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the heart of health and safety. Five years on – the experience of using the IOSH Workplace Hazard Awareness Course Jill Joyce BA Hons, MSc, DMS, CMIOSH, AFBPsS. about IOSH. established in 1945 Royal Charter in 2003, International NGO 2006 individual Chartered members 2005

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The heart of health and safety

the heart ofhealth and safety

The heart of health and safety

Five years on – the experience of using the IOSH Workplace Hazard Awareness Course

Jill Joyce BA Hons, MSc, DMS, CMIOSH, AFBPsS

The heart of health and safety

about IOSH Workplace Hazard Awareness Course

  • established in 1945

  • Royal Charter in 2003, International NGO 2006

  • individual Chartered members 2005

  • Europe’s largest health and safety professional body

  • over 43,500 members in more than 85 countries

  • independent, not-for-profit organisation

  • maintains and steers professional standards

  • provides impartial, authoritative guidance on H&S

  • …for a safer world of work

Whac part of the iosh campaign putting young people first
WHAC – part of the IOSH Campaign – putting young people first

  • an awareness course for year 10s at school

  • free for teachers to download from Wiseup2work site

  • developed with the Health and Safety Executive

  • can be taken to qualification level with the British Safety Council Awards

Five years on how were teachers using it
Five years on – how were teachers using it? first

67% presented it over 6-8 sessions

33% presented it over one or two days

Over 50% integrated it with their own course materials.

“Initially the aim was to deliver the full course but due to other influences time became short. I aimed the learning at increasing the students’ knowledge to workplace hazards and risk and by the use of Workplace BC 'Lost Youth' video, developed their perception to what they are likely to experience during their future employment”

Positive comments
Positive comments first

  • They enjoyed the finding hazards worksheets, the interactive quizzes ( Fake or For Real ) and all the visual materials provided - it wasn't presented in a dry fashion and they liked this.

  • Pupils enjoyed the interactive nature of the course and the active learning tasks which made the course more relevant and enjoyable.

  • This was a really good way to introduce H&S- my learners have loved over the years and has made doing a potentially dry subject- fun, but as it is pitched to young person, they found it very relevant to them and could connect with the elements being taught”.

Key findings from the survey
Key findings from the survey first



Hazard spotting graphics

For the more able- tasks didn't stretch them enough. 

Too much animated activity lost their interest. 

Some found some of the injury images difficult.

  • Easy to use (95%)

  • The summaries were useful for lesson planning (96%)

  • Students enjoyed all the activities (88%)

  • Students with special needs also found the course engaging

Improvements to content
Improvements to content first

  • Include different occupational scenarios, for example school, garden centre, retail (supermarket), catering kitchen including a section on food hygiene, engineering , motor vehicle and hairdressing salon.

  • More on fire safety ,first aid and what to do in an emergency and a section on electricity and the risk of electric shocks.

  • Road safety, personal safety and computer safety (i.e. cyber bullying).

  • Mention key hazards such as asbestos and work at height.

Improvements to content1
Improvements to content first

  • More information on the laws, legislation, rights and responsibilities in a format suitable for key stages 3 and 4. Examples of what happens when a law is broken.

  • Well being in the workplace, stress, work life balance and bullying.

  • How to do a risk assessment.

  • Include an IOSH completion certificate that could be printed out and signed by the teacher.

Improvements to design
Improvements to design first

  • More shocking and realistic videos.

  • More videos about potential hazards or real accidents (without them being too gory).

  • Make the cartoons more adult (rather than the “little kiddy” type (one student’s words).

  • Provide more interactive material and more on line material.

  • More photographs and video links (to UK workplaces if possible).

Your help
Your help first

  • In your groups discuss the improvements and decide what would be your priorities – it might be an issue not mentioned on the sheet.

  • What’s the key message we need to get across to young people about safety and health?