of health and

safety in an engineering workplace.

Tutor(s):

SB = Student Book

AS = Activity Sheet

AT = Active teach

PPT = Presentation

R = Research

NS = Non-supervised individual study time

Academic year:

Number of weeks: 30

Duration of session: 2 hours

Guided learning hours: 60

Credits: 10

Week Outcome/topic Content Learner activity Resources Assessment and PLTS

Stretch and support

1 LO1 Understand the key features of health and safety legislation and regulations

Introduction to Health and Safety at Work Act 1974

Whole class teaching: introduction of unit, scheme of work, assessment methods, features of H&S legislation, internet research

PPT01 and AS1 Health and Safety at Work etc. Act 1974

Hard copies of Health and Safety at Work Act

AS1 Health and Safety at Work etc. Act 1974

Independent enquirers

English, ICT

SS1 Health and safety law

2. LO1 Introduction to Employment Act 2002, Regulatory Reform (Fire Safety) Order 2005, Employment Equality (Age) Regulations 2006

Whole class teaching: introduction to the statutory acts and regulations. Use of internet

PPT01 and AS2 Fire detection and fire precautions in work areas

Hard copies of acts and regulations

AS2 Fire detection and fire precautions in work areas

Independent enquirers, effective participators

English, ICT

SS2 Fire detection and fire precautions

3 LO1 Introduction to Management of Health and Safety at Work Regulations 1999, PUWER 1998, COSHH 2002

Whole class teaching: introduction to statutory regulations

PPT01 and AS3 Checklist for differing types of work equipment in the area

Hard copies of regulations

Internet access

AS3 Checklist for differing types of work equipment in the area


ICT, English

SS3 Differing types of work equipment

4 LO1 Introduction to LOLER 1998, MHOR 1992 and PPE 1992

Whole class teaching: introduction to LOLER, MHOR, PPE

Internet research

AS4 Checklist for different types of PPE worn in a work area


AS4 Checklist for different types of PPE worn in a work area


ICT, English

SS4 Types of PPE

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Stretch and support

5 LO1 Introduction to Confined Spaces Regulations, Electricity at Work Regulations, Control of Noise at Work Regulations

Whole class teaching: introduction to Confined Space, Electricity at Work, Control of Noise Regulations

Internet research

AS5 Noise and sound, confined spaces and RIDDOR

Copies of regulations



ICT, English

SS5 Noise

6 LO1 Introduction to RIDDOR Working Time Regulations

Whole class teaching: introduction to RIDDOR





ICT, English

7 LO1 Introduction to Workplace (Health, Safety and Welfare) Regulations, First Aid Regulations Supply of Machinery Regulations 2008

Whole class teaching: introduction to the Welfare, First Aid and Machinery Supply Regulations

Use of internet

AS6 First-aid boxes and first aiders in a work area


AS6 First-aid boxes and first aiders in a work area


ICT, English

SS6 First-aiders in the workplace

8 LO1 Roles and responsibilities of employers and employees

Whole class teaching: explanations of roles and responsibilities of employers and employees from criminal and civil law, analysis of health and safety policy

Hard copies of HASAWA and H & S policies


ICT, English

9 LO1 Roles and responsibilities of HSE, span of authority and right of inspection

Whole class teaching: explanation of the authority and the rights of HSE Inspectors

Hard copy of HASAWA Effective participators

ICT, English

SS7 HSE inspectors’ rights on entry

10 LO1 Roles and responsibilities of management, subcontractors, public, suppliers, customers and visitors

Whole class teaching: explanation of roles and responsibilities of management, subcontractors, public, suppliers and customers from civil and criminal perspectives

AS7 Roles and responsibilities from the Health and Safety at Work etc. Act 1974 and organisational policies

SB Assessment activity 1.1, page 17

Hard copies of HASAWA and H & S policies

AS7 Roles and responsibilities from the Health and Safety at Work etc. Act 1974 and organisational policies

SB Assessment activity 1.1, page 17


ICT, English

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Stretch and support

11 LO2 Know how to identify and control hazards in the workplace

Introduction to hazards and risk controls in the workplace

Whole class teaching: analysis of hazards and risk

Hard copy of H & S policies Independent enquirers, effective participators

ICT, English

12 LO2 Within the workplace, methods to identify hazards, use of accident data, work methods

Whole class teaching: observation/discussion, accident data and work methods

Accident data sheets Independent enquirers, effective participators ICT, English

13 LO2. Working environment and harm: confined spaces, work over water and at heights

Whole class teaching: discussion of hazards, confined spaces, work over water, heights

AS8 Hazards from working over water and working at height

AS8 Hazards from working over water and working at height


ICT, English

SS8 Use of ladders

14 LO2 Working environment: workplace and harm, electrical hazards, chemicals and noise

Whole class teaching: discussion on hazards, electrical, chemicals, noise

AS9 Hazards – electrical and chemical

AS9 Hazards – electrical and chemical Independent enquirers, effective participators

ICT, English

15 LO2 Hazards that become risks: trivial and significant risk, cause harm, control measures

Whole class teaching: discussion on trivial and significant hazards, risks and control measures

AS10 Trivial versus significant risk

AS10 Trivial versus significant risk Independent enquirers, effective participators

ICT, English

SS10 Changing a car wheel

16 LO2 Hazards and risks: electrical safety, injury, body injuries

Whole class teaching: discussion on electrical hazards to body

AS11 Hazard of contact with electricity and its effects

AS11 Hazard of contact with electricity and its effects


ICT, English

17 LO2 Hazards, risks and control measures: circuit overloads, safety devices, RCD, fuses

Whole class teaching: discussion on electrical safety and control measures

AS12 Electrical safety and control measures

AS12 Electrical safety and control measures


ICT, English

SS9 DC/AC circuits

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Stretch and support

18 LO2 Hazards, risks, mechanical safety, injuries, rotating machinery, sharp edges

Whole class teaching: discussion on, hazards, human body, mechanical

AS13 Machinery hazard controls

AS13 Machinery hazard controls Independent enquirers, effective participators

ICT, English

19 LO2 Hazards, risks, mechanical safety, control measures, guards, fail safe, sensors

Whole class teaching: discussion on mechanical safety


ICT, English

20 LO3 Be able to carry out a risk assessment, identifying control measures

Risk assessment, machine operation and work area

Whole class teaching: discussion on risk assessment for machinery and work area

Working area Independent enquirers, effective participators

ICT, English

21 LO3 Risk assessments and control measures, procedures, substance, guarding, lifting, manual handling, inspections, PPE, training, working area

Whole class teaching: discussion on types of control measures

Working area, case studies Independent enquirers, effective participators

ICT, English

22 LO3 Week 1 risk assessment’s five steps: hazards, persons, risk evaluation, record, review

Whole class teaching: discussion on five steps to risk assessment.

HSE INDG 163 – Five Steps to risk assessment – see http://www.hse.gov.uk/pubns/indg163.pdf


ICT, English

23 LO3 Week 2 risk assessment’s five steps: hazards, persons, risk evaluation, record, review.

Whole class teaching: discussion on five steps to risk assessment.



ICT, English

24 LO3 Carry out risk assessments, evaluate risk and adequacy of control measures

Whole class teaching: carry out some research activities to evaluate risk and adequacy of control measures


Risk assessment sheets


ICT, English

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Stretch and support

25 LO3 Carry out risk assessments, evaluate risk and adequacy of control measures

Whole class teaching: carry out some research activities to evaluate risk and adequacy of control measures


Risk assessment sheets


ICT, English

26 LO3 Risk assessments SB Assessment activity 1.2, page 30 SB Assessment activity 1.2, page 30 Independent enquirers, effective participators

ICT, English

P3, P4, P5, P6, M2, M3, D1

27 LO4 Understand the methods used when reporting and recording accidents and incidents

Report and record accidents and incidents, keep records, competent persons, cost, consequences, trends causes, injury types, statistics

Whole class teaching, discussion of reporting and recording methods, costs of accidents, human consequences and outcomes, trends

Research major disasters Piper Alpha, Kings Cross, Kegworth


ICT, English

28 LO4 Report and record accidents and incidents, reporting procedure, RIDDOR Accident book and procedures

Whole class teaching. discussion of RIDDOR, accident book, report and record methods for near misses and dangerous occurrences

Copies of RIDDOR forms, accident book and procedural documents


ICT, English

29 LO4 Float week Float week Float week

30 LO4 SB Assessment activity 1.3, page 34 SB Assessment activity 1.3, page 34 Independent enquirers, effective participators

ICT, English

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Lesson plan – Unit 1 Health and safety in the engineering workplace – week 1 Aims To introduce learners to the unit

To introduce learners to the Health and Safety at Work etc. Act 1974

SB = Student Book AS = Activity sheet PPT = PowerPoint presentation

This is a 120-minute lesson.

Learning outcomes

• All learners will be able to understand the background to the Health and Safety at Work Act

• All learners will be able to clearly describe the function of the Act.

• Most learners will be able to describe and apply knowledge of the Act.

• Some learners will be able to explain the legal requirements and purpose of the Act.

Timing/ Content

Tutor activity Learner activity Resources Individualised activity/differentiation

PLTS Functional Skills

10 mins

Welcome

Welcome to the session and aims of the lesson written on the board.

Health and safety check

ECM check

Register

Learners settle and read aims

Whiteboard/Interactive whiteboard

PC/Pen

Welcome Welcome to the session and aims of the lesson written on the board

Health and Safety Check

ECM Check

Register

Learners settle and read aims

15 mins Tutor gives overview of unit, scheme of work and assessment methods

Learners settle – whole class teaching

Group discussion on unit

Introduction to key features of health and safety legislation

SB

Paper

Whiteboard/interactive whiteboard

Pen

PPT Facilities. Week 1

Learners may be grouped deliberately balanced or according to stretch and support needs

Team workers

Effective participators

Speaking and listening: make a range of contributions to discussions and make effective presentations in a wide range of contexts

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Timing/ Content

Tutor activity Learner activity Resources Individualised activity/differentiation

PLTS Functional Skills

30 mins Tutor gives introduction to Health and Safety at Work etc. Act 1974 by PowerPoint

Whole class teaching

Learners listening and making notes

Learners share ideas on ways to remember the Act

Learners ask questions

SB

Paper

Whiteboard/interactive whiteboard

Pen

PPT. Session 1 slides 1–13

Hard copies of Health and Safety at Work etc. Act 1974

Learners may be grouped deliberately to balance or according to stretch and support needs

Effective participators Speaking and listening: make a range of contributions to discussions and make effective presentations in a wide range of contexts

30 mins Tutor supervising internet access

Internet research of the Act

Internet access

AS1 Worksheet

Learners may be grouped deliberately to balance or according to stretch and support needs – AS1


Team workers

Access, search for and use ICT-based information and evaluate its fitness for purpose.

25 mins Tutor goes through the PowerPoint slides that are provided on Health and Safety at Work Act etc. 1974

Learners listening and making notes

Learners share ideas on ways to remember the Act

Learners ask questions

SB

PowerPoint supplied

Handouts

Pen

Paper

Projector/whiteboard

Learners may be grouped deliberately to balance or according to stretch and support needs


Team workers

Speaking and listening: make a range of contributions to discussions and make effective presentations in a wide range of contexts

10 mins

Plenary

Review the aims of the lesson with learners and go through the ‘Knowledge Check’

Learners reviewing learning points and answering ‘Knowledge Check’

SB


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Health and Safety at Work etc.

Act 1974 Look at each of the statements and tick in the box to show where the statement matches what you have learned about the Act. If you agree then tick the true box; if you disagree then tick the false box. If you are not sure then tick that box. Each correct ‘True’ tick is worth 4, each correct ‘False’ tick is worth 3 and ‘Not sure’ ticks are worth minus 1.

Statement True False Not sure

The Act became law on 1 October 1974.

Lord Robens chaired the committee that produced the Act.

The Act protects everybody at work.

An employee is in control of an organisation.

Employees supervise employers.

A contractor is a person with specialist skills.

Persons who comply with the law are breaking the law.

A person breaking the law could face fines and imprisonment.

Section 2 of the Act formalises the employer’s duties.

Totals

Add up your score and see how close it comes to 33, the total points available for this activity.

AS1



Fire detection and fire precautions

in work areas Investigate the work area and list types of fire precautions, fire detection and firefighting appliances or equipment. Note with a tick or cross in the last column whether the items have been maintained in any way. This could be evidenced by fingerprints on the item, or by reference to the site or facilities manager. Another example would be a date recorded on a sign on a fire extinguisher.

Fire precautions Yes Position/place Maintained

Fire doors

Emergency lighting

Safe condition signs

Instructions fire safety

Fire detection

Smoke detectors

Flame detectors

Firefighting

Extinguishers

Fire hoses

Fire blankets

Sprinkler systems

Inert gas systems

Increase your communication functional skills by drawing a floor plan of the work area showing the position of the fire precautions, fire detection and firefighting appliances or equipment.

AS2



Checklist for differing types of

work equipment in the area Investigate the work area for the types of work equipment listed below. Enter your findings while carrying out a visual inspection of the work equipment.

Types of work equipment

Your findings of the individual equipment and a comment on its condition

Hand tools

Machinery

Appliances

Powered tools

Assembly or components

Increase your communication functional skills by pasting photographs of the work equipment in this space.

AS3



Checklist for different types of

PPE worn in a work area Investigate a work area of your choice for different types of personal protective equipment (PPE) being used; list them below. Choose four different types of PPE and describe in each case the part of the body they are protecting.

Type of PPE Part of body Protection against Cost

To increase your ICT functional skills, search the internet for manufacturers or suppliers for each of your choice of PPE. Try to determine an approximate cost for each, and enter this in the last column.

AS4



Noise and sound, confined spaces

and RIDDOR Many people confuse noise and sound. Do you think that they are the same?

Complete the statement:

Noise is sound that persons do ______________________________

Sound is noise that persons do ______________________________

Write your definition of a confined space.

After researching RIDDOR on the internet, complete the table. Include four examples under each heading.

Reportable injuries Reportable dangerous occurrences

Reportable diseases

In your opinion, are there more deaths from accidents at work per year than from work-related ill health? Could you provide approximate figures for each?

Accidents at work Work related ill-health

AS5



First-aid boxes and first aiders in a

work area First aid is a legal requirement in all workplaces. Could you write a definition for first aid?

How would you know who are the first-aiders in a workplace?

Investigate a typical workplace to determine the location of the first-aid boxes. Then try to find out how often they are checked for their contents. Enter your findings below.

AS6



Roles and responsibilities from

the Health and Safety at Work etc.

Act 1974 and organisational

policies Describe in your own words the responsibilities for health and safety of the individuals shown.

Individual Responsibilities

Employer

Employee

Manufacturer

Describe in your own words two powers and two enforcement actions of a Health and Safety Inspector.

Two powers

1

2

Two enforcement actions

1

2

AS7



Hazards from working over water

and working at height Imagine that you are the Chief Engineer on a project to build a bridge across a 150 m wide tidal river. Discuss with your team the hazards that your employees could experience when working above the water. Select two hazards. Think about the control measures that you would need to put in place to protect your employees. Use the table below to record your discussion.

Hazards to employees from working above water Control measures to be implemented to protect the employees

1

1

2

2

Would there be different hazards and control measures for working at height?

Hazards from working at height

Control measures to be implemented

AS8



Hazards – electrical and chemical

You have to give a short presentation to a group of employees on electrical hazards and chemical hazards.

List three hazards from electricity that you would include.

Hazards to employees from electricity

1

2

3

Choose two chemicals used in a workplace of your choice. List the hazards from the chemicals. Describe the control measures for each chemical including the risk and safety phrases. (Useful tip: information can be obtained from the container, or research on the internet.)

Chemical 1

Control measures, risk phrases and safety phrases

Chemical 2

Control measures, risk phrases and safety phrases

AS9



Trivial versus significant risk Look at the table below. Now complete a similar table for a task of your choice. The task must be capable of being carried out in a simple and a complex manner.

Task type Equipment used Hazards Outcomes

Simple task: Remove corroded nut

Cold chisel to split nut Hitting hand with hammer Flying steel particle into eye

Bruise on hand Loss of sight

Complex task Operating pneumatic jack hammer to split nut

Flying particle into eye Noise Vibration Compressed air Manual handling of equipment

Loss of sight Temporary loss of hearing Vibration white finger High pressure air into eye High pressure air into cut on hand – embolism – could cause death Strains/sprains or long-term muscular injuries to back

Task type Equipment used Hazards Outcomes

Simple task

Complex task

AS10



Hazard of contact with electricity

and its effects By the use of research from your course notes, books and/or the internet, describe the effects on the human body of contact with 230 V AC electricity.

Effects on the human body

Describe, in a logical sequence, what you would do if a person that you were working with suffered an electric shock, had collapsed and was still in contact with the live conductor.

Logical sequence

AS11



Electrical safety and control

measures Explain the possible consequences of each of the following events.

Event Consequence

A 415 V three-phase electrical circuit being overloaded

Leaving a television set on standby

Not using a residual current device (RCD) when cutting a lawn

Inserting a 13 A fuse into a desk lamp

Using 230 V from a mains supply for power tools on a civil engineering site

AS12



Machinery hazard controls Referring back to the Student Book and your experience of carrying out an inspection of a workshop, determine which type of machine would incorporate the following types of control measures.

Control measure Machine type

Fixed guard with open mesh

Fixed guard fully enclosed

Electrically interlocked guard

Sensors – either pressure mat or light system

Push stick

You could use a digital camera to photograph each of the above to insert into this worksheet.

Use the internet for research if you cannot access the information from a workshop.

AS13

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Stretch and support The following suggested activities can be used by or adapted for learners who demonstrate a need for stretch or support activities.

Health and safety law

Support

Choose one of the following tasks.

1. Locate the HSE Poster ‘Health and Safety for All’ in your centre and check your answers for AS1.

2. Look on the Spoodle website (www.spoddle.org.uk) and check your answers in the Health and Safety at Work etc. Act 1974.

3. Refer to Section 6 of the Health and Safety at Work etc. 1974 and write a short brief about who it places duties on.

Stretch

Investigate Section 7 of the Health and Safety at Work etc. 1974 (www.spoodle.org.uk will help you here).

Using the words from Section 8 of the Health and Safety at Work etc. 1974, carry out research among people you know, perhaps members of your family or friends, to find out if they have ever had to pay for personal protective equipment at work. Write a short briefing note on your research.

Fire detection and fire precautions

Support

Choose one of the following activities:

● After obtaining permission from one of your tutors, complete a plan of an engineering workshop showing the fire detectors and fire precautions. Then get together with a partner or a tutor to discuss your plan.

● Research the internet for a fire risk assessment. You will find that the local Fire and Rescue service will be listed. An example from the Essex County Fire and Rescue service can be found at www.essex-fire.gov.uk. Read through the document and write a 250-word summary of the key information presented.

Stretch

Discuss the arrangements for evacuation of your school/college in an emergency with the facilities/site manager or a senior teacher or lecturer.

Try to discover:

● whether there are any general problems in evacuating the buildings

● the time requirements to evacuate completely to the assembly points

● whether a roll call is carried out

● whether fire marshals are used to ‘sweep’ the building to ensure complete clearance.

Draw up a table of the key points that emerged from your discussions.

SS1

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. Different types of work equipment

Support

Carry out an inspection of part of your school/college to determine whether small electrical equipment has been given a ‘portable appliance test’ (PAT). You can find this out by checking whether appliances have a green and white PAT label.

Create a table to show your findings. Your table should include the dates of the tests and should show which school/college buildings were investigated.

Discuss your findings with others in your group.

Stretch

Discuss with the technicians or tutors in the engineering workshop, or a similar area, the maintenance procedures for the machines and tools.

Write a 200-word report on your findings.

Types of PPE

Support

Choose one of the following tasks.

1 Research at least three different types of PPE. Your research should cover a range of costs, applications of the PPE and the differences between them. A report should be written covering the benefits and limitations of each PPE type. A discussion could then follow with your tutor.

2 Write a short briefing on the types of ‘fall arrestors’ that are available to steel-erecting companies. The findings of the briefing note are to be discussed with members of your group.

Stretch

Read through the following scenario.

You work for an engineering company as an assistant in the Health and Safety Department. You have been asked by your manager to prepare a short briefing for all departmental managers. The briefing is on the importance of wearing eye protection while operating machinery. It has been noted during inspections of the workplace that a number of machine operators are ignoring their ‘Safe Systems of Work’ and putting themselves at risk. The points to be covered in the briefing will be:

● different types of eye protection

● supply, storage and cleaning of eye protection

● legal requirements

● training, instruction and supervision

● lack of complaince and disciplinary action

● why operatives should protect their eyes

● types of injury.

Your manager then says that a presentation should be prepared which will cover all the points. You should put together the presentation deciding the ‘best order’ in which to cover the points listed.

SS4

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Prepare the PowerPoint and some prompt cards. Try out the presentation on other members of your group and your tutor, so that feedback can be given. Feedback can be given in the form of an evaluation sheet. The table below gives an example.

Feature Feedback

Introduction

Main content

Finishing up

Answering questions

Engaging with the audience

Getting the message across

Slides easy to read

Quality of slides

Presenter reading slides

Eye contact

Clarity of speech

Annoying traits

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Noise

Support

Noise is unwanted sound. So what is sound? Is there a difference between noise and sound? Discuss this in a group of four, recording the important points of the discussion, making reference to differing types of sound/noise. After about 15 minutes, be ready to report the findings in a whole-group discussion.

Stretch

You have been asked by your tutor to explain the differences between temporary and permanent threshold hearing loss. Prepare a report of approximately 250 words explaining the differences between

the two work-related hearing problems.

First-aiders in a workplace

Support

Arrange to carry out an interview with a first-aider in an area that you are familiar with. Ask the first-aider some prepared questions.

For example:

● how they were trained in first aid

● when the training took place

● whether they have received any refresher training.

Write up your notes on the interview and then discuss the results with your group, or with your tutor.

Stretch

At your appraisal meeting you ask if you can become a first-aider. Your manager replies to your request in a positive manner. You are told to find out about local courses in first aid, which will involve research into local course details from providers such as St John Ambulance.

Gather all the details you need and write a report on the courses, including the costs. Your report should include a justification of how the training would make you a good first-aider.

HSE inspectors’ rights on entry to a workplace

Support

An HSE inspector can enter a workplace at any reasonable time. Discuss with your group, or your tutor, what is meant by a reasonable time. Write a short report to a manager who is unsure of the meaning. The report should be based on your findings.

Stretch

The HSE inspector has certain powers when they enter a workplace. Choose four of these powers and write a short paragraph explaining, to someone who does not know the powers of the inspector, the reasoning behind their having these powers.

SS5

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SS7

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Use of ladders

Support

Before use, all ladders have to be inspected by a competent person. In a whole-group discussion, led by your tutor, determine what is meant by a competent person in this context. Make notes of the discussion so that you can write a brief definition for competence. Ensure that your tutor agrees with your definition.

Stretch

Using either the internet, or discussion with other competent persons, find a ‘safe system of work’ (SSoW), or a procedure for the use of ladders.

Using the research create your own SSoW for an electrician replacing electric bulbs to outside wall-mounted security lamps.

You may have to find the area where SSoWs are shown in the course book. Discuss with your tutor your completed SSoW for the activity.

DC/AC circuits

Support

You are to give a 15-minute toolbox talk (TBT) to a group of six new apprentices on the basic differences between DC and AC electrical supplies. Discuss in a group of four for about 15 minutes how this would be best carried out. Then write a list of the topics to be covered in the TBT; afterwards discuss your list of topics with your group and your tutor.

Stretch

From the support area you have previously decided to show a simple circuit diagram for DC and AC current systems as part of the TBT. Draw the two simple circuits showing the differences and all the relevant parts. Ask your tutor for conformation that your circuits are correct.

Changing a car wheel

Support

You are required to complete a safe-system-of-work observation sheet for the task of changing a punctured tyre on a car wheel. You should create a table using MS Word so that the step-by-step procedure can be shown. The best method for this support activity is to observe someone carrying out the wheel-change task. It would also be good practice if a team of four of your group observed the task so that a discussion could take place to determine the correct process. The actual wheel-changing task must be carried out by a competent person in a safe manner. Discuss this with your tutor before starting the task. Your table could look like this. [See following page.]

SS8

SS9

SS10

6

29




29

Safe System of Work – observation sheet

Activity: Changing a car wheel Prepared by: Date:

Step Part activity carried out

1 Open boot

2 Remove spare wheel

3 Remove jack and wheel nut wrench

4 Carry on until completion

5

6

Stretch

You have been requested to add two extra columns to your table showing the hazards and the trivial or significant risks. Complete the table below and discuss your findings and decisions with the whole group through a seminar session with your tutor. Your table could now look like this.

Safe System of Work – observation sheet

Activity: Changing a car wheel Prepared by: Date:

Step Part activity being carried out Hazard Trivial/significant

1 Open boot No real hazard Trivial

2 Remove spare wheel Manual handling/weight of wheel/difficult to grasp

Significant

3 Remove jack and wheel nut wrench Sharp edges/trapping of fingers Significant

4 Carry on until completion

5

6



Video worksheet Fluid power: Helipebs Controls

1. There are health and safety issues if fluid leaks from a hydraulic cylinder when it is being tested. Describe two of them.

2. Suppose a high-pressure test went wrong and an employee was injured. Describe a typical reporting procedure which the company would follow to deal with the problem.

3. Describe how a new employee is likely to be given health and safety training before starting work with the company.

The motor industry: Jaguar Cars

1. Jaguar use robots for lifting heavy components in the assembly area. Describe the safety systems and procedures that will be in place to safeguard people who work in the vicinity of robots.

2. A small group of learners from the local college is soon to visit the assembly area. Their tutor has to risk assess the activity. Outline how they will do this.

Food manufacturing: Ginsters

1. Ginsters have set up a complex system of conveyor belts and robotic handling equipment. Suppose a conveyor needs to be serviced and this involves a technician crawling underneath it so that they can replace an electric motor. Describe the specific hazards of working with machinery that features rollers, belts and electric motors.

2. Although not mentioned in the video, Ginsters will, like any other company, have a procedure for dealing with accidents and emergences in its manufacturing area. The Health and Safety Executive (HSE) requires that all businesses have a written health and safety policy. Ask your tutor or training manager to show you an example of one. How often should it be updated?

VWS1

Documents

BTEC Level 3 National Engineering Teaching Resource Pack Unit 1