January - March 2015

Examiners Report NEBOSH International Certificate in Fire Safety and RiskManagement (IFC1)

2015 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW

tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk website: www.nebosh.org.uk The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444

Examiners’ Report NEBOSH INTERNATIONAL CERTIFICATE IN FIRE SAFETY AND RISK MANAGEMENT UNIT IFC1: INTERNATIONAL FIRE SAFETY AND RISK MANAGEMENT

JANUARY – MARCH 2015

CONTENTS

Introduction 2 General comments 3 Candidate performance 4 Learning outcomes 4 Examination technique 6 Command words 7 Conclusion 8

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Introduction

NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as an independent examining board and awarding body with charitable status. We offer a comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the health, safety, environmental and risk management needs of all places of work in both the private and public sectors. Courses leading to NEBOSH qualifications attract around 50,000 candidates annually and are offered by over 600 course providers, with examinations taken in over 110 countries around the world. Our qualifications are recognised by the relevant professional membership bodies including the Institution of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management (IIRSM). NEBOSH is an awarding body that applies best practice setting, assessment and marking and applies to Scottish Qualifications Authority (SQA) regulatory requirements. This report provides guidance for candidates which it is hoped will be useful to candidates and tutors in preparation for future examinations. It is intended to be constructive and informative and to promote better understanding of the syllabus content and the application of assessment criteria. © NEBOSH 2015 Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk

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General comments

Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the question paper. This includes the ability to demonstrate understanding of knowledge by applying it to workplace situations. There are other candidates, however, who appear to be unprepared for the unit assessment and who show both a lack of knowledge of the syllabus content and a lack of understanding of how key concepts should be applied to workplace situations. This report has been prepared to provide feedback on standard date and on-demand IFC1 examinations sat between January and March 2015. Feedback is presented in these key areas; examination technique, command words and learning outcomes and is designed to assist candidates and course providers to prepare for future assessments in this unit. Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH International Certificate in Fire Safety and Risk Management’ which is available via the NEBOSH website. In particular, the guide sets out in detail the syllabus content for IFC1 and tutor reference documents for each Element. Additional guidance on command words is provided in ‘Guidance on command words used in learning outcomes and question papers’ which is also available via the NEBOSH website. Candidates and course providers should also make reference to the FC1 ‘Example question paper and Examiners’ feedback on expected answers’ which provides example questions and details Examiners’ expectations and typical areas of underperformance.

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Candidate performance This report covers all examinations, both standard and on-demand examination sittings during January to March 2015.

Learning outcomes Candidates performed well in these areas of the syllabus: 3.2 Outline appropriate control measures to minimise fire and explosion risks This part of the syllabus covers various control measures that can be used to reduce fire risk in a wide range of workplace situations. In this period good knowledge was demonstrated on the practical measures that can be used as part of a safe system of work to manage fire risks. In particular, a good range of measures used as part of a permit-to-work system were given, suggesting that this topic is being covered well by the majority of course providers. 1.6 Explain the requirements for recording and reporting fire-related incidents This area of the syllabus covers issues relating to the recording and reporting of fire-related incidents and questions in this area were well answered by the majority of candidates in this period. The contents found in documentation such as fire log books that are used to keep records seemed to be well known and it was pleasing to see many answers containing a good range of relevant points. Examiners reported that this area seemed to have been well taught by course providers and understood well by candidates. The following learning outcomes have been identified as being the most challenging area of the syllabus for candidates in this period: 6.2 Outline the principles and practice of fire safety risk assessments including principles of

prevention (measures to remove and reduce risk) This area of the syllabus covers the full range of aspects of what is involved when carrying out fire risk assessment within a workplace. As has been reported before, candidates displayed a limited knowledge of aspects of this topic. The most common response to questions relating to fire risk assessments is to give an outline of the steps of risk assessment. This is not asked for in many questions in this area of the syllabus. As an example, a question may ask for detail of the specific considerations the assessor would take into account while actually evaluating the level of fire risk within a workplace. This is clearly a key part of the fire risk assessment process. However, answers that dwell on aspects that are not relevant, such as recording the findings and ensuring fire risk assessments are reviewed, tended not to gain high marks. Also in this period it was noted that the principles of prevention that should be applied when deciding on suitable controls to manage fire risk were not well known by most candidates. The majority of answers gave a list of practical control measures that was not asked for and hence did not attract marks. It is important that course providers deliver this part of the syllabus thoroughly and impress on the candidates through their teaching and use of exercises, etc that the understanding of each aspect of carrying out a fire risk assessment can be examined separately. A blanket approach of giving the 5 steps to risk assessment will not adequately answer many questions asked in this area.

Unit IFC1

International fire safety and risk management

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4.1 Outline the means of fire protection and prevention of fire and smoke spread within buildings in relation to building construction and design

This area of the syllabus focuses on the means by which a building’s design and materials used in its construction can contribute to minimising the spread of fire throughout the building. Examiners reported that answers in this area were often limited indicating that these topics were not well understood by candidates. As an example, very few candidates showed knowledge of the properties of construction materials that would make them suitable for use in a building from a fire safety perspective. There also seemed to be many answers that suggested candidates had misread questions in this area, for example giving reasons why poor compartmentation in a building adversely affects fire risk levels, rather than giving examples of how compartmentation can be breached. It is advised that course providers ensure that this part of the syllabus is covered adequately as candidates’ understanding of this area seems limited. Candidates are also encouraged to seek guidance from their course providers on areas of the syllabus that they feel they do not fully understand, particularly on more technical parts of the syllabus that may be unfamiliar to them. 6.4 Outline measures to be taken to control risk in respect of dangerous substances This area of the syllabus focuses on the control measures that can be effective to minimise the risks posed by dangerous substances as they relate to matters of fire safety. Examiners note that many candidates do not have a good understanding of this topic. Many do not attempt questions in this area at all. Those who do, predominantly give answers that are not relevant to the question, for example detailing issues more relevant to the health risks of being exposed to dangerous substances, rather than issues relevant to fire risks. Another common misinterpretation is to specify controls that are only relevant to reducing fire risk from flammable liquids, rather than those necessary for the full range of dangerous substances that may be encountered in the workplace. Course providers are advised to ensure that the detail of this topic is well understood by candidates while delivering it. It is also emphasised that candidates read and re-read a question carefully to ensure that they apply their answers to any scenario set and course providers consider this when teaching examination technique or setting classroom exercises.

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Examination technique

The following examination techniques were identified as the main areas of improvement for candidates: Candidates misread/misinterpreted the question Examiners’ comments during this period indicate that many candidates misread or misinterpreted the questions set. Answers given that showed a misinterpretation of the questions from the candidate commonly suggested an insufficient understanding of those parts of the syllabus. It is of the upmost importance that students refer closely to the content of the learning outcomes and the syllabus found in the Guide to the NEBOSH International Certificate in Fire Safety and Risk Management. The learning outcomes indicate the maximum level of depth that can be set in an examination question in that area of the syllabus and the content shows the subject matter that is covered by that learning outcome. While preparing for the examination candidates should make use of the course guide to check that they understand the subject matter in sufficient depth. Where they feel they do not understand a topic sufficiently, further background reading and seeking guidance from their course tutors would help reinforce their knowledge of the subject in readiness for the examination. Course providers are advised to make use of tutorial sessions or encourage candidates to approach them for further help on areas they are finding difficult to grasp. Many candidates also seem to misread the questions. This tends to lead to answers that do not cover the full range of issues asked for, or go off-track and give points that are not relevant. Candidates are advised to read and re-read the questions as they tackle them in order to help them stay on-track in their answers. Candidates did not respond effectively to the command word A common issue reported by Examiners was insufficient depth being made in answers that require some detail in order to demonstrate the candidates’ understanding of the topic being asked for. This commonly affected candidates’ answers to ‘outline’ and ‘explain’ questions. It is essential that candidates pay close attention to the command word in questions as these give an indication of the level of depth required to be awarded marks for correct points. In particular, candidates must note that answers containing bullet lists of points with no added detail will not have sufficient depth to show their understanding of the points made and hence will not attract good marks. Course providers are encouraged to emphasise the importance of giving sufficient depth of information in answers and to use the NEBOSH guidance on command words and examination technique classes as part of their teaching to reinforce this message. Candidates repeated the same points but in different ways During this period Examiners reported that a number of candidates had repeated very similar points several times in their answers. Credit cannot be awarded for the same point made more than once so this means that valuable time is lost in the examination. Candidates are advised to practise examination technique in their preparations to avoid this kind of pitfall. Writing a rough answer plan or structuring an answer so that each point made is clearly shown, for example by underlining key points, can be of use. This technique makes it much clearer in the stress of the examination for candidates to see which points have been made and reduce the chances of writing the same thing many times.

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Command words The following command words are listed in the order identified as being the most challenging for candidates: Outline As noted on previous reports ‘outline’ questions are commonly answered in insufficient depth to gain good marks. The NEBOSH guidance on command words states that ‘outline’ means “To indicate the principal features or different parts of.” and that “an exhaustive description is not required. What is sought is a brief summary of the major aspects of whatever is stated in the question”. Many points made in ‘outline’ answers consist of a list of points without any further detail. This does not demonstrate sufficiently that the candidate knows why the point being made is relevant to the subject matter in the question. To satisfy the level of detail necessary to gain marks a sentence or two of relevant text is required. Without this, the Examiner is not able to award marks. Explain ‘Explain’ questions demand a depth of answer sufficient to show that the candidate has a detailed understanding of a topic. These questions are often associated with the words ‘how’ or ‘why’. As an example, a question may ask to ‘explain why a fire risk assessment should be carried out’. In a similar fashion to ‘outline’ questions many answers gave lists of points without the level of depth necessary to show that the candidate understood the concepts asked for. A discussion of the topic at hand is usually a good means of explaining a subject, rather than giving a series of individual points and such an approach is more likely to gain higher marks. Describe The NEBOSH guidance on command words gives the meaning of ‘describe’ as “a detailed written account of the distinctive features of a subject”. Many candidates gave limited answers to ‘describe’ questions giving lists of information with little or no supporting information. ‘Describe’ questions expect a candidate to be able to put information in their answers to enable the Examiner to be able to formulate an idea of the subject being described in their minds. Identify There is little additional detail necessary other than a word or phrase that names or identifies an item or concept in order to gain credit for an ‘identify’ question. In many cases candidates have no difficulty in providing this detail to secure marks. Examiners noted that there were some candidates who gave more information than was necessary to gain a mark. This does not affect the marks awarded but does mean candidates will inevitably take more time than is necessary when writing these answers. Give Questions asking the candidate to ‘give’ an answer require a statement without additional explanation. Most commonly, examination questions would ask to give examples of something. Most candidates were able to answer these questions with sufficient detail to gain reasonable marks.

For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning outcomes and question papers’ document, which is available on our website: www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.

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Conclusion The feedback from Examiners highlighted that candidates taking the IFC1 examinations in January to March 2015 needed most improvement in the areas detailing each part of fire risk assessment process (learning outcome 6.2) and the properties of fire resisting materials and functions of fire compartmentation in buildings (learning outcome 4.1). With regard to examination technique, candidates should take care to read and re-read questions in the examination to help ensure they fully understand what is being asked for. This should reduce the chances for candidates to misinterpret questions or give rote-learned answers to different questions asked on previous papers. Candidates should also focus on ensuring that they understand the level of depth required in answers to satisfy the various command words used in questions.

The National ExaminationBoard in OccupationalSafety and Health

Dominus WayMeridian Business ParkLeicester LE19 1QW

telephone 0116 263 4700fax 0116 282 4000email info@nebosh.org.ukwww.nebosh.org.uk