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NEBOSH National Diploma

Unit A

Learning, Studying, Revising and

Exam Technique

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Agenda

• Learning, studying and revising

• Examiners feedback on exam technique

• Interpreting questions, answer planning, writing a good answer

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Learning / Studying / Revising

• Learning

– Making sense of information

– Creating knowledge and understanding

• Studying

– Formal attempts to learn

– Planned / structured

• Revising

– Reviewing prior learning to prepare for an exam

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Learning

• Creating knowledge or understanding

• Making ‘sense’ of information

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Learning

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Getting the outside in

• Preferences

– Receiving information

– Processing information • Creating knowledge and

understanding

• Experiment – work out what works best for you

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Information In (VARK Modalities)

Do it

See it

Read itWrite it

Hear itSay it

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Experiential Learning Model (Kolb)

Act Reflect Conceptualise Apply

Do itWhat

happened?Why and so

what?

Now what?How to do it

better next time

Learning Continual improvement

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Honey and Mumford – Learning Styles

Reflector

Pragmatist

Activist

Theorist

Can I have a go at doing this

now?

Can I have a think about

that?

Why does this work like this?

How does this work in the real

world?

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Getting the Inside Back Out

Can you express your understanding• In a conversation?• In a presentation?• In an exam answer?

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Studying

• “A detailed investigation and analysis of a subject…. or....the devotion of time and attention to gaining knowledge of an academic subject”

• Recommended study time

– 19 credits

– 188 study hours

• Learning outcomes

• Study planning

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Study Planning –Wheels within wheels!

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Unit Plan and Element Plans

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Studying

• Where

• When

• How

• What

• Start with learning outcomes

• What do you already know

• Work on filling in the gaps

• What can you do other than reading to help you understand

• Practise exam questions (understanding not memory)

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NB

• The only two things known to positively impact on exam success rates are

– Allowing enough time for learning, study and revision

– Practising exam questions

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Mind Mapping from Learning Outcomes

Learning outcomes• A1.1 Explain the moral, legal and economic reasons for

the effective management of health and safety• A1.2 Outline the societal factors which influence an

organisation’s health and safety standards and priorities

• A1.3 Outline the uses of, and the reasons, for introducing a health and safety management system

• A1.4 Explain the principles and content of an effective health and safety management system including the reasons for integration with other management systems

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Management Systems Mind-map

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Management Systems Mind-map

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Management Systems Mind-map

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Management Systems Mind-map

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Management Systems Mind-map

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Management Systems Mind-map

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Management Systems Mind-map

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Examination Technique

• The main areas in need of improvement:

– Candidates misread /misinterpreted the question

– Candidates repeated the same point but in different ways

– Candidates produced an incoherent answer

– Candidates did not respond effectively to the command word

– Candidate’s handwriting was illegible

– Candidates did not answer all the questions

– Lack of technical knowledge required at Diploma level

– Candidates provided rote-learned responses that did not fit the question

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Candidates misread/misinterpreted the question

Candidates

• Misread or misinterpret numerous questions

• Lose sight of the question after a reasonable start and include irrelevant material

• Include all information they know about a topic rather than addressing the question

• Include information that the question specifically says are already addressed

• Use the reading time

• Read each question more than once

• Pay close attention to emboldened and italicised text and the use of words in CAPITALS

• Highlight or underline key issues

• Read the complete question before starting to answer

• Prepare an answer plan

• Avoid rote learning and memorising examiners feedback or prepared answers – be prepared and able to apply knowledge

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Candidates repeated the same point but in different ways

• Candidates repeat very similar points in their answers, sometimes a number of times

• More likely in open questions

• Candidates include the same information in different parts of questions [e.g. part (a) and part (b)]

• Read the whole question

• Prepare an answer plan

• Make a point to earn a point

• Start a new line for each new point made

• Check answer for repetition

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Candidates produced an incoherent answer

• Lacking structure and logic

• Scattergun approach

• Practise planning and writing answers under exam conditions

• Ask friends and family to review answers – lay person check for clarity

• Answer plan

• Beginning, middle and end

• Hierarchical thinking

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Candidates did not respond effectively to the command word

• Answers little more than a list even when the command word requires a more detailed level of response, such as ‘outline’ or ‘explain’

• Most commonly failure to provide sufficient content to constitute an ‘outline’

• Failure to respond in context of given scenario

• Practising exam questions

• Ensuring answers give the level of detail required and are in the context of the given scenario

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Candidate’s handwriting was illegible

• Examiners note that this is an increasing challenge

• Recognise the problem early

• Practise handwriting answers under exam conditions – ask a friend for an opinion

• Answer planning• Experiment with different

pens• Write larger than normal• Double line spacing• Time management• ‘Access arrangements’ for

medical conditions

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Candidates did not answer all the questions

• Two main reasons

– Running out of the allocated time for the examination

– A total lack of awareness of the topic covered or lack of sufficient knowledge necessary to address parts of questions

• Fully study the breadth of the syllabus

• Exam time management

– 120 points in 180 minutes

– 15 minutes per 10 point question

– 30 minutes per 20 point question

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Lack of technical knowledge required at Diploma level

• In Section A some candidates struggled with those questions requiring more detailed and technical knowledge

• In Section B, many candidates sought to avoid those questions with a higher technical knowledge content

• Active learning

• Workplace application

• Backfilling basic scientific and mathematical knowledge

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Candidates provided rote-learned responses that did not fit the question

• Questions are regularly amended

• Reciting a pre-prepared and memorised answer to a modified question does not show understanding

• Inevitably results in low marks being awarded

• Study to create understanding

• Read widely around the subject

• Avoid surface learning / rote learning / short term memory cramming

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Exam Question Practise

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Past Questions

• Reference to elements as per 2015 syllabus specification

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Caveats

• Questions selected to stimulate understanding and practice technique

• No idea what is on the exam

• 10 elements / 48 learning outcomes / 11 questions

• Prepare for ALL learning outcomes

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Bren’s 10 Commandments

i. Read the question carefully

ii. Read the entire question

iii. Read the question again!

iv. Heed command words – bold, italics, CAPITALS

v. Plan your answer

vi. 1.5 minutes per point

vii.Make a point to earn a point

viii.Start a new line for each new point

ix. Relate answer to context / scenario

x. Read your answer –check for logic, flow, number of points etc

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A1 Past Question January 2012

• An organisation is proposing to move from a health and safety management system based on the Health and Safety Executive’s HSG65 model to one that aligns itself with BS OHSAS 18001

• Outline the possible advantages AND disadvantages of such a change. (10)

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Answer Plan – Two Minutes

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Answer Plan – Two Minutes

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Answer Plan – Two Minutes

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Get ready to write your answer

• 13 minutes to write your answer

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Question and Answer Plan

• An organisation is proposing to move from a health and safety management system based on the Health and Safety Executive’s HSG65 model to one that aligns itself with BS OHSAS 18001

• Outline the possible advantages AND disadvantages of such a change. (10)

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Self Mark Your AnswerAdvantages

• Easier integration with BS EN ISO 14001 and ISO 9001:2008

• Publicity value• Improved employee and customer

perception• Improved international recognition• A clearer standard for

benchmarking• Commitment to continual

improvement• External registration and

independent external assessment • A more prescriptive system might

be easier to assess

Disadvantages

• HSG65 is recognised and used by the enforcement authorities in the UK

• Much published guidance in the UK refers directly to HSG65

• On-costs of changing the system

• Time

• Cost of external registration

• Increased bureaucracy

• Change may be perceived as unnecessary

• Model may be too sophisticated for SME’s

Outline: Indicate the principle features or parts of

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Q1 A7 July 2016

• Outline how task analysis may be used to help with hazard identification as part of a risk assessment process (2)

• Explain why the number of people exposed to a hazard could affect BOTH the probability and severity components of risk AND, in EACH case, give a practical example (4)

• Employers may consult external UK publications when deciding whether the level of risk associated with a specific hazard has been reduced to an acceptable levelIdentify types of external UK publications that an employer may choose to consult AND, in EACH case, outline how that publication may assist in deciding on acceptable levels of risk (4)

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Answer Plan – Two minutes

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Answer Plan – Two minutes

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Get ready to write your answer

• 13 minutes to write your answer

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Question and Answer Plan

• Outline how task analysis may be used to help with hazard identification as part of a risk assessment process (2)

• Explain why the number of people exposed to a hazard could affect BOTH the probability and severity components of risk AND, in EACH case, give a practical example (4)

• Employers may consult external UK publications when deciding whether the level of risk associated with a specific hazard has been reduced to an acceptable levelIdentify types of external UK publications that an employer may choose to consult AND, in EACH case, outline how that publication may assist in deciding on acceptable levels of risk (4)

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Self mark your answer

• Part (a) Outline task analysis (2)

• Award marks if you have outlined that

– The process involves systematically breaking down a task into steps (1)

– This allows hazards to be systematically identified at each stage (1)

Outline: Indicate the principle features or parts of

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Self mark your answer

• Part (b) Explain why the number of people exposed to a hazard could affect BOTH the probability and severity components of risk AND, in EACH case, give a practical example

• Award marks as follows– Probability – more people exposed to hazard more

likely someone will be affected (1) + 1 for reasonable example (ask if unsure)

– Severity – more people present more people injured in a catastrophic event (1) + 1 for reasonable example (ask if unsure)

Explain: Provide an understanding Make an idea or relationship clear

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Self mark your answer

• Part (c) Identify types of external UK publications that an employer may choose to consult AND, in EACH case, outline how that publication may assist in deciding on acceptable levels of risk (4)

• Award one mark where an external publication has been identified AND the outline of how it helps has been provided (Ask for clarification if needed)

Identify: Give reference to an iteme.g. its name or title

Maybe a single word

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Part (c) - Which Looks Best?