IQ Level 2 Award in Occupational Health and Safety (QCF ... · IQ Level 2 Award in Occupational Health and Safety (QCF ... Unit 1 Guidance on ... IQ offers multiple choice question

Quality Management System 601/5475/5 Specification

Page 1 of 31 IQB/0.2/304 | Version 1.0 | 29/01/2015 | Author AW

IQ Level 2 Award in Occupational Health and Safety (QCF)

Specification Regulation No: 601/5475/5



Contents Page

Industry Qualifications ......................................................................................................................................................... 3

Introduction ......................................................................................................................................................................... 3

About this Qualification (Description, Objectives, Aims, Purpose) ...................................................................................... 4

Structure (Credit, Rules of Combination, Guided Learning Hours) ..................................................................................... 4

Delivery ............................................................................................................................................................................... 4

Assessment ......................................................................................................................................................................... 4

Practice MCQs .................................................................................................................................................................... 6

Age range and Geographical Coverage .............................................................................................................................. 6

Learner entry requirements ................................................................................................................................................. 6

Tutor requirements .............................................................................................................................................................. 6

Centre Requirements .......................................................................................................................................................... 6

Unit 1: Health and Safety in the Workplace H/601/9699 ..................................................................................................... 7

Unit 1 Guidance on Delivery and Assessment .................................................................................................................. 10

Unit 2: Fire Safety Principles D/601/9698 ......................................................................................................................... 11


Unit 3: DSE Risk Assessment Y/602/1420 ........................................................................................................................ 16


Unit 4: COSHH Risk Assessment F/602/1413 .................................................................................................................. 19


Unit 5: Manual handling safety at work D/602/4593 .......................................................................................................... 22


Appendix A Proskills QCF Assessment Strategy ............................................................................................................ 26

Section 1: Simulation ....................................................................................................................................................... 27

Section 2: Expert Witnesses, Assessors and Verifiers ..................................................................................................... 27

Section 3: Evidence and Location of Assessment ............................................................................................................ 29

Section 4: Enhanced Quality Control ............................................................................................................................... 29

Resources ......................................................................................................................................................................... 31



Industry Qualifications

IQ is approved by the UK’s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site www.industryqualifications.org.uk

Introduction

This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ’s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: www.industryqualifications.org.uk) Enquiries: 01952 457452

Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number.

http://www.industryqualifications.com/

http://www.industryqualifications.com/



About this Qualification (Description, Objectives, Aims, Purpose)

The IQ Level 2 Award in Occupational Health and Safety (QCF) is designed for learners who wish to develop their knowledge and skills associated with workplace health and safety. It is suitable as preparation for employment or for learners in employment wishing to extend their knowledge and skills. The areas covered include general health and safety, use of display screen equipment, fire safety, control of hazardous substances (COSHH) and manual handling. The objectives of the qualification are to prepare learners for employment, for further programmes of learning or to provide CPD for learners in employment. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve this qualification, learners must achieve eight credits from five mandatory units.

Unit Level Credit Guided Learning Hours

Health and Safety in the Workplace H/601/9699 2 1 10

Fire Safety Principles D/601/9698 2 1 9

DSE Risk Assessment Y/602/1420 2 2 18

COSHH Risk Assessment F/602/1413 2 2 18

Manual handling safety at work D/602/4593 2 2 10

Total 8 65

Delivery Guided learning hours are 65. It is the responsibility of training centres to decide the appropriate course duration, based on their learners’ ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment Assessment for this qualification is by a combination of multiple choice question papers and an achievement record

workbook. The table below shows the assessment method to be used for each of the units in this qualification.

For units 1 and 2, the assessment method is an achievement record workbook. This document can be downloaded from

the IQ website. Assessment and internal verification must be carried out in accordance with centre procedures. All

assessment is subject to external quality assurance by IQ.

Centres are strongly recommended to use the achievement record workbook for these units. However, centres are

permitted to use their own documentation/ assessment materials instead, provided this is agreed with the EV prior to the

commencement of any assessment. A variety of assessment methods can be used including:

Question and answer test

Multiple choice questions

Question and answer verbal (ensure records are kept)

Essay

http://register.ofqual.gov.uk/Unit/Details/Y_602_1420

http://register.ofqual.gov.uk/Unit/Details/F_602_1413

http://register.ofqual.gov.uk/Unit/Details/D_602_4593



Within the achievement record workbook, units 1 and 2 are covered through completion of short questions and tasks. Units 3 and 4, differ slightly in that it is assessed by portfolio of evidence. The table for mapping and meeting the evidence requirements is located in the Achievement Record Workbook. For unit 5, ‘Manual handling safety at work’, the assessment method is indicated as a combination of portfolio and multiple choice question paper. For this unit, the relevant MCQ question papers and achievement record workbook must be used. Multiple choice question papers are externally set and marked by IQ and must be taken under exam conditions. They cover the knowledge-based assessment criteria. The competence-based components are assessed by portfolio and are contained in the achievement record workbook. Some of the units must adhere to an assessment strategy, as indicated in the assessment guidance which comes with each unit. The relevant assessment strategies can be located at the end of this document: Appendix A: The Proskills QCF Assessment Strategy October 2012

Unit Location of Assessment Number of questions/tasks

Time allowed

1 Health and Safety in the Workplace Achievement Record Workbook 16

2 Fire Safety Principles Achievement Record Workbook 18

3 DSE Risk Assessment Portfolio, Achievement Record Workbook

n/a

4 COSHH Risk Assessment Portfolio, Achievement Record Workbook

n/a

5 Manual handling safety at work Learning Outcomes 1-3

Multiple Choice Question Paper

20 45 minutes

Learning Outcome 4

Achievement Record Workbook

4

Learning Outcomes 4

Achievement Record Workbook

4

This qualification is not graded, successful learners achieve a pass.



Practice MCQs As an additional resource package, IQ offers multiple choice question papers and mark schemes for Unit D/601/9698 Fire Safety Principles, which can be used as a classroom tool. These multiple choice questions are optional and cannot be used as part of the final summative assessment for the qualification, but they are an effective tool for interim/formative assessment. If used by centres, the question papers should be marked internally. Centres can determine the conditions under which to test learners using the question papers. The multiple choice question papers and corresponding mark schemes can be downloaded from the website. Age range and Geographical Coverage This qualification is approved for learners’ pre-16 plus in England, Wales and Northern Ireland. Learner entry requirements There are no formal entry requirements. However, learners should be able to work at level 1 or above. Progression Successful learners can progress to other health and safety qualifications including: Level 3 Certificate in Occupational Safety and Health (QCF) or Level 3 NVQ Certificate in Occupational Health and Safety (QCF) Tutor requirements All trainers delivering this qualification must be sector competent and possess relevant experience/ qualifications in Occupational Health and Safety at Level 3 or above and should have appropriate teaching qualifications e.g. PTLLS, Level 3 Award in Education and Training or Level 4 Certificate in Education and Training. In addition all trainers delivering the fire safety principles unit must hold at least one of the following:

A verifiable history as a Local Authority Fire Officer supported with appropriate training

NEBOSH National Certificate

A recognised Level 3 or 4 Fire Safety qualification

A level 3 or 4 Health and Safety Qualification or equivalent plus attendance on a CPD event “Fire Safety Train the Trainer”

Demonstrable experience of working in Fire Safety and Fire Prevention roles Centre Requirements Centres must be approved by IQ in order to offer this qualification.



Unit 1: Health and Safety in the Workplace H/601/9699 Guided Learning Hours: Unit Level: Unit Credit:

10 2 1

Unit grid: Learning outcomes/Assessment Criteria/Content

Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents:

1. Understand roles and responsibilities

for health, safety and welfare in the

workplace

1.1 Outline employers and employees duties relating to health,

safety and welfare at work

Duties relating to health, safety and welfare at work: Employers: Provision of personal protective equipment, organising training sessions, having reporting procedures in place, conducting regular inspections, safeguarding etc. Employees: Responsible behaviour, personal awareness, attending training sessions, engaging in continuous professional development, informing employer of concerns etc. Legislation: Management of Health and Safety at Work Regulations (1999), the Health and Safety at Work Act (1974), the Control of Substances Hazardous to Health Regulations (2002), the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (1995) etc. and advice as offered by the Health and Safety Executive (HSE).

1.2 Outline the consequences for non-compliance with health

and safety legislation

Consequences for non-compliance with health and safety legislation: Injuries, loss of life, complaints by staff, public etc. to HSE, visits by a complaint officer, shut-down of sites/ places of work, prosecution, imprisonment, fines (in event of accident or pre-emptively) etc.

1.3 Outline the requirements for training and competence in

the workplace

Requirements for training/ competence in the workplace: Including: legal requirements, recruitment of new staff, changes in existing work roles/ responsibilities, to operate new equipment and to deal with changing demands placed on the organisation; covering: record maintenance, continuous professional development, training courses, gaining qualifications etc.

1.4 Outline the ways in which health and safety information can

be communicated

Ways in which health and safety information can be communicated: Including: safety signs, notice boards, manufacturer’s instructions/ operating manuals, email, regular/ as required meetings, workshops,



training session etc.

2. Understand how risk assessments

contribute to health and safety

2.1 Define the terms ‘hazard’ and ‘risk’ Hazard: Anything which has the potential to cause harm to self or others. Risk: The probability that a hazard will actually cause harm to self or others.

2.2 Outline the process for carrying out a risk assessment Process for carrying out a risk assessment: As stated by the HSE; covering: identifying the hazards, deciding who might be harmed/ how, evaluating the risks, deciding on precautions, recording/ implementing findings, reviewing assessments and updating as required.

2.3 Describe how risk assessment can be used to reduce

accidents and ill health at work

How risk assessment can be used to reduce accidents/ ill health at work: By identifying hazards/ risks, ensuring all staff/ visitors are aware of them, taking precautionary actions to limit them and thereby reducing the possibility of accidents/ ill health.

3. Understand how to identify and

control the risks from common

workplace hazards

3.1 Describe the hazards that may be found in a range of

workplaces

Hazards that may be found in a range of workplaces: Including: slips, trips and falls, hazardous substances (e.g. asbestos), machinery/ equipment (e.g. moving parts, faults, electric shocks), activities (e.g. manual handling, working in confined spaces, repetitive strain injuries), sensory hazards (e.g. high noise levels, prolonged use of display screen equipment), gas leaks, fires, flooding, fumes etc.

3.2 Describe how hazards can cause harm or damage to

people, work processes, the workplace and the

environment

How hazards can cause harm/ damage to people, work processes, the workplace and environment: Covering: loss of life, injuries, diseases/ illnesses, air pollution, water contamination, equipment malfunction/ breakdown, costs incurred through repairs/ inspections, reduced productivity, damage to reputation of organisation, fines/ prosecutions, loss of business, closure of sites etc.

3.3 Describe the principle of the risk control hierarchy The principle of risk control hierarchy: In order from most effective to last resort: elimination, substitution, engineering controls, administrative controls and supplying personal protective clothing and equipment.

3.4 List examples of risk controls for common workplace

hazards

Examples of risk controls for common workplace hazards: With reference to assessment criteria 3.1; risk controls including: adapting work methods, conducting inspections, regular maintenance/ cleaning, putting in place arrangements for emergencies (e.g. alarms, back-up systems, first aid facilities) etc.



4. Know the procedures for responding

to accidents and incidents in the

workplace

4.1 State the common causes of workplace accidents and ill

health

Common causes of workplace accidents/ ill health: Staff: slips, trips and falls, human error, negligence, inadequate training, poor behaviour, sabotage/ vandalism; institutional: mismanagement, unclear lines of responsibility/ authority; physical: damaged/ malfunctioning equipment, poor lighting, space or ventilation etc.

4.2 Identify the actions that might need to be taken following an

incident in the workplace

Actions that might need to be taken following an incident in the workplace: In accordance with the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (1995) (RIDDOR); including: removing all persons from further danger, administering first aid, contacting the emergency services, preventing further damage to equipment/ facilities, informing the HSE, logging the incident and conducting an investigation.

4.3 List the arrangements that should be in place in a

workplace for emergencies and first aid

Arrangements in the workplace for emergencies/ first aid: Including: clear policies and procedures, fire detection/ alarm systems, emergency exits, assembly points, firefighting equipment, first aid facilities, appropriately trained staff (fire marshals, first aiders), log books etc.

4.4 Outline why it is important to record all incidents, accidents

and ill health

Importance of recording all incidents, accidents and ill health: Legal requirement under RIDDOR; to avoid reoccurrence of accidents/ near misses; up-dating training effectively; ensuring accident books are completed correctly etc.



Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learner’s knowledge and understanding, within the context of health and safety in the workplace, of roles and responsibilities, the contribution of risk assessments, how to identify and control risks from common hazards and the procedures for responding to accidents and incidents. Assessment All assessment criteria in this unit are assessed by portfolio, internally set and marked and externally quality assured by IQ. Centres are encouraged to use the Achievement Record Workbook; passing all of the questions and activities will ensure that all of the assessment criteria for the unit have been met. However, centres are permitted to use their own documentation/ assessment materials, provided this is agreed with the EV prior to the commencement of any assessment. These can be assessed by a variety of methods including:




Essay

The Achievement Record/Workbook provided by IQ, and available to download from the website, should be used by centres to record all assessment. It includes the forms necessary to map and claim knowledge and all assessment criteria of the unit must be covered. Links The unit links to the knowledge aspects of Health and Safety NOS HSS1, HSS6 and HSP6.



Unit 2: Fire Safety Principles D/601/9698 Guided Learning Hours: Unit Level: Unit Credit:

9 2 1



1. Understand the hazards and risks associated with fire in the workplace

1.1 Explain how fires are caused in the workplace Causes of fire in the workplace: Sources of ignition; oxygen; heat in close proximity. Common causes - poor housekeeping; inappropriate storage of combustibles; storage and use of dangerous substances; LPG storage; fireworks; machinery (lack of maintenance/cleaning, careless use); cooking; careless disposal of smoking materials; deliberate fire setting (arson).

1.2 Describe the components of the fire triangle Components of the fire triangle: Fuel - flammable solids, liquids and gases. Oxygen - from air, compressed oxygen or oxidising substances such as fireworks. Heat - from naked flames; smoking equipment; cooking; heaters; faulty or misused electrical equipment; arson; hot processes.

1.3 Identify the hazards during or after a fire, including the products of combustion

Hazards during a fire: convective, conducted and radiated heat; rapid spread of fire; soot that reduces visibility; toxic chemicals released by the fire (e.g. Cyanides, acroelin, acid gases); reduced oxygen levels; poor visibility; exposed electrical cables; collapse of construction; flashover; backdraught. Hazards after a fire - toxic combustion products deposited on surfaces; unstable construction; trip hazards; dusts; falling debris; exposed electrical cables; leaking water and gas.

1.4 Describe the characteristics of fire and smoke spread Characteristics of fire spread: heat transfer by convection, conduction and radiation. Characteristics of smoke spread: Air consumed by fire, reduced oxygen levels; toxic combustion products; soot; smoke buoyancy; rising smoke plume (convection); mushrooming at ceiling; lateral spread of smoke; smoke filling of a room; fire room over-pressure; smoke leakage around doors/gaps; smoke travel in a corridor.



2. Understand how fire risk is controlled in the workplace

2.1 State the different methods used to identify and control fire hazards

Methods to identify fire hazards: Fire risk assessment by competent person. Methods to control fire hazards: Prevent oxygen, fuel and heat source coming together. Eliminate the hazard; reduce the quantities of combustibles stored/used; isolate fuel sources from sources of ignition; control, isolate or separate ignition sources and flammables.

2.2 Define the term ‘means of escape’ in relation to fire hazards

Means of escape: safe escape route; place of relative safety; place of ultimate safety; control of smoke; alternative escape route; external escape; slip and trip hazards; blocked escape routes and exits; numbers of people; width of escape route; siting and number of exits; bypass routes; lifts.

2.3 Outline typical components for means of escape from fire hazards

Means of escape components: travel distance; dead end; inner room; corridor; staircase; protected route; fire resisting construction; fire resisting door; fire exit door; refuge; final exit; place of relative safety; place of ultimate safety; assembly point.

2.4 Describe methods of fire detection and raising the alarm Methods of raising the alarm: Shout of 'fire'; hand devices (gongs, bells, air horns); electrical fire alarms; manual call points; automatic fire detectors; sounders and bells; visual beacons; vibrating devices; voice alarm; schematic plan; power supply; staged fire alarms; false alarms.

2.5 Describe the principle of how fires are extinguished Principles of extinguishing fires: removal of heat (cooling) using water; separating oxygen and fuel (mothering) using foam/fire blanket; dry powder or carbon dioxide; interference with chemical reactions using halogenated hydrocarbons (halons).

2.6 Describe how portable fire-fighting equipment should be used safely

Safe use of fire-fighting equipment:: classes of fire; classes of extinguishing media; correct selection of extinguisher; familiarity with operating method; operating instructions and other markings; recognising limitations of the equipment; hazards with particular extinguishers; safe use of a fire blanket; maintaining safe egress route; lone working.

2.7 Identify common fixed fire-fighting systems and where they might be used

Common fixed fire-fighting systems: Hose reels; automatic water sprinkler systems; water deluge systems; gas flooding systems; powder and foam fixed installations; fire-fighting staircases; lobbies and lifts; dry and wet mains; smoke control systems; access routes for fire-fighting (vehicles and personnel); fire hydrants; information and communications for fire-



fighters.

3. Understand the principles and practice of fire safety management at work

3.1 Outline the duties of employers and employees with respect to fire safety in the workplace

Employers' duties: fire risk assessment; preventative and protective measures required by the Regulatory Reform (Fire Safety) Order; competent persons; information/instruction/training for employees; information for non-employees (e.g. contractors); co-operation/co-ordination; information/communication with emergency services; dangerous substances; young people; maintenance. Employees’ duties: co-operation with employer; safe workplace; informing employer of hazards or dangerous situations.

3.2 Outline how to undertake a simple fire safety inspection in the workplace

Simple safety inspection: periodic checks (daily, weekly, monthly etc.); escape routes; fire resisting doors; exits; fire warning system; escape lighting; fire-fighting equipment; door release; external routes/stairs; fire shutters; generators; fixed fire-fighting installations; fire-fighting facilities; water supplies; access for fire-fighting; information and communication for fire-fighters.

3.3 Describe the stages involved in a fire risk assessment Stages of a fire risk assessment: identifying hazards; identifying people at risk; evaluating the risk; removal and reduction of risk; provision of appropriate preventative and protective measures; preparation of emergency plan; co-operation and co-ordination; information; instruction; training; recording significant findings and action taken; review.

4. Understand the role of the nominated fire warden

4.1 State the role and function of fire wardens in their workplace: • on a day-to-day basis • during an emergency • if they are not in their designated areas of responsibility when the alarm is raised

Day to day role of fire wardens: workplace hazard identification and reporting; fire safety inspection; maintenance of fire systems; information, instruction and training. Emergency role of fire wardens: personal safety; emergency plan; assisting/encouraging evacuation (including those with disabilities); checking premises for people and/or fire; closing down equipment/machinery; using fire-fighting equipment; liaison with emergency services; performing supervisory/management role (e.g. roll call); salvage work. Fire warden not in designated location: emergency plan; assisting at the assembly point; salvage work.

4.2 Outline the content of a fire safety briefing Content of fire safety briefing: emergency plan - evacuation strategy; fire alarm system tests, call points and alarm signal; location of escape



routes; fire exit signs; lifts; closing doors; people with difficulties (PEEPS); assembly points; re-entry to the building; special fire precautions for the premises.



Unit 2 Guidance on Delivery and Assessment

Delivery This unit develops the learner’s knowledge of fire risk, fire prevention and safe usage of portable fire-fighting equipment. Learners will be able to demonstrate their knowledge of the causes of different types of fire (paper, wood, electrical, etc.) and the correct equipment to use in each case. Learners will also be able to identify and explain the use of fire detection equipment such as alarms and sirens, and raising the alarm in case of a fire emergency. Learners will be able to discuss the roles, responsibilities and duties of Fire Wardens and Marshalls as well as other employees during a fire emergency. Learners will also understand the need for and contents of a Fire Safety Briefing. Assessment All assessment criteria in this unit are assessed by portfolio, internally set and marked and externally quality assured by IQ. Centres are encouraged to use the IQ Workbook; passing all of the questions and activities in the IQ Workbook will ensure that all of the assessment criteria have been met. However, centres are permitted to use their own documentation/ assessment materials, provided this is agreed with the EV prior to the commencement of any assessment. A variety of assessment methods can be used including:




Essay Links The unit links to the knowledge aspects of Health and Safety NOS HSS1, HSS6 and HSP6.



Unit 3: DSE Risk Assessment Y/602/1420 Guided Learning Hours: Unit Level: Unit Credit:

18 2 2



1. Understand the importance of DSE risk assessments

1.1 Outline the reasons for conducting DSE risk assessments Reasons for conducting DSE risk assessments: To comply with the Health and Safety (Display Screen Equipment) Regulations 1992; to protect employees from any risks associated with Display Screen Equipment (DSE) (i.e. computers and laptops). Regulations only apply to employers whose workers regularly use DSE as a significant part of their normal work (daily, for continuous periods of an hour or more).

1.2 Outline the main legislation relating to DSE risk

assessments

Main legislation relating to DSE risk assessments: Work with display screen equipment: Health and Safety (Display Screen Equipment) Regulations 1992 as amended by the Health and Safety (Miscellaneous Amendments) Regulations 2002.

2. Understand the principles of controlling the risks from DSE work stations

2.1 Identify the principles of good ergonomic workstation

design

Principles of good ergonomic workstation design: Firm surface and a full-sized keyboard and mouse; height and position of the screen angled so that the user is sitting comfortably and reflection is minimised, using raiser blocks if necessary

2.2 Outline the main causes of ill-health relating to DSE use Main causes of ill-health relating to DSE use: Poorly designed workstations or work environments; incorrect height of monitor; training needs, as well as specifics such as portable DSE usage and work with a mouse, trackball or other pointing device. Computer workstations or equipment can be associated with neck, shoulder, back or arm pain, fatigue, eye strain, upper limb problems and backache from overuse or improper use of DSE.



2.3 Describe corrections that can be applied to workstation

design to control identified risks

Corrections that can be applied to workstation design to control identified risks: Adjusting height and position of monitor; providing information and training; develop best practice regarding treatment and rehabilitation where they exist. Provide eye and eyesight tests on request, and special spectacles if needed; review the assessment when the user or DSE changes.

3. Understand how a DSE risk assessment is undertaken

3.1 Describe the stages involved in a DSE risk assessment Stages involved in a DSE risk assessment: Analysis of workstation requirements and monitoring user routines; scoping the main health risks associated with DSE work (musculoskeletal disorders, visual fatigue and mental stress); putting controls in place.

3.2 Outline the circumstances in which a DSE risk assessment

should be reviewed

Circumstances in which a DSE risk assessment should be reviewed: When the user or DSE changes.




Delivery This unit develops the learner’s understanding of the importance of DSE risk assessments, the principles of controlling the risks from DSE work stations and how a DSE risk assessment is undertaken. Assessment All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay

Other The Achievement Record/Workbook provided by IQ, and available to download from the website, should be used by centres to record all assessment. It includes the forms necessary to map and claim knowledge and all assessment criteria of the unit must be covered. Links The unit links to the knowledge aspects of Health and Safety NOS HSS1, HSS6 and HSP6.



Unit 4: COSHH Risk Assessment F/602/1413 Guided Learning Hours: Unit Level: Unit Credit:

18 2 2



1.Understand the importance of COSHH

risk assessments

1.1 Outline the reasons for conducting COSHH risk assessments

Reasons for conducting COSHH risk assessments: Legal requirements; to prevent or reduce workers exposure to hazardous substances by:

finding out what the health hazards are;

deciding how to prevent harm to health (risk assessment);

providing control measures to reduce harm to health;

making sure they are used;

keeping all control measures in good working order;

providing information, instruction and training for employees and others;

providing monitoring and health surveillance in appropriate cases;

planning for emergencies.

1.2 Outline the main legislation relating to COSHH risk assessments

Main legislation relating to COSHH risk assessments: Control of Substances Hazardous to Health Regulation 2002 (COSHH).

2. Know the main types of hazardous

substances and how they may cause harm

2.1 Describe different forms of hazardous substances Different forms of hazardous substances: To include:

chemicals

products containing chemicals

fumes

dusts

vapours

mists

nanotechnology

gases and asphyxiating gases

microorganisms

2.2 Classify different hazardous substances Classifying hazardous substances: May cause infection, be toxic, corrosive,



explosive or flammable.

2.3 Describe the ways in which hazardous substances can enter the body and the harm they can cause

Ways in which hazardous substances can enter the body: Substances can be: inhaled, swallowed directly or after contaminating food or drink, absorbed through the skin or eyes, injected into the body by high pressure equipment or contaminated sharp objects. The harm they can cause: Immediate or delayed effects, single or prolonged exposure; damage to respiratory system; kidney damage; liver damage; carcinogens; allergic reactions or asthma; respiratory sensitisation; dermatitis; harm the human reproductive process; cause infection e.g. people working with animals are at risk of infection with zoonotic diseases such as leptospirosis or Q fever; hospital clinical staff may come into contact with extremely dangerous micro-organisms such as hepatitis B etc.

3. Understand the principles of controlling

the risks from hazardous substances

3.1 Describe the factors to be considered when assessing the risks from exposure to hazardous substances

Factors to be considered when assessing the risks from exposure to hazardous substances: The potential of a substance or the combined potential of two or more substances to cause harm; the likelihood of exposure occurring; how often exposure is likely to occur; the levels people are exposed to and for how long.

3.2 Describe the hierarchy of controls in relation to the control of hazardous substances

Hierarchy of controls in relation to the control of hazardous substances: The design and use of appropriate work processes, systems and engineering controls and use of suitable work equipment and materials; controlling the exposure of the substance at source (e.g. enclosures, adequate exhaust ventilation systems and appropriate organisational measures); where adequate control cannot be achieved by other means, provide adequate protective equipment (such as suitable chemical protective gloves).

4. Understand how a COSHH risk

assessment is undertaken

4.1 Describe the stages of a COSHH risk assessment Stages of a COSHH risk assessment: Review substances, work processes and working practices in the workplace to identify where there is the potential for exposure to substances that might be hazardous to health e.g. processes that emit dust, fumes, vapour, mist or gas and skin contact with liquids, pastes and dusts; identify substances with workplace exposure limits; evaluate the risks to health by consulting safety data sheets and other sources of information; review areas of concern, e.g. from the Accident Book; decide on the necessary measures to comply with regulations 7-13 of COSHH; record the assessment; record when the assessment needs to be reviewed.



4.2 Outline the circumstances in which a COSHH risk assessment should be reviewed

Circumstances in which a COSHH risk assessment should be reviewed: The assessment should be reviewed at regular intervals and immediately if: the volume of production has changed; ill health related to work is reported; there is new evidence about hazards of substances; monitoring or health surveillance results show any loss of control; new or improved techniques of control become reasonably practicable; there is any reason to suppose that the original assessment is no longer valid; the review interval is not specified in the COSHH Regulations, but the approved code of practice (ACOP) states that the date of the first review and the length of time between successive reviews will depend on the extent of risk, the work and the employer’s judgement on the likelihood of changes.


Delivery This unit develops the learner’s understanding of the importance of COSHH risk assessments, the main types of hazardous substances and how they may cause harm, the principles of controlling the risks from hazardous substances and how a COSHH risk assessment is undertaken. Assessment All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay

Other The Achievement Record/Workbook provided by IQ, and available to download from the website, should be used by centres to record all assessment. It includes the forms necessary to map and claim knowledge and all assessment criteria of the unit must be covered. Links The unit links to the knowledge aspects of Health and Safety NOS HSS1, HSS6 and HSP6.



Unit 5: Manual handling safety at work D/602/4593 Guided Learning Hours: Unit Level: Unit Credit:

10 2 2



1. Understand the reasons for safe manual handling

1.1 Outline the potential injuries and ill health associated with incorrect manual handling

Potential injuries/ ill health associated with incorrect manual handling: Including: work-related musculoskeletal disorders (MSDs), fatigue, cuts, bruises, fractures; covering: back, neck, shoulders, arms, tendons, joints, blood vessels, nerves, ligaments etc.; causes: overly-heavy manual labour, awkward postures etc.

1.2 Outline employers and employees duties relating to manual handling at work

Employers/ employees duties relating to manual handling at work: Adherence to legislative requirements: Management of Health and Safety at Work Regulations (1999), the Manual Handling Operations Regulations (1992), the Health and Safety at Work Act (1974) and advice as offered by the Health and Safety Executive (HSE); covering: avoiding manual handling where possible, responding to concerns/ complaints about discomfort, monitoring of practices/ procedures, reducing the risk of injury, using equipment provided, co-operating with colleagues/ supervisors, notifying employers of hazards, ensuring own activities do not place others at risk; using an ergonomics approach to risk assessment and reduction which seeks to avoid the risk of injury by improving the design of the workplace and the working environment.

1.3 Outline the consequences for non-compliance with health and safety requirements at work

Consequences for non-compliance with health and safety requirements at work: Complaints by staff, public etc. to HSE, visits by a complaint officer, shut-down of sites/ places of work, prosecution, imprisonment, fines (in event of accident or pre-emptively) etc.



2. Understand how manual handling risk assessments contribute to improving health and safety

2.1 Explain the terms ‘hazard’ and ‘risk’ in the context of manual handling work

Hazard: Anything which has the potential to cause harm to self or others. Risk: The probability that a hazard will actually cause harm to self or others.

2.2 Outline the process for carrying out a manual handling risk assessment

Process for carrying out a manual handling risk assessment: As stated by the HSE; covering: identifying the hazards, deciding who might be harmed/ how, evaluating the risks, deciding on precautions, recording/ implementing findings, reviewing assessments and updating as required.

2.3 Describe the principle of the risk control hierarchy when applied to manual handling

Principle of the risk control hierarchy when applied to manual handling: As specified by the Manual Handling Operations Regulations (as amended) 1992 (MHOR) and as stated by the HSE; including: to avoid hazardous Manual Handling Operations so far as is reasonably practicable, to assess any hazardous Manual Handling Operation that cannot be avoided and to reduce the risk of injury so far as is reasonably practicable.

3. Understand the principles, types of equipment and testing requirements associated with manual handling safety

3.1 Describe safe movement principles associated with manual handling

Safe movement principles associated with manual handling: Including: ensuring that the object is light enough to lift, is stable and unlikely to shift or move; heavy or awkward loads should be moved using a handling aid; making sure the route is clear of obstructions; making sure there is somewhere to put the load down wherever it is to be moved to; standing as close to the load as possible, and spreading the feet to shoulder width; bending the knees and trying to keep the back's natural, upright posture; grasping the load firmly as close to the body as possible; using the legs to lift the load in a smooth motion as this offers more leverage reducing the strain on the back; carrying the load close to the body with the elbows tucked into the body; avoiding twisting the body as much as possible by turning the feet to position yourself with the load.

3.2 Outline the types of equipment designed to be used for manual handling tasks

Types of equipment designed to be used for manual handling tasks: Covering: full range from basic to bespoke, method of use, portability, level of expertise/ qualification required to use, whether more than one person is required etc.; including: trolleys, sack trucks, wheelbarrows, cranes, hoists, pallet trucks, conveyors, fork lift trucks are used



extensively in many industries to eliminate manual handling.

3.3 Outline the requirements for the testing, servicing and examination of manual handling and lifting equipment

Requirements for testing, servicing and examination of manual handling/ lifting equipment: In accordance with the Provision and Use of Work Equipment Regulations 1998 (PUWER) and the Lifting Operations and Lifting Equipment Regulations 1998 (LOLER); covering: the importance of competent persons, defining competence, examining equipment exposed to conditions causing deterioration, the frequency/ timescales of inspections (e.g. before first use, in-service regular dates etc.), maintaining records etc.

4. Be able to apply safe manual handling principles

4.1 Demonstrate efficient and safe manual handling principles when: a) applying effort to, or moving a load or object manually on their own b) when using manual handling aids and equipment c) when undertaking a manual handling task as part of a team

Efficient and safe manual handling principles for applying effort/ moving a load alone, using manual handling aids and as part of a team: As stated in assessment criterion 3.1.; checking equipment prior to moving a load, clearing a route for vehicles/ equipment involved, avoiding placing hands in areas that can be trapped by between equipment/ walls etc., adhering to manufacturers guidelines and policies and procedures of organisation; communicating in a team, nominating a leader to give instructions, ensuring space for all members/ access to grips etc., choosing persons of similarly physical ability where possible, delegating heavier loads to stronger individuals etc.




Delivery This unit develops the learners understanding of the reasons for safe manual handling, the contribution of risk assessments to improving health and safety and the principles, equipment and testing requirements associated with manual handling safety. It covers the ability to apply these principles in practice. Assessment Assessment for learning outcomes 1-3 is by multiple choice examination (externally set and marked by IQ) held under examination conditions. Assessment for learning outcome 4 is by portfolio. An Achievement Record Workbook for this qualification which includes the form necessary to map and claim competence for this unit is available to download from the IQ website. All Assessment criteria must be met. Evidence for any competence-based assessment criteria in this unit must demonstrate the learner’s consistent competence in the workplace. Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy; See Appendix A located at the end of this specification. Evidence for any competence-based assessment criteria in this unit must demonstrate the learner’s consistent competence in the workplace. Assessment of this unit must be carried out in accordance with the Proskills QCF Assessment Strategy; See Appendix A located at the end of this specification. The Achievement Record/Workbook provided by IQ, and available to download from the website, should be used by centres to record all assessment. It includes the forms necessary to map and claim knowledge and all assessment criteria of the unit must be covered. Simulation Simulation is not allowed for competence elements of this unit. Knowledge elements must be assessed using methods appropriate to the assessment of knowledge and understanding, please see full guidance in the Assessment Strategy Appendix A. Links This unit is based upon NOS unit PROHSK1 “Basic hazard awareness”.



Appendix A Proskills QCF Assessment Strategy

Introduction

This Assessment Strategy is designed to cover the following NOS based qualifications at all levels:

Building Products

Precast Concrete

Performing Building Products Operations

Glazed Ceramics

Manufacturing Glazed Ceramics

Glass

Fenestration Installation and Surveying

Glass Related Operations

Glass Processing

Glass Manufacturing

Glazing

Installation of Domestic Fascias, Soffits and Bargeboards

Production of Glass Supporting Fabrications

Solar Thermal/Photovoltaic Panel Installation and Surveying

Print

Digital Print Production

Machine Printing

Print Management and Administration

Print Finishing and Converting

Envelope Manufacture

Print Administration

Paper

Fibreboard Operations

Wood

Engineered Wood



Saw Milling

Wood Merchants

Generic

Combined Working Practices

Health and Safety

This Assessment Strategy is designed to supplement the guidance issued by the Regulatory Authorities, including the

Additional Regulatory Requirements for Qualifications of the Type NVQ within the QCF, and guidance issued by Awarding

Bodies. This document is designed to be a core set of assessment practices. There may be specific annexes that apply to

certain of the above awards (see above).

Section 1: Simulation

Simulation is generally not acceptable. The exceptions to this are:

Dealing with emergencies

Dealing with accidents

Certain pre-approved real time simulators

Limited other procedures that cannot be practically performed in the workplace, and for which sufficient evidence cannot

be collected through other means

Any simulation must be approved in advance by the External Verifier, and clear reasons must be given for its intended use. If

approval is given, all Awarding Body guidance and requirements must be observed. Simulation should not be the primary

source of a candidate’s claim to competence.

Section 2: Expert Witnesses, Assessors and Verifiers

Third party 'witnesses' must also be competent to make judgements about the activity(ies) for which they are providing the

testimony. As the assessment decision lies with the Assessor, it is their responsibility to verify this and, where challenged, to

justify their acceptance of third party 'witness testimony' to the Internal Verifier.

Assessors must:

Be registered and recognised by an approved centre

Be competent to make qualitative judgements about the units they are assessing

Illustrations of competence could include the assessor:

Having achieved the award themselves o Having substantial demonstrable experience in the job roles they are

assessing

Being in a day-to-day line management or quality assurance role with responsibility for the job roles they are

assessing

Be in possession of or working towards the A1/A2 award or hold the D32/33 award; carry out their duties in

accordance with the current NOS for Assessment, and in line with current guidance on assessment practice

issued by the regulatory authorities and the appropriate Awarding Body

Maintain appropriate evidence of development activities to ensure their assessment skills and occupational

understanding are current (CPD)



Have a working knowledge of awards and a full understanding of that part of the award for which they have

responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant

references

Be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment

strategy. The appointment of Assessors may require the prior approval of the Awarding Body

Meet any additional requirements as specified in the award specific annex

Meet any additional requirements as specified by the awarding body

Internal Verifiers must:

Be registered and recognised by an approved centre

Be in possession of or working towards the V1 award or hold the D34 award, as recommended by SQA/QCA and

supported by an appropriate CPD record

Carry out their duties in accordance with the current NOS for Verification, and in line with current guidance on verification

practice issued by the regulatory authorities and the appropriate Awarding Body

Maintain appropriate evidence of development activities to ensure their verification skills and occupational understanding

are current (CPD)

Have expertise and knowledge of awards and a full understanding of that part of the award for which they have

responsibility. The Awarding Body will confirm this through examination of relevant CVs supported by relevant references

Be approved by the Awarding Body who must maintain records demonstrating how they meet the assessment strategy.

The appointment of Internal Verifiers may require the prior approval of the Awarding Body



External Verifiers must:

Be registered and recognised by an approved Awarding Body

Be familiar with and/or experienced in the relevant sector and/or context to be able to verify that candidate evidence has

met the National Occupational Standards and the requirements of the appropriate Awarding Body

Be in possession of or be working towards the V2 or hold the D35 External Verifier Award. To be achieved within 12

months of registration in England, Wales and Northern Ireland

Carry out their duties in accordance with the current National Occupational Standards for Assessment and Verification and

current guidance on best verification practice issued by the regulatory authorities and appropriate Awarding Body

Maintain appropriate evidence of development activities to ensure their verification skills and occupational awareness are

current (CPD)


Not work with any centre in which they have a personal or financial interest




Section 3: Evidence and Location of Assessment

Evidence

The majority of the Candidate’s evidence should come from direct observations of competence in the real workplace, unless

specified in the award specific annex. Other types of acceptable evidence include, but are not limited to:

Witness Testimony (Details of acceptable witnesses are found in “Section 2: Expertise of Verifiers, Witnesses and

Assessors”)

Logs/Diaries kept by Candidates

Recorded answers to questions posed by the Assess

Recorded/Transcribed Interviews with the Candidate

Recorded use of up-to-date commercial/industrial equipment

e-portfolios and other forms of digital media

Works documentation attributable to the candidate

Both interim and final internal verification.

Location of Assessment

Although the majority of the Candidate’s evidence should come from direct observations of competence in the real work place,

in exceptional circumstances simulation of the real workplace may be allowed. Occasions in which this may be approved are

listed under “Section1: Simulation”.

Section 4: Enhanced Quality Control The External Quality Control will be through enhanced external verification and enhanced internal verification the latter

moderated or monitored by the External Verifier.

Enhanced Internal Verification Strategy

All Internal Verifiers must provide evidence of having verified:

Evidence supporting any key units (where specified in the award specific guidance) and evidence supporting at least one

other unit from the award OR

The evidence supporting at least two distinct units (or as documented in the Award Specific Guidance) for each award per

annum.

As well as:

All evidence from all simulations/simulators

Over time, an example of each unit the Assessor is qualified to assess

Over time, an example of each assessment method used in the centre

Evidence of internal verification

Enhanced External Verification Strategy

External Verifiers must carry out regular risk assessments and subsequent statistical analysis for each of the centres for which

they have verification responsibilities. Where problems are identified through this procedure, the External Verifier will take

further measures to ensure that the centre is performing to an acceptable level.

This could include, but should not be limited to:

Verifying a representative sample of candidates’ work from each Assessor, covering all Assessors in the centre over an agreed

period of time, including:



Evidence supporting any key units from the award (where specified in the award specific guidance

Selected evidence supporting distinct units identified by the External Verifier in response to issues raised through

risk assessment

All evidence from all simulations

Verifying selected evidence of Internal Verification procedures identified by the External Verifier in response to

issues raised through risk assessment

Externally-set banks of questions and answers that will test the presence of “essential” knowledge and

understanding for selected Candidates



Resources

Training Resources

Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment. IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification. Resources and Useful websites Health and Safety Executive www.hse.gov.uk The National Archives (For all UK legislation) http://www.legislation.gov.uk Equalities and Human Rights Commissions http://www.equalityhumanrights.com Health and Safety Executive for Northern Ireland http://www.hseni.gov.uk Northern Ireland Office http://www.nio.gov.uk Northern Ireland Assembly http://www.niassembly.gov.uk Equality Commission for Northern Ireland http://www.equalityni.org A step by step guide to COSHH assessment http://www.hse.gov.uk/pubns/priced/hsg97.pdf

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

http://www.legislation.gov.uk/

http://www.equalityhumanrights.com/

http://www.hseni.gov.uk/

http://www.nio.gov.uk/

http://www.niassembly.gov.uk/

http://www.equalityni.org/

http://www.hse.gov.uk/pubns/priced/hsg97.pdf

Documents

IQ Level 2 Award in Occupational Health and Safety (QCF ... · IQ Level 2 Award in Occupational Health and Safety (QCF ... Unit 1 Guidance on ... IQ offers multiple choice question