Examiners report nebosh igc2 march april 2014

March - April 2014

Examiners Report NEBOSH National/ International General Certificate in Occupational Health and Safety (GC2)

Examiners’ Report UNIT GC2: CONTROLLING WORKPLACE HAZARDS March - April 2014 For:

NEBOSH National General Certificate in Occupational Health and Safety NEBOSH International General Certificate in Occupational Health and Safety

CONTENTS

Introduction

General comments

Candidate performance

Examination technique

Command words

Learning outcomes

Conclusion

 2014 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW tel: 0116 263 4700

fax: 0116 282 4000

email: info@nebosh.org.uk

website: www.nebosh.org.uk

The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444

Introduction NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as an independent examining board and awarding body with charitable status. We offer a comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the health, safety, environmental and risk management needs of all places of work in both the private and public sectors.

Courses leading to NEBOSH qualifications attract around 50,000 candidates annually and are offered by over 600 course providers, with examinations taken in over 110 countries around the world. Our qualifications are recognised by the relevant professional membership bodies including the Institution of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management (IIRSM).

NEBOSH is an awarding body that applies best practice setting, assessment and marking and applies to Scottish Qualifications Authority (SQA) regulatory requirements.

This report provides guidance for candidates which it is hoped will be useful to candidates and tutors in preparation for future examinations. It is intended to be constructive and informative and to promote better understanding of the syllabus content and the application of assessment criteria. Š NEBOSH 2014

Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk

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General comments

Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the questions. This includes the ability to demonstrate understanding of knowledge by applying it to workplace situations.

There are other candidates, however, who appear to be unprepared for the unit assessment and who show both a lack of knowledge of the syllabus content and a lack of understanding of how key concepts should be applied to workplace situations.

This report has been prepared to provide feedback on standard date and on-demand GC2 st th examinations sat between 1 March and 30 April 2014.

Feedback is presented in these key areas; examination technique, command words and learning outcomes and is designed to assist candidates and course providers prepare for future assessments in this unit.

Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH National or International General Certificate in Occupational Health and Safety’ which are available via the NEBOSH website. In particular, the guide sets out in detail the syllabus content for GC2 and tutor reference documents for each Element.

Additional guidance on command words is provided in ‘Guidance on command words used in learning outcomes and question papers’ which is also available via the NEBOSH website.

Candidates and course providers should also make reference to the GC2 ‘Example question paper and Examiners’ feedback on expected answers’ which provides example questions and details Examiners’ expectations and typical areas of underperformance.

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Unit GC2 Controlling workplace hazards Candidate performance This report covers all examinations, both ‘standard’ and ‘on-demand’ examination sittings during March and April which produced an overall pass rate of 56%

Examination technique The following examination techniques were identified as the main areas of improvement for candidates: Misread or misinterpreted the question Responses to questions by some candidates did relate to the relevant general syllabus area and topic but did not answer the question as set. This could be due to a failure to read the question correctly or due to candidates misinterpreting what the question was asking. For example, a question could ask for a range of hazards, yet the candidate would give control measures as the answer. A question could relate to an independent tied scaffold, but the candidate’s answer relates to a tower scaffold. To minimise such mistakes, candidates are advised to allow sufficient time to read the question and it is good practice to underline or highlight key words and refer back to the question periodically when writing down the answer. It is not necessary to write out the question as part of the answer and therefore plenty of time is available for thorough reading.

However, some candidates appeared to misread or misinterpret several questions on the question paper. This situation is more likely due to candidates preparing for the examination with a number of stock answers obtained through rote learning. Such an approach is clearly evident to an Examiner and demonstrates little understanding of the topic.

Did not respond to the command word In addition to answering the question correctly, in order to maximise the number of marks that can be awarded, candidates must also have sufficient breadth in their answer, which means the number of individual points raised and their answer must have sufficient depth, that is the amount of detail for each point given. The level of detail required is indicated by the command word. More feedback on command words is given below, but in general terms many candidates limited their answers to two or three words for each point made. This is clearly insufficient detail for answers to questions where the command word requires an explanation, description or outline.

Repeated the same point but in different ways As mentioned above, in addition to getting the answer correct, a sufficient number of points must be made in order to satisfy the breadth of answer required by the marks available. It is evident that in some cases candidates feel obliged to give the appearance of a broad answer by repeating the same point in a number of different ways. An answer with insufficient breadth will restrict the marks that can be awarded. Repeating points within the answer will not gain further marks and will also waste time that could be better utilised on other questions.

Some candidates may not be keeping track of their answer and inadvertently repeat one or more of the points made. A simple answer plan can help by mapping out the key points prior to writing out in full.

Candidates should be conscious as to not take up too much time in developing an answer plan.

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Command words The following command words are listed in the order identified as being the most challenging for candidates: Outline The command word 'outline', was by far the most challenging for candidates. Referring to the guide to command words available on the NEBOSH website, 'outline' means "to indicate the principal features or different parts of."

Several candidates failed to give sufficient detail in order to warrant an outline answer. The guide to command word states that: "an exhaustive description is not required. What is sought is a brief summary of the major aspects of whatever is stated in the question."

If a question asks for an outline of the hazards of an excavation, referring to underground services and falling objects would not be sufficient on their own to gain the marks available. An outline will be required that will include a little more relevant information for each of the points raised.

Describe The detail expected in an answer qualified by the command word 'describe' should be reasonably obvious as a description is required. The NEBOSH guide gives the meaning of 'describe' as "a detailed written account of the distinctive features of a subject."

However, candidates either see the command word 'describe' as an opportunity to fill out an answer with irrelevant detail, or conversely some candidates fail to recognise the difference between an 'outline' and 'describe' qualified question and provide insufficient detail in their answer. In either case the marks that can be awarded will be limited.

Identify To identify something will require reference to an item, which could be its name or title. Therefore when the command word ‘identify’ is used in a question the answer can be brief, usually limited to one or two words.

However, in contrast to 'outline' answers being too brief, many candidates feel obliged to expand 'identify' answers into too much detail, with the possible perception, as mentioned earlier, that more words equals more marks. This is not the case and course providers should use the NEBOSH ‘Guidance on command words’ document in their examination preparation sessions in order to prepare candidates for the command words that may arise. Command words are also included in the syllabus guide to GC2, which will indicate to course providers and candidates the detail that candidates are expected to be able to cover.

Give Give is usually used in a question together with a further requirement, such as 'give' the meaning of' or 'give' an example in each case. Candidates tend to answer such questions satisfactorily, especially where a question might ask to 'identify' something and then 'give' an example. The candidate who can answer the first part, invariably has little difficulty in giving the example.

Explain The command word 'explain' will usually be used in conjunction with 'why' or 'how'. Such as 'explain' how an interlocked guard operates. Again, candidates tend to answer such questions satisfactorily, but some candidates do have difficulty in explaining in a logical sequence and many seem to repeat the same point.

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Learning outcomes Candidates performed well in these areas of the syllabus: 6.1

Describe the principles of fire initiation, classification and spread

6.3

Describe the basic principles of fire prevention and the prevention of fire spread in buildings

Candidates generally answered questions relating to fire reasonably well. This was especially the case in knowledge-based questions relating to the fire triangle, methods of heat transfer, fire spread and the classes of fire. Candidates also could demonstrate a sound knowledge of fire precautions, with regard to raising an alarm, means of escape and selection and portable firefighting equipment.

Many candidates would certainly have practical experience of fire prevention and fire precautions in the workplace, which together with effective tuition and course materials were able to provide good examination answers and gained the marks available. _________________________________________________________________________________ The following learning outcomes have been identified as being the most challenging area of the syllabus for candidates sitting this examination: 1.1

Outline common health, welfare and work environment requirements in the workplace

In this area of the syllabus, candidates should be able to demonstrate sufficient knowledge in order to provide an outline of basic facilities and conditions within workplaces that would include supply of drinking water, washing facilities, sanitary conveniences, accommodation for clothing, rest and eating facilities, seating, ventilation, heating and lighting.

The learning outcomes include in the syllabus guide would be familiar to most workers, even when sitting in an examination room. However when asked to provide an outline of basic workplace requirements, many candidates either focus on policy issues and the need for risk assessments, which is more suited to the management of safety and health unit, or candidates include reference to wider issues such as provision of personal protective equipment, fire safety, electrical safety and safety signs While the workplace issues included in the syllabus may be taken for granted by many workers, course providers should stress the point that a safe and healthy workplace is the very starting point from which all other requirements follow and candidates should be prepared to recognise the basics. _________________________________________________________________________________ 5.1

Outline the principles, hazards and risks associated with the use of electricity workplace

in

the

5.2

Outline the control measures that should be taken when working with electrical systems or using electrical equipment in all workplace conditions

In the electrical area of the syllabus, candidates should have a basic understanding of electrical circuits and the hazards that exposure to electricity can create. Additionally, candidates should have an awareness of the principal precautions that are required to prevent or minimise the risk of electric shock.

Candidates continue to demonstrate a degree of difficulty when answering questions on the principles and safety aspects of electricity. Knowledge of basic circuitry remains weak and many candidates show little understanding of basic precautions such as earthing, RCDs or double insulation. Many candidates rely on referring to battery-operated tools not using electricity at all.

Course providers must ensure that their trainers have the competence themselves in order to teach this area of the syllabus satisfactorily. Due to the widespread failings of candidates, continuously on electrical safety, course providers must take the lead in improving standards in order that candidates have a fair chance of gaining the marks available. __________________________________________________________________________________ 6

7.2

Explain the factors to be considered when undertaking an assessment of the health risks from substances commonly encountered in the workplace

Candidates should be sufficiently prepared to be able to explain routes of entry of substances into the body, factors to consider when assessing health risks together with an understanding of relevant information sources and monitoring activities.

Candidates generally perform well on questions relating to routes of entry and questions covering information sources such as material safety data sheets. However, many candidates demonstrate poor knowledge of the assessment of hazardous substances and marks awarded reflect this situation.

When asked to explain or outline factors to consider when assessing a hazardous substance in the workplace, it is common practice for candidates to refer to the required control measures or the general hierarchy of controls. Of course controls should be considered when assessing substances but this will be a single issue among many others.

Course providers teaching the GC2 unit should ensure that candidates are aware that the application of the hierarchy of controls (or principles of prevention) are risk based and as such the assessment of hazardous substances is the bridge between the recognition of the hazards and the appropriate selection of control measures.

Conclusion The feedback from Examiners highlighted that candidates taking the GC2 examinations in March and April 2014, needed most improvement in the areas of common work environment requirements (learning outcome 1.1), electrical systems (learning outcomes 5.1 and 5.2) and health risks from substances in the workplace (learning outcome 7.2).

It was identified that candidates were well prepared for learning outcomes 6.1 and 6.3; the principles of fire initiation, classification and spread and principles of fire prevention. It would appear that course providers are covering this area of the syllabus well and should apply the teaching methodology of this area to the areas that are highlighted as challenging for candidates.

With regard to examination technique, candidates sitting this examination should take care to read the question, respond to the command word stated and also note that they can also save time by making a point just the once.

It is pleasing to observe that the majority of candidates who took the GC2 examination obtained a pass standard and therefore the combined efforts of the course providers and candidates are rewarded with this pass rate and the achievement of the unit qualification respectively.

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The National Examination Board in Occupational Safety and Health Dominus Way Meridian Business Park Leicester LE19 1QW telephone +44 (0)116 2634700 fax +44 (0)116 2824000 email info@nebosh.org.uk www.nebosh.org.uk