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PREPARING FOR YOUR COURSE WITH BV ASSOCIATES LIMITED NEBOSH National Certificate in Construction Health & Safety

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Contents:

About the NEBOSH Construction Certificate 3

NCC2: Health and Safety Practical Application 4

Use of Command Words 5 Annexes:

Summary of Duties CDM Regs 2015 Construction Phase Planning Excavation Safety

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About the NEBOSH Construction Certificate Overview This qualification is designed for people working in construction, civil engineering, utilities, facilities, broadcasting, property management and more. It is particularly suitable for managers, supervisors, principal designers and principal contractors who require the right level of skills and know-how to fulfil their health and safety responsibilities. For some, the National Construction Certificate can be a crucial first step towards establishing a lifelong professional career in the field of occupational health and safety within their chosen industry. Course summary The National Construction Certificate covers the main legal requirements relating to health and safety in UK construction work, including an understanding of the Construction (Design and Management) Regulations 2015. It includes identification and control of construction workplace hazards, and the practical application of this knowledge. Crucially, the practical element of the course also ensures that participants can carry out, unaided, a safety inspection of a construction workplace and complete a report to management regarding the inspection with recommendations. What does the course cover? The key topics covered by the qualification are:

• The key legal requirements for managing health and safety at work including Construction (Design and Management) Regulations 2015

• The importance of and key elements of health and safety management systems • The particular duties under the Construction (Design and Management) Regulations

2015 of clients, designers, principal designer, principal contractors and contractors • Principles and practice of risk assessment • The identification of construction workplace hazards such as those associated with

excavation, work at height, demolition and workplace transport safety • Methods for controlling identified workplace hazards within the construction industry

The qualification is divided into three units, each of which is assessed separately:

• NGC1: Management of Health and Safety • NCC1: Managing and controlling hazards in construction activities • NCC2: Construction health and safety practical application

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NCC2: Health and Safety Practical Application The aim of this unit to assess your knowledge and understanding gained from Units NCC1 in a practical environment by successfully completing two activities:

• A safety inspection of a workplace, identifying common hazards and

suggesting appropriate and cost-effective control measure • A written report detailing your findings from the inspection and persuasively urging

management to take appropriate action Course Assessments

All units are compulsory and assessments must be passed to gain the full qualification.

• Unit NCC1 is assessed by a 2 hour exam consisting of 10 short essay answers

and 1 long essay answer. • NCC2 is a practical assessment which must be completed within 14 days of sitting

the NCC1 exam. You will be sent an email containing the latest NEBOSH Templates once your course has started. The requirement will be explained to you during your course. If you wish to read in to the requirement prior to your course the NEBOSH Construction Practical Guidance Notes can be found as a separate document in our Student Zone.

Our guide to completing your NEBOSH Practical

The DO's The DON’Ts Do: Read the NEBOSH Guide in your

Student Zone or sent to you by email

before picking up your pen.

Don't: Forget that the overall aim of the

report is to persuade management.

Do: Pay attention to the marking

scheme and plan accordingly

Don't: Scrimp on the high mark

percentage areas - namely the

observation sheets which account for 30

- 100 marks available.

Do: Demonstrate your knowledge and

understanding of the various

regulations that may have been

breached.

Don't: Breeze over the conclusions and

recommendations section of the report

as it is also worth 30 marks.

Do: Utilise all of your H&S knowledge -

including relevant safety regulation.

Don't: Forget to sign the declaration that

your submission is all of your own work -

your signature can be electronic.

Do: Check back through the marking

scheme to satisfy yourself that you've

done all that you have been asked for.

Don't: Repeat a hazard as you will only

be awarded one point for it - go for a

broad spread of hazards instead.

Do: Be sure to get your completed

practical in on time.

Don't: Neglect to consider the measures

needed to retain control.

Do: Identify more than 20 uncontrolled

hazards (But always less than 30)

Don't: Scrimp on the introduction. Paint

a picture in words of the inspection site

including a description, location, size

and the number of people working there.

Do: Include a couple of hazards where

the control measures are sufficient

Don't: Reply on general

recommendations such as stating

"safety training required' - be specific.

Do: List the immediate controls for

each hazard itself.

Don't: Forget to add medium and long

term hazard controls.

Do: Distinguish between symptoms

and the root causes of hazards

Don't: Use acronyms or abbreviations.

Do: Follow the recommended report

format. There are no points for

originality!

Don't: Write less than 500 words and try

to keep under 1000 - review your work

and remove any waffle or repetition.

Do: Write your executive summary last

and be sure to include all key points

and findings.

Don't: Feel that you have to know the

actual cost of putting your

recommendations right - it is sufficient to

let the reader know that you are aware

that there will be cost implications.

Do: Back up your recommendations

with facts and base them on your

conclusions - the report is about getting

management buy-in, so convince them

of your argument!

Don't: Mention anything in your

conclusion that you have not mentioned

previously. A conclusion is for summing

up, not introducing new information.

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The Use of Command Words The phrase ‘command word’ is used to refer to the words specifically associated with the learning outcomes and assessment objectives of a qualification. Since learning outcomes are concerned with what students can do at the end of a learning activity, command words are action (active) verbs. The command words used follow Bloom’s taxonomy of educational objectives and as such are instructional terms that indicate the level of thinking and type of performance that is required of students.

This section concentrates on command words used for NEBOSH Certificate qualifications.

Learning outcomes

NEBOSH produces a guide, which includes the syllabus, for each qualification. The syllabus is broken down into individual units and each unit into elements. Each element has clear learning outcomes. Command words are used in the learning outcomes to indicate what is required of students in relation to each item of content.

Example learning outcome:

Unit NGC1: Management of health and safety

Learning outcome 1.2

Explain the moral and financial reasons for promoting good standards of health and safety in the workplace.

Questions

Only questions that assess the learning outcomes established in the syllabus can be set. Questions are written to discover not only how much of a subject a student knows but also the associated skills that they are expected to demonstrate. Marks are then based on how effectively these skills are demonstrated. Command words are the guides in the question as to what assessment skill is being targeted by that question. Certificate questions will predominantly assess knowledge, comprehension and application.

Knowledge requires an ability to recall or remember facts without necessarily understanding them. Command words used in knowledge based questions include identify.

Comprehension requires an ability to understand and interpret learned information.

Command words used in comprehension based questions include explain.

Application is the skill of being able to take knowledge and apply it in different contexts and circumstances in order to understand why and where problems and issues arise. The important thing to remember is that whatever the context, eg a transport company, a communications centre or an oil refinery, the principles being assessed are the same, but will have different implications given the different industry or issue being considered.

Command words used to assess application include outline and explain.

Command words are used very carefully and each question has a certain order of words to try to enable candidates to understand what Examiners are looking for. In every question the skills required by the specific command words are also reflected in the marks allocated for

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the question. In general there are going to be more marks available for application and comprehension skill questions than for knowledge based questions.

Understanding the command words in a question is the key to success in answering it. The command word indicates the nature of answer and the skills being assessed.

NEBOSH Certificate qualification command words

The following definitions are included for a common understanding of the command words used in the compilation of Certificate question papers.

Command word Definition

Identify

To give reference to an item, which could be its name or title. NB: normally a word or phrase will be sufficient, provided the reference is clear.

Give

To provide short, factual answers. NB: normally a single word, phrase or sentence will be sufficient.

Outline

To indicate the principal features or different parts of. NB: an exhaustive description is not required. What is sought is a brief summary of the major aspects of whatever is stated in the question.

Describe

To give a detailed written account of the distinctive features of a subject. The account should be factual, without any attempt to explain. When describing a subject (or object) a test of sufficient detail would be that another person would be able to visualise what you are describing.

Explain

To provide an understanding. To make an idea or relationship clear. NB: this command word is testing the candidate’s ability to know or understand why or how something happens. Is often associated with the words ‘how’ or ‘why’.

Accredited course providers are strongly advised to make command word lists available to both tutors and students to ensure a common understanding. Consistent and regular use of command words during teaching and revision will help students develop confidence in taking

Responding to command words in questions

It is important to read the whole question and to understand what the question requires as the command word on its own will need to be reinforced by the remainder of the question. Many candidates miss out on gaining marks because they do not read the question carefully enough and do not think about their answer thoroughly before writing it down. Candidates need to think about each question.

• What is the command word? • What do I need to say to gain marks? • What is or is not relevant to the question?

In many cases a brief answer plan is an essential aid to ensuring that answers are well thought out and structured.

NEBOSH applies a ‘positive marking’ approach that is, marks are awarded for correct material in candidates’ answers, rather than being deducted for incorrect or missing material.

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In order to give further direction as to the detail of information required by the command word in a question, examples are given below both for general knowledge and for the NGC1 syllabus.

IDENTIFY

Applying identify to a non-syllabus related common subject:

Q1. Identify FOUR kitchen appliances. Q2. Identify FOUR types of bicycle.

Sufficient answers would include:

A1. Toaster, Electric kettle, microwave cooker dishwasher A2. Mountain bike Racing bike, Penny-farthing, Tandem

Note that giving only one- or two-word answers provides a clear reference and therefore is sufficient to satisfy an identify question.

Applying identify to syllabus subjects:

Q3. Identify FOUR hazards associated with excavations. Q4. Identify FOUR mechanical hazards associated with machinery. Q5. Identify FOUR types of safety sign.

Sufficient answers would include:

A3. Collapse of the sides, water ingress, falling materials, underground services A4. Entanglement, drawing in and trapping, friction or abrasion, stabbing or puncture A5. Prohibition signs Warning signs such as mandatory signs, emergency or safe condition signs

Again, answers are limited to a brief phrase or in some cases just two words but do give clear reference.

OUTLINE

To gain the marks for the outline example questions below, the same breadth of answer is required as for an identify answer, but now, additional information will be required to satisfy the depth of an outline.

Applying outline to the same non-syllabus subjects:

Q6. Outline FOUR kitchen appliances. Q7. Outline FOUR types of bicycle.

Sufficient answers would include:

A6. Toaster: Accommodates slices of bread, ejects as toast when ready.

Electric kettle: 1 to 2 litre capacity, boils water. Can be cordless.

Microwave cooker: Heats food rapidly using short wavelength radio waves.

Dishwasher: Dirty tableware placed in baskets. Mixture of high pressure water and detergent automatically cleans.

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A7. Mountain bike: Robust bicycle with deep tread tyres, suspension and several gear choices.

Racing bike: Lightweight frame with drop handlebars and maybe fixed gearing.

Penny-farthing: Vintage device with very large front wheel and small rear wheel.

Tandem: Bicycle designed for two people with two seats and two sets of pedals.

Applying outline to the same syllabus subjects:

Q8. Outline FOUR hazards associated with excavations. Q9. Outline FOUR mechanical hazards associated with machinery. Q10. Outline FOUR types of safety sign.

Sufficient answers would include: A8.

Collapse of the sides: Unsupported trench or incorrect angle of the sides.

Water ingress: Through heavy rain or burst water main.

Falling materials: Spoil dug from excavation or materials and tools stored at ground level could fall in.

Underground services: Contact or rupturing of electricity, gas or water utilities.

A9. Entanglement

On rotating parts. Drawing in and trapping Between counter rotation rollers, or pulley belts and wheels. Friction or abrasion Contact with fast moving surfaces. Stabbing or puncture From ejected objects or flying objects.

A10.

Prohibition signs: Circular with red border, red diagonal bar and black symbol.

Warning signs: Triangular, yellow background, black border and symbol.

Mandatory signs: Circular, blue background, white border and white symbol.

Emergency or safe condition signs: Rectangular, green background, white border and white symbol.

Again, the identify answer (shown in bold) gives the breadth required and the additional information given in the bullet point satisfies the required depth for an outline.

DESCRIBE

Applying describe to the non-syllabus subjects:

Q11. Describe a microwave cooker. Q12. Describe a penny-farthing bicycle.

Sufficient answers would be:

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A11. An oblong box shaped object, approximately 30cm tall, 30cm deep and 60cm long. There is a single hinged door at the front, typically see through. The door opens outwards and inside there is a space to place a plate or dish and a microwave transmitter is located above. Outside, on the front there will be normally two controls to set the power and cooking time.

A12. A manually propelled vintage bicycle consisting of a very large wheel at the front and a much smaller wheel at the back. The wheels are connected by a frame that supports a seat above the front wheel and handlebars to steer. Pedals are connected directly to the centre of the front wheel.

Applying describe to a syllabus subject:

Q13. Describe the mechanical hazards associated with a bench grinder.

A sufficient answer would be:

A13. An entanglement hazard would be associated with the rotating spindle that the abrasive wheel is mounted on. Drawing in and trapping is associated with the gap between the tool rest and the rotating abrasive wheel. Friction or abrasion hazards would be associated with the surface of the rotating abrasive wheel and stabbing or puncture hazards could be created by flying fragments or pieces of ejected broken wheel.

In all of the describe answers above, no attempt is made to explain how a microwave cooker heats food, why the front wheel of a penny-farthing is so much larger than the rear wheel or how a person could be injured using an abrasive wheel.

EXPLAIN

Applying explain to a non-syllabus subject:

Q14. Explain how a microwave cooker heats up food. Q15. Explain why there is a very large front wheel on a penny-farthing.

Sufficient answers would include:

A14. The frequency of microwaves used in a microwave cooker is sufficient to cause water molecules in food to vibrate. Vibrating molecules hit other water molecules and put them into the same vibration and therefore this vibration of molecules is converted into heat.

A15. By having a large front wheel, the peripheral (rim speed) of the wheel is much faster than the rotation of the pedals at the centre. This results in faster forward speed per pedal rotation. Also a larger wheel is more suitable for riding on cobbled streets or rough ground. Applying explain to a syllabus subject:

Q16. Explain how sensitive protective equipment (trip device) can reduce the risk of contact with moving parts of machinery.

A sufficient answer would be:

A16. Sensitive protective equipment is designed to identify the presence of a person or body part within the danger zone of machinery. Examples of such devices include pressure mats and light beams that are connected to the machine controls and would stop the machine rapidly should a person or body part be detected.

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GIVE Applying give to a non-syllabus subject:

Q17: Identify FOUR European cities AND give an example of a tourist attraction in EACH.

Sufficient answers would include:

A17. London – eg Buckingham Palace Paris – eg Eiffel Tower Pisa – eg Leaning Tower Rome – eg Colosseum

Applying give to a syllabus subject:

Q18. Identify FOUR types of safety sign AND give an example in EACH case.

Sufficient answers would include:

A18. Prohibition signs – eg No smoking Warning signs – eg Caution hot surface Mandatory signs – eg Wear ear protection Emergency or safe condition signs – eg first-aid box

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Construction Phase Plan (CDM 2015)What you need to know as a busy builder

Health and Safety Executive

Under the Construction (Design and Management) Regulations 2015 (CDM 2015) a construction phase plan is required for every construction project. This does not need to be complicated. If you are working for a domestic client, you will be in control of the project if you are the only contractor or the principal contractor. You will be responsible for:n preparing a plan;n organising the work; andn working together with others to ensure health and safety.

You could be a builder, plumber or other tradesman, doing small-scale routine work such as:n installing a kitchen or bathroom;n structural alterations, eg chimney breast removal;n roofing work, including dormer windows;n extension or loft conversion. A simple plan before the work starts is usually enough to show that you have thought about health and safety. If the job will last longer than 500 person days or 30 working days (with more than 20 people working at the same time) it will need to be notified to HSE and it is likely to be too complex for this simple plan format.

The list of essential points below will help you to plan and organise the job, and work together with others involved to make sure that the work is carried out without risks to health and safety. It will also help you to comply with CDM 2015. You can use the blank template on page 2 to record your plan.

PlanMake a note of the key dates, eg:n when you’ll start and finish;n when services will be connected/disconnected;n build stages, such as groundwork or fitout. You will need to find out information from the client about the property, eg: n where the services and isolation points are; n access restriction to the property;n if there is any asbestos present.

Working togetherIt may be useful to record the details of anybody else working on the job, including specialist companies and labourers. Explain how you will communicate with others (eg via a daily update), provide information about the job, coordinate your work with theirs and keep them updated of any changes, eg:n to site rules;n to health and safety information;n what you will do if the plan or materials change or

if there are any delays;n who will be making the key decisions about how

the work is to be done.

n Identify the main dangers on site and how you will control them, eg:

- the need for scaffolding if working at height;- how structures and excavations will be supported

to prevent collapse;- how you will prevent exposure to asbestos and

building dust;

- how you will keep the site safe and secure for your client, their family and members of the public.

n Make sure that there are toilet, washing and rest facilities.

n Name the person responsible for ensuring the job runs safely.

n Explain how supervision will be provided.

If you are unsure about how you can make your site safer, see www.hse.gov.uk/construction for more information and to download other Busy Builder sheets. See www.citb.co.uk for a free smartphone app CDM wizard.

Organise

Construction Phase Plan (CDM 2015)

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This guidance is issued by the Health and Safety Executive. Following the guidance is not compulsory, unless specifically stated, and you are free to take other action. But if you do follow the guidance you will normally be doing enough to comply with the law. Health and safety inspectors seek to secure compliance with the law and may refer to this guidance.© Crown copyright If you wish to reuse this information visit www.hse.gov.uk/copyright.htm for details.

Published by the Health and Safety Executive CIS80 04/15

Your name/company

Name and address of client

Contact details of architect or principal designer

What is the job?

Is there anything the client has made you aware of?

Key dates: Start Finish Other

Where are your toilet, washing and rest facilities?

Who else is on site – and their contact details?

Who will be the principal contractor?

How will you keep everyone on site updated during the job?

What are the main dangers on site, eg:Falls from heightn Make sure ladders are in good condition, at the correct angle and securedn Prevent people and materials falling from roofs, gable ends, working

platforms and other open edges using guardrails, midrails and toeboardsCollapse of excavationsn Shore excavations; either cover or barrier excavations to stop people and

plant falling in Collapse of structuresn Support structures (such as walls, beams, chimney breasts and roofs) with

props; ensure props are installed by a competent person Exposure to building dustsn Prevent dust by using wet cutting and vacuum extraction on tools; use a

vacuum cleaner rather than sweeping; use a suitable, well-fitting maskExposure to asbestosn If you suspect that asbestos might be present, don’t start work until a

demolition/refurbishment survey has been carried outn Make sure everyone on the site is aware of the resultsActivities or workers requiring supervisionn Who will be supervising?Electricity n Turn electricity supply and other services off before drilling into wallsn Do not use excavators or power tools near suspected buried servicesRisks to members of the public, the client and othersn Keep the site secure to prevent unauthorised access; net scaffolds, use

rubbish chutes Other dangers on site

What controls do you have?

Hazard is present

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Excavation:What you need to know as a busy builder

Health and Safety Executive

Getting in too deep?

Follow these essential health and

safety tips to protect people working

on your construction site.

The tips summarise actions for

straightforward excavations – eg pipe

and cable laying, manhole construction,

shallow foundations, small retaining

walls etc. If your excavation is more

complicated, speak to an expert, such

as a structural engineer.

■ Prevent collapse – shore, step or batter

back. Don’t assume ground will stand

unsupported.

■ Support the excavation as you go along.

■ Prevent people and materials falling

in – with barriers strong enough not to

collapse if someone falls against them.

■ Keep plant and materials away from the

edge.

■ Avoid underground services – use relevant

service drawings, service locating devices

and safe digging practice.

■ Provide ladder access to get in and out.

■ Make sure adjacent structures are not

undermined – dig well away from them.

■ Check the excavation each day before

work starts and after any event that may

affect its stability – eg a fall of material or

poor weather. Keep records so people

can be sure it is safe for work to continue.

To find out more about construction health

and safety, visit www.hse.gov.uk/construction.

What can happen if health and

safety is ignored?

An unsupported trench collapsed, killing

one worker and injuring another. Heavy

machinery operating at the edge of the

excavation contributed to the collapse.

The two companies concerned were

fined a total of £320 000 and paid

prosecution costs of £33 367.

See over for examples of good and bad

practice ...

Inadequate shoring of this excavation and others like it led to the collapse of an adjoining 3-storey property (see picture, right). Luckily, no one was injured.

The construction company and its director were fined £90 000 each, ordered to pay costs of £14 444, and compensation of £3000 to each of the three displaced residents of the flats.

Excavation

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Published by the Health and Safety Executive CIS64 03/12

Bad practice

Further information For information about health and safety, or to report inconsistencies or inaccuracies in this guidance, visit www.hse.gov.uk/. You can view HSE guidance online and order priced publications from the website. HSE priced publications are also available from bookshops.

This leaflet contains notes on good practice which are not compulsory but which you may find helpful in considering what you need to do.

This leaflet is available at: www.hse.gov.uk/pubns/cis64.pdf.

© Crown copyright If you wish to reuse this information visit www.hse.gov.uk/copyright.htm for details. First published 03/12.

A simple trench with sides battered back to 450 (guard rails on right hand side omitted for clarity)

Trench sheets with timber walings, screw props, puncheons and sole plates

An example of a shored excavation with ladder access and supported services (guard rails on left hand side omitted for clarity)

Digging excavations:

Good practice

The Working Well Together campaign aims to improve health and safety in the construction industry, particularly in small and micro businesses. For more information visit www.wwt.uk.com