Welcome to your

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Welcome to your
West London Graduate Teacher Programme

• Health and Safety (Core Session)
• Accreditation

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Please switch off your mobile phone
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D T Health and Safety CPD Course

• Exploring Issues related to Health and Safety in
  DT..
• Obtaining DATA/NAAIDT TDA recognised
  certification.

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• Come from a background as DT teacher,

• Then Head of Faculty.

• Then Deputy Head.

• Then the best job in the world

• Then Lecturer at Brunel University.

• Then Course Director at Brunel

• Then my own company.

• Consultancy work for agencies such as CfBT, DATA,
  GTP, EiSS project,TDA. and Sheffield Hallam
  University

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My role today is that of a RDTHSC

• Registered
• Design and
• Technology
• Health and
• Safety
• Consultant

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• So why are we here today ?

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HEALTH AND SAFETY TRAINING STANDARDS IN DESIGN
AND TECHNOLOGY
Preparing to meet the Core Level Training
Standards
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This afternoon-

• Session 1 Firstly, well look at the background
  to Health Safety with regard to your own
  career.
• Session 2 in the main we will look at issues
  regarding Risk Assessments.

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STATUS
The H and S training standards establish the
professional view of what should constitute the
minimum requirements ( 3 groups of people)

• To obtain Qualified Teacher Status (QTS) in
  secondary D and T

• For all colleagues involved in teaching D and T
  in schools and colleges

• For all technicians, HLTA and other support staff

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SUMMARY OF STANDARDS
For secondary schools, the health and safety
training standards have been set out as follows
- Core Level
- Specialist Levels
- Specialist Extension Levels
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SUMMARY OF STANDARDS
Core Level
All secondary teachers/technicians and support
staff working in D and T should work towards
achieving accreditation at the Secondary Core
Health and Safety level (SCHS)
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SUMMARY OF STANDARDS
Specialist Levels
In addition, all those staff should work toward
achieving accreditation within the Secondary
Specialist Levels appropriate to their work.
Currently these are in
Food Technology (SFHS) Textile Technology
(STHS) Resistant Materials (SMHS) Systems and
Control (SSHS)
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SUMMARY OF STANDARDS

• Specialist Extension Levels -
• At present, only staff working in resistant
  materials are required to achieve accreditation
  at the Specialist Extension Levels.

• Wood sawing machines (S1HS)
• Centre lathe for metal cutting (S2HS)
• Casting non-ferrous metals (S3HS)
• Metal arc welding (S4HS)
• Oxy-acetylene welding and cutting (S5HS)
• Milling machines and machining centre (S6HS)
• Wood turning lathe (S7HS)
• Planer/thicknesser machine (S8HS)
• Portable power tools (S9HS)

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To meet the Core Level Standards
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SUMMARY OF STANDARDS
Administration of the scheme

• The scheme is administered via the DT
  Association who hold a national database is held
  of accredited staff
• Cost of Accreditation
• 25.00 for new Accreditation
• 10.00 for Additional Awards
• 25.00 for Re-accreditation (after 5 years)
• Training has to be done (or organised) by a
  Registered D and T Health and Safety
  Consultant (RDTHSC), registered and licensed by
  the DT Association

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Health and Safety Accreditation procedure
RDTHSC advertises course or is contacted directly
by training establishment/school/colleagues
requiring training
RDTHSC outlines cost of training to cover
tuition fees, venue costs, catering etc. and
registration/accreditation fee (to be paid direct
to DTA)
RDTHSC produces course register
RDTHSC delivers training
At end of the training, RDTHSC registers on-line
all colleagues who have completed the training
satisfactorily, providing details of areas to be
accredited and confirming whether the
accreditation is new or additional accreditation

DTA send pro-forma invoice to training
establishment/school/applicant
On receipt of payment, DTA send Accreditation
Certificate to applicant
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Health and Safety Re-accreditation procedure
4.5 years after accreditation, DTA send
re-accreditation audit form and pro-forma
invoice for 25.00 to accredited colleague
Re-accreditation audit form completed by
applicant Primary, Core and Specialist Level
Standards Based on evidence of a personal HS
Portfolio Specialist Extension Level
Standards Based on evidence of attendance at
appropriate refresher training Audit form
countersigned by Subject Leader/Head of
Department/Headteacher as appropriate
School/applicant pays pro-forma invoice to DTA
Applicant returns completed re-accreditation
audit form to DTA
On receipt of audit form and payment, DTA send
updated Accreditation Certificate to applicant
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Your portfolio of evidence
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Preparing a personal portfolio of evidence for
accreditation

• 1 HS STANDARDS IN DT TDA/DT Association
• HEALTH AND SAFETY TRAINING
• ESSENTIAL PUBLICATIONS
• RISK ASSESSMENTS
• TEACHING STRATEGIES
• COSHH ASSESSMENTS
• ENVIRONMENT
• PORTABLE APLIANCE TESTING
• LEV TESTING
• 10 MACHINE MAINTENANCE

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1 HS STANDARDS IN DT TDA/DT Association
Know and understand the current TDA/DTA Health
and Safety Training Standards in Design and
Technology - Core and Specialist Level Standards
(as appropriate)
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2 HEALTH AND SAFETY TRAINING
Evidence of your Health and Safety training
records to indicate training completed and
training needs identified N.B. Applicants for
SFHS should ensure that their food hygiene
accreditation is up to date
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3 ESSENTIAL PUBLICATIONS
Know where to access essential HS publications
within the department
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Legal Publications
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4 RISK ASSESSMENTS

• Evidence of how risk assessments are completed
  for activities or for specific pieces of
  equipment within your material area
• This can include the adoption and adaptation of
  model risk assessments

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5 TEACHING STRATEGIES

• Evidence of
• How HS issues are incorporated into your
  schemes of work
• How HS training is provided for learners and
  how this training is recorded

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6 COSHH ASSESSMENTS
Evidence of how COSHH assessments are undertaken
within the department, e.g. using hazard data
sheets for materials, substances or processes
within your work area and identifying how you
remove or minimise associated risks
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7 ENVIRONMENT
Evidence in the form of photographs or sketches
of your work area (or one that you regularly work
in) annotated to show key features of a safe
working environment or identifying any current
concerns
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8 PORTABLE APPLIANCE TESTING
Evidence that Portable Appliance Testing has been
carried out annually on equipment in your own
work area (or one that you regularly work in)
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9 LEV TESTING
Evidence that LEV testing has been carried out
every 14 months on equipment within your work
area (if applicable)
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10 MACHINE MAINTENANCE
Evidence of how machinery and equipment is
regularly maintained and serviced within your
work area (if applicable)
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Structure of this Module

• CORE SESSION - Look at general Health Safety
  Issues regarding Design and Technology.
• Undertake a series of group-work activities.
• Sharpen your awareness
• Accreditation/assessment by portfolio of evidence

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Publications you will need

• Health and Safety Training Standards in DT ISBN
  1 898788 47B
• BS4163(2007) ISBN 0 580 33167 9 Health and
  Safety for Design and Technology.
• Risk Assessments in Secondary Schools and
  Colleges Design and Technology Teaching
  Environments. ISBN 1 898788 14 6
• (All above available from DATA)
• Building Bulletin 81 (BB81)
• Obtain CLEAPSS model risk assessments in D T or
  similar.
• Any LEA codes of practice or policy documents.

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DATA Accreditation

• A trainee being awarded QTS must have the core
  level and at least one, and preferably two, of
  the specialist levels, from-
• Food Technology (including Home Economics) (SFHS)
• Resistant Materials (SMHS)
• Systems and Control (SSHS)
• Textile Technology (STHS)

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Two routes to accreditation
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Unlike other subjects in the school curriculum in
D T we..

• work with substances that are hazardous (often
  quite toxic) and design and make products using
  machines and mechanisms.
• we are by our Duty of Care bound by law to comply
  with the Health and Safety at Work Act. (1974)
  The Control of Substances Hazardous to Health
  Regulations.COSHH (1999)

• http//www.healthandsafety.co.uk/haswa.htm
• http//www.hmso.gov.uk/si/si1994/Uksi_19943246_en_
  1.htm

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Module 1

• Whenever I use a box coloured like this it means
  that in your portfolio there should be evidence
  to support the statement.

Usually we walk around the teaching rooms and
preparation areas and identify areas of good
practice and then things that you feel could be
improved upon.
In your subject knowledge development you will
need to become familiar with a document called
Building Bulletin 81
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Building Bulletin 81 (BB81)
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Building Bulletin 81
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Module 1

• Course delegates must demonstrate that they can
  develop appropriate attitudes in their students
  with regard to health and safety.

This statement underpins the need to develop an
appropriate culture of Health and Safety.
Wherever possible school students should be
involved in health and safety decisions and
audits, it dramatically improves the students
awareness and will help develop departmental
culture.
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Some Case Studies (1)

• Two School Children died whilst on a teacher lead
  outdoor activity called river walking. Failure
  to carry out a risk assessment for river walking
  activities.
• Total Fine 30,000

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Some Case Studies (2)

• For failing to ensure HS regarding falls from
  height. Relates to accident when an Arts
  Technician fell from a ladder (approx 3.5 metres)
  whilst working on lighting for a school play.
• Total fine  5,000

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Some Case Studies (3)

• Employee injured when using unguarded circular
  saw. No training to use woodworking machinery,
  did not prevent access to the machine's blade in
  operation
• Total Fine 20,000

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Some Case Studies (4)

• Failure to provide instruction, information,
  training and supervision which resulted in injury
  of 16yr old technician.
• Total Fine   2,500

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Some Case Studies (5)

• Summary Prosecution following the investigation
  of an accident to a teacher who was working on an
  unguarded spindle moulding machine.  
• Total fine 9,000

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Some Case Studies (6)

• Failing to maintain basketball posts at school.
  School child injured.
• Total Fine 10,000

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Some Case Studies (7)

•  Five-a-side metal goalpost overturned onto 7
  year old boy causing head injury. Prosecution
  proposed and approved because (a) serious risk to
  vulnerable people (b) risk well known and
  publicised (c) appropriate precautions e.g.
  securing goalpost in the ground not taken..
• Total Fine  1,500

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Some Case Studies (8)

•  Pupil injured when her hand was drawn into gap
  between work-rest and rapidly rotating sanding
  disc she was operating. Failure to have in place
  sufficiently robust, positive checking of
  machinery prior to use by pupils in school
  workshop.
• Total Fine   4,000

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Some Case Studies (9)

• Pupil seriously injured at pedestal drill.
  Work-pieces not secured. No risk assessment.
• Total Fine 6,250

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Some Case Studies (10)

• Prosecution under the Gas Safety Regulations and
  Management Regulations following failure to
  maintain gas appliances in school resulting in
  unsafe condition of several appliances and an
  accident, and failure to remedy matters after the
  accident. Lack of monitoring by LEA resulted in
  poor level of compliance with statutory
  maintenance at other schools.
• Total Fine  10,000

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Some Case Studies (11)

• Prosecution under the Portable Appliance Act. PAT
  testing was undertaken by a self-taught
  technician and a green sticker applied to an
  appliance.Examination after a resulting electric
  shock to a pupil found that there was no earth
  bonding on the appliance.
• Total Fine  8,000

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Some Case Studies

• Source HSE web site http//.www.hse.gov.uk

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Lets look at some issues.

• Well look at a slide show, work in pairs just
  jot down some key words as prompts to yourself as
  we go through the slides. One of you look at
  aspects of good practice and the other at aspects
  that could be improved upon.

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Lets take a look at some issues
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HS is about pride in the quality of their own
work
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Now whats going on here?
This class are year 9, but it is their first year
in the secondary school, and for some of them it
is the first time that they have studied food
technology, as not all middle schools offer food
as a material area in design and technology.
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Module 1

• Course delegates must demonstrate that they can
  develop appropriate attitudes in their students
  with regard to health and safety.

This statement underpins the need to develop an
appropriate culture of Health and Safety.
Wherever possible students should be involved in
health and safety decisions and audits, it
dramatically improves the students awareness and
will help develop departmental culture.
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ACTIVITY 1a

• Brainstorm issues Affecting the Culture of Health
  and Safety.
• 2 groups
• There are two generic issues which impinge on the
  development of a HS culture
• Personal Issues, related to your own teaching and
  your organisation of the teaching environment i.e
  issues over which you have personal control.
• Institutional Issues relating to the management
  of the school over which you have no control.
• One group will spend 10 minutes brainstorming
  Personal issues and the other group will
  brainstorm Institutional issues.

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• After 10 minutes rotate ideas and delegates spend
  about 5 minutes assessing and adding to the
  points.
• Each group will then prioritise two issues from
  each generic issue.

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ACTIVITY 1b

• Consider the issues you raised in 1a and in our
  following discussion.
• Again the same 2 groups
• This time discuss three personal strategies and
  three institutional strategy you could, or have,
  implemented in school.
• Each strategy should be simple and achievable,
  e.g
• Personal Strategy, Improve organisation at the
  end of lessons to ensure the DT room is clean
  and tidy in preparation for the next group..
• Institutional Strategy, Ask that issues about
  ventilation in the DT room is put on the agenda
  for the next Department meeting.

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You and your career

• Today is about you having ownership of your own
  development as a Design and Technology Teacher.
• One of the most important documents that your
  department owns (should own) is The Department
  Policy Document.
• If an accident happens it is this document that
  is first examined.
• You being involved in the development of this
  policy and having ownership of it is very
  important

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Module 1b

• Course delegates must demonstrate that they can
  develop appropriate teaching strategies,
  understanding the common misconceptions,
  mistakes, possible risks and pupil management
  issues associated with design and technology
  activities.

• In your portfolio you will need to demonstrate
  that you can assess when to
• Teach the whole class

• Divide the class into small groups for
  collaborative work,

• Split the group into 2 to reduce practical
  activities to a minimum

• Request support staff.

Teachers need to take into account the variations
in attitudes to HS between gender and age
groups. Year 7 pupils may think that all machines
in the DT room are too dangerous for the whereas
year 10 pupils feel they are immortal and
accidents wont happen to them.
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Notes from this session-

• The notes and discussions you record today are an
  important part of collecting the evidence to
  support the statements in your portfolio.

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Task discuss with your neighbour for 5 minutes

• prioritise two issues from each generic issue.

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Now swop your priorities with another pair

• Consider their Issue and change that issue into
  part of a development strategy. Each strategy
  should be simple and achievable, e.g
• Personal Strategy, Improve organisation at the
  end of lessons to ensure the DT room is clean
  and tidy in preparation for the next group..
• Institutional Strategy, Ask that issues about
  ventilation in the DT room is put on the agenda
  for the next Department meeting.

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Module 1b

• Course delegates must demonstrate that they
  ensure that they are trained to use, and teach
  others to use, potentially dangerous machinery.

Teachers should not use any equipment with which
they dont feel confident or are not qualified to
use. The Head of Department should create an
ethos of co-operation between staff so that they
can ask for help without feeling undermined.
School students must not be allowed to use any
equipment, including hand tools, until they have
received adequate training with appropriate
reinforcement.
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Teachers should be able to show records of absent
pupils and that they use them to enable pupils to
catch up on training missed.

• Course delegates must demonstrate that they
  ensure that both pupils and staff wear adequate
  protective clothing e.g that safety goggles are
  provided and worn when machining.

Personal Protective Equipment (PPE) needs to be
worn on many occasions in DT.

• It may be useful for departments to identify in
  their H S Policy the action to be taken
• If students do not follow instructions regarding
  PPE

• If staff do not comply with the safety signs.

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It is the teachers responsibility to ensure that
the items needed for PPE are readily to hand
,clean and in sufficient quantities. It is the
employers responsibility to provide PPE.

• Course delegates must demonstrate that they can
  plan and conduct lessons safely taking account of
  the size and nature of the class and their
  activities e.g. interactions with individual
  pupils are organised so that they are able to
  maintain an overview of the actions of the rest
  of the class.

• Just spend a minute discussing what you feel are
  the most contentious issues regarding
  departmental development!

• Space and the size of the group are probably the
  most contentious of all the HS issues in DT..

• The overcrowding experienced by most DT teachers
  compromises the HS and Welfare of both staff and
  pupils.

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The following hazards can be associated with
overcrowding e.g

• Lack of ventilation
• This can cause pupils to be drowsy and irritable
• Jostling around machines
• Pupils may come into contact with moving parts
  inadvertent starting of machines.
• Insufficient tools and equipment
• Pupils may become frustrated and behaviour may
  suffer.
• Poor working posture.
• It is more difficult for teachers to effectively
  monitor large groups.
• Teacher ability stretched.
• Pupils may not have room to adopt correct posture
  because of insufficient spaces between work
  places.

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Module 1c Class Supervision

• Course delegates must demonstrate that they are
  capable of using a range of teaching strategies
  that are appropriate to the activities taking
  place, e.g. group work to reduce the amount of
  equipment being used..

Teaching strategies should be employed to ensure
that the appropriate level of supervision is
given for particular situations.
General Class Supervision This is suitable for
low risk activities such as.
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Close Class Supervision This is suitable for
medium risk activities such as.
One to One Supervision This is suitable for high
risk activities such as.
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Module 1c

• Course delegates must demonstrate that they know
  about HS issues and are able to ensure the
  safety of themselves, the pupils and other adults
  in the room, especially with regard to protective
  clothing and equipment.

• Course delegates must demonstrate that they are
  aware of the potential risks associated with the
  presence in the room of non-specialist adults
  e.g. non specialist teachers, visiting adults
  S.E.N support staff.

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Teachers should consider the following if other
staff are joining their groups or if supply/cover
staff are using their room.

• Support staff take up one of the available
  workspaces.
• If you have support staff in your class it is
  likely that the nature of the group should demand
  a risk assessment (or amendment)
• The support staff should be trained if they are
  using equipment.
• They should know their role is the room has to be
  evacuated in an emergency.
• Supply/cover teachers should not have access to
  equipment they are not trained to use.
• They should be aware of departmental policies.
• They should know what to do in case of an
  accident.
• The activities of supply/cover and registration
  groups should be monitored particularly in food
  rooms where there may be a risk of contamination.

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No time for the detail..
Ive already talked about this publication, but
as part of your CPD you need to read
BS4163(2007) to inform you about your
organisation and the teaching environment.
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Module 1c

• Course delegates must demonstrate that they know
  that they should ensure that the environment is
  not a health and safety hazard and be able to
  organise working spaces to minimise risks.

• The teaching environment plays a vital role in
  developing a Health and Safety Culture.
• In general terms the teacher needs to ensure that
  the environment is clean and well organised. It
  should give the impression on first sight that
  HS is an important issue and demonstrate that
  students are expected to take Health and Safety
  seriously.

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ACTIVITY 1c

• This time the activity is as individuals (10
  minutes)
• Identify an aspect of your teaching environment
  that you have already discussed/identified. E.g.
  Electrical installation, lighting, temperature.
  Floor spaces around equipment (see Building
  Bulletin 81 and or www. Teachernet.org.uk)
• There are 2 aspects we would like you to
  consider.
• State the current situation regarding this aspect
  of your teaching environment,
• Before we next meet refer to BS4163(2007) and
  state the situation which should exist regarding
  this aspect of your environment,

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ACTIVITY 1d

• Calculating the number of workspaces
• Sketch the layout of one of the rooms in your
  School
• (1)Calculate the overall floor area of the room.
• (2)Calculate the areas of fixed benching and
  machinery.
• Subtract step (2) from step (1) and divide the
  result by 4
• This gives you the number of workspaces in the
  room which includes the teacher and any support
  staff.

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Respiratory Protective Equipment

• RPE shall (where possible) be of the disposable
  type.
• Must be discarded on expiry of its useful life.
• In any event 30 days after first use.
• Non-disposable RPE must be examined and tested at
  specific intervals by an appointed member of
  departmental staff.

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Equipment, Tools Materials and Components

• Course delegates must demonstrate that they have
  secure knowledge of, understanding about and have
  the capability to use equipment processes and
  tools in a safe manner before they use them and
  teach them to others.

know and can apply appropriate regulations for
the use and application of materials and
components, taking account of factors such as
storage, fumes, dust, microbiological hazard,
skin contact and other allergic reactions
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Need awareness of

• Space required for the equipment/activity
• Lighting and ventilation requirements
• COSHH requirements
• Guarding
• PPE requirements
• Proper systems for holding work
• Rate and speed and feed.
• Dust and swarf and other by-products.
• Electrical supply requirements and checks
• The amount of supervision required
• Hygiene

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Equipment, Tools Materials and Components
understand procedures to ensure that accidents
and therefore liabilities are avoided.
are aware that appropriate records must be kept
on machine servicing.
Spend 5 minutes with the person next to you and
discuss what you think should be in the records
and how the recordings should be made.
Health and Safety Officer. Employers are
legally required to appoint one or more competent
persons to assist in carrying out measures to
comply with Health Safety legislation, where
possible they should be employees. In addition
teaching unions may appoint HS representatives.
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The role of the HSE

• The HSE will investigate reportable accidents
  which occur in schools.
• They will examine the actual circumstances of the
  accident. It is here that classroom teacher
  liability will be assessed.
• They will then examine the management systems
  which are in place to prevent accidents
  happening, when they were last reviewed and the
  procedures for ensuring that they are effective.
• YOU along with The Head of Department are key
  people in the development and implementation of
  preventative planning.

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Recap to here -So we need to check-

• Have the pupils been taught to use the equipment?
• Have you checked that the pupils have understood?
• Have you reminded the pupils about how to use the
  equipment?
• Have you done a risk assessment and implemented
  the control measures? (lesson plan recorded).
• Are the pupils sufficiently mature to undertake
  the activity?
• If the risk assessment has been done by someone
  else, have you read it and do you understand it?
• Do you insist that pupils wear aprons and PPE at
  all times?
• Do you do the same?
• Do you insist that technicians and other adults
  also wear such equipment.

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Well take a short break now
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Activities for your School Experience visits

• In the main its about Risk Assessment,
• but we need to revisit the questions you
  formulated last week.

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Teaching spaces

• Calculation regarding the number of workspaces in
  an area where you are likely to be teaching. to
  do during your visit to your School Experience
  School.
• Sketch the layout of one of the rooms in your
  School Experience School that you are/likely to
  use.
• (1)Calculate the overall floor area of the room.
• (2)Calculate the areas of fixed benching and
  machinery.
• Subtract step (2) from step (1) and divide the
  result by 4
• This gives you the number of workspaces in the
  room which includes the teacher and any support
  staff.

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Consider-

1. Is the space sufficiently large for work benches
   and equipment? (See Building Bulletin 81)
2. Is the space sufficient for pupils with special
   needs?
3. Is the workspace clean and tidy?
4. Are tools etc accessible without the teacher
   leaving the room?
5. Are the tools etc all sharp and in good working
   order?

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Consider-

1. Are store rooms clean and tidy?
2. Is lighting and heating appropriate?
3. Is it possible to electrically isolate all
   machines?
4. Are there knee or foot emergency stops?
5. Are safety notices clearly displayed?
6. Is fire fighting equipment available?
7. Is the furniture/machines of the correct height?
8. Have COSHH assessments been made?

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Module 2 Risk Assessment

• .every employer to carry out suitable and
  sufficient risk assessment of-
• the risks to the health and safety of his
  employees to which they are exposed whilst they
  are at work and
• The risks to the Health and Safety of persons not
  in his employment arising out of or in
  conjunction with the conduct by him and his
  undertakings

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In a Nutshell

• What we do is all about
• RISK ASSESSMENT.
• Because our subject is so creative we have got to
  allow the students to take risks, but those risks
  must be well calculated.

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Review
Develop
Improve
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So what do we have to do?

• Identify assess the risks, to students, staff,
  contractors and the public.
• Evaluate the effectiveness of existing controls.
• Identify risks which are inadequately controlled.
• Identify and implement the new controls required
  and review their effect.

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Risk Assessment

• The forms used will vary between institutions.
• Must contain at least the four main areas.
• Hazard identification.
• Control Measures
• Emergency action
• Other information.

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Whose responsibility.?

• Not the HoDs but those who expose people to the
  potential risks.
• In law you are libel.
• (When I started teaching it was the Headteachers
  responsibility but ..)

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Substances include.

• All solids,liquids,gases,vapours biological
  materials.
• May include- chemicals, minerals, by-products
  and wastes, gases, fumes, fuels, solvents,
  adhesives, paints, cleaning materials, dusts
  and-
• Mechanical moving parts. so we need to cover
  all machinery in our workshops.

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Responsibility of Departments

• Departments - must either -
• Prevent exposure to hazardous substances
• Or when prevention is not reasonably practical
  must
• Adequately control any exposure.
• THE PREFERRED OPTION IS
• Substitute a no-risk or lower-risk substance or
  method of work.

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Where Prevention is not Reasonably Practical

• Appropriate protection measures must be applied
  consistent with your risk assessment.
• Order of Priority.
• Identify appropriate processes, systems of work,
  engineering controls, equipment and materials.
• Control the exposure at source containment and
  ventilation and exclude unauthorised personnel.

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• Where exposure cannot be controlled by other
  means, the provision and use of suitable personal
  protective clothing in addition to the measures
  we already discussed is ESSENTIAL.

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Risk Assessments must

• Be carried out by competent person (s)
• Be recorded in retrievable form
• Be reviewed and modified at regular intervals.
• The Management of Health and Safety at Work
  Regulations (1999)

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• A Risk Assessment is not required for each
  lesson.
• Sufficient to produce one for each project FPT or
  activity carried out by a particular year group.
• Staff may wish to work together as a department
  using a set of generic or model risk
  assessments (eg. CLEAPSS) which can then be
  modified for each of their teaching groups.

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CLEAPSS

• Consortium of
• Local
• Education
• Authorities for the
• Provision of
• Science
• Services

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For the future you may wish to consider
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ACTIVITY 2

• In pairs work through completing the risk
  assessment form using a project or a FPT that one
  of you has recently undertaken.
• Time 30 minutes.
• Look at the following chart first

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Evaluating Risk
Severity 4 Very severe 3 Severe 2 Moderate 1
Slight 0 Negligible
Likelihood
Severity
0 1 2 3 4
0 0 0 0 0 0
1 0 1 2 2 2
2 0 2 2 3 3
3 0 2 3 3 4
4 0 2 3 4 4
Likelihood 4 Inevitable 3 Highly Probable 2
Probable 1 Possible 0 Remote possibility
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(No Transcript)
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Risk Assessment How?
Workspace Resources
1a space and size
1b layout
1c complexity of equipment
1d sufficiency quality of equipment
Each area is scored out of 4 with 0 being no risk
and 4 being high risk
0
1
2
0
Total
3
LSR
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0 to 4 Little significant risk
5 to 8 Some risk but should be possible to control
9 to 12 Risk is significant action should be taken to control or eliminate the problem report to be made
13 Immediate action should be taken, report to senior managers. Work should cease until
LSR
SRC
RSA
IAR
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End of session 3

• Before our next meeting and during your visits to
  your School Experience School you have 3 tasks
• Undertake a risk assessment for a teaching aspect
  that you will be working on.
• Sketch a work area and calculate the number of
  workspaces in that area.
• Go back and look at the list of aspects that we
  identified at the start of this session read
  BB81 and BS4163 (2007) -and write bullet points
  about what you have found in your department.

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More Departmental Responsibilities

• HoD must ensure that all engineering controls
  (Including fume cupboards) and local exhaust
  ventilation and pressure systems are subject to
  appropriate regimes of maintenance, examination
  and testing.
• So its here that PAT testing comes in.

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PAT Testing
Who does it? How is it recorded?
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The Teaching Environment

• The Teaching Environment plays an important role
  in developing a Health and Safety Culture.
• Teachers need to ensure the environment is clean
  and well organised.
• It should give the impression on first sight that
  Health and Safety is an important issue.

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When thinking about the environment you need to

• Ensure the environment is not a HS hazard and be
  able to organise working spaces to avoid risks.
• Be aware of BS 4163 (2007) Health and Safety for
  DT in schools and apply current safety
  regulation.
• Be able to monitor and review school policy and
  apply current safety working practices.

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Teaching Strategies.

• When thinking about teaching strategies you need
  to-
• Adopt appropriate teaching strategies
  understanding common misconceptions and mistakes
  that are associated with DT activities.
• Plan and teach lessons safely, Taking account the
  needs of the class and the activities to be done.
• Be aware of the presence of other non-specialist
  adults in the room.
• Be sure that you can develop appropriate
  attitudes with regard to H S.

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Check that-

1. Are you sure that other adults involved in the
   lesson are aware of Health and Safety issues?
2. Have you checked to see that all tools in your
   lesson plan are available and properly
   maintained?
3. Is pupils work properly stored?
4. Do you have reminder notices about safety points
   displayed in the room.
5. Is your first-aid qualification up-to-date?
6. If something goes wrong is appropriate help
   nearby?

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Records

• Department must retain records of risk
  assessments for at least five years after the
  cessation of the activity concerned.
• Copies of the risk assessment must be lodged with
  the Schools SMT.
• All accidents and incidents concerning activities
  that have an associated risk assessment must be
  reported to the SMT.

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Module 3 Equipment, Tools Materials and
Components

• Course delegates must demonstrate that they are
  aware of the regulations and guidance in using
  electrical, electronic, mechanical, hydraulic,
  pneumatic components and systems.

are aware of the risks and potential dangers
associated with the dismantling of existing
products in order to carry out investigative,
disassembly and evaluative activities as part of
the National Curriculum Programmes of Study.
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Module 3 Equipment, Tools Materials and
Components
know what Health and Safety training is required
and what pupils need to be taught about H S.
understand their liabilities as teachers and the
liabilities of the schools line management
structure with regard to HS.
are aware of the need to have specific training
in order to use and teach others how to use
certain tools and equipment.
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Module 3 Equipment, Tools Materials and
Components

• .are aware of the regulations and guidance at
  national, LEA (LEA is legally obliged to have a
  policy) and school level related to the teaching
  of Design and Technology.

understand and apply current legal requirements
with regard to Health and Safety issues regarding
the teaching of Design and Technology in Schools
understand their responsibilities as employees
and their employers responsibilities toward them.
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ACTIVITY 3

• Identify a piece of equipment used in a room in
  which you teach in e.g hand tools, centre lathe,
  pillar drill etc., and use BS4163 (2207) to make
  brief notes against each of the headings in the
  chart.

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LAST ACTIVITY

• Identify a piece of equipment used in a room in
  which you teach in e.g hand tools, centre lathe,
  pillar drill etc., and use BS4163 (2207) to make
  brief notes against each of the headings in the
  table.

Positioning
Appropriate at which Key stage
How are the students trained
lighting
Enough equipment for the activity.
How is it maintained/records
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Health and Safety
Its all a question of balance !!!!!
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.and finally
Enjoy your subject and above all else enjoy your
career as a DT teacher, its something special
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les_at_ideasin2action.co.uk
My contact
www.ideasin2action.co.uk
01526 378111