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Sam
ple
page
s fro
m u
nit 1
of B
TEC
Natio
nal
Cons
truct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook.
Sam
ple
page
s fro
m u
nit 1
of B
TEC
Natio
nal
Cons
truct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent a
nd
Deliv
ery
Reso
urce
.
A fu
ll un
it fro
m B
TEC
Natio
nal C
onst
ruct
ion,
Bu
ildin
g Se
rvic
es E
ngin
eerin
g &
Civi
l En
gine
erin
g St
uden
t Boo
k.
A fu
ll un
it fro
m B
TEC
Natio
nal C
onst
ruct
ion,
Bu
ildin
g Se
rvic
es E
ngin
eerin
g &
Civi
l En
gine
erin
g As
sess
men
t and
Del
iver
y Re
sour
ce.
How
to u
se th
is p
ack.
..
You
can
use
this
exc
lusi
ve m
ater
ial*
to s
tart
plan
ning
fo
r you
r firs
t les
son
– w
ith fu
ll un
its a
vaila
ble
onlin
e to
o, y
ou’ll
be
able
to p
lan
a w
hole
lot m
ore.
Why
not
try
out s
ome
of th
e ac
tiviti
es w
ith y
our
stud
ents
, and
take
adv
anta
ge o
f the
sug
gest
ed
Sche
me
of W
ork
to h
elp
you
get s
tarte
d?
*Ple
ase
note
that
the
cont
ent i
n th
is p
ack
is s
ampl
e m
ater
ial t
hat h
as y
etto
go
thro
ugh
final
che
cks
and
may
con
tain
min
or e
rror
s.
A su
gges
ted
Sche
me
of W
ork
for 3
6 gu
ided
le
arni
ng h
ours
.
An o
rder
form
mak
ing
it ea
sy fo
r you
to o
rder
yo
ur c
lass
set
s.
And
don’
t for
get t
o pr
e-or
der y
our c
lass
set
s on
the
encl
osed
ord
er fo
rm, s
o yo
u ar
e fir
st in
line
to re
ceiv
e yo
ur s
uppo
rt.
national
BTEC
Cons
truc
tion
New
spe
cific
atio
ns d
on’t
have
to b
e a
head
ache
!
Whe
n th
e BT
EC N
atio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civ
il En
gine
erin
gsp
ecifi
catio
n ch
ange
s in
Sep
tem
ber 2
007,
you
can
re
ly o
n He
inem
ann
for c
ontin
ued
supp
ort.
As th
e le
adin
g BT
EC p
ublis
her,
we
have
car
ried
out e
xten
sive
rese
arch
and
spo
ken
to m
any
teac
hers
an
d st
uden
ts to
gua
rant
ee o
ur n
ew re
sour
ces
prov
ide
exac
tly th
e le
vel o
f cov
erag
e an
d di
ffere
ntia
tion
that
you
nee
d.
We
are
brin
ging
you
a b
rand
new
Stu
dent
Boo
k an
d a
teac
her’s
Ass
essm
ent a
nd D
eliv
ery
Reso
urce
w
ith n
etw
orka
ble
and
VLE
com
plia
nt C
D-RO
M in
tim
e fo
r Sep
tem
ber.
We’
ve a
lso
put t
oget
her t
his
free
‘Get
Pla
nnin
g Pa
ck’,
whi
ch c
onta
ins
excl
usiv
e m
ater
ial t
o en
able
you
to p
lan
the
first
uni
t now
.
Find
out
mor
e ab
out t
he s
peci
ficat
ion
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ge
atw
ww
.ede
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.uk/
natio
nals
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t doe
s yo
ur G
et P
lann
ing
Pack
con
tain
?
23
Star
t tea
chin
g no
w w
ith fu
ll un
its o
nlin
e!
Cons
truc
tion
national
BTEC
Construction
Build
ing
Serv
ices
Engi
neer
ing
&
Civi
l Eng
inee
ring
Sim
on T
oplis
s
Mik
e Hu
rst
Greg
Ska
rrat
t
Visi
tww
w.h
arco
urt.c
o.uk
/bte
ccon
to a
cces
s yo
ur o
nlin
e m
ater
ial.
new
!, B
uild
ing
Serv
ices
Eng
inee
ring
& C
ivil
Engi
neer
ing
45
You
can
wor
k ou
t th
e ri
sk u
sin
g th
e fo
llow
ing
scal
e:
Like
lihoo
d:
Seve
rity:
1 =
slig
ht
1= n
o in
jury
2 =
pos
sibl
e2=
min
or in
jury
3= v
ery
likel
y3=
maj
or in
jury
4= c
erta
inty
4= fa
tal
You
hav
e to
rat
e th
e se
veri
ty a
nd
like
lihoo
d f
rom
1 t
o 4.
Yo
u t
hen
mu
ltip
ly s
ever
ity
and
like
lihoo
d t
o w
ork
out
the
pot
enti
al r
isk
Th
e ta
ble
has
bee
n c
olou
red
fro
m
gree
n f
or o
kay
wit
h e
xist
ing
con
trol
s; y
ello
w r
equ
ires
fu
rth
er m
easu
res;
to
red
wh
ich
mea
ns
that
th
e w
ork
bein
g ri
sk a
sses
sed
is t
oo d
ange
rou
s to
con
tin
ue
wit
h.
Th
e m
ore
com
ple
x th
e w
ork,
th
e bi
gger
th
e m
atri
x ca
n b
ecom
e. H
igh
rat
ings
mu
st h
ave
furt
her
con
trol
m
easu
res
pla
ced
up
on t
hem
. Th
ese
are
then
rea
sses
sed
to
ch
eck
that
th
e ra
tin
g h
as b
een
red
uce
d t
o an
ac
cep
tabl
e le
vel.
Pote
ntia
l to
caus
e ha
rm
Th
is r
efer
s to
th
e po
ssib
le d
ange
rs fr
om t
he
iden
tifi
ed
haz
ard
and
the
likel
ihoo
d th
at it
may
cau
se a
n in
jury
. Fo
r ex
ampl
e, g
as c
onta
ined
wit
hin
a g
as p
ipe
serv
ing
you
r h
ome
has
th
e po
ten
tial
to e
xplo
de if
ign
ited
an
d ca
use
a fa
tal i
nju
ry.
Case
stu
dy
Ever
ywhe
re y
ou lo
ok o
n a
cons
truc
tion
site
, the
re
may
be
a ph
ysic
al h
azar
d. F
or e
xam
ple,
a r
einf
orci
ng
bar
stic
king
out
of th
e gr
ound
has
the
pot
entia
l to
caus
e an
inju
ry t
o a
wor
ker
by im
palin
g th
em s
houl
d th
ey fal
l ont
o it.
Is it
cer
tain
or
unlik
ely
that
a w
orke
r co
uld
fall
on
the
rein
forc
ing
bar?
Wha
t w
ould
be
the
seve
rity
of
the
inju
ry?
Theo
ry in
to p
ract
ice
Look
clo
sely
at
the
rein
forc
ing
rods
stic
king
out
of
thi
s sl
ab t
hat
is r
eady
to
be c
ast.
Wha
t do
you
no
tice?
The
rod
s ha
ve c
aps
over
the
m t
o pr
otec
t op
erat
ives
sho
uld
they
fal
l ont
o th
e ro
ds. Th
is is
ca
lled
a ‘c
ontr
ol m
easu
re’ an
d is
use
d to
red
uce
the
risk
to a
n ac
cept
able
leve
l.
Figu
re 1
.3 A
risk
mat
rix
[15]
Uni
t 1
|H
ealth
, saf
ety
and
wel
fare
in c
onst
ruct
ion
and
the
built
env
iron
men
t
1.2
User
-frie
ndly
form
atBr
ingi
ng th
eory
to li
fe
Haza
rds
and
risks
The
diff
eren
ce b
etw
een
haza
rds a
nd ri
sks
A h
azar
d is
som
eth
ing
that
has
th
e po
ten
tial
to c
ause
h
arm
, for
exa
mpl
e el
ectr
icit
y, h
ot w
ater
, ste
am, n
oise
. A
ris
k is
th
e po
ten
tial
of
that
haz
ard
to a
ctu
ally
cau
se
som
eon
e in
jury
. For
exa
mpl
e, s
team
con
tain
ed w
ith
in a
n
insu
late
d st
ain
less
ste
el p
ipe
4 m
etre
s in
th
e ai
r h
as v
ery
low
pot
enti
al to
cau
se s
omeo
ne
har
m.
Iden
tifica
tion
of h
azar
ds
Ris
k as
sess
men
ts a
re a
vit
al p
art
of a
com
pany
’s s
afet
y et
hos
an
d ar
e a
lega
l req
uir
emen
t. T
hey
hav
e to
be
carr
ied
out
for
a n
um
ber
of r
easo
ns:
Man
ual
han
dlin
g of
load
s–
the
risk
s w
ith
mov
ing
load
s h
ave
to b
e as
sess
ed.
Con
trol
of
Subs
tan
ces
Haz
ardo
us
to H
ealt
h
(CO
SHH
) –
the
risk
s of
usi
ng
chem
ical
s.
Pers
onal
pro
tect
ive
equ
ipm
ent
(PP
E)
– th
e ri
sks
of
usi
ng
PP
E.
Con
stru
ctio
n (
Des
ign
an
d M
anag
emen
t) R
egu
lati
ons
– th
e ri
sks
and
haz
ards
on
sit
e.
Man
agem
ent
of H
ealt
h, S
afet
y an
d W
elfa
re
Reg
ula
tion
s –
the
risk
s an
d h
azar
ds a
t w
ork.
Con
stru
ctio
n w
ork
is c
onti
nu
ally
evo
lvin
g, fr
om
mod
ula
r co
nst
ruct
ion
to o
ne-
off
pres
tigi
ous
build
ing
proj
ects
. As
such
, th
e pr
oces
s an
d pr
acti
ces
on s
ite
will
be
su
bjec
t to
ch
ange
. Th
is m
ay b
e da
ily in
som
e ca
ses.
C
onst
ruct
ion
is n
ot li
ke a
fact
ory
prod
uct
ion
lin
e w
her
e th
ere
may
be
littl
e ch
ange
to t
he
proc
ess
each
yea
r. R
isk
asse
ssm
ent
is u
sed
to id
enti
fy t
hes
e ch
ange
s, a
nd
the
safe
1.2Id
entif
ying
wor
kpla
ce h
azar
ds, p
eopl
e w
ho m
ay
be a
ffect
ed b
y suc
h ha
zard
s, an
d th
e po
tent
ial
cons
eque
nces
of a
ccid
ents sy
stem
of
wor
k as
soci
ated
wit
h it
req
uir
es t
hat
th
ese
are
revi
ewed
. Fac
tors
mig
ht
incl
ude
th
e fo
llow
ing:
Th
e w
orkp
lace
act
ivit
y h
as c
han
ged.
Th
e pr
oces
ses
use
d h
ave
chan
ged.
New
mat
eria
ls a
re b
ein
g u
sed.
Inex
peri
ence
d n
ew o
pera
tive
s.
A c
han
ge in
saf
ety
legi
slat
ion
.
Ris
k as
sess
men
ts h
ave
to b
e re
view
ed a
nd
sign
ed o
ff w
ith
a
date
of
revi
ew a
nd
any
acti
ons
to b
e ta
ken
. Any
act
ion
s in
stig
ated
an
d pu
t in
pla
ce m
ust
be
clea
rly
reco
rded
.
Risk
ratin
g of
haz
ards
The
iden
tifi
cati
on o
f ha
zard
s re
lies
on t
rain
ing,
kn
owle
dge
and
expe
rien
ce o
f co
nst
ruct
ion
. Thi
s is
es
peci
ally
so
whe
n y
ou h
ave
to id
enti
fy h
idde
n h
azar
ds
that
are
not
imm
edia
tely
obv
iou
s to
the
eye.
For
exam
ple,
asb
esto
s in
sula
tion
had
a h
idde
n h
azar
d –
the
asbe
stos
fibr
es. H
azar
ds h
ave
to b
e cl
assi
fied
so
you
can
u
nde
rsta
nd
whi
ch a
re th
e m
ost i
mpo
rtan
t. To
acc
ompl
ish
this
, the
y ca
n b
e cl
assi
fied
hig
h, m
ediu
m o
r lo
w.
Part
of
the
risk
ass
essm
ent
proc
ess
asks
you
to a
sses
s th
e po
ten
tial
har
m fr
om t
he
haz
ard.
Ris
ks c
an b
e ra
ted
by
the
likel
ihoo
d th
at t
he
haz
ard
will
cau
se h
arm
an
d th
e se
veri
ty o
f th
at h
arm
wer
e it
to o
ccu
r. T
he
mat
hem
atic
al
form
ula
to d
o th
is is
:
Ris
k =
Lik
elih
ood
× S
ever
ity
Now
you
can
use
th
is to
judg
e th
e lik
elih
ood
and
the
seve
rity
of
the
risk
an
d pr
odu
ce a
ris
k m
atri
x (s
ee F
igu
re
1.3)
.Em
ploy
ers
ofte
n u
se n
um
bers
as
they
are
mu
ch
smal
ler
to s
quee
ze o
nto
a r
isk
asse
ssm
ent
form
, an
d h
ave
a ke
y to
refl
ect
wh
at t
he
nu
mbe
rs m
ean
. Th
is c
alcu
lati
on
may
pla
ce t
he
risk
rat
ing
into
a 4
× 4
= 1
6, w
hic
h m
ean
s th
e lik
elih
ood
of it
occ
urr
ing
is c
erta
in a
nd
the
seve
rity
is
fata
l, so
wou
ld y
ou c
onti
nu
e w
ith
th
is?
[14
]B
TEC N
atio
nal |
Con
stru
ctio
n
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
Clea
r hea
ding
s an
d la
yout
mak
e th
e bo
ok e
asy
to u
se a
nd fo
llow
.
‘The
ory
into
pra
ctic
e’
boxe
s br
ing
theo
ry to
life
fo
r lea
rner
s by
put
ting
it in
to
a re
al-w
orld
con
text
.
67
Wor
king
ove
r w
ater
Wor
kin
g ov
er w
ater
pre
sen
ts d
iffi
cult
ies
as t
her
e is
th
e ri
sk o
f dr
own
ing
to b
e co
nsi
dere
d . T
her
e ar
e ad
diti
onal
co
ntr
ol m
easu
res
that
mu
st b
e u
sed
for
this
haz
ard.
C
ontr
acto
rs m
ust
mak
e su
re t
hat
any
one
wor
kin
g ab
ove
wat
er h
as a
sta
ble
plat
form
wit
h g
uar
drai
ls to
w
ork
on. S
econ
dly,
ope
rati
ves
wor
kin
g ab
ove
wat
er m
ust
be
abl
e to
sw
im a
nd
wea
r lif
ejac
kets
(a
suit
able
PP
E).
T
hir
dly,
th
ere
mu
st b
e m
ean
s of
res
cue
– a
boat
wit
h a
tr
ain
ed o
pera
tive
.
Con
fined
spac
es
‘A “
con
fin
ed s
pac
e” is
an
y en
clos
ed s
pac
e th
at h
as
rest
rict
ed n
atu
ral v
enti
lati
on a
nd
is n
ot in
ten
ded
fo
r co
nti
nu
al o
ccu
pan
cy b
y p
eop
le, a
nd
wh
ere
by
virt
ue
of it
s en
clos
ed n
atu
re t
her
e is
a r
easo
nab
ly
fore
seea
ble
risk
of
inju
ry t
o w
orke
rs.’
(Con
fin
ed S
pac
es
Reg
ula
tion
s 19
97)
In c
onst
ruct
ion
, con
fin
ed s
pace
s m
ight
be
base
men
ts,
cella
rs o
r un
der-
floo
r sp
aces
. Man
hole
s ar
e al
so a
con
fin
ed
spac
e w
ith
the
adde
d ha
zard
of
gas.
Un
der-
floo
r du
cts
for
serv
ices
wou
ld a
lso
con
form
to th
e ab
ove
defi
nit
ion
.
Wh
en w
orki
ng
in c
onfi
ned
spa
ces,
th
e fo
llow
ing
mu
st
alw
ays
be c
onsi
dere
d:
If t
her
e is
no
alte
rnat
ive
and
you
hav
e to
wor
k w
ith
in
the
con
fin
ed s
pace
, th
en y
ou w
ill h
ave
to u
nde
rtak
e a
risk
ass
essm
ent
for
the
wor
k yo
u w
ill c
arry
ou
t.
A s
afe
syst
em o
f w
orki
ng.
A p
erm
it to
wor
k sy
stem
is
an
exa
mpl
e of
th
is, w
her
e al
l th
e re
quir
emen
ts fo
r w
orki
ng
in a
con
fin
ed s
pace
wou
ld b
e lis
ted
so t
hat
n
one
are
mis
sed.
Em
erge
ncy
arr
ange
men
ts in
th
e ev
ent
of a
n a
ccid
ent
in t
he
con
fin
ed s
pace
.
If r
escu
e is
req
uir
ed, t
he
risk
s to
th
e pe
ople
wh
o w
ill
hav
e to
en
ter
the
con
fin
ed s
pace
an
d ca
rry
out
a re
scu
e m
ust
be
asse
ssed
.
If u
nco
nsc
iou
s op
erat
ives
hav
e be
en r
emov
ed fr
om
the
con
fin
ed s
pace
, th
en t
rain
ed p
erso
nn
el m
ust
be
avai
labl
e to
car
ry o
ut
resu
scit
atio
n.
Acc
ess a
nd e
gres
s
Key T
erm
A p
erm
it t
o w
ork
This
is a
doc
umen
t th
at is
issu
ed b
y th
e pe
rson
res
pons
ible
for a
part
icul
ar w
ork
area
. Suc
h an
are
a is
usu
ally
one
of h
igh
and
com
plex
act
ivity
; th
ey tel
l the
per
son
who
is w
orki
ng in
tha
t ar
ea. T
hey
also
list
any
pre
caut
ions
tha
t m
ust be
tak
en a
nd a
ny
isol
atio
n of
any
ser
vice
s th
at m
ay b
e re
quire
d.
Con
stru
ctio
n s
ites
are
not
orio
usl
y di
fficu
lt to
en
ter
and
exit
as
the
perm
anen
t st
ruct
ure
has
not
yet
bee
n
com
plet
ed. T
empo
rary
acc
ess
and
egre
ss c
an b
e ac
hie
ved
thro
ugh
:
mob
ile e
leva
ted
plat
form
ssc
isso
r lif
tssc
affo
ldin
gsc
affo
ldin
g st
airs
ladd
ers
for
shor
t ri
sk-a
sses
sed
dura
tion
sto
wer
sca
ffol
dslif
ts.
Th
e m
ost
com
mon
way
is b
y th
e sa
fe u
se o
f sc
affo
ld, b
ut
stai
r to
wer
s m
ust
now
be
inco
rpor
ated
as
it is
not
saf
e to
use
ladd
ers
wit
h s
caff
oldi
ng.
Acc
ess
plat
form
s w
ith
ro
ll-ov
er g
uar
ds h
ave
to b
e pr
ovid
ed fo
r th
e sa
fe li
ftin
g an
d pl
acin
g of
mat
eria
ls o
nto
th
e sc
affo
ldin
g by
a r
ough
te
rrai
n fo
rklif
t w
ith
tele
scop
ic b
oom
.
Key T
erm
Acc
ess
and
egr
ess
Get
ting
in a
nd o
ut o
f th
e w
orkp
lace
.
You
have
bee
n as
ked
to p
rovi
de t
he a
cces
s an
d eg
ress
arr
ange
men
ts for
a r
oof re
pair
on a
cor
ruga
ted
met
al, p
itche
d ro
of. W
hat
wou
ld y
ou p
rovi
de t
o sa
fely
ga
in a
cces
s to
wor
k on
the
roo
f?P
5
Asse
ssm
ent p
ract
ice
[17
]U
nit
1 |
Hea
lth, s
afet
y an
d w
elfa
re in
con
stru
ctio
n an
d th
e bu
ilt e
nviron
men
t
1.2
Help
new
lear
ning
mak
e se
nse
Asse
ssm
ent s
ucce
ss
Envi
ronm
enta
l asp
ects
Haz
ards
and
risk
s in
the
wor
kpla
ce e
nviro
nmen
t
Dif
fere
nt
wor
kpla
ces
pres
ent
diff
eren
t po
ten
tial
dan
gers
.
Wor
king
wit
hin
hot
and
cold
en
viro
nmen
tsH
ot a
nd
cold
env
iron
men
ts c
an p
rese
nt
man
y h
azar
ds.
Hot
env
iron
men
ts c
reat
e a
dryi
ng-
out
envi
ron
men
t
wh
ich
may
aff
ect
oper
ativ
es w
orki
ng
wit
hin
th
em.
Indi
vidu
als
may
su
ffer
from
deh
ydra
tion
, wh
ich
can
le
ad to
un
con
scio
usn
ess
and,
ult
imat
ely,
dea
th. S
imila
rly,
co
ld e
nvir
onm
ents
cau
se t
he
body
to s
hiv
er, f
ollo
wed
by
hyp
oth
erm
ia, e
ven
tual
ly lo
wer
ing
the
body
’s c
ore
tem
pera
ture
wh
ich
may
res
ult
in d
eath
. Obv
iou
sly,
th
ese
extr
emes
are
on
ly fo
un
d w
hen
wor
kin
g ou
tdoo
rs o
r w
ith
in c
old
stor
es o
r bo
iler
room
s. W
orki
ng
alon
e in
any
of
th
ese
envi
ron
men
ts c
ould
be
con
side
red
dan
gero
us.
Asse
ssm
entp
ract
ice
Look
at
the
phot
o be
low
and
list
the
haz
ards
tha
t yo
u ca
n se
e. D
iscu
ss t
hese
with
you
r tu
tor
once
you
hav
e id
entifi
ed a
t le
ast
thre
e ha
zard
s.
Look
aga
in a
t th
e ph
oto
and
deci
de w
ho m
ight
be
harm
ed b
y th
e co
nstr
uctio
n op
erat
ions
you
can
see
–
don’
t fo
rget
the
peo
ple
you
cann
ot s
ee. W
hat
wou
ld b
e th
e po
ssib
le c
onse
quen
ces
for
such
indi
vidu
als?
P3
Look
for t
he h
azar
ds o
n th
is s
ite
[16
]B
TEC N
atio
nal |
Con
stru
ctio
n
Asse
ssm
ent p
ract
ice
oppo
rtun
ities
ens
ure
key
cont
ent h
as b
een
gras
ped
by p
rovi
ding
stu
dent
s w
ith th
e ch
ance
to te
st th
eir l
earn
ing.
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
‘Key
term
s’ in
trod
uce
term
s an
d co
ncep
ts to
you
r stu
dent
s an
d he
lp
new
lear
ning
mak
e se
nse.
89
Pers
ons w
ho m
ay b
e af
fect
ed b
y haz
ards
an
d ris
ksO
n a
con
stru
ctio
n s
ite
man
y pe
ople
may
be
affe
cted
by
the
har
m fr
om a
haz
ard,
incl
udi
ng:
empl
oyee
ssi
te v
isit
ors
the
gen
eral
pu
blic
.
Th
e n
atu
re o
f th
e h
azar
d, fo
r ex
ampl
e a
gas
esca
pe fr
om
a si
te, w
ill d
eter
min
e h
ow m
any
peop
le w
ill b
e h
arm
ed,
wh
erea
s m
inor
inci
den
ts m
ay in
volv
e on
ly o
ne
pers
on.
Em
ploy
ees
Th
e em
ploy
ees
are
the
peop
le w
ho
will
be
dire
ctly
u
nde
rtak
ing
the
con
stru
ctio
n o
f th
e pr
ojec
t. T
hey
are
th
e m
ost
vuln
erab
le w
hen
face
d w
ith
pot
enti
al h
azar
ds,
as t
he
maj
orit
y ar
e at
th
e ‘s
har
p en
d’ o
f th
e pr
oces
s an
d n
ot b
ased
wit
hin
an
offi
ce w
her
e th
ey m
ay b
e so
me
dist
ance
aw
ay fr
om t
he
haz
ards
. Em
ploy
ees
may
be
very
exp
erie
nce
d or
ver
y n
ew to
th
e pr
ojec
t. E
ach
will
re
quir
e in
form
atio
n, i
nst
ruct
ion
an
d tr
ain
ing
abou
t th
e po
ten
tial
sit
e h
azar
ds.
Site
visi
tors
Vis
itor
s to
a c
onst
ruct
ion
sit
e sh
ould
rep
ort
firs
t to
th
e si
te m
anag
er’s
offi
ce. H
ere
the
man
ager
will
con
firm
th
at t
he
visi
tor
has
sig
ned
in o
n a
reg
iste
r (i
n t
he
even
t of
a fi
re e
very
one
nee
ds a
ccou
nti
ng
for)
, has
bee
n g
iven
ap
prop
riat
e pe
rson
al p
rote
ctiv
e eq
uip
men
t an
d h
as
been
indu
cted
on
th
e si
te h
azar
ds. T
he
visi
tor
may
be
acco
mpa
nie
d on
th
eir
visi
t by
a s
upe
rvis
or.
Gen
eral
pub
lic
Th
e m
ain
con
trac
tor
has
a d
uty
to p
rote
ct t
he
gen
eral
pu
blic
. Th
is is
nor
mal
ly a
chie
ved
by fe
nci
ng
off
the
con
stru
ctio
n s
ite
so t
hat
peo
ple
can
not
wan
der
onto
th
e si
te. I
n a
ddit
ion
, sig
ns
are
put
up
on t
he
fen
cin
g to
war
n
intr
ude
rs o
f th
e in
her
ent
dan
gers
of
tres
pass
.
Case
stud
y
Look
at
the
phot
ogra
ph w
here
the
tw
o en
gine
ers
are
obvi
ousl
y fix
ing
elec
tric
al e
quip
men
t w
hich
is b
olte
d to
a m
ast.
As
you
can
see,
the
y ar
e w
orki
ng a
t a
cons
ider
able
hei
ght
as t
he m
ast
is s
ituat
ed o
n to
p of
a s
kysc
rape
r. Th
e nu
mbe
r of
sky
scra
pers
is s
et
to g
row
in t
he d
evel
opm
ent
of o
ur c
ities
and
so
will
th
eir
use
for
the
posi
tioni
ng o
f m
obile
pho
ne a
nd
com
mun
icat
ions
mas
ts.
1W
ould
you
be
happ
y to
car
ry o
ut t
his
wor
k?
2W
hat
are
the
risk
s in
doi
ng s
o?
3Is
the
re a
ny o
ther
way
thi
s w
ork
coul
d be
un
dert
aken
by
not
wor
king
at
heig
ht?
4W
hat
prec
auti
ons
have
to
be t
aken
to
cont
rol
the
risk
s in
volv
ed in
und
erta
king
thi
s w
ork?
Case
stud
y
Your
cur
rent
em
ploy
men
t is
as
an a
ssis
tant
site
m
anag
er o
n an
out
-of-t
own
supe
rmar
ket
shop
ping
de
velo
pmen
t. O
ne o
f yo
ur r
espo
nsib
ilitie
s is
to
set
up t
he s
ite e
stab
lishm
ent
befo
re t
he m
ain
cons
truc
tion
wor
k co
mm
ence
s. Y
ou h
ave
set
up t
he
site
acc
omm
odat
ion
and
site
com
poun
d an
d ha
ve
fenc
ed in
the
site
on
thre
e si
des
usin
g 2.4
-met
re
high
tem
pora
ry p
anel
fen
cing
bol
ted
toge
ther
on
rubb
er fee
t. T
he fou
rth
side
is a
n ex
istin
g fa
rmer
’s
fenc
e th
at is
1.2
met
res
high
and
is t
oppe
d w
ith t
wo
stra
nds
of b
arbe
d w
ire. Th
e si
te is
on
the
outs
kirt
s of
a
tow
n ne
xt t
o th
e lo
cal s
choo
l.
1H
ave
you
take
n al
l rea
sona
ble
prec
auti
ons
to
prot
ect
empl
oyee
s an
d th
e ge
nera
l pub
lic fro
m
the
cons
truc
tion
sit
e ac
tivi
ties
?
2W
hat
othe
r m
easu
res
wou
ld y
ou u
nder
take
?
Key T
erm
Pan
el fe
ncin
g Th
is is
con
stru
cted
out
of m
esh
squa
res
wel
ded
to a
fra
mew
ork.
The
fen
ces
sit
into
fe
et a
nd a
re b
olte
d to
geth
er w
ith c
lips;
the
y ar
e hi
gh
enou
gh s
o th
ey c
anno
t be
clim
bed
over
.
[19]
Uni
t 1
|H
ealth
, saf
ety
and
wel
fare
in c
onst
ruct
ion
and
the
built
env
iron
men
t
1.2
Case
stu
dies
Enga
ging
to u
se
Wor
king
at h
eigh
t
Th
e ph
oto
illu
stra
tes
a ty
pica
l sca
ffol
d th
at h
as
prot
ecti
on c
over
ing
it to
pre
ven
t m
ater
ials
falli
ng
and
inju
rin
g th
e ge
ner
al p
ubl
ic. M
obile
ele
vate
d pl
atfo
rms
(ME
Ps)
allo
w y
ou to
dri
ve a
nd
rota
te t
he
guar
ded
cage
you
wor
k in
360
deg
rees
. Th
ey p
rovi
de a
saf
e an
d se
cure
mea
ns
of a
cces
s. T
rain
ing
to u
se o
ne
of t
hes
e is
ess
enti
al.
Th
e ph
oto
abov
e sh
ows
two
peop
le w
orki
ng
on a
co
mm
un
icat
ion
s m
ast
on to
p of
a s
kysc
rape
r. W
orki
ng
at h
eigh
t is
inh
eren
tly
dan
gero
us
as a
n a
ccid
ent
can
of
ten
be
fata
l. C
onn
ecte
d w
ith
th
is is
th
e da
nge
r of
fa
llin
g ob
ject
s su
ch a
s to
ols,
pla
nt
and
mat
eria
ls w
hic
hca
n in
jure
wor
kers
at
grou
nd
leve
l. A
cces
s an
d eg
ress
is
sues
wit
h w
orki
ng
at h
eigh
t ca
n b
e so
lved
wit
h M
EPs
and
stai
r sc
affo
lds.
Th
is e
nab
les
plan
t an
d m
ater
ials
to b
e m
oved
saf
ely
to t
he
wor
kpla
ce.
Pers
onn
el p
rote
ctiv
e eq
uip
men
t fo
r w
orki
ng
at h
eigh
tta
kes
the
form
of
a h
arn
ess,
wh
ich
is w
orn
by
the
oper
ativ
e an
d co
nta
ins
a la
nyar
d. T
his
lany
ard
slow
s do
wn
th
e ra
te o
f de
scen
t sh
ould
a fa
ll oc
cur.
Th
e la
nyar
d m
ust
be
secu
red
to a
phy
sica
l fixi
ng
poin
t th
at
will
su
ppor
t a
fall.
A r
escu
e pr
oced
ure
mu
st b
e in
pla
cebe
cau
se y
ou n
eed
to b
e ta
ken
ou
t of
th
e h
arn
ess
wit
hin
Oth
er p
reve
nti
on m
easu
res
invo
lve
phys
ical
bar
rier
s.T
hes
e ar
e h
oriz
onta
l rai
ls s
et a
t ce
rtai
n d
ista
nce
s as
spec
ified
in t
he
Wor
kin
g at
Hei
ght
Reg
ula
tion
s, s
o th
ere
is n
o u
npr
otec
ted
gap
of m
ore
than
470
mm
th
at y
ouco
uld
fall
thro
ugh
. Toe
boa
rds
mu
st a
lso
be p
rovi
ded
to
stop
obj
ects
bei
ng
push
ed o
ff t
he
wor
kin
g pl
atfo
rm.
As
men
tion
ed e
arlie
r, t
he
Wor
kin
g at
Hei
ght
Reg
ula
tion
s st
ate
that
you
mu
st n
ot w
ork
at h
eigh
tu
nle
ss it
is r
easo
nab
ly p
ract
ical
to
do
so. I
f n
o su
ch
met
hod
can
be
emp
loye
d, w
ork
at g
rou
nd
leve
l. E
xam
ple
s of
th
is w
ould
be
exte
rnal
ligh
tin
g co
lum
ns
wh
ere
the
bulb
clu
ster
can
be
win
ched
dow
n t
o gr
oun
dle
vel t
o m
ain
tain
th
e bu
lbs.
10 m
inu
tes.
Th
is is
bec
ause
th
e h
arn
ess
inte
rru
pts
the
bloo
d fl
ow to
th
e br
ain
an
d yo
u w
ould
gra
dual
ly b
ecom
eu
nco
nsc
iou
s if
left
dan
glin
g af
ter
a fa
ll.
P
rote
cted
sca
ffol
ding
W
orki
ng a
t hei
ght
[18
]B
TEC N
atio
nal |
Con
stru
ctio
n
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Stud
ent B
ook
Try
out t
his
‘Cas
e st
udy’
feat
ure
with
you
r lea
rner
s –
it co
uld
mak
e an
inte
rest
ing
clas
s di
scus
sion
.
Full-
colo
ur p
hoto
s m
ake
the
Stud
ent B
ook
mor
e en
gagi
ng
and
enjo
yabl
e to
use
.
Unit1:Health,Safety&WelfareintheConstructionBuiltEnvironment
©HarcourtEducationLtd2007.Copyingpermittedforpurchasinginstitutiononly.Thismaterialisnotcopyrightfree.
[7]
Introductoryactivity:Health,SafetyandWelfarein
ConstructionandtheBuiltEnvironment
Studentbook
pp0000
Healthandsafetyisavitalelementintheconstructionenvironment,notleastbecauseitis
anindustrywhichrankshighintheUKandEuropespublishedaccidentstatistics.The
costandimplicationsofanaccidentcanbeastronomical;notjustinfinancialtermsbutin
human.Soletuslookatsomebasicdefinitionsthatwillbeusedwithinthismodule.
Whatishealthandsafetyandwelfare?
1.Ingroupsoffouridentifywhatyouthinkthefollowingthreewordsmean:
Health
Safety
Welfare
2.Identifyatleastfivequestionsforeachdefinitionthatyouwouldincludeinadiscussion
withapersonintheconstructionindustry
BT
EC
Na
tio
na
lC
on
str
uctio
nA
sse
ssm
en
ta
nd
De
live
ryR
eso
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©HarcourtEducationLtd2007.Copyingpermittedforpurchasinginstitutiononly.Thismaterialisnotcopyrightfree.
[8]
1.1
Understandingthegeneralandspecific
responsibilitiesofbothemployersandemployees
Studentbook
pp0000
Printthissheetoffsoitcanbelaminatedandtheindividualboxescutout.Studentsthen
havetocorrectlyseparatetheemployeesdutiesfromtheemployersdutiesandgroup
themtogetheraccordingly.PleaserefertothechartontheHSWA1974forthecorrect
answers.
SSW
SAFETRANSPORT
SAFEHANDLING
SAFEPLANT
SAFETYOF
EVERYONE
TOOBSERVETHE
LAW
NOTTOMISUSE
TOCO-OPERATE
SAFE
ENVIRONMENT
NOTTOINTERFERE
INFORMATION
TRAINING
INSTRUCTION
SUPERVISION
1011
Tuto
r Sup
port
- In
trod
ucto
ry a
ctiv
ities
Heal
th a
nd s
afet
y in
the
wor
kpla
ce
Usin
g cu
t-ou
t box
es, t
his
activ
ity
enco
urag
es s
tude
nts
to th
ink
abou
t who
is re
spon
sibl
e fo
r di
ffere
nt a
spec
ts o
f hea
lth a
nd
safe
ty in
the
wor
kpla
ce.
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Spec
ific
activ
ities
dire
ctly
re
late
to th
e le
arni
ng
cove
red
in th
e St
uden
t Bo
ok s
o yo
u ca
n te
st
your
lear
ners
furt
her.
BT
EC
Na
tio
na
lC
on
str
uctio
nA
sse
ssm
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De
live
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eso
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©HarcourtEducationLtd2007.Copyingpermittedforpurchasinginstitutiononly.Thismaterialisnotcopyrightfree.
[10]
1.4
IdentifyingHazards
Studentbook
pp0000
Youwillrequireaneducationalworkshoporaconstructionsitevisitinordertousethe
followingactivitywhichisanexerciseonhazardspotting.Thesearerecordedupona
sketchwhichencouragesvisualrepresentationofhazards.Hereisanexample:
T h e r i s k m a p p i n g 1.Sketchtheworkplaceareausingaproportioneddrawing.Thisneedstobesimilartothe
samplesupplied.
2.Usingthisdrawingrecordthesignificanthazardsthatyoucandirectlyobserve.
3.Identifywhomightbeharmedasaresultoftheproximityofthesehazards
4.Whatmightbethepotentialconsequencesofthesehazards?
1213
This
act
ivity
giv
es g
uida
nce
on h
ow b
est
to s
pot a
nd re
cord
haz
ards
in th
e w
ork
envi
ronm
ent.
A sa
mpl
e pr
opor
tione
d dr
awin
g of
a w
ork
envi
ronm
ent i
s in
clud
ed.
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Haza
rds
in th
e w
ork
envi
ronm
ent
Unit1:Health,Safety&WelfareintheConstructionBuiltEnvironment
©HarcourtEducationLtd2007.Copyingpermittedforpurchasinginstitutiononly.Thismaterialisnotcopyrightfree.
[11]
1.5
AccidentStatistics
Studentbook
pp0000
Thisactivityasksthestudenttothinkabouttherootcausesofaccidents.Thiscanbe
reinforcedwithphotographsdownloadedfromtheinternet.
Thetablebelowshowsonemonthofaccidentstatisticstakenfromalargefactory
producingupvcwindowsfortheconstructionindustry.Thisprocessinvolvesthecutting
ofplastics,thehandlingofglassandtheuseofhotweldingmachinerytoconstructthe
frames.
Typeofaccident
Januarystatistics
Cutstohands
25
Slip,tripandfall
45
Lowerspineinjury
16
Foreignobjectenteringeye
35
Severeburnstoarms
5
Lookthroughtheaccidentdataandanswerthefollowingquestions:
1.Whatdoyouthinkiscausingtheaccidents?
2.Howcouldyoupreventfutureaccidents?
3.Whataretheconsequencesfortheemployeesasaresultoftheaccident?
4.Explainhowcollectingthisdatacanhelpcontributetofutureimprovementsinsafetyat
thefactory.
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
An a
ctiv
ity th
at e
ncou
rage
s st
uden
ts to
bot
h an
alys
e re
cord
ed a
ccid
ent d
ata
and
mak
e re
com
men
datio
ns b
ased
on
thei
r find
ings
.
Anal
ysis
and
reco
mm
enda
tion
activ
ity
BT
EC
Na
tio
na
lC
on
str
uctio
nA
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De
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©HarcourtEducationLtd2007.Copyingpermittedforpurchasinginstitutiononly.Thismaterialisnotcopyrightfree.
[12]
1.6
ConfinedSpaces
Studentbook
pp0000
Studentsshouldprepareforthisactivitybystudyingthefollowingunits:Unit3:
Construction,TechnologyandDesign,andUnit12:BuildingTechnology,paying
particularattentiontodrainageandmanholes.Thiswillhelpthemunderstandhowhazards
candevelopinthistypeofconstructionenvironment.
Theartworkbelowshowsamanholethathasbecomedamaged.Theconcretebenchingat
thebasehasbrokenawayandneedstoberepaired.Thisworkinvolvesenteringaconfined
spacewhichcanbeaverydangerousenvironment.Insmallgroupsidentifywhichofthe
followinghazardswouldyouconsiderastheprimaryonesthatwillrequirearisk
assessmentandexplainwhy.
Potentialhazards
Fire
Scratchestofingers
whenremoving
manhole
Explosion
Fallingwhileclimbing
stepirons
Lackoflight
Gas
Answeringamobile
phone
Eatinglunchatground
level
Workingonyourown
1415
This
enc
oura
ges
stud
ents
to th
ink
abou
t th
e pr
imar
y ris
ks a
nd h
azar
ds a
ssoc
iate
d w
ith w
orki
ng in
con
fined
spa
ces,
and
in
wha
t circ
umst
ance
s a
risk
asse
ssm
ent
will
be
nece
ssar
y an
d w
hy.
Sam
ple
page
s fr
om B
TEC
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nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Risk
ass
essm
ent a
ctiv
ity
Scheme of work
BTEC National Construction Unit 1 Health, Safety and Welfare… Academic year: 2007 Broad aim: Successful completion of the unitNumber of weeks: 36Teacher(s): .......................................................................Duration of session: 3hours SB = Student Book 1Guided learning hours: ADR = Assessment and Delivery Resource
Week Outcome/topic Tutor preparation Student activity Resources Links to grading criteria
1Unit introduction Commence outcome 1
Copies of unit outcomes and content along with grading criteria explanation to be available for learners to read and understand
Students read and understand the requirements of a pass, merit and distinction grade Fully understand the content of the unit
Edexcel course specification handbook
2To understand roles and responsibilities of client, employer, employee main contractor
Need to obtain the employers and employees sections of the HSWA 1974Compile a chart with fill in sections
The students list the roles and responsibilities of the parties to a contract General discussion on your responsibilities
HSWA employer and employee sections
P1 and P2, M1 part
3To describe roles and responsibilities sub contractors, HSE, L.A. and planning supervisor
Use of HSE website and interactive board to illustrate powers and responsibilities of HSE and L.A. and P.S.
Students divided into groups to discuss roles of planning supervisor Flash cards used to match up roles and responsibilities with authorities
Flash cards P1 and P2, M1 part
4To describe legislation: HSWA 1974
Content chart of the HSWA 1974 Flash cards for putting the right regulation under the correct heading
Fill in exercise for the HSWA missing regulations under each heading Groups select a HSWA heading then have to identify the correct regulation under each
HSWA chart from student book Flash cards
P2
5To describe the legislation: CDM Regulations
Overview of CDM, what does it contain, roles and responsibilities of the parties
Students observe power point presentation Question and answers from slides
Power point presentation CDM Regulations
P2
6Assignment No 1Tutorial
Prepare assignment No 1 and issue to learners
Read and understand what evidence is required to complete the criteria
Assignment No 1 Tutor selected
© H
arco
urt E
duca
tion
Ltd
200
7. C
opyi
ng p
erm
itted
for
pur
chas
ing
inst
itutio
n on
ly. T
his
mat
eria
l is
not c
opyr
ight
fre
e.
[1]
Un
it 1:
Hea
lth
, Saf
ety
and
Wel
fare
in t
he
Co
nst
ruct
ion
Bu
ilt E
nvi
ron
men
t
Sche
me
of W
ork
Sugg
este
d Sc
hem
es o
f Wor
k pr
ovid
e id
eas
of h
ow th
e un
it co
uld
be d
eliv
ered
– u
se
wha
t you
like
!
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Unit 1 Health, Safety and Welfare in the Construction Built EnvironmentWeek Outcome/topic Tutor preparation Student activity Resources Links to grading criteria
7To describe the Legislation: WAH Regulations 2005
Obtain some photographs of dangerous working at height, focus this as a discussion point Overview of WAH regulations handout prevention measures
Learners identify what are the dangerous practices and how they could be prevented
WAH photographs WAH outline handout
P2
8To describe the Legislation: MHSW Regulations 1999
Pick out several relevant regulations, handout sheet with missing sections
Students complete missing sections, drawn out using question and answer session
MHSW handout P3
9Legislation: CHSW Regulations 1996 Outcome 1 completed
Tutor to check HSE website for new regulations which are under review 2006 Prepare handout on requirements under regulations say a construction site
Students compile what will be required under the regulations for the given construction site scenario
Construction site scenario P3
10To identify primary hazards and risks Commence outcome 2
Hazard identification exercise Learners identify hazards from a given scenario
Hazard identification sheet P3
11To identify the environmental aspects of safety
Prepare three different environment scenarios for learners to identify the risk associated with each
Learners read and understand each scenario which is group discussed and bullet points listed against each
Environment scenario P3
12To identify the persons who might be affected by the hazards
As previous week Learners list the people who might be affected within the given scenarios
Environment scenario P3
13To understand the method of hazard identification
Location required to undertake a hazard spotting exercise
Learners identify at least ten hazards from a given situation
Site/suitable location/video P3/M2
14To analyse accident data
List of accident statistics to be obtained and processed for distribution to learners
Learners analyse the data for trends Discuss possible prevention measures
Accident statistics from HSE website
M3
15Assignment No 2 Prepare assignment No 2 and issue to learners
Read and understand what evidence is required to complete the criteria
Assignment No 2 Tutor selected
[2]
© H
arco
urt E
duca
tion
Ltd
200
7. C
opyi
ng p
erm
itted
for
pur
chas
ing
inst
itutio
n on
ly. T
his
mat
eria
l is
not c
opyr
ight
fre
e.
BT
EC
Na
tio
na
l T
rave
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To
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Asse
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eso
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1716Sc
hem
e of
Wor
k
Refe
renc
es to
our
reso
urce
s m
ake
it ea
sy to
find
wha
t yo
u ar
e lo
okin
g fo
r.
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
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Asse
ssm
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Del
iver
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© H
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tion
Ltd
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7. C
opyi
ng p
erm
itted
for
pur
chas
ing
inst
itutio
n on
ly. T
his
mat
eria
l is
not c
opyr
ight
fre
e.
[3]
Un
it 1:
Hea
lth
, Saf
ety
and
Wel
fare
in t
he
Co
nst
ruct
ion
Bu
ilt E
nvi
ron
men
t
Unit 1 Health, Safety and Welfare in the Construction Built EnvironmentWeek Outcome/topic Tutor preparation Student activity Resources Links to grading criteria
16To understand the consequences of accidentsOutcome 2 completed
CITB video of accident investigation and consequences, legal, moral and social
Learners watch video which is stopped at key points to discuss List and record legal, social and moral factors associated with accident
CITB Video D2 part
17To understand the legal requirements of risk assessments under MHSW 1999 Outcome 3 commenced
Prepare section 3 of MHSW Regulations 1999, implications for employers
Learners define by discussion what a risk assessment is and how would you undertake it?What work activities would require a risk assessment
Series of work activities some with high risks involved
P4
18To describe a safe system of work and to define what is reasonably practicable
A series of sites or work activities to be given to learners to discuss what would be RP in this case
Learners visually appreciate task locations and devise a RP method of controlling the risk
Work location example sheets
19Assignment No 2 Tutorial
Discuss grading criteria for tasks evidence required
Work through and plan each task, research required
Assignment No 3 Tutor selected
20To describe the “Five steps to risk assessment”
Download HSE leaflet and prepare OHP’s
Work through the five steps to risk assessment filling in work sheets using a scenario to establish the five steps
Work sheet P3, P4, M2
21To describe the five steps to risk assessment – control measures
Establish a set of three scenarios with high risks
Learner evaluation and application of control measures to the high risk scenarios
Risk scenarios P3, P4, P5, M2
22To undertake a risk assessment
Establish a site visit group 1 Learners undertake a typical risk assessment Suitable location P3, P4, P5, M2, D1
23To Undertake a risk assessment Outcome 3 completed
Establish a site visit group 2 Learners undertake a typical risk assessment Suitable location P3, P4, P5, M2, D1
Sche
me
of W
ork
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Link
s to
the
grad
ing
crite
ria h
elp
you
to e
nsur
e yo
u’ve
got
it a
ll co
vere
d.
1918Sc
hem
e of
Wor
k BT
EC
Na
tio
na
l T
rave
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To
urism
Asse
ssm
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t a
nd
De
live
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eso
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[4]
© H
arco
urt E
duca
tion
Ltd
200
7. C
opyi
ng p
erm
itted
for
pur
chas
ing
inst
itutio
n on
ly. T
his
mat
eria
l is
not c
opyr
ight
fre
e.
Unit 1 Health, Safety and Welfare in the Construction Built EnvironmentWeek Outcome/topic Tutor preparation Student activity Resources Links to grading criteria
24To be able to identify a workplace policy
An example policy Learners have to write a rule, its procedure, and how to enforce it
Sample policies e.g. smoking
P5
25To be able to identify the arrangements for implementation
Learners questions Answer: how are you going to make people obey?How will you patrol it? What will you do if people ignore it?
Sample policies e.g. smoking
26Assignment No 3 Issued
Prepare assignment No 2 and issue to learners
Read and understand what evidence is required to complete the criteria
Assignment No 3 Tutor selected
27Assignment No 3 Tutorial
Discuss grading criteria for tasks evidence required
Work through and plan each task, research required
Assignment No 3 Tutor selected
28To describe a workplace procedure
Traffic management example How will you control site traffic? Layout plan
29To identify workplace control measures
Example control measures, right and wrong
Learners discuss in groups then report on their control measure. Does it work?
Control measure case studies
30To understand the legal Issues with reporting accidents Outcome 4 completed
Riddor 95 HSE Guide download Answer what are the legal steps to reporting an accident?
Work sheet, minor, major, fatal, accidents
P6
31To understand the principles of accident recording Outcome 5 commenced
Example accident report Accident data Blank accident reports Roles sheets
Learners in groups accept roles, accident investigation undertaken, report compiled
Role play scenario P6, M3,D2
32To be able to understand the need for recording legislation
Legal issue Why we have to record accidents Relevant legislation P6, M3
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
Sche
me
of W
ork
Sam
ple
page
s fr
om B
TEC
Natio
nal C
onst
ruct
ion,
Bui
ldin
g Se
rvic
es E
ngin
eerin
g &
Civi
l Eng
inee
ring
Asse
ssm
ent &
Del
iver
y Re
sour
ce
www.harcourt.co.uk/btecconAccess two full units online and find out more about these new titles.
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Coming soon BTEC National Construction, Building Services Engineering & Civil Engineering …
ConstructionnationalBTEC
Building ServicesEngineering &
Civil EngineeringSimon ToplissMike HurstGreg Skarratt
Full-colour Student Book
Written by the expert tutors who have created the new specification, so you can be sure that content maps exactly to the course requirements.
Covers all compulsory core units of the Award, Certificate and Diploma; all specified specialist units of the Certificate and Diploma; and a selection of the most popular optional units of the Certificate and Diploma – so students have the information they need to succeed in one place.
A variety of differentiated activities engage andmotivate students of all abilities and learning styles.
Has a highly visual, full-colour format, with learningbroken down into manageable chunks, that has been designed with the specific needs of the student in mind.
What now?
From Harcourt
T 01865 888118F 01865 314029
www.harcourt.co.uk
The Assessment and Delivery Resource with networkable and VLE compliant CD-ROM
Helps you to implement and teach the new specification with ease.
Includes a complete Scheme of Work to minimise your planning time.
Provides a bank of planning and teaching resources for all core units, giving you everything you need to get started with this new course.
The CD-ROM contains worksheets in Word format so that resources can be easily tailored for your classes’ individual needs.
07FC
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5
