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NEBOSH International General Certificate in Occupational Safety and Health

IGC (2014 syllabus) Full Course (5-Day Delivery)

This lesson plan is based on the requirements of the NEBOSH International General Certificate in Occupational Safety and Health Specification and is designed as a guide for tutors in planning their teaching of the course.

The lesson plan is based on 5 days of teaching with teaching time of between 6.5 and 7.5 hours per day. Where the teaching time allocated does not match the NEBOSH recommended hours, clear guidance is given as to the required “Directed Study” to ensure the NEBOSH taught hours are met. This is in addition to Private Study.

The lesson plan can be easily adapted for other delivery structures, extending the number of days or delivering in shorter sessions.

The duration is based on NEBOSH Guidance and reflects the recommended teaching times. Whilst NEBOSH expect Lesson Plans that comply with the recommended study hours, in practice individual sessions can be shortened and extended depending on the experience, pre-knowledge and English language skills of the students in a particular group.

Lesson Plan Front SheetTutor: Course Title and Topic:

Venue: Date & Time:

Number of Adult Learners: Knowledge/Ability assumed:This 5-day course has been developed to fulfil the requirements of Unit IGC1 of the 2014 syllabus version of the NEBOSH International General Certificate in Occupational Safety and Health. It is likely that some students will have practical experience of some of the issues covered in the course. Others are likely to have little or no knowledge of the subject matter. In the introduction at the start of the course, the individual students’ present knowledge level should be assessed.

Course Duration: 35 Taught Hours 1.5 Hours Directed StudyLesson Aims - the aims of the session are to:As per NEBOSH syllabus guide

Objectives (learning outcomes) - by the end of the session students should be able to: As per NEBOSH syllabus guide, stated at start of each element on slides.

Brief reasoning for the way the lesson has been planned:The following are guidelines on how the course should be taught. Different tutors obviously have different styles and experiences and these should be taken into account when delivering the course. To keep the students interested, a variety of different methods should be used and the tutor should not rely solely on slides. Any constraints: ● The course will require students to undertake some research. ● They will require at least some access to the Internet resources for this purpose.Equipment/Aids to be used:● Computer (with Internet and sound capability), data projector, flip charts/whiteboard. ● Use of PPT presentations. Though PPT slides exist for most (if not all) subjects covered, they should be used judiciously rather than exclusively.● Internet access. ● Students are provided with a set of printed course notes.● Tasks are stated on PPT slides (these are, with a few exceptions, short activities to assist students’ learning; tutor’s decision on how they should be delivered, e.g.

class discussion, student group work, and student solo work).

● Prepared Workshop sheets are available for most elements of the course (these are usually more in-depth learning activities than tasks).● Questions set for directed study may constitute study questions and exam skills questions in textbook, RRC mock exam questions or other relevant questions -

tutor to make the decision.

IGC1 Day 17 Taught Hours0 Directed Study

TIME DURATION (MINS)

CONTENT AND TUTOR ACTIVITY AIDS AND EQUIPMENT

STUDENT ACTIVITY

9:00 – 9:20 20 Introduction to the course - Overview and aims.Note: Students to be given a copy of the textbook if not already received.

Flip chart Name cardsSlidesNotes

Listening

9:20 – 10:50 90 ELEMENT 1: FOUNDATIONS IN HEALTH AND SAFETY1.1. The Scope and Nature of Occupational Health and Safety

- Multi-disciplinary nature- Barriers to good standards of health and safety- Meanings and Distinctions: Health, safety, welfare - Whole Group exercise: why might the management of an organisation not

consider health and safety a priority?Answers at this stage should be directed towards legal, moral and financial reasons without actually declaring the next phase of the element.

- End-of-section quiz

Slides Listening and contributing to discussions and exercises

10:50 – 11:05 15 MORNING BREAK11:05 – 12:50 105 1.2. Reasons for Maintaining and Promoting Good Standards of Slides

Flip chart Listening and contributing to discussions and

Health and Safety- Size of H&S problem- Group Exercise: Business case

Divide delegates into 3 groups.Outline a scenario from their workplace where an employee has been seriously injured. Ask them to consider the possible effects of this accident on three different parties:Group 1 - the injured employee.Group 2 - the company.Group 3 - the line manager of the injured employee.Allow 10 minutes’ discussion and then pull ideas from each group.Pick up on all of the costs listed from exercise in context of business cost. Discuss direct/indirect and insured/uninsured costs.

exercises

12:50 – 13:20 30 LUNCH BREAK13:20 – 14:20 60 1.2. Reasons for Maintaining and Promoting Good Standards of

Health and Safety – continued- Legal and social expectations- Requirement to provide safe place of work, etc.- Whole Group Exercise: direct and indirect costs of an accident (consider linking

to previous activity)- Cost of accidents- End-of-section quiz


14:20 -15:05 45 1.3. Role of National Governments and International Bodies- Role of the ILO- Employers’ responsibilities- Regulatory frameworks- Competence


15:05 – 15:20 15 AFTERNOON BREAK

15:20 – 17:20 120 1.3. Role of National Governments and International Bodies- Group exercise: apart from employees who else must an employer protect?

In groups of 3 or 4, have them discuss for 5 min and then move to whole group- Workers’ responsibilities & rights- Enforcement and non-compliance- Claims for Compensation- Group Exercise: Criminal and Civil law implications

In groups of 3 or 4 with whole group feedback/discussion. Allow around 15 min for analysis and discussion

- Other International standards (ISO)- Sources of information- End-of-section quiz


17:20 – 17:30 10 End of session summary and close

IGC1 Day 1 - Self-reflectionAssessment of Learning – how will I tell whether learning has taken place? By:

● Continuous assessment through Q&A and discussions.

● Assessment through participation in workshops.

Directed Private Study Set:

Time: N/A Set a relevant question(s) for homework. Self-revision of key principles from element(s) covered today. Students to look at websites identified in course notes under ‘More...’ sections.

Lesson Evaluation – how did the lesson go? Any changes? Etc.

IGC1 Day 27 Taught Hours

0 Directed Study



STUDENT ACTIVITY

9:00 – 9:20 20 Review answers to questions from previous evening directed private study.Overview of previous day training

SlidesResources

Whole group feedback on answers

9:20 – 10:15 75 ELEMENT 2: PLAN2.1. The Key Elements of a Health and Safety Management System

- Concept of SMS & PDCA management cycle- Key elements of ILO-OSH 2001 Policy, organisation, planning/implementing,

evaluation, improvement- Key elements of OHSAS 18001- End-of-section quiz


10:15 – 10:30 15 MORNING BREAK10:30 – 11:00 30 2.2. The Purpose and Importance of Setting Policy for Health and

Safety- Importance of H&S policy- Group Discussion Point - Why do policies differ between organisations? Why

have written policies? - End-of-section quiz


11:00 – 12:15 75 2.3. The Key Features and Appropriate Content of an Effective Health and Safety Policy

- Key Elements of a H&S Policy- General Statement of Intent- SMART Objectives- Group Discussion Point - What targets could be included?

Ask students to come up with general examples only - Individual Activity – Specific Health and Safety Hazards


Ask students to write down other topics covering specific H&S hazards (as indicated in slides)

- Reviewing the Policy- International Standards for Policy

12:15 – 12:45 30 LUNCH BREAK12:45 – 14:50 125 ELEMENT 3: DO

3.1. Organisational Health and Safety Roles and Responsibilities- Roles and responsibilities - Employer- Directors and Senior Managers- Middle managers and Supervisors- Safety specialists- Group Discussion - Typical responsibilities of a H&S specialist

Divide students in groups of 3 or 4 and have them write down the typical responsibilities for 5 min. Have them feedback the group and then go the answers on the slides to compare answers.

- Workers- Controller of Premises- Self-employed, contractors and clients- Joint Occupiers of Premises- End-of-section quiz


14:50 – 15:05 15 AFTERNOON BREAK15:05 – 16:20 75 3.2. The Concept and Significance of Safety Culture

- Group Discussion Point - Meaning of “H&S culture”- Concept - definition, correlation with performance- Indicators of culture- Factors influencing safety culture- Factors promoting negative culture, with group discussion point- Factors influencing safety-related behaviour


- Relationship between culture and performance, with group discussion point- Indicators of culture- Influence of peers- End-of-section quiz

16:20 – 17:20 60 3.3. Human Factors which Influence Behaviour at Work- 3 main factors influencing safety behaviour- Attitude, competence, perception- “Count the squares” Exercise (as per slide).

Ask the group: How many squares are there? Remember that you can combine squares to make squares. Give the students a few minutes to count the squares and write down on a piece of paper how many they think there are. Then ask them to hold up the piece of paper with their answer.There are 30 squares - if anyone has found this number, invite them to explain to the group how they found the 30 squares. Otherwise, explain (see slide notes).Discuss why people got it wrong = perception!

- Group Discussion Point - improving workers’ hazard perception- End-of-section quiz


17:20 -17:30 10 End of session summary and close

IGC1 Day 2 – Self-reflection Assessment of Learning – how will I tell whether learning has taken place? By:

● Continuous assessment through Q&A and discussions

● Assessment through participation in workshops




IGC1 Day 37 Taught Hours0 Directed Study



STUDENT ACTIVITY


SlidesResourcesExam-style questions


9:20 – 11:20 120 3.4. Improving Health and Safety Behaviour at Work- Management commitment and Leadership- Group exercise

Break class into 3 groups to aid discussion of own experiences. Identify behaviour demonstrated by good and bad managers they have experienced. From there, identify actions managers can take to demonstrate commitment to H&S. Allow group feedback.

- Visible commitment- Discipline- Discussion point – Who would you discipline?- Competent staff- Communication methods- Individual activity – list different communication methods (5 minutes max)- Verbal, written and graphical communication methods- Communication media- Consultation with workers- Training- Group activity – design the contents of a H&S induction programme (can run as

a brainstorm session if time dictates)


- New employee induction topics- End-of-section quiz

11:20 – 11:35 15 MORNING BREAK11:35 – 13:20 105 3.5. Principles and Practice of Risk Assessment

- Definitions - risk, hazard, risk assessment- Group activity - identify hazards in the training room (5 mins). Feedback will

vary according to location.- Hazard categories (linked to previous activity)- Objectives of risk assessment- Risk assessors- Suitable and sufficient risk assessment


13:20 – 13:50 30 LUNCH BREAK13:50 – 15:35 105 3.5. Principles and Practice of Risk Assessment – continued

- Overview of the 5 steps to risk assessment approach - The 5-steps approach- Group Exercise on either Task Analysis or risk assessment (as per slides)- Vulnerable groups


15:35 – 15:50 15 AFTERNOON BREAK15:50 – 17:20 90 3.6. Preventive and Protective Measures

- Principleso Safe place/safe persono Technical/procedural/behavioural controlso General hierarchy of control.

- Worked example of the hierarchy of control - cleaning an oven (feel free to substitute/augment, as trainer sees fit). Allow sufficient time for this section as it is important.

- Group activity - break into groups and compare responses to the worked example “controlling the risk of flour-dust inhalation in a bakery”, or alternate activity “window-cleaning”.


- Safety signs- PPE- Whole group exercise - benefits and limitations of PPE (reinforced with next

slide)- End-of-section quiz


IGC1 Day 3 – Self-reflectionAssessment of Learning – how will I tell whether learning has taken place? By:






IGC1 Day 47 Taught Hours1.5 Directed Study

TIME DURATION CONTENT AND TUTOR ACTIVITY AIDS AND STUDENT ACTIVITY

(MINS) EQUIPMENT9:00 – 9:20 20 Review answers to questions from previous evening directed private study.

Overview of previous day trainingSlidesResourcesExam-style questions


9:20 – 10:05 45 3.7. Sources of Information on Health and Safety- Internal to organisation- External to organisation


10:05 – 10:20 15 MORNING BREAK10:20 – 11:35 75 3.8. Developing and Implementing Safe Systems of Work

- Introduce the idea of SSoW:- Roles and responsibilities of employers/competent persons/workers- Group discussion - Benefits of written procedures- Technical/procedural/behavioural controls- Describe how a SSoW might be developed:- JSA/ Task Analysis using SREDIM.- Outline how it might be presented.- Worked SREDIM example - changing a car wheel (encourage delegate critique to

show the benefits of involving others)- Identifying controls- Group Activity - Identify controls for the wheel-changing activity- Implementing controls- Group Discussion Activity (time permitting) - could use as a homework activity - Break group into 3 groups and allocate an activity to carry out a SREDIM analysis

to develop a safe system of work (20 minutes)- Optional Group Activity: Using SREDIM- Specific examples of SSoW - Confined-space working; lone working; travelling

abroad for work purposes- Group Discussion – Lone Workers- Students give as many examples of lone workers as they can in 1 min.


- End-of-section quiz11:35 – 12:35 60 3.9. Role and Function of a Permit-to-Work System

- Operation, application and typical examples of circumstances of use- End-of-section quiz


12:35 – 13:20 45 3.10. Emergency procedures- Emergency procedures- Group activity - break into 3 groups. Assign each group one of the organisations

to consider. Identify emergency procedures each would need. Feedback to class- Contacting emergency services- End-of-section quiz


13:20 – 13:50 30 LUNCH BREAK13:50 – 14:35 45 3.11. First Aid

- First aid- The 3 “Ps”- Personnel and coverage- First-Aid Facilities- End-of-section quiz


14:35 – 15:35 60 ELEMENT 4: CHECK4.1. Active and Reactive Monitoring

- Active and reactive monitoring- Definitions and relationship to performance standards- Types of active- Using inspection, sampling, tours- Other standards (health surveillance and benchmarking)- Factors to consider in a workplace inspection- Checklists


15:35 – 15:50 15 AFTERNOON BREAK15:50 – 17:20 90 4.1. Active and Reactive Monitoring – continued

- Group Exercise – Inspection Checklist

Slides Listening and contributing to discussions and

- List the topic headings that should be included in an inspection checklist for your workplace. Sketch out a rough format for it.

- Allocation of responsibilities- Report writing- Types of reactive monitoring

o Statisticso Group discussion point comparing siteso Accident rateso Other reactive measures

- Group Discussion Point – Better Safety Performance- End-of-section quiz

exercises


IGC1 Day 4 – Self-reflectionAssessment of Learning – how will I tell whether learning has taken place? By:




Time: 3.8 – 60mins; 3.9 – 30mins Set a relevant question(s) for homework. Self-revision of key principles from element(s) covered today. Students to look at websites identified in course notes under ‘More...’ sections.


IGC1 Day 57 Taught0 Directed Study



STUDENT ACTIVITY


SlidesExam-Style Questions


9:20 – 10:35 75 4.2. Investigating Accidents- Reasons for carrying out incident investigations- Types of incident- Levels of investigation- Whole Group Activity - Actions to be taken on arrival at an accident scene- Basic investigation procedures

o Step 1- gather information- Group Discussion Point - Golden rules when interviewing witnesses- Group Discussion Point – Practice interviewing with open and closed questions- Step 2- Analysing information- Group activity - identify immediate and underlying/root causes- Step 3 - Suitable control measures- Step 4 - Remedial actions- End-of-section quiz


10:35 – 10:50 15 MORNING BREAK10:50 – 12:05 75 4.3. Recording and Reporting Incidents

- Internal system- Group Exercise - Barriers to Reporting- Accident record contents- Reporting of events to external agencies with examples- Data analysis and collection- Lessons learnt- End-of-section quiz


12:05 – 12:35 30 ELEMENT 5: ACT5.1. Health and Safety Auditing

- Introduce the idea of auditing and describe scope and purposesSlides Listening and contributing

to discussions and

- Group Discussion Point - distinction between audit and inspection- Describe a typical audit experience - preparations, audit itself.- End-of-audit actions

exercises

12:35 – 13:05 30 LUNCH BREAK13:05 – 14:50 105 5.1. Health and Safety Auditing – continued

- Introduce the idea of auditing and describe scope and purposes- Group Discussion Point - distinction between audit and inspection- Describe a typical audit experience - preparations, audit itself.- End-of-audit actions- Whole Group exercise - Discuss the pros and cons of internal v external

auditing.- Action to correct non-conformities- End-of-section quiz


14:50 – 15:05 15 AFTERNOON BREAK15:05 – 16:50 105 5.2. Review of Health and Safety Performance

- Different levels of review- Purpose of reviewing H&S performance- Group Activity - items to be included in annual review of H&S performance- Maintenance of records- Reporting on H&S performance- Continuous improvement- Role of board, senior and middle management- End-of-section quiz


16:40 – 17:30 50 Review of the week

IGC1 Day 5 – Self-reflectionAssessment of Learning – how will I tell whether learning has taken Directed Private Study Set:

place? By:





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