IGC2 Examiners’ Report March 2016

March 2016

Examiners’ Report

NEBOSH International General Certificate in Occupational Health and Safety (GC2)

Examiners’ Report UNIT GC2: CONTROLLING WORKPLACE HAZARDS MARCH 2016 For:

NEBOSH National General Certi fic ate in Occup ation al Health and Safety NEBOSH International General Certificate in Occupational Health and Safety

CONTENTS Introduction

2

General comments

3

Comments on individual questions

4

Examination technique

12

Command words

15

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2016 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW tel: 0116 263 4700

fax: 0116 282 4000

email: [email protected]

website: www.nebosh.org.uk

The National Examination Board in Occupational Safety and Health is a registered c harity, 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 120 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 and course providers for use 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. © NEBOSH 2016

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: [email protected]

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General com ments

Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the question paper. 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 typical GC2 questions using the March 2016 standard sitting question paper. Feedback is presented in these key areas; feedback on individual questions, examination technique and command words and is designed to assist candidates and course providers to prepare for future assessments in this unit. Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH National General Certificate in Occupational Health and Safety’ and ‘Guide to the NEBOSH International General Certificate in Occupational Health and Safety’, which are available via the NEBOSH website. In particular, the guides set out in detail the syllabus content for Unit 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.

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Unit GC2 Controlling workplace hazards Question 1

In preparation for the opening of a new office, a small number of workers were given a short period of time to put together a substantial quantity of self-assembly furniture using hand tools (screwdrivers, spanners and hammers). The following day, the workers reported ill-health effects associated with work-related upper limb disorders (WRULDs). (a)

Identify possible ill-health effects experienced by the workers.

(b)

Explain why the workers may have been experiencing ill-health effects associated with WRULDs.

(c)

Outline control measures that may have reduced the risks of WRULDs among these workers.

(4)

(10)

(6)

This question related to Element 3 of the syllabus and assessed learning outcome: 3.1

Explain work processes and practices that may give rise to work-related upper limb disorders and appropriate control measures.

The scenario of this question stated that workers were suffering ill-health effects associated with work-related upper limb disorders (WRULDs) and in part (a) candidates were required to identify the possible ill-health effects being experienced by the workers. WRULDs is a generic term for a number of conditions caused, or made worse, by work affecting the upper limbs from the finger tips, into the shoulders and extending into the neck. Therefore, answers that included reference to these parts of the body suffering effects such as swollen joints in fingers, loss of strength in the hands, pains in the shoulders and neck would have gained the marks available. Some candidates restricted their answers to health effects more aligned to hand-arm vibration while others extended WRULDs into the lower limbs and gave answers more appropriate to display screen workstations. Each of these approaches would have limited the marks that could be awarded. The scenario also gave clear pointers into the type of activities in which the workers would be engaged and the restrictions that applied. Restrictions included time constraints and lack of number of workers to carry out the work, while the activities would have included impact forces using hammers, twisting of hands and arms while using screwdrivers and forces applied with spanners. Candidates who could picture this scenario could also raise possible issues such as space constraints, poor posture, manual handling and repetitive work, all of which would have contributed to workers suffering the ill-health effects associated with WRULDs. Consideration could also have been given to vulnerable workers and workers with pre-disposed health conditions. Examiners have reported that very few candidates considered issues such as vulnerable workers, over-reaching or high levels of force required as causal factors, which limited their ability to gain higher marks in this part of the question. Additionally, part (b) of this question was qualified by the command word ‘explain’, which requires candidates to provide an understanding and assesses their ability to know why something happens. Therefore in this question candidates should be able to provide a link between the ill-health effect and the activity being carried out. Candidates who could not produce such a link would not have been awarded the maximum marks available.

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Candidates who could provide a reasonable breadth of answers in part (b) should have been able to outline ways to reduce the risks of WRULDs among the workers. This could have included allowing more time to complete the work, increasing the number of workers involved, giving sufficient breaks, making use of power tools or tools that are ergonomically designed, or even buying ready-made furniture. Generally, Examiners reported that a significant number of candidates were not sufficiently prepared for this question, with many candidates giving answers more suitable to manual handling activities and basing their answers around the task, individual, load and working environment (TILE) approach. While this approach may have gained some marks, the breadth of issues associated with the control of WRULDs risks would not have been covered and marks awarded would have reflected this accordingly.

Question 2

Outline a range of checks that should be made in order to improve electrical safety in an office environment.

(8)


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

When reading this question, candidates should have recognised the command word as ‘outline’ and that the subject was a range of checks for electrical safety in an office environment. However, many candidates chose to answer a different question that had been asked previously and instead gave a list of the features of portable electrical apparatus that was not asked for. Candidates should have provided a wider range of checks in an office environment and could have included: PAT testing, correct fuses, provision of RCDs, fixed installation testing, sufficient number of socket outlets, cable management and maintenance records. These would all require checking for electrical safety in an office environment, which together with suitable outlines would have been awarded marks accordingly. Candidates should be reminded to read and re-read the question thoroughly and not focus on one or two words as this will limit the marks that can be awarded. Additionally, those candidates who prepare for their examination with a number of memorised answers will also compromise their ability to gain m arks.

Question 3

Outline why a person might be unaware of the risk of being exposed to a hazardous substance in the workplace.

(8)


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

Examiners reported that this question challenged many candidates. Some candidates gave a hierarchy of control as their answer, while others answered in terms of factors to consider when carrying out a risk assessment of a hazardous substance. Neither of these were asked for and neither would have gained many (if any) marks. Again, this appeared to be an example of candidates preferring to give familiar answers, rather than applying principles and knowledge to the scenario given in the question. Conversely, the few candidates who could recognise why a person would be aware of a hazardous substance provided a reasonable breadth of answer that, together with a reasonable outline, would have been awarded the marks available.

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Possible reasons for being unaware of a hazardous substance could be that containers are not labelled, the substance has no odour, there are no acute effects experienced, or the person is not undergoing health surveillance. Additionally, workers who are not trained or do not have access to safety data sheets may well be unaware of exposure to hazardous substances.

Question 4

(a)

(b)

Outline control measures that would allow a vehicle to reduce speed and stop safely.

(4)

Other than reducing speed, outline control measures that would help reduce the risk of vehicles colliding with fixed objects.

(4)


Explain the hazards and control measures for the safe movement of vehicles in the workplace.

When answering part (a) of this question the majority of candidates tended to focus on control measures associated with the vehicle and therefore their answers were limited to references to brakes and tyres, which also limited the ability to gain further marks. Other control measures could have included not overloading the vehicle, maintaining the road surface in good condition, speed controls/retarders and driver training, which with suitable outlines would have gained the additional marks available. Again, it should be emphasised that Examiners continue to report that marks cannot be awarded to candidates who do not provide a sufficient depth to their answers when a question contains the command word ‘outline’. For example in part (a) of this question, reference to brakes or tyres on their own would not gain the marks available. A suitable outline could include ‘effective brakes that are well maintained’ and ‘tyres in good condition with sufficient tread depth’. In part (b) of this question, an outline of control measures to reduce the risk of a vehicle striking a fixed object was required, other than reducing the speed of the vehicle. Many candidates included the reduction of speed in their answer, which although would not lose any marks, did use up valuable time and is an indicator of the failure to read the question properly. Many candidates did not see beyond speed reduction as a control measure and therefore, in many cases, did not suggest other controls such as sufficient lighting, warning signs, height restrictions and the use of a banksman, all of which would help reduce the risk of a vehicle colliding with a fixed object.

Question 5

The merger of two organisations has resulted in a large number of job losses. Subsequently there has been an increase in work-related stress levels among the remaining workforce. Outline possible causes of the increased work-related stress levels

(8)


Outline the meaning, causes and effects of work-related stress and appropriate control measures.

Candidates seem to find questions relating to stress quite challenging and while some candidates could repeat the established stress standards, gaining some marks in the process, there was little relationship to the scenario in their answers and further marks could not be awarded.

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Workplace re-organisation is common and with it comes a number of factors that can create work-related stress or increase work-related stress among the workforce. Many candidates focused on personal, family and home issues, which although can contribute to overall levels of personal stress, such factors are not considered to be work-related and marks could not be awarded. Candidates who could make the connection between the merger of the two organisations and workplace stress could gain reasonable marks. However, this was restricted to only a few candidates. A workplace merger, together with job losses, could create a degree of uncertainty among the workforce, together with a fear of future job losses. Key skills may have been lost and additional demands placed on remaining workers, there may be a change of job roles and relationship issues with new colleagues and management, all of which could increase stress levels. Rather than answering questions entirely with memorised responses, candidates should try to put themselves in the situation given and apply the general principles of the subject as taught. This will assist in producing the breadth of answer and keeping the answer focused on the given scenario in the question.

Question 6

A manufacturing organisation receives deliveries of packs of cut timber that are initially stacked and then unpacked and stored prior to use. Outline precautions for safe stacking and storage in order to help reduce the risk of falling materials.

(8)


Explain the hazards and control measures for safe working at height.

This element of the syllabus not only covers the prevention of falls of workers but also includes the prevention of falling materials through safe stacking and storage. The scenario in this question indicates that materials are initially stacked following delivery, that could give rise to a risk of unstable and toppling stacks, and then the material is stored, which could give rise to material falling from its storage location. It appears from Examiner feedback that many candidates were not prepared for this element of the syllabus with very few answers being relevant to the scenario. Therefore, in order to provide an answer, candidates reverted back to familiar topics and provided answers relating to manual handling, vehicle safety and precautions for pedestrians, none of which were particularly relevant when reducing the risk of falling materials from safe stacking and storage. The few candidates who could gain reasonable marks made reference in their answers to level ground, space for manoeuvring, use of pallets, limiting the height of stacks, use of racks for storage, not overloading racks and the prohibition of leaning materials. Such precautions are basic requirements for the safe stacking and storage of any materials and candidates should be prepared to read a scenario, visualise it and apply sound safety principles covered in a course of study. Course providers should also emphasise that success in a NEBOSH examination should not rely solely on candidates trying to apply a number of remembered mnemonics to all the questions, rather that candidates should be prepared to apply basic principles to workplace situations.

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Question 7

(a)

Outline reasons why an item of machinery should be maintained.

(4)

(b)

Outline ways of reducing the risk of injury from moving parts during maintenance activities on machinery.

(4)


Outline general requirements for work equipment.

Maintenance activities will have associated costs and as such the reasons to maintain machinery may be questioned in many workplaces. Therefore, persons who may be the source of safety advice should be able to provide sound reasons for carrying out such work, which was the subject of part (a) of this question. The majority of candidates could refer to the legal reasons although few outlines were provided in such cases. Candidates should consider that machinery could be subject to breakdown maintenance where broken parts are replaced where the failure presents no risk, on condition maintenance where parts are replaced when for example they reach their wear limits, and also planned preventive maintenance where critical parts are replaced irrespective of condition where failure would create significant risk. Many candidates could not see beyond legal compliance or production requirements (not a safety issue) and therefore marks awarded were limited. Had candidates applied this question to a familiar item of equipment such as their motor vehicle (or even bicycle) it is quite possible that marks awarded would have been much higher in this part of the question. During maintenance activities, it is usual that guards and control devices could be removed from machinery or their functions disabled in order to gain access to internal parts. As such, maintenance workers may be exposed to moving parts that would normally be protected from access when used by the operator. In part (b) of this question an outline of ways of reducing risk of injury from moving parts during maintenance activities was required. However, in general, the majority of candidates made reference to the types of guard or protective devices that would normally be available on machinery to protect the operator. This was not the question and marks could not be awarded in such cases. Most candidates recommended isolating the machinery, but other than the generic reference to instruction, training and supervision, this was largely the extent of most answers. Few candidates referred to designing machinery so that guards did not have to be removed during maintenance, the use of temporary barriers, reduced speed, hold-to-run devices, or the use of extended or special tools, all of which were applicable and would have gained marks available.

Question 8

Outline a procedure for the safe lifting of a load by a crane, having ensured that the crane has been correctly selected and positioned for the operation.

(8)


Explain the hazards and the precautions and procedures to reduce the risk in the use of lifting and moving equipment with specific reference to powered load handling equipment.

Almost all of the Examiners reported the same issue with answers to this question. Candidates had either not read the question properly, or candidates had selected a key word in the question and recalled an answer to a question previously asked on the same element of the syllabus.

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Therefore, the majority of candidates ignored the fact that in this scenario the crane had already been correctly selected and positioned for the operation and answers given included issues relating to crane selection and positioning, which was not required and subsequently would not gain any marks. Very few candidates focused their answer on a procedure for safe lifting of a load by this crane and those candidates who did correctly visualise this scenario limited the marks that could be awarded by not giving sufficient breadth to their answer by not raising sufficient points. Typical correct answers did include reference to competent workers, the use of banksman, selection of lifting accessories, and keeping the area clear. However, feedback from Examiners indicated that very few answers included reference to lifting plans, carrying out a test lift, raising the load to the correct height and the use of guide lines.

Question 9

A school sports hall is to be used for temporary sleeping accommodation for local residents who have been evacuated from their homes due to an emergency situation. Outline factors that should be considered when reviewing the fire risk assessment for this temporary use of the school sports hall.

(8)


Outline the principles of fire risk assessment.

The principles of fire risk assessment also include the consideration of changes to a workplace, which was the subject of this question. There would be an existing fire risk assessment at this school sports hall that will have considered the fire prevention and fire precautions requirements appropriate for normal use as a sports hall. The change of use of this sports hall as a temporary emergency shelter would require a review of the fire risk assessment that may lead to a change in the fire prevention and fire precaution arrangements due to the change in fire risk. Candidates largely ignored this scenario and did not make reference to the factors to be considered when reviewing the fire risk assessment, instead giving standard answers on the factors required when carrying out a fire risk assessment. Such answers may have gained some marks on common, overlapping elements in this subject but not considering the review of the fire risk assessment would have limited the marks that could be awarded. A fire risk assessment should consider both fire prevention and fire precautions. That is the risk of a fire occurring and the safety of persons in a fire situation. In this scenario, the risk of a fire occurring could increase due to additional ignition sources such as electrical appliances and smoking materials, and fire risk could increase due to the addition of combustible materials including bedding and the build-up of waste. Additionally, fire precautions would need to be reviewed due to the increase in numbers of persons, the need for additional exits, additional signage, mobility issues and additional fire marshals. Very few answers considered such reviews of a fire risk assessment and marks awarded were limited as a result.

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Question 10

(a)

(b)

Identify possible health risks associated with exposure to cement.

(4)

Outline control measures to help reduce health risks when working with cement.

(4)


Outline the hazards, risks and controls associated with specific agents.

Out of all of the specific agents included in the syllabus, it is most likely that cement is the most familiar to candidates and Examiners reported that this was evident in the answers to this question as reasonable marks were awarded in many cases. Part (a) required candidates to identify possible health risks associated with cement and as such short answers without qualification were acceptable and would gain the marks available. Candidates who could consider cement in three main forms, packaged cement, loose powdered cement and wet cement could gain the marks available by making reference to skin musculoskeletal problems, respiratory problems, eye irritation and skin burns. In part (b) an outline of precautions to reduce health risks from cement was required and the command word ‘outline’ required more information to be provided in order to present a summary of the key points. Those candidates who provided a reasonable breadth of answer in part (a) were well positioned to apply control measures to each of the health risks identified. Answers that included reference to the use of handling aids to minimise manual handling, keeping dust levels to a minimum, the use of respirators to reduce inhalation, or the use of suitable gloves to minimise skin contact, would have gained available marks. Examiners continue to report that answers to questions that include the command word ‘outline’ do not contain sufficient depth. While it can be clear to Examiners that a candidate does have knowledge and understanding in the subject of this question, brief reference to handling aids, gloves, goggles or training would fall short of gaining the marks available.

Question 11

Outline factors that might increase the risk of violence in the workplace.

(8)


Explain the risk factors and appropriate controls for violence at work.

Violence, particularly towards workers is an increasing risk in today’s workplace. As such, employers should understand what factors may increase the risk of violence in the workplace, which was the subject of this question. Reports by Examiners indicate that many candidates confused factors that increase the risk of violence with factors that increase the risk of stress and such answers would not perform well. Additionally, many candidates see the main factors that increase the risk of violence being domestic disputes and arguments that spill over into the workplace between colleagues, which while clearly a problem, the cause of such violence is not one that is within the employer’s direct control.

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Candidates should have considered situations where a worker would be vulnerable to violence, particularly from a member of the public. Answers that made reference to workers who may be a target to violence because they handle cash or medication, those workers who act in a position of authority or enforcement, workers involved with persons under the influence of alcohol of drugs, and care workers in the community all would have gained marks.

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Examination technique The following issues are consistently identified as the main areas in need of improvement for candidates taking Certificate level qualifications: Candidates misr ead/misin terpreted the question

Candidates misreading or misinterpreting the question is by far the most common cause of candidates not gaining the maximum marks available. NEBOSH questions are systematically and carefully prepared and are subject to a number of checks and balances prior to being authorised for use in question papers. These checks include ensuring that questions set for the Certificate level qualifications relate directly to the learning outcomes contained within the associated syllabus guides. The learning outcomes require candidates to be sufficiently prepared to provide the relevant depth of answer across a broad range of subject areas. For example, a candidate could be asked about the causes of stress, or could be asked about the effects of stress. A question could require a response relating to the principles of fire initiation, or a question could require a response relating to the spread of fire. Therefore, a candidate should focus not only on the general topic area (eg stress, fire) but also the specific aspect of that subject to which the question relates. Candidates must also pay attention to the command word. For example, a question could ask candidates to ‘identify the hazards associated with demolition work’, or a question from the same element could ask candidates to ‘outline the control measures required during demolition work’. Candidates appear to focus solely on the object of the question (demolition) and do not pay sufficient attention to the subject (hazards or control measures in the examples given) or the command word (‘identify’ or ‘outline’ in the examples given). There is often some confusion between hazard and risk. If a question requires an outline of hazards for a given situation, candidates must be careful not to provide risks, or even in some circumstances precautions, as they will not be able to attract marks. Examiners suggest that while many candidates do begin their answer satisfactorily and perhaps gain one or two marks, they then lose sight of the question and include irrelevant information. Although further points included in an answer can relate to the general subject area, these points are not focused on the specific learning outcome and marks cannot be awarded. However, some candidates appear to misread or misinterpret several questions. This situation is more likely due to candidates preparing for the examination with a number of memorised answers obtained through rote-learning, that again can provide answers that are loosely associated with the subject matter but do not provide answers specific to the question. Such an approach is clearly evident to an Examiner and demonstrates little understanding of the subject matter and marks are not awarded. Candidates are advised to allow sufficient time to read and re-read the question in order to determine the key requirements prior to committing their answer to paper. Preparing a time plan before the examination will indicate how many minutes are available for each question and then part of this time allocation can be given to reading the question. Underlining or highlighting key words can assist in keeping focused on the salient points and simple mind maps or answer plans can also be useful. Maps and plans should be kept simple so as not to use up too much examination time. Candidates did not respond effectively to the command word

A key indicator a question will be the command word, which is always given in bold typeface. The command word will indicate the depth of answer that is expected by the candidate and relates to the amount of detail that should be included in each point of the answer. The learning outcomes in each element of all syllabus guides include the relevant command word that dictates the level of detail that should be covered in a course of study and the depth of answer that a candidate would be expected to provide in an answer to an examination question. Examiners report that candidates continue to incorrectly observe the command words and therefore compromise their ability to gain the marks available. The majority of cases where command words are not observed relate to insufficient detail being given by a candidate in their examination answer. A significant number of candidates, irrespective of the command word given in the question, provide all answers in the form of a brief list of one or two words. This would normally not be sufficient to gain marks where the command word given was ‘outline’, ‘explain’ or ‘describe’, all of which require answers of more than one or two words.

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Some candidates do provide too much information, which would not be required where a command word limits the expected answer to ‘give’ or ‘identify’. Candidates would not be penalised for providing excessive detail but this would not be an efficient use of the time allocated. Course providers should ensure that learning materials complement the command words in the syllabus guide and the NEBOSH guidance on command words and that sufficient time is given to advising candidates on suitable examination technique during a course of study. Candidates unnecessarily wrote the question down

Developing a time plan is a key element in preparing for an examination. Advice included on Certificate question papers suggests that 30 minutes should be allocated for the answer to the long 20-mark question, and 90 minutes should be allocated to the answers for the remaining ten, 8-mark short questions. Therefore there are around 9 minutes available to answer an 8-mark question. This time will be required for reading the question properly at least twice, developing an answer plan, and then committing the answer to paper while regularly referring back to the question in order to maintain focus. Therefore any inefficient use of this time should be avoided. The efficient use of this time is essential in order to ensure that all questions can be answered within the 2 hours available. Many candidates feel it necessary to write out the question, in full, prior to providing their answer and although this practice will not lose marks it will lose valuable time. A significant number of candidates do not answer all of the questions in the time permitted and do not complete the question paper, some of whom obviously run out of time. Candidates prov ided rote-learned responses that did n ot fit th e question

It is clear that there are a significant number of candidates who seem to recite answers in the examination that have been rote-learned in advance and do not answer the question. While knowledge of material forms a part of the study for a Certificate-level qualification, a key aspect being assessed is a candidate’s understanding of the subject and reciting a pre-prepared and memorised answer will not show a candidate’s understanding. In fact, if a candidate gives a memorised answer to a question that may look similar, but actually is asking for a different aspect of a topic in the syllabus, it shows a lack of understanding of the subject and will inevitably result in low marks being awarded for that answer. Candidates repeated the same points bu t in different w ays / Candidates prov ided the same answer to different questions

There are instances where candidates repeat very similar points in their answers, sometimes a number of times. This is easily done in the stressful environment of the examination. However, once a point has been successfully made and a mark awarded for it, that mark cannot be awarded again for similar points made later in the answer. Candidates are advised to practise examination technique in their preparations to avoid this kind of pitfall. Writing an answer plan where points can be ticked off when made, or structuring an answer so that each point made is clearly shown, for example by underlining key points, can be of great use. This technique aids candidates and makes it much clearer in the stress of the examination for candidates to see which points have been made and reduce the chances of the same point being made several times. Candidates did not answer all of the questions

It has been noted that a number of candidates do not attempt all of the questions and of course where a candidate does not provide an answer to a question, no marks can be awarded. This seriously affects the potential marks available and the possibility of achieving a pass. Course providers must emphasise the importance of attempting all questions in order to maximise the opportunity to attract marks. There can be several reasons for this issue: running out of the allocated time for the examination, not knowing the answer to the question, or forgetting to answer a question.

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Questions can be answered in any order and answers can be written in any order in the answer book provided. Candidates are advised to clearly keep track of questions they have attempted, such as marking them on the question paper that would minimise the risk of inadvertently missing a question to answer. If the subject of the question is unfamiliar or the answer is not known, then it will be challenging to provide an answer. This can result from rote-learning and preparing for an examination with a number of memorised answers, or simply not being adequately prepared for the examination across the breadth of the syllabus. There is always the risk of a candidate ‘going blank’ in an examination situation, in which case candidates should be prepared with some techniques to help. Rather than trying to remember what was taught or what has been read, ask yourself ‘what would I do, in this situation?’. Reference to personal application or experience is sometimes enough to stimulate an answer that otherwise may have been missed. Alternatively, candidates can go back to first principles and break a question down into elements such as ‘people’, ‘equipment’, ‘materials’ and the ‘working environment’. Approaching a question in small sections can minimise the risk of being overwhelmed by it as a whole. Running out of time can be avoided by having an examination time plan and working to it. The question paper advises that you should spend 30 minutes on the long answer (question 1) and 90 minutes on the remaining ten short answer questions. This will provide around 9 minutes per short answer, follow the clock and when the time per question has expired, move on. Answering a question partly is better than not answering at all. Candidates did n ot allocate enough ti me to the question / Time management

In a number of cases question 1 is left until last or later in the question paper and does not appear to be answered completely. Other candidates appear to rush the last one or two questions by providing very brief or bullet point answers, even when these questions require an outline. This indicates a lack of time management. It is advised that course providers and candidates spend time developing the skill of writing answers to questions bearing in mind the number of marks and time available. A 20mark question requires significantly more detail than an 8-mark question. Candidates might benefit from writing abbreviations to save time and to recognise that there is no need to write out the question at the beginning of their answer. Standard abbreviations such as HSE, RIDDOR, COSHH, PPE and DSE are acceptable. Candidates’ handwriting was illegible

Sometimes Examiners have difficulty in reading the handwriting of some candidates. Although allowances are made for candidates under the pressure of an examination, course providers must remind candidates that their writing needs to be legible or valuable marks may not be picked up during marking. There is a minimum literacy requirement for candidates on NEBOSH qualifications. As stated in the syllabus guides the standard of English required by candidates studying for Certificate level must be such that they can both understand and articulate the concepts contained in the syllabus. NEBOSH recommends to accredited course providers that candidates taking this qualification should reach a minimum standard of English equivalent to an International English Language Testing System score of 6.0 or higher in IELTS tests in order to be accepted onto a Certificate level programme. For further information please see the latest version of the IELTS Handbook or consult the IELTS website: http://www.ielts.org/institutions/test_format_and_results.aspx Candidates wishing to assess their own language expertise may consult the IELTS website for information on taking the test: http://www.ielts.org/institutions/faqs.aspx Course providers are reminded that they must ensure that these standards are satisfied or additional tuition provided to ensure accessible and inclusive lifelong learning.

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Command wor ds Please note that the examples used here are for the purpose of explanation only. Outline

The command word ‘outline’ is by far the most challenging for candidates. Referring to the NEBOSH guidance on command words available on the NEBOSH website, ‘outline’ means “To indicate the principal features or different parts of” . Many candidates do not give sufficient detail in order to warrant an ‘outline’ answer. The NEBOSH guidance on 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 the use of the command word in everyday language or conversation is considered it may help the candidate understand what is required. If asked to o ‘ utline the risks to an operator when manually closing a valve’ an answer such as ‘cuts, bruises, burns and strains’ would be insufficient as this represents a listed answer. However, ‘cuts from contact with sharp edges of the hand wheel, bruises from impact with adjacent plant items, burns from contact with adjacent uninsulated pipe work and strains from using excessive force’ would be suf ficient. Explain

The command word ‘explain’ requires the candidate to provide an understanding of the subject of the question and will usually be used in conjunction with ‘why’ or ‘how’. Such as explain ‘ how an interlocked guard operates’ or ‘explain why a forklift truck may overturn’. Some candidates approach an ‘explain’ question the same as an ‘outline’ and provide a number of individual points rather than providing an explanation as to how something operates or why something occurs. While some candidates do answer such questions sufficiently and satisfactorily, other candidates have difficulty in explaining in a logical sequence and many repeat the same point. Identify

‘Identify’ questions require the name or title of an item, such as, ‘identify the effects of electricity on the human body’, or ‘identify the features of a vehicle route’. In most cases one or two words will be sufficient and further detail will not be required to gain the marks. For example, if asked to ‘identify types of equipment found in an office’ appropriate answers could be personal computer, printer, telephone, photocopier, etc. There would be no need to embellish those points with a description of the equipment or its function. 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 that more words equals more marks. This is not the case and course providers should use the NEBOSH guidance on command words within their examination preparation sessions in order to prepare candidates for the command words that may arise. Describe

The command word ‘describe’ clearly requires a description of something. The NEBOSH guidance on command words says that ‘describe’ requires a detailed written account of the distinctive features of a topic such that another person would be able to visualise what was being described. If asked to describe the clock in the examination room, a person would have little difficulty in doing so and would most probably refer to its shape, its size, the colour of the clock and the style of numerals. Answers to such a question would almost certainly not result in general unconnected information about clocks, the history of clocks, or an explanation of why the clock is present in the room. Candidates should consider the general use of the command word when providing examination answers.

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Give

‘Give’ questions require a statement that is relevant to the subject asked for in the question but additional explanation is not required. Often, ‘give’ questions ask for the meaning of a particular term. While detailed explanation of the application of the term would not be required, a correct knowledge of the term itself is needed in order for the Examiner to award marks. For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning document, which is available on our website: outcomes and question papers’ www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.

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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 [email protected] www.nebosh.org.uk

IGC2 Examiners’ Report March 2016

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