Safety in science - Hantsweb | · PDF fileJuly 2009 Safety in science at Key Stages 1 and 2 1...
-
Upload
duonghuong -
Category
Documents
-
view
214 -
download
1
Transcript of Safety in science - Hantsweb | · PDF fileJuly 2009 Safety in science at Key Stages 1 and 2 1...
Contents
Introduction 1
Part 1: Risk assessment 3
Risk assessment – exposing pupils to hazards 3
Risk assessment – step-by-step guide 4
Part 2: Responsibility for health and safetyPart 2: in science 7
Local authority (where it is the employer) 7
Governors 7
Headteachers 7
Science co-ordinators 8
Teachers 8
Part 3: Hazard guidance cards 11
Sc2 Life processes and living things 11
Sc3 Materials and their properties 12
Sc4 Physical processes 12
July 2009 Safety in science at Key Stages 1 and 2 1
Introduction
Teachers in Hampshire have a good record of safety through taking wise precautions when organising practical science. These guidelines aim to help schools to maintain this position. This new document replaces the previous set of guidelines: Safety in science at Key Stages 1 and 2 issued in 2002.
In science, a key element of our work is safety. However, this does not mean creating a completely risk free environment for pupils. Our key principle should be to:
“Teach children how to be safe, rather than being safe for the children.”
This key principle supports:
• thestay safe outcome from Every child matters
• theNationalCurriculum–generalteachingrequirements:
“When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:
– about hazards, risks and risk control
– to recognise hazards, assess consequent risks and take steps to control the risk to themselves and others
– to use available information to assess the immediate and cumulative risks
– to manage their environment to ensure the health and safety of themselves and others
– to explain the steps they take to control risks.”
Teachers in Hampshire have access to a wide range of safety advice through the Local Authority’s membership of CLEAPSS.SchoolsshouldreceiveacopyofthetermlyCLEAPSSPrimary science and technology newsletter, andalsohaveaccesstotheCLEAPSSHelpline on:
Tel: 01895 251496.
Safety in science at Key Stages 1 and 2 July 20092
CLEAPSSalsoproducesarangeoffreeguideswhicharelisted in each copy of their newsletter. Many of their materials are also available via their website:
www.cleapss.org.uk .
Eachtermtheusername and password for this website are updated in the newsletter.
HampshirespecificadviceisalsoavailableontheCountyCouncil’swebsite:
http://intranet.hants.gov.uk/hrsafety.htm
andalsoontheChildren’sServiceswebsite:
http://intranet.hants.gov.uk/childrens-services/ cs-healthandsafety.htm .
This safety guidance should be used in conjunction with other appropriate Local Authority safety guidance such as:
• Off-site activities and educational visits – regulations and guidance
Author: HampshireCountyCouncil Date: January 2003 ISBN: 1-85975-6344
• Make it safe (new revised edition)
Author: TheNationalAssociationofAdvisersand Inspectors in Design and Technology Date: 2001 ISBN: 0-906-457-07-6
• Cooking and food activities in primary schools
Author: Hampshire Inspection and Advisory Service Date: 2009
Available only on HIAS website:
www3.hants.gov.uk/education/hias/designandtechnology/ dt-healthandsafety/dt-hs-primary.htm .
July 2009 Safety in science at Key Stages 1 and 2 3
Part 1: Risk assessment
It is the legal responsibility of teachers to take every reasonable precaution to ensure the safety of themselves, pupils and colleagues. This involves identifying hazards and the risks they may present. The precise definitions of hazard and risk as used throughout this publication, are as follows:
• ahazard is something with the potential to cause harm• arisk is the likelihood of a hazard causing harm in
practice.
There are two broad stages to carrying out a risk assessment. The first stage involves the identification of the hazards and the second involves working out how the activity can be carried out so that the risks presented by these hazards can be minimised. Teachers should carry out this process in science whenever they are carrying out an activity that presents hazards.
Risk assessment is often a matter of professional judgment informed by any regulations or advice offered by the local authority (LA) or any regulations or advice offered by the scheme of work from which the teacher is working. The Hazard Cards associated with these guidelines set out the regulations and advice from the LA concerning hazards associated with common procedures and materials used in science in Key Stages 1 and 2. Teachers will need to consult these when carrying out their risk assessments.
Risk assessment – exposing pupils to hazards
The following statements set out the considerations that teachers must legally make in carrying out a risk assessment.
Before exposing pupils to hazards, teachers must use their professional judgment to ensure that:
• theworkinvolvinghazardsissufficientlynecessarytojustify the risks involved
• potentialriskshavebeenrecognised,assessedandminimised
• pupilsunderstandtherisksandhavebeengivenclearinstructions about proper procedures for dealing with hazards
• pupilsareawareoftheappropriateactiontotakeintheevent of an emergency
• appropriateactionsarefollowedbyteachersandpupils.
Safety in science at Key Stages 1 and 2 July 20094
Where risks are significant, the necessary actions must be recorded. Schools will need to decide whether this is best done within the medium-term planning or incorporated into lesson plans.
Activities which have a significant risk associated with them include things such as heating, burning, fieldwork, pond work, tasting, using hot water, using weights to stretch elastic bands. Guidance for making a risk assessment in these situations is given in the Hazard Cards provided in this publication. Additional advice may also be found in CLEAPSSguidance.
Risk assessment – step-by-step guide
The above considerations should be taken into account when teachers use the following step-by-step guide to plan and prepare for an activity in science.
Step 1: What are the hazards?Use the Hazard Cards to identify the hazards in a given situation. Additional information might also be contained in the medium-term planning (for example, some schools mightfollowtheQualificationsandCurriculumAuthority(QCA)scheme,whichprovidesinformationabouthazards).Ifthere is a conflict of advice, then it will be necessary to use the information provided by the LA.
Step 2: How can the activity be carried out so that high risks are minimised?Teachers will need to consider a range of different factors in answeringthisquestion.Inworkingoutthesafestwaytocarry out an activity, they will need to consider:
• thenumberofpupilsinvolved
• thenumberofpupilsthatcansafelyworkinthespaceavailable for the activity
• theageandmaturityofthepupils
• thespecificphysical,emotionalandbehaviouralneedsofthe pupils
• thelevelofsupervisionavailable
• theprovisionofsuitableresources,facilitiesandprotective measures given the nature of the activity, eg: sinks, sand trays, gloves
July 2009 Safety in science at Key Stages 1 and 2 5
• thequantitiesandtypesofmaterialsthatwillbeused• thevoltageusedinelectricalwork.
If teachers do not have the necessary expertise to carry out the risk assessment, or to carry out the activity with their class, they should seek appropriate help.
As a result of considering all these issues, and in light of the information collected in Step 1, teachers should be able to identify the safest way in which to carry out the activity. It is this result that should be recorded in the medium-term planning as outlined above.
This will be done before the lesson starts. However, in some circumstances it will be necessary to alter this assessment when particular judgements have been made in advance that are now no longer valid. For example, the fact that pupils have returned from lunchtime in an unusual, unsettled or over-excited state might result in a change to the way in which pupils carry out a particular activity in science. An activity, which is perfectly safe on a Monday morning, may be less so on a Friday afternoon or following a wet playtime! If the teacher felt that this behaviour now presented a significant risk given the nature of the activity, then the teacher could decide to demonstrate it rather than letting pupils carry out the work themselves.
Step 3: Actively involving children in risk assessmentTeachers need to model this process for children, and increasingly involve them in the process. When presenting children with a new context, teachers will need to inform them of the specific hazards associated with that context. In familiar contexts, however, teachers should ask the pupils to identifythehazards.Usefulquestionsinclude:
• what can we do to avoid any problems?• what rules shall we all work to?• what equipment might we need to use?
(eg: goggles, gloves)• what shall we do if something does go wrong?
and after the activity:
• how useful were our rules in reducing risk?
Additional guidance on involving children in thinking about riskcanbefoundintheCLEAPSSguideL241:Teaching health and safety in primary schools.
July 2009 Safety in science at Key Stages 1 and 2 7
Part 2: Responsibility for health and safety in science
The responsibility for ensuring the safe teaching of science is shared between the local authority, governors, headteacher and staff. Key responsibilities can be summarised as follows:
Local authority (where it is the employer)
• provideasafeandhealthyworkingenvironmentforstaff,pupils and volunteers
• provideinformation,guidanceandtrainingopportunities
• issueregulationsasaresultofriskassessments
• monitorandreviewarrangementsthroughanannualsafety audit
Governors
• ensurehealthandsafetyhasahighprofile
• ensurethatadequatetimeandresourcesareavailable
• monitorandreviewarrangementsthroughanannualreport from the headteacher
• approvetheschool’ssafetypolicy
Headteacher
• developasafetyculturethatisinaccordancewiththeschool’s policy and the LA’s policy
• consultstaffandensurethattheyareawareoftheirresponsibilities
• ensureappropriatetrainingisprovided,includingtheprovision of emergency training
• beawareofthelimitsofteachers’competencies
• ensurethatteachersareawareoftheirresponsibilitiesand understand them
• manageresourcestoenablethesafetypolicytobeimplemented, including the identification of training needs
Safety in science at Key Stages 1 and 2 July 20098
• actonreportedshortcomings
• monitorandreviewprocedurestoensurethattheyareinaccordance with the safety policy
• reporttogovernorsannually
Science co-ordinator
• ensurethatteachersunderstandtheprocessofriskassessment in science, and are aware of their responsibilities (see below)
• ensurethattheinformationneededforriskassessmentsis easily accessible by teachers
• ensurethatwhenriskshavebeenidentifiedassignificant, risk assessments are written down and reviewed
• regularlychecktheCLEAPSSwebsiteforup-to-dateadvice
• monitorandauditpracticeandresources
• identifytrainingneeds
• ensurethattheprinciplesofsafetyinscienceareincluded in the school policy
• reportanyshortcomingsinlinewiththeschool’sprocedures
Teachers
• takereasonablecareofthemselvesandothers
• carryouttheprocessofriskassessmentasnecessary,consulting the science co-ordinator if the risks are high
• ifappropriate,tryoutpracticalactivitiesthemselvesbefore using them with pupils
• followtheadvicegiveninthispublicationandbyCLEAPSS
• supporttheimplementationofallhealthandsafetyprocedures and policies
• followtheguidelinesontheHazard Cards to minimise risk
• ensurethatotheradultsandpupilsintheroomareawareof the risks involved in the activity, and the actions that should be taken to minimise risk
July 2009 Safety in science at Key Stages 1 and 2 9
• ensurethatpupilshaveanopportunitytodiscussanyhazards, and what they should do to keep themselves safe
• reportanyshortcomingsinlinewiththeschool’sprocedures.
TheCountyCouncilindemnifiesthefollowinginrespectof civil claims for damages:
• anyemployeeinvolvedintheusualactivitiesoftheschool
• volunteers
• studentteachersandstudentsonworkexperiencewhoare under the control and supervision of the school
• governors.
This indemnity does not extend to:
• anyactsthatwerecommittedwhilstnotengagedinanofficial duty
• anyclaimresultingfromtheuseofprivatevehiclesonCountyCouncilbusinessoraCountyCouncilvehicleonprivate business
• anyclaimthatresultsfromanactwhichwascommittedin bad faith, fraudulently or was vindictive
• anyprosecutionorclaimincriminallaw,includingcostsof defending the same or fines imposed.
SchoolswhohavenottakenuptheHampshireCountyCouncilinsuranceservicelevelagreement(SLA)shouldcheck with their own insurers as to the indemnity provided.
Additional guidance for science co-ordinators can be found in:
• A model health and safety policy for science in primary schools,CLEAPSSL224
• A guide for primary science co-ordinators,CLEAPSSL255.
Additional guidance for new and trainee teachers can be found in:
• Health and safety in primary science and technology, CLEAPSSPS22.
ContactCLEAPSSon:
Website: www.cleapss.org.uk
Helpline: 01895 251496.
July 2009 Safety in science at Key Stages 1 and 2 11
Part 3: Hazard guidance cards
The hazard guidance cards contain the following information:
• thebroadareaofstudywithintheAttainmentTargets
– Sc2 Life processes and living things
– Sc3 Materials and their properties
and
– Sc4 Physical processes
• referencetotherelevantscienceunitsofworkfromtheQCA’sschemeofworkforKS1and2science
• usefulsafetyequipment
• identificationofhazards
• precautions–suggestedactionstominimiserisk
• actionstotake
• generalsupportinginformation
• additionalCLEAPSSguidance,ifrelevant.
Sc2 Life processes and living things
Cardno1 Exercise
Cardno2 Food
Cardno3 Humans–senses
Cardno4 Humans–teeth
Cardno5 Humans–tobacco,alcoholanddrugs
Cardno6 Humans–organs
Cardno7 Animals–fromtheschoolgrounds, visits to farms and zoos
Cardno8 Animals–Pet Day – pets brought into school
Cardno9 Animals–keptinschool
Cardno10 Environment
Cardno11 Plants
Cardno12 Micro-organisms
Safety in science at Key Stages 1 and 2 July 200912
Sc3 Materials and their properties
Cardno1 Testingmaterialsforstrength,hardness and flexibility
Cardno2 Rocksandsoils
Cardno3 Waterandotherliquids
Cardno4 Thermalconductorsandinsulators
Cardno5 Testingpropertiesofmaterials– magnetic,squashing,bending,twisting and stretching
Cardno6 Heatingmaterials–usingelectrical sources
Cardno7 Heatingmaterials–usingcandlesand night lights
Cardno8 Burningmaterials
Cardno9 Mixingmaterials
Sc4 Physical processes
Cardno1 Electricity–appliances
Cardno2 Electricity–safetycodewhenusing mains electricity
Cardno3 Electricity–batteries
Cardno4 Electricity–circuits
Cardno5 Forces–pushesandpulls,forcesand movement (KS1)
Cardno6 Forces–magnetismandsprings
Cardno7 Forces(KS2)
Cardno8 Light
Cardno9 Sound
Exercise
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2A
4A
5A
• Temperaturestrips.
• Metaltemperatureprobes.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Topupilswithmedicalproblemswhomaybeaffectedbyvigorousexertion.
• Infectionfromthermometers.
• Identifyanypupilsatrisk.
• Ensureinhalersarereadilyavailablebeforeexercise.
• Judgewhethersuchpupilscanplayausefulroleinthelearningwithoutbeingsubjectedtounduerisk.
• Usetemperaturestripsormetalprobeslinkedtodigitalsensorsratherthanglassthermometers.
• Wherethermometersareplacedinmouth,sterilisethemusingdisinfectantsolution,suchasMilton.
Actions – in the event of a problem
Shouldapupilexperiencedifficultybreathing,especiallybreathingout:
• reassureandcalmthepupil
• ensuregoodsupplyoffreshair
• ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief
• ifsymptomspersist,seekmedicalaid.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Breathing–donotallowpupilstoholdbreathorhyperventilate.
• Somepupilscanbeverysensitiveaboutsharingresultsopenly.
• Rulesapplyingtophysicalactivitiesinphysicaleducationmaybenecessaryiftheactivityisvigorous.
Additional guidance from CLEAPSS
L245–Ourselves
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.1 Sc2Lifeprocessesandlivingthings
July2009
Food
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1A
2A
3A
5A
6B
• Plasticgloves.
• Hygieneposters.
• Dettox(orsimilar)forcleaningworksurfaces.
Hazards Precautions – suggested actions
• Topupilswithmedicalconditions.
• Allergicreactionstofoods.
• Identifyanypupilsatrisk.
• Identifyanyspecificfoodallergies.
• Checkfoodlabelsverycarefullyforproductcontentandpossiblehealthwarnings.
• Blownosesandwashhandsbeforecommencingtasks.
Actions – in the event of a problem
Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Besensitivetoculturalandpersonalfoodpreferences.
• Seedesignandtechnologysafetyguidelinesforfoodhygiene.
• Symptomsofanallergicreactioninclude:wheezing,coughing,skinrash,skinreddening,itching,sweating,runnyeyes,runnynoses,sneezing.
• Anaphylacticshock–allergytobananas,peanuts,dairyproducts,bakeryproducts,etc–couldrequireimmediateuseofanepipen.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.2 Sc2Lifeprocessesandlivingthings
July2009
Humans – senses
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1A
2A
• Disposablecups,spoonsandlollysticks.
• Hygieneposters.
• Dettoxforcleaningworksurfacesorplastictablecloths.
• Cleanpaperforcoveringtables.
Hazards Precautions – suggested actions
• Topupilswithmedicalconditions.
• Allergicreactionstofoods.
• Chillipepperandcayennepeppercancauseanallergicreaction.
• Identifyanypupilsatrisk.
• Identifyanyspecificfoodallergies.
• Blownosesandwashhandsbeforecommencingtasks.
• Smellingpottests:coverpotswithmuslin,andmakepowdersintoapaste.
• Covercuts/brokenskin.
Actions – in the event of a problem
Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Besensitivetoculturalandpersonalfoodpreferences.
• Seedesignandtechnologysafetyguidelinesforfoodhygiene.
• Symptomsofanallergicreactioninclude:wheezing,coughing,skinrash,skinreddening,itching,sweating,runnyeyes,runnynoses,sneezing.
Additional guidance from CLEAPSS
L245–Ourselves
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.3 Sc2Lifeprocessesandlivingthings
July2009
Humans – teeth
Links to 1998 QCA Scheme ofWork Units
Useful equipment
3A • Disinfectant,suchasfreshlymadedilutedMiltonsolution.
Hazards Precautions – suggested actions
• Transferofinfections. • Disinfectdentalmirrors.
• Useowntoothbrushes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Besensitivetoethnicandculturaldifferenceswhendiscussingpupils’lifestyles.
• Petroleumjellycanbethinlysmearedoverlipstopreventstainingfromdisclosingtablets.
Additional guidance from CLEAPSS
L245–Ourselves
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.4 Sc2Lifeprocessesandlivingthings
July2009
Humans – tobacco, alcohol and drugs
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2A
5A
Hazards Precautions – suggested actions
• Dangersassociatedwithmedicines,tablets,solvent,alcohol,tobaccoandeverydaysubstances.
• Discussthatpillscanlooklikesweetsandsolventslikewateroreverydaydrinks.
• Discusswhyitisimportantnottotakeotherpeople’sprescribedmedicines.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• See:Hampshire primary drug planning,2007(HCC/HIAS).
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.5 Sc2Lifeprocessesandlivingthings
July2009
Humans – organs
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1A
2A
4A
5A
5B
6A
• Disinfectant,suchasMilton.
Hazards Precautions – suggested actions
• Transferofinfections.
• Topupilswithmedicalconditionswhencarryingoutpulseinvestigations.
• Useposters,picturesorvideoclipsratherthandissectorgans.
• Disinfecttheearpiecesofstethoscopesusing,forexample,freshlydilutedMilton.
• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Besensitivetoethnicandculturaldifferenceswhendiscussingpupils’lifestyles.
Additional guidance from CLEAPSS
L245–Ourselves
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.6 Sc2Lifeprocessesandlivingthings
July2009
Animals – from the school grounds, visits to farms and zoosLinks to 1998 QCA Scheme ofWork Units
Useful equipment
2B
4B
5B
6A
• Gloves.• Trowels.• Paintbrushes.• Pooters.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Pupilsandteachersmayexperienceanallergicreaction–contactwithfurandfeathersareknowntoinduceanallergicreactioninsomepeople.
• Bitesandstings.
• Toanimalwelfare.
• Physicalriskwhenenteringpenscontainingfarmyardanimals.
• Miscarriageinpregnantwomenwhenincontactwithsheeporlambs.
• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblemsandallergies.
• Ensureinhalersarereadilyavailable.
• Warnpupilsabouthand,eyeandmouthcontactwhenhandlingcreatures.
• Any pupil or adult with an open cut on their hands, with infected cuts or suffering from an infection, must not handle the animals or come into contact with them.
• Collectsmallcreaturesforstudyusingapooterorfinepaintbrushtoavoidharmingthem.
• Returnsmallinvertebratescollectedfromtheenvironmentassoonaspossible.
• Limittheamountoffrogspawnkept,andreturntothesamepondwhereoriginallycollectedbeforemetamorphosisiscomplete.
• Checkoutfacilitiesforwashinghandsatfarmsandzoos.
• Pupils and adults must wash their hands after touching animals or cages.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc2.7 Sc2Lifeprocessesandlivingthings
July2009
Pleaseturnoverleaf
Actions – in the event of a problem
• Intheeventofananimalbite,cutorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelptocleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.
• Identifycauseofanallergicreactionandremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.
• Shouldthepupilexperiencedifficultybreathing,especiallybreathingout:
– reassureandcalmthepupil
– ensureagoodsupplyoffreshair
– ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief
– ifsymptomspersist,seekmedicalaid.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynose,runnyeyes.
• Terrapinsandtortoisesmaycarrysalmonella.
• Somespeciesofanimalsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.
• ConsiderableadviceisgivenonhealthandsafetyinOff-site activities and educational visits – regulations and guidance, 2003(HCC).
Additional guidance from CLEAPSS
PS55–Bringing pets & other animals PS55–into schools
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.7 Sc2Lifeprocessesandlivingthings
July2009
Animals – Pet Day – pets brought into schoolLinks to 1998 QCA Scheme ofWork Units
Useful equipment
2B
4B
5B
6A
• Gloves.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Pupilsandteachersmayexperienceanallergicreaction–contactwithfurandfeathersareknowntoinduceanallergicreactioninsomepeople.
• Bitesandstings.
• Toanimalwelfare.
Important:
Ifpetsarebroughtintoschoolbypupilsfromhome:
• eachpetmustbehousedseparatelyandneverplacedinacagewithanotheranimal
• youmustcheckanimalsareusedtobeinghandled,areunlikelytobite,aredocileandfriendly,andwillnotbedisturbedbylargenumbersofexcited,andpossiblynoisy,children.
• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblemsandallergies.
• Ensureinhalersarereadilyavailable.
• Warnpupilsabouthand,eyeandmouthcontactwhenhandlinganimals.
• Any pupil or adult with an open cut on their hands, with infected cuts or suffering from an infection, must not handle the animals or come into contact with them.
• Pupils and adults must wash their hands after touching animals or cages.
• Limitthetimeanimalsarekeptinanyroomwherepupilsspendlongperiodsoftime.
• Ensureroomiswellventilatedandadequatelyheated,andkeepanimalsawayfromdirectsunlightanddraughts.
• Ensureanadequatesupplyoffreshfoodandwaterifnecessary.
• AgreebeforehandwhichpetscanbebroughttoschooltoensurenounsuitableanimalsarriveonPet Day.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc2.8 Sc2Lifeprocessesandlivingthings
July2009
Pleaseturnoverleaf
Actions – in the event of a problem
• Intheeventofananimalbite,cutorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelptocleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.
• Identifycauseofanallergicreactionandremove,orremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.
• Shouldthepupilexperiencedifficultybreathing,especiallybreathingout:
– reassureandcalmthepupil
– ensureagoodsupplyoffreshair
– ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief
– ifsymptomspersist,seekmedicalaid.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynose,runnyeyes.
• Terrapinsandtortoisesmaycarrysalmonella.
• Budgerigars,macaws,parakeetsandparrotsmaybeinfectedwithpsittacosis.
Additional guidance from CLEAPSS
PS55–Bringing pets & other animals PS55–into schools
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.8 Sc2Lifeprocessesandlivingthings
July2009
Animals – kept in school
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2B
4B
5B
6A
• Glovesforhandlinganimalsandtheircages.
• Glovesforcleaninganimaldroppingsandlitter.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Pupilsandteachersmayexperienceanallergicreaction–contactwithfurandfeathersareknowntoinduceanallergicreactioninsomepeople.
• Cuts,bitesandstings.
• Toanimalsifkeptinunsuitableconditions.
• Transferofinfections.
• Transmissionofparasites.
Important:
IfyouareconsideringkeepingsmallmammalsinschoolyoumustobtainthedocumentSmall mammals(L52)obtainablefreeofchargefromCLEAPSS.Thesectiononhealthandsafetyandlegalrequirementsmustbereadandtheguidancefollowed.
Animalsmustbeobtainedfromaccreditedorhigh-qualitysourcestobeconfidenttheyarediseasefree.
Mammalsmustbekeptinscrupulouslycleanconditions.
Stepsmustbetakentoensuremammalsarewellmaintainedandcannotbeinfectedbyothermammals.
Foodmustbecheckedforinfestationofbeetlesandmoths.
• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblemsandallergies.
• Ensureinhalersarereadilyavailable.
• Warnpupilsabouthand,eyeandmouthcontactwhenhandlinganimals.
• Any pupil or adult with an open cut on their hands, with infected cuts or suffering from an infection, must not handle the animals or come into contact with them.
• Pupils and adults must wash their hands after touching animals or cages.
• Limitthetimeanimalsarekeptinanyroomwherepupilsspendlongperiodsoftime.
• Ensureroomiswellventilatedandadequatelyheated,andkeepanimalsawayfromdirectsunlightanddraughts.
• Fluctuationsoftemperatureovertheweekendandholidaysmayrequireanimalstobetakenhomeduringtheseperiods.
• Ensureanadequatesupplyoffreshfoodandwater.
• Cleancagesandaquariumregularly.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc2.9 Sc2Lifeprocessesandlivingthings
July2009
Pleaseturnoverleaf
Actions – in the event of a problem
• Intheeventofananimalbite,cutorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelptocleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.
• Identifycauseofanallergicreactionandremove,orremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.
• Shouldthepupilexperiencedifficultybreathing,especiallybreathingout:
– reassureandcalmthepupil
– ensureagoodsupplyoffreshair
– ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief
– ifsymptomspersist,seekmedicalaid.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynose,runnyeyes.
• Terrapinsandtortoisesmaycarrysalmonella.
Additional guidance from CLEAPSS
L520–Small mammals
L560–Housing & keeping animals
L710–Incubating & hatching eggs
L124–Aquaria in primary schools: L124–electrical safety
L181–Cold-water aquaria
L197–Giant African land snails
L201–Giant millipedes
L206–Tadpoles
L213–Science with minibeasts: snails
L227–Stick insects
L257–Science with minibeasts: earthworms
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.9 Sc2Lifeprocessesandlivingthings
July2009
Environment
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2B
3B
4B
5B
5/6H
6A
• Plasticgloves.
Hazards Precautions – suggested actions
• Transferofinfections.
• TetanusandWeil’sdisease(fromcontaminatedpondwater).
• Fallingintopond.
• Pupilsandstaffmayexperienceanallergicreaction.
• Slips,tripsandfalls.
• Beforeworkinginapond,identifypupilswithcuts,grazesorbrokenskinandcoverarea.
• Checkforsuitabledippingplacesthatarenotslipperyortoosteep.Chooseaspotwherethewaterisshallowroundtheedge.
• Checkareaspriortovisitforsharpobjects,poisonousplantsorcontaminationbyanimals.
• Checkthatpupilsarewearingsturdyfootwear.
• Limitamountoffrogspawnkeptandreturntothesamepondwhereoriginallycollectedwhereverpossiblebeforemetamorphosisiscomplete.
• Pupils and adults must wash their hands after touching animals or plants.
• Collectsmallcreaturesforstudyusingapooterorfinepaintbrushtoavoidharmingthem.
• Returnsmallinvertebratescollectedfromenvironmentassoonaspossible.
• Developacodeofpracticeforvisitsintotheschoolenvironmentandlocalsites.
Actions – in the event of a problem
• Identifycauseofanallergicreactionandremovefromthepupil.
• Intheeventofananimalbite,scratchorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelpcleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc2.10 Sc2Lifeprocessesandlivingthings
July2009
Pleaseturnoverleaf
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Somespeciesofanimalsandplantsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.
• Gravelpitsoftenshelveveryquicklyandthewaterisverydeep.
• Tidalcoastalareascomewithinthedefinitionofopencountrysideregulations.
• FurtherguidanceisgiveninSafety in hazardous pursuits – regulations and guidance notes(HCC)andOff-site activities and educational visits – regulations and guidance(HCC).Ensurecopyisstillavailableandup-to-date.
Additional guidance from CLEAPSS
L221 –Developing & using –environmental areas
SRA08–Practical activities in the –school grounds
SRA09–Using school ponds
PS01 –Pond dipping & Weil’s –disease
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.10 Sc2Lifeprocessesandlivingthings
July2009
Plants
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1B2B3B4A
4B5B5/6H6A
• Plasticgloves.
Hazards Precautions – suggested actions
• Pupilsandstaffmayexperienceanallergicreaction.
• Poisonousberriesandfungi.
• Contaminatedsoil(seegeneralinformationbelow).
• Displaycommonpoisonousspeciesandinstructpupilsastohazards.
• Coverallcutsandgrazes.• Usesterilisedsoilorpottingcompostforplantingseeds.
• Washhandsaftertouchingplantsandsoil.
• Wearplasticgloves.• Warnpupilsofdangersofhand,eyeandmouthcontact.
Actions – in the event of a problem
• Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction. Involvepupilsintheprocessof
agreeinganyprecautionsfortheactivity.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Someplantsareknowntobetoxicandhavepoisonousseeds.• Somespeciesofplantsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.
• Gardentoolscanbedangerousifnotregularlychecked,eg:forloosehandlesandbrokenparts.
• Soilsmaybecontaminatedwithpathogenssuchastoxocaraandtetanus.• Mostsoilsarecontaminatedwithparasitesandpathogens,particularlyasaresultofanimalfouling.
• Compostfromgardencentresissterilisedandshouldbeusedinpreferencetolocalsoilsiftherisksarethoughttobehighortominimiserisks.
Additional guidance from CLEAPSS
L420–Plants for classrooms
L226–Carnivorous plants
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.11 Sc2Lifeprocessesandlivingthings
July2009
Micro-organisms
Links to 1998 QCA Scheme ofWork Units
Useful equipment
6B • Plasticgloves.
• Containersthatcanbesealed.
Hazards Precautions – suggested actions
• Contaminationwithotherfoodstuffs.
• Allergicreactions.
• Explosioncausedbybuildupofgaseswhengrowingyeast.
• Washhandswithsoapandwaterbeforeandafter.
• Covercutsandgrazes.
• Keepcultures,suchasmouldybreadandotherfoodstuffs,insealedcontainersanddisposeofwithnormalschoolwastewithoutunsealingwhenfinished.
• Keepawayfromotherfoodstuffs(suchasinafridge)toavoidcontamination.
• Containersusedforgrowingyeastshouldonlybelooselypluggedwithcottonwool.
• Wearplasticgloves.
• Tell pupils they must not make hand, eye and mouth contact.
Actions – in the event of a problem
• Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.
• Intheeventofaspillage,teachersmustcoverthesurfacewithastrongdisinfectantfor30minutesandthenwipeupwearinggloves.
• Spillagesonskinorclothingshouldbewashedimmediatelywithsoapandhotwater. Involvepupilsintheprocessof
agreeinganyprecautionsfortheactivity.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• ThereisalegalrequirementundertheControlofSubstancesHazardoustoHealth(COSHH)Regulations(1999)tocarryoutanassessmentofrisksassociatedwithmicrobiologicalhazardswheneverpupilsareinvolvedwithmicrobiology.Seepage4ofCLEAPSSL190forfurtherguidance.
Additional guidance from CLEAPSS
L190–Studying micro-organisms in L190–primary schools
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc2.12 Sc2Lifeprocessesandlivingthings
July2009
Testing materials for strength, hardness and flexibilityLinks to 1998 QCA Scheme ofWork Units
Useful equipment
1C
2D
3C
6D
• Goggles–BritishStandard(BS)2092.
• Stronggloves,eg:gardeninggloves.
Hazards Precautions – suggested actions
• Fragmentsfrombrittleplasticscausingcutsandeyeinjuries.
• Dustfrompolystyrenecausingbreathingproblems.
• Sharp,jaggededgesifmaterialsbreak,causingcuts.
• Brokenglasscausingcuts.
• Heavymassesfallinganddamagingfeet.
• Splintersfromwood.
• Whiplashinjuriesfrombreakingwiresorelasticbands,etc,undertension.
• Weargogglesiftestingstrengthorifthereistheriskofbrittleplasticbreaking.
• WhensquashingrigidmaterialsuseaviceorG-clamp.
• Wearstronggardeningglovestoprotecthandswhentestingrigidmaterials.
• Avoidglass.
• Warnpupilsofthedangersofbreakingwiresandelasticbandsundertension.
Actions – in the event of a problem
• Wrapbrokenglassinnewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.1 Sc3Materialsandtheirproperties
July2009
Rocks and soils
Links to 1998 QCA Scheme ofWork Units
Useful equipment
3D • Plasticgloves.
• Goggles.
Hazards Precautions – suggested actions
• Fragmentingrocks.
• Contaminatedsoils(seegeneralinformationbelow).
• Injuryduetodamagedgardeningtools.
• Weargogglesifthereisariskofrocksfragmenting.
• Washhandsfollowingthehandlingofsoils.
• Usesterilisedcompost.
• Covercutsandbrokenskin.
• Weargloveswhenusingtoolsandun-sterilisedsoils.
• Warnpupilsofthepotentialhazardofcontaminatedsoilsandtheimportanceofnottouchingeyesandmouthwhenhandlingsoils.
• Checkforloosehandlesandbrokenpartsongardeningtools.
• Rinsetoolsafteruseandregularlywashwithdisinfectantsolution.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Soilsmaybecontaminatedwithpathogenssuchastoxocaraandtetanus.
• Mostsoilsarecontaminatedwithparasitesandpathogens,particularlyasaresultofanimalfouling.
• Compostfromgardencentresissterilisedandshouldbeusedinpreferencetolocalsoilsiftherisksarethoughttobehighortominimiserisks.
Additional guidance from CLEAPSS
L120–Earth science: Key Stages L120–1& 2
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.2 Sc3Materialsandtheirproperties
July2009
Water and other liquids
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2D3C4C4D
5C5D6C6D
• Plasticgloves.
• Hotwaterfromatap.
Hazards Precautions – suggested actions
• Allergicreactiontosubstancessuchaswashing-upliquid.
• Swallowingliquids,eg:whenexploringbubbles.
• Slipperysurfaces.
• Scolding.
• Waterandelectricity.
• Chemicalreactionwhenmixingsubstanceswithliquids.
• Oil must not be heated unless in a water bath.
• Identifyanypupilswithskinallergies–weargloves.
• Blowthroughstraworuseshapedbubbleblowers.
• Useabsorbentmaterialtocoverareatoavoidslipping.Warnpupilsofthedangersofspiltliquids.
• Toavoidspillage,encouragepupilstocarrysmallcontainersofwaterwithinalargeronesuchasinabucket.
• Ifhotwaterisrequiredotherthanfromsink,ensureadultsupervision.
• Restrictother liquidstocookingingredientssuchasvinegar,cookingoil,syrup.
• Siteactivitiesawayfromelectricalappliancesandmainssupply.
• Formixingpurposes,useonlycookingingredients.
Actions – in the event of a problem
• Identifythecauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Manyliquidsandsolutionsfoundinthehomeandatschoolarehazardous,eg:bleach,ovencleaners.Warnpupilsofthedangers.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.3 Sc3Materialsandtheirproperties
July2009
Thermal conductors and insulators
Links to 1998 QCA Scheme ofWork Units
Useful equipment
4C • Plasticcoveredthermometers.
• Thermosticks.
• Digitalthermometers.
• Hand-heldsensors.
Hazards Precautions – suggested actions
• Scolding.
• Brokenthermometers.
• Allergicreactiontoinsulatingmaterialssuchasfibreglassandloftinsulationmaterials.
• Restricthotwatertothatfromatap.
• Ensureadultsupervision.
• Onlyadultsshouldpourhotwaterintocontainersinatray.
• Placeanelasticbandaroundthethermometertopreventrolling.
• Useplasticcoveredthermometers,thermosticks,digitalthermometers,computerorhand-heldsensors.
• Mercury thermometers must not be used.
• Identifyanypupilsandadulthelperswithskinallergies.
Actions – in the event of a problem
• Wrapbrokenthermometersinnewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.
• Identifythecauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction. Involvepupilsintheprocessof
agreeinganyprecautionsfortheactivity.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Mercurythermometersshouldnotbeused.Thisisbecauseliquidmercuryvaporisesatalowtemperatureandcanthereforegetintothebodyeasily.Mercuryispoisonous.
Additional guidance from CLEAPSS
L157p–Measuring temperature
PS60–Datalogging & control PS60–equipment for primary schools
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.4 Sc3Materialsandtheirproperties
July2009
Testing properties of materials – magnetic, squashing, bending, twisting and stretching
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1C
2D
3C
• Goggles.
• Gloves.
Hazards Precautions – suggested actions
• Youngchildrenswallowingmagnets.
• Sharpedgesandbrokenfragments,eg:fromsprings,splintersfromwood.
• Looseironfilingscanirritatetheskinandeyes.
• Trappedskinwhencompressingsprings.
• Injuryfromspringsorelasticbandswhenreleasedaftercompressionorstretching.
• Expanded polystyrene must not be used to test bending or twisting since the polystyrene dust released is hazardous.
• Warnpupilsnottoputmagnetsnearorinmouths.
• Weargogglesiftestingstrength.
• WhensquashingrigidmaterialsuseaviceorG-clamp.
• Wearstronggardeningglovestoprotecthandswhentestingrigidmaterials.
• Avoidglass.
• Iron filings must be used in sealed containers.
• Warnpupilstoreleasecompressedorstretchedmaterialsslowlytoavoidinjury.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Frequentbendingandunbendingofmetalmaycausefractureswhichgivesharpedgesandproduceheat.
• Pupil-sizedgardeningglovesmaybepurchasedfromHampshire’sCountySupplies.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.5 Sc3Materialsandtheirproperties
July2009
Heating materials – using electrical sourcesLinks to 1998 QCA Scheme ofWork Units
Useful equipment
2D
4C
4D
5C
5D
6C
6D
• Safetysigns.
• Ovengloves.
• Edgesafetyguardforcookerswherepossible.
Hazards Precautions – suggested actions
• Burnsorscalds.
• Trippingoverwiresandleads.
• Useovenglovestoremovecontainersfromheatsources.
• Useadultsupervision.
• Turnhandlesinwards.
• Indicatewhencookerisswitchedon,suchaslargehotsign.
• Turnoffapplianceimmediatelyafteruse.
• Teachpupilstopullclingfilmfromthefurthestedgeofthecontainertowardsthemselvessoastoallowthesteamtoescape.
• Avoidre-heatingliquidsthathavealreadybeenboiledinmicrowaveovens.Letheatedliquidsstandinthemicrowavebeforeuse.
• Meltmaterialssuchasfoodsorwaxindirectly,suchasoverasaucepanofhotwater.
• Teachpupilstheprocedurefordealingwithburns.
• Ensureleadsaretuckedoutofthewaytopreventaccidents.
Actions – in the event of a problem
• Runtheburnundercoldwaterforaminimumof10minutes.
CardSc3.6 Sc3Materialsandtheirproperties
July2009
Suitable heating sources
• Cookersandmicrowaves.
• Electricalhotplatesandkettles.
Pleaseturnoverleaf
Precautions – suggested actions(continued)
• Considertheheightofthecookerinrelationtoheightofpupilswhenassessingwhetherapupilcanremovecontainersfromcooker,etc.
• Uselowmeltingpointwax,suchasblockssoldforthetreatmentofarthritis,orlowmeltingpointparaffinwax.
• Abucketofcoldwatershouldbereadilyavailableincaseofaburn.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Seethedesignandtechnologysafetyguidelinesonuseofcookersandmicrowaves.
• A fire blanket must be located next to the cooker.
• SeeBe safebyTheAssociationforScienceEducation.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.6 Sc3Materialsandtheirproperties
July2009
Heating materials – using candles and night lightsLinks to 1998 QCA Scheme ofWork Units
Useful equipment
3C
4C
4D
5C
5D
6C
6D
• Sandtrays.• Safetymatches.• Bucketofcoldwater.• Hotwaterfromatap.• Goggles.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Burns.
• Fire.
• Plastics of unknown origin must not be heated as many plastics form harmful vapours, eg: polystyrene, acrylics, resins and polyurethane.
• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.
• Ensureinhalersarereadilyavailable.
• Ensureroomiswellventilated.• Useasnuffertoextinguishcandles.
• Fixcandlesornightlightsonastablebaseandplaceinasandtray.
• Usesafetymatches.• Securelooseclothing,suchasatthewrist.
• Tiebacklonghair.• Limitquantitiesofmaterialstobemelted.
• Weargoggles.• Ensureabucketofcoldwaterisreadilyaccessibleintheeventofaburn.
• Pupilsshouldbetaughtnottositdownduringheatingactivities,sotheycanmovemorequicklyifthereisanaccident.
Actions – in the event of a problem
• Intheeventofaburn–floodaffectedareawithcoldwaterforatleast10minutes.
• Ifapupilsuffersanasthmaattack–ensuretheykeeptakingtheirinhaleruntilsymptomssubside(itcanbetakenupto30timesifnecessary).
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc3.7 Sc3Materialsandtheirproperties
July2009
Pleaseturnoverleaf
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Thefollowingunsuitableheatingsourcesmust notbeused:
– spiritburners
– oillamps
– portablebottledgasburners
– picnicstoves
– methylatedspiritburners
– electricpaintstrippers
– solidfuelburners.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.7 Sc3Materialsandtheirproperties
July2009
Burning materials
Links to 1998 QCA Scheme ofWork Units
Useful equipment
3C
5D
6D
• Tongs.• Bucketofcoldwater.• Goggles.• Candlesnuffer.• Sandtrays.
Hazards Precautions – suggested actions
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Burns.
• Fire.
• Toxic fumes. Man-made materials, such as polyurethane, polystyrene, foams and plastics, must not be used in burning tests.
• Ensureroomiswellventilated.• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.
• Ensureinhalersarereadilyavailable.
• Useasnuffertoextinguishcandles.
• Fixcandlesornightlightsonastablebaseandplaceinasandtray.
• Usesafetymatches.• Securelooseclothing,suchasatthewrist.
• Tiebacklonghair.• Onlyusesmallsamplesofmaterialstoburn.
• Usetongsforholdingmaterials.• Conductflammabilitytestsoutsidepriortoactivitywithpupils.
• Weargoggles.• Ensureabucketofcoldwaterisreadilyaccessibleintheeventofaburn.
Actions – in the event of a problem
• Ifanypupilsoradultssufferanallergicreactionremovefromtheareauntiltheairhascleared.
• Intheeventofaburn–floodaffectedareawithcoldwaterforatleast10minutes.
• Ifapupilsuffersanasthmaattack–ensuretheykeeptakingtheirinhaleruntilsymptomssubside(itcanbetakenupto30timesifnecessary).
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc3.8 Sc3Materialsandtheirproperties
July2009
Suitable heating sources
• Candlesandnightlights.
Pleaseturnoverleaf
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Thefollowingunsuitableheatingsourcesmust notbeused:
– spiritburners
– oillamps
– portablebottledgasburners
– picnicstoves
– methylatedspiritburners
– electricpaintstrippers
– solidfuelburners.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.8 Sc3Materialsandtheirproperties
July2009
Mixing materials
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2D3C4D
6C6D
• Plasticgloves.• Dustmasks.• Goggles.
Hazards Precautions – suggested actions
• Pupilsandstaffmayexperienceanallergicreactiontodifferentsubstances.
• Lemonjuiceandvinegarwillstingifitgetsintoacut.
• Becausecarbondioxideisreleasedduringthereactionbetweenvinegarandsodiumbicarbonate,andbetweenlemonjuiceandbakingpowder,placingathumbovertheendofacontainerandshakingmayleadtothecontainerbreakingorexploding.
• Mixingunknownsubstances.• Inhalationofdustorpowders.
• Covercuts.
• Mixingmaterialstogethermayproducematerialswithunknownhazards,thereforeusecommoncombinationswhendoingthis:lemonjuiceandbakingpowder,vinegarandsodiumbicarbonate,cementandwater,plasterofParisandwater.
• Usecookingingredientswhenmixingsubstances.
• Usesmallquantitiesofpowderstominimisetheneedfordustmasksandsafetygoggles.
Actions – in the event of a problem
• Identifycauseofanallergicreactionandremovefromthepupil.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Becauseagasisoftenproducedwhensubstancesaremixed,thecontentsinacontainermayoverflow,sohavepapertowelstohand.
• Washingpowderanddishwasherpowderareoftenhighlyirritantandwouldnotberecommendedformixing.Lookforhazardsymbolsonpacks.
• PlasterofParisgeneratesheatwhenmixedwithwater.• Somechildrenhaveanallergicreactiontosomefoodcolouring/colourants.
Additional guidance from CLEAPSS
L5–Safe use of household and L5–other chemicals
PS74–Using plaster of Paris in P574–primary schools
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc3.9 Sc3Materialsandtheirproperties
July2009
Electricity – appliances
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2F
4C
• ResidualCurrentDevices(RCDs)tobeusedwithelectricalappliances.
• Safetysigns.
• Ovengloves.
• Edgesafetyguardforcookerswherepossible.
Hazards Precautions – suggested actions
• Electricitycankill.
• Overloading.
• Hotextensionleads.
• Burnsfromheatingappliances.
• Trippingoverextensionleads.
• Tellpupilsnevertoexperimentwithmainselectricity.
• UseRCDswhenoperatingmainsappliances.
• Checkequipmentvisually(seeGeneral informationsectionoverleaf).
• Fullyextendextensionleadstopreventoverheating.
• Coverextensionleadwireswithmats.
• Displayahotwarningsignwhenheatingappliancesinuseandfollowsafetyprocedures.
• Useovengloves.
• Turnsaucepanhandlesinwards.
• Fitguardedges.
• Checkheightofthecookerisappropriateforpupils.
Actions – in the event of a problem
• Switchoffappliancesatmains.
• Intheeventofelectrocution–switchoffmainsbeforetouchingvictim.
• Ensureairwayisopen.
• Ifaburnissustained–floodaffectedareawithcoldwaterforatleast10minutes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc4.1 Sc4Physicalprocesses
July2009
Pleaseturnoverleaf
General information
• ElectricalappliancesshouldhaveaBEAB(BritishElectricalApprovalsBoard)safetystandardmark.
• AllportableequipmentmustbeinspectedvisuallyandtestedatintervalsasdescribedinElectricity at work – Guidance for managers,Appendix3,publishedbyHCC,March2006.See:http://intranet.hants.gov.uk/hrsafety/safety-polstan/electricity/electricity-guidance.htm.
• Standardcookersrequirea30ampelectricalcircuit.AbabyBelling,microwave,cookpanormixerrequiresa13ampfuse.
• SetoutbelowarethebasicvisualchecksthatyoucanmakeonelectricalappliancesasrecommendedinElectricity at work – Guidance for managers,Appendix2.
Electrical safety visual checklist:
• Check the plugforcrackedcasing,bentormissingconductingpins,signsofscorching/overheating,ensurecableiseffectivelysecuredbythecablegripoftheplug,andthatthecorrectfuseisfitted.
• Check the cabletoensureallconnectionsaresoundandthattherearenocutsorabrasions(lightscuffingisacceptable).
• Check the equipmentfordamagetoexternalcasing,missingorloosescrews,missingguards/inspectionpanels,overheatingandwhetheritislocatednearawatersource.
Action required:
Ifthereisanydoubtastothepotentialsafetyofelectricalequipment,taketheequipmentoutofuseimmediatelyandclearlylabeltheequipment:
DANGER. Unsafe electrical equipment. DO NOT USE.
Reportanydefects.
Additional guidance from CLEAPSS
L86p–Electrical safety
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.1 Sc4Physicalprocesses
July2009
Electricity – safety code when using mains electricityLinks to 1998 QCA Scheme ofWork Units
Useful equipment
2F
4F
6G
• Posterdisplayingelectricalsafetyawareness.
Hazards Precautions – suggested actions
• Electricshock.
• Burns.
• Trippingovertrailingwires.
Teachpupilsthefollowing:
• electricitycankill
• wiresandplugsmaybecomehotandcauseminorburn
• nevertouchelectricalappliances,plugsorsocketswithwethands
• keepelectricalappliancesawayfromwater
• informanadultifplugsorequipmentappeartohaveafault,aredamaged,ortheleadisfrayedorburnt,and do not switch on
• switchoffatthesocketbeforeplugginginorunpluggingapieceofequipment
• removeaplugfromasocketbyholdingtheplugitselfandnotbypullingthelead
• checkthattherearenotrailingwires.Ifthereare,tuckthemoutofthewaytopreventaccidents.
Actions – in the event of a problem
• Treatvictimofelectricshockforunconsciousnessfirst,beforetreatingburns.
• Ifaburnissustained–floodaffectedareawithcoldwaterforaminimumof10minutes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc4.2 Sc4Physicalprocesses
July2009
Pleaseturnoverleaf
General information
• PostersaboutthedangersofelectricitycanbeobtainedfromtheElectricityBoard.
• Damagedplugsandfrayedleadsarethecommonestsourcesofinjuries.
• Mainsleadsshouldneverbejoinedorrepaired–damagedleadsshouldbereplacedbyasuitablyqualifiedperson.
Additional guidance from CLEAPSS
L86p–Electrical safety
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.2 Sc4Physicalprocesses
July2009
Electricity – batteries
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2F
4F
6G
• Batterytester.
Hazards Precautions – suggested actions
• Minorburns.
• Damagedskinfromleakingbatteries(acidburn).
• Shortcircuitingandfire.
• Teachpupilshowtopreventshortcircuitingbatteries.
• Askpupilstodisconnectwiresfromthebatteryduringbreaksinthelesson.
• Avoidmixingdifferenttypesofbatteriesininvestigativework.
• Disposeofbatterieswhenthevoltagehasdroppedbelowthelevelatwhichtheycanbeused,astheymaybegintoleak.
• Thecontentsofbatteriesmaybecorrosiveandtoxic.Avoidcuttingopen.
• Storebatteriessothattheterminalsdonottouchtoavoidthedangerofshortcircuiting,overheatingandfire.
• Do not use rechargeable batteries or car batteries.
Actions – in the event of a problem
• Ifaburnissustained,includingacidburns–submergeaffectedareaincoldwaterforaminimumof10minutes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc4.3 Sc4Physicalprocesses
July2009
Pleaseturnoverleaf
General information
• Drybatteriesarethesafesttouseforinvestigativework.Itisnotpossibletogetanelectricshockfroma1.5voltbattery(cell)unlessmanyofthemarejoinedtogether.
• Rechargeablebatteriesposeagreaterhazardwhenshortcircuitedastheydischargeveryquickly,causingbatteriesandwirestobecomeextremelyhot.
• Theheavymetals,nickelandcadmium,foundinrechargeablebatteriesareenvironmentalpollutants.
• Carbatteriesarecapableofproducingextremelyhighcurrentflowandcouldcausesevereburnsorexplosion.They must not be used for investigative work.
• Itisdangeroustotrytoextendthelifeofadrybatterybyheatingorbyrecharginginacharger.
Additional guidance from CLEAPSS
L112–Batteries and L-V units
L122–Simple electric circuits with L122–bulbs & batteries
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.3 Sc4Physicalprocesses
July2009
Electricity – circuits
Links to 1998 QCA Scheme ofWork Units
Useful equipment
2F
4F
6G
• Batterytester.
Hazards Precautions – suggested actions
• Minorburns.
• Cutsfrombrokenbulbs.
• Batteries(Hazard Card Sc4.3mustberead).
• Teachpupilshowtopreventshortcircuitingbatteries.
• Askpupilstodisconnectwiresfromthebatteryduringanybreaksinthelesson.
• Includeacomponentinacircuitwhenusinglengthsofwiretomakearesistororanelectromagnet.
• Warnpupilsthatsteelwoolandaluminiumfoilmaybecomehotorburnwhenconductingelectricity.
Actions – in the event of a problem
• Wrapbrokenbulb(s)innewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.
• Ifaburnissustained–floodaffectedareawithcoldwaterforaminimumof10minutes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Whenwiresareconnecteddirectlyfromoneterminalofthebatterytoanotherwithoutacomponentsuchasabulborbuzzer,thebatterywilldischargeveryquickly.Thisiscalledashortcircuit.Thiscangenerateheatandburnfingers.
• SeealsoHazard Card Sc4.3.
Additional guidance from CLEAPSS
L112–Batteries and L-V units
L122–Simple electric circuits with L122–bulbs & batteries
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.4 Sc4Physicalprocesses
July2009
Forces – pushes and pulls, forces and movements (KS1)Links to 1998 QCA Scheme ofWork Units
Useful equipment
1E
2E
• Goggles.
Hazards Precautions – suggested actions
• Youngchildrenswallowingmagnets.
• Flyingobjectshittingpupils.
• Cutsfromchangingtheshapeofobjectsbysquashing,bendingortwisting.
• Topupilswithrespiratoryproblemswhenblowingbubbles,balloons,etc.
• Inhalationofbubblemixture.
• Tripsandfallsduetomovingobjects.
• Warnpupilsnottoputmagnetsnearorinmouths.
• Teachpupilstolookoutforotherswhenexploringmovingobjectsandalsoknowhowtocarryouttheactivitysafely.
• Considerwhetheractivitiesusingflyingobjectswouldbebestcarriedoutindoorsoroutdoors.
• Avoidusingbrittlematerialstotest.
• Wearglovesifthereisariskofcutswhenchangingtheshapeofobjects.SeeHazard Card Sc3.5.
• Identifypupilswithmedicalconditions,includingthosewithrespiratoryproblems.
• Ensureinhalersarereadilyavailable.
• Teachpupilstoblowratherthansuckwhenexploringbubbles.
• Ensurethatyouchooseabubblemixturethatwillnotharmpupils.
Actions – in the event of a problem
• Washanysmallcutsandcover.
• Adultsdealingwithcutsshouldwearprotectivegloves,usedisinfectanttoclearspillagesandthoroughlywashtheirhandsaftercontact.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
Additional guidance from CLEAPSS
L163–Teaching forces
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.5 Sc4Physicalprocesses
July2009
Forces – magnetism and springs
Links to 1998 QCA Scheme ofWork Units
Useful equipment
3E
Hazards Precautions – suggested actions
• Irritationofskinandeyeswhenusinglooseironfilings.
• Damagetotoesfromfallingobjectssuchaskilogrammasses.
• Injuriestoeyesandfacefromsnappingmaterialswhenoverstretched.
• Iron filings must be placed in a sealed container.
• Washhandsaftercontactwithlooseironfilings.
• Raisepupils’awarenessofeffectoffallingobjects.Placeaboxcontainingsoft,absorbentmaterialtocushionfallingobjects.
• Eye protection must be worn when there is a risk of snapping or overstretching materials.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Looseironfilingsaredifficulttoremovefrommagnets.
• Ironfilingscanbepurchasedinsealedcontainers.
• Spring-basedinstruments,includinghome-madeNewtonmeters,canbedangerousifsuddenlyreleasedundertension.
• Strongermeters,whichmightbeusedtomeasureapupil’sstrength,mustbefirmlyanchoredwithplentyofclearspacearoundthepupil.
Additional guidance from CLEAPSS
L161–Magnets for primary schools
L163–Teaching forces
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.6 Sc4Physicalprocesses
July2009
Forces (KS2)
Links to 1998 QCA Scheme ofWork Units
Useful equipment
4E
6E
Hazards Precautions – suggested actions
• Frictionburns.
• Injurytofingersifexploringbicycles.
• Injuryfrommovingorflyingobjects.
• Tellpupilsthatfrictiongeneratesheat.
• Allowplentyofspaceforactivitiesinvolvingmovingobjects.
• Ensurehangingstructures,suchaspulleys,arefirmlyfixed.
• Limitthesizeandloadofmovingobjects.
• Teachpupilstoaimawayfromeachotherwhentestingflyingobjectsandprojectiles.
• Naked flames must not be used for hot air balloons.
Actions – in the event of a problem
• Intheeventofaburn–floodaffectedareawithcoldwaterforatleast10minutes.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Whenreleasingobjectsfromaheight,ensurepupilsstandonsecurestructures,suchasphysicaleducationboxes,ratherthanclassroomfurniture.
• Itisdangeroustousehand-heldelectricalappliancesnearwater.Whentestingmovementofboats,usebatterypoweredfans.
• Activitiesinvolvingflyingthings,suchaskites,hotairballoons,catapults,waterrockets,paperaeroplanes,etc,oftenrequirealargespaceandrequireclosesupervision.
• Hotairballoonsshouldbefilledwithhotairfromahairdryer.
Additional guidance from CLEAPSS
L163–Teaching forces
CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.7 Sc4Physicalprocesses
July2009
Light
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1D
3F
5E
6F
• Candleholders.• Sand.• Longsafetymatches.
Hazards Precautions – suggested actions
• Toeyeswhenlookingatverybrightlightsources.
• Burnsfromnakedflames.
• Topupilswithrespiratoryproblems,suchasasthmatics.
• Skinburnsfromfocusinglensontheskininsunshine.
• Makepupilsawareofthedangersoflookingatverybrightlights.
• TeachpupilsthattheyshouldneverlookdirectlyattheSun,orthroughbinoculars,telescopes,prismsorlens.
• Ensurethereissufficientsupervision.
• Tellpupilstokeepawayfromnakedflames.
• Identifypupilswithmedicalconditions,includingthosewithrespiratoryproblems.
• Ensureinhalersarereadilyavailable.
• Ensureroomiswellventilated.• Useasnuffertoextinguishcandles.
• Fixcandlesornightlightsonastablebaseandplaceinasandtray.
• Usesafetymatches.• Tiebacklonghairandsecurelooseclothing,suchasatthewrist,whenusingcandlesornightlights.
• Pupilsshouldbetaughtnottositdownwhenusingcandles,sotheycanmovemorequicklyifthereisanaccident.
Actions – in the event of a problem
• Intheeventofaburn–floodaffectedareawithcoldwaterforatleast10minutes.
• Ifapupilsuffersanasthmaattack–ensuretheykeeptakingtheirinhaleruntilsymptomssubside(itcanbetakenupto30timesifnecessary).
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
CardSc4.8 Sc4Physicalprocesses
July2009
Pleaseturnoverleaf
General information
• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.
• Abucketofcoldwatershouldbeeasilyavailableincaseofaburn.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.8 Sc4Physicalprocesses
July2009
PS17–Viewing the Sun
Sound
Links to 1998 QCA Scheme ofWork Units
Useful equipment
1F
5F
• Miltonsolutionfordisinfectingequipment.
Hazards Precautions – suggested actions
• Damagetohearingfromexcessivesoundclosetoear.
• Injuriescausedbybreakingorflickingmaterials.
• Damagetoteethfromvibratingtuningforks.
• Cross-infectionfromsharedequipment.
• Instructpupilsnottoshoutintothetrumpetordiaphragmendsofstethoscopesortubes.
• Userobustmaterialsorthosedesignedspecificallyformusicalactivitieswhichareunlikelytofracturewhenexploringsourcesofsounds.
• Teachpupilstoavoidcontactingavibratingtuningforkwiththeirteethorglassobjects.
• Anyequipmentwhichisplacedintothemouthorearshouldbedisinfectedaftereachusebyapupil.
Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.
General information
• Thinglassshattersifawetfingerisrubbedaroundtherim.
Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496
www.cleapss.org.uk
CardSc4.9 Sc4Physicalprocesses
July2009