Health and safety at work
Workplace hazards
Trainer Guide for Workbook 3
Health and safety at work – Trainer Guide 3
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Health and safety at work – Trainer Guide 3
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Contents
Introduction .................................................................................................................. 5
Overview ....................................................................................................................... 5
Health and safety learning outcomes ......................................................................... 6
Reading, writing and speaking outcomes .................................................................. 6
Where will trainees come across these concepts in their workplace? ................... 6
Questions your trainees might ask you ..................................................................... 7
Word list ........................................................................................................................ 7
Resources ..................................................................................................................... 8
How to write new examples ........................................................................................ 8
Training strategies you can use in this session ........................................................ 8
Indicators trainees could have literacy and numeracy issues. .................................... 9
Websites ..................................................................................................................... 10
Before the training session ....................................................................................... 15
Trainer session plan .................................................................................................. 16
Health and safety at work – Trainer Guide 3
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Health and safety at work – Trainer Guide 3
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Introduction
This Trainer Guide gives you information so you can deliver a training session for
Workbook 3 in this series of four workbooks.
The series of workbooks not only provide information about health and safety but
also contain a number of activities to develop trainees’ reading, writing, speaking,
listening and some numeracy skills. These skills are essential when dealing with
health and safety at work. Trainees have to read safety instructions, fill in hazard
forms, speak to team mates about health and safety and listen at health and safety
meetings.
The workbooks have been designed to be used as a self-paced resource by trainees
who have the reading and writing skills to go through the workbook. The trainees
you are working with will have lower level skills and need assistance to go through
the workbook or they might be a mixed group – some needing assistance and some
able to read the workbook easily. Both situations are covered in this guide.
When trainees complete all four workbooks, they should have evidence for
assessment against:

health and safety units standards (for example Unit Standard 497 Demonstrate
knowledge of workplace health and safety requirements (version 7) Level 1, 3
credits)

Unit Standard 25060 Independently read texts for practical purposes and to gain
knowledge (version 1) Level 1, 6 credits

Unit Standard 3490 Complete an incident report (version 5) Level 1, 2 credits.
Overview
This trainer guide contains:

health and safety learning outcomes for the workbook

reading, writing and speaking outcomes for the workbook

questions your trainees might ask and some suggested answers – you need to
adjust these for your workplace

a word list of specialised words used in the workbook and their meanings

resources required for the training session

training strategies you can use that help with developing reading, writing,
speaking and listening skills

information to help you work out when trainees might have reading, speaking or
listening needs and what you can do

websites that you could use in this training session.
For more information on adult literacy and numeracy in New Zealand, please visit
www.literacyandnumeracyforadults.org.nz
Health and safety at work – Trainer Guide 3
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Health and safety learning outcomes
By the end of this training session, trainees will be able to:

describe what a system is

identify the five parts of a health and safety system in New Zealand

describe each part of the system
o
hazard management
o
emergency procedures
o
training and supervision
o
incident and accident reporting
o
employee participation.
Reading, writing and speaking outcomes
By the end of this training session, trainees will have:

reviewed text features

learnt new words to do with health and safety

reviewed features of instruction and information documents

reviewed what they can do when they don’t understand when reading

reviewed questions they could ask their supervisor.
Where will trainees come across these concepts in their
workplace?

Every day when they are doing their job.

Understanding the health and safety rules at work.

Participating in health and safety meetings.
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Questions your trainees might ask you

Why do I need to know different sorts of hazards?
(Knowing all the different types of hazards helps with hazard identification. We
keep thinking potential and temporary as well the actual and permanent hazards
we deal with everyday.)

Someone else at work identifies and assesses hazards. I don’t need to do this.
(Yes that’s true, but you need to understand the process in case you think an
assessment is too low and the hazard should be managed in a different way.)

We already know all the hazards at work – they are in the hazard register.
(Yes that’s right, but new hazards can come up as well.)

I just tell my team leader if I notice a hazard. I don’t have to worry about anything
else.
(That’s great that you tell your team leader. We all need to take time to think
about health and safety. Nothing is more important than being safe at work.)
Word list
Here are some specialised words we use in Workbook 3 and what those words
mean.
Word
Means
Actual
Real, already exists.
Analysing
Looking at something in detail
Behavioural
How people act.
Biological
Relating to organisms, for example, the flu organism.
Chemical
Cleaning fluids, gases, acids, dyes, and other things
used in workplaces.
Hierarchy
Where things are ranked one above the other, for
example, eliminate first.
Permanent
Long-lasting.
Physical
Something you can see or touch.
Potential
Possible, could happen.
Systematically
In a planned way.
Temporary
Short-term.
Health and safety at work – Trainer Guide 3
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Learning new words takes a lot of practice. It is not enough to go over a new word
once or twice. There is research that says you need to see or hear a word at least
40 times before it becomes part of your vocabulary. So during your training session
make sure you emphasise words your trainees don’t know and reinforce what those
words mean.
For example, if your trainees don’t know the word ‘mandatory’, remind them that
mandatory means ‘you must do something’ and then later when the word comes up
again ask: “Does anyone remember what mandatory means?” Then reinforce it:
“Yes, that’s correct, mandatory means you must do something – for example, you
must wear your safety glasses.”
Resources
You will need a whiteboard or flipchart for this training session. The other resources
you will need are listed in the session plan.
Before you do your training, have a copy of the hazards register, lists of actual,
potential, permanent and temporary hazards at your work. Also think about hazards
outside your workplace – are you close to a busy road or a very noisy factory? You
should also have examples of hazards in your workplace that have been eliminated,
isolated and minimised. It is difficult for trainees to identify hazards that have been
eliminated because they are not there. If the scenario for reporting accidents on is
not right for your workplace create one that trainees can use instead.
How to write new examples
Look at any examples in the workbook. Think about the purpose of each example.
Think of a similar situation in your workplace. Think about the trainees you are
writing your example for. Make sure you don’t use language that is too difficult and
don’t make the example too long. If you can, find a picture from your workplace that
links to the example.
Training strategies you can use in this session

Modelling – demonstrating and role-plays.

Prompting – make links with what trainees already know, use reminders such as
“How do you know that?” and “What did you do last time?”

Discussion – promote and acknowledge trainees talking about things, get
trainees more involved in the training.

Questioning – plan your questions, use both open and closed questions, wait for
trainees to think and then answer you. Don’t just use who, why, what etc, also
use ‘what if’ etc. Use follow-up questions when trainees are speaking such as
“Then what happened?”

Giving feedback – tell trainees what they are doing well and what they need to
improve on.

Explaining – fill any gaps trainees may have in their knowledge, give clear
directions and instructions.
Health and safety at work – Trainer Guide 3
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Indicators trainees could have literacy and numeracy issues.
Here are some signs that show a trainee may have literacy or numeracy issues,
based on the trainee’s writing:

Hard to read handwriting that is mix of printing and writing.

Words are written in a mixture of upper and lower case letters (e.g. haZArd).

Spelling of common words is phonetic (e.g. cubberd for cupboard).

Lack of basic punctuation (e.g. no capital letters at the beginning of sentences,
no full-stops, no spaces between words).

Lack of sentence structure (e.g. sentence doesn’t make sense, words in the
wrong places, key words missing).

Very short answers given when longer answers would have been more
appropriate
You may also observe some other things that show a trainee may have literacy or
numeracy issues. Make sure you observe these things yourself – don’t rely on what
other people tell you.
A trainee may:

give reasons that mean they don’t have to read or write something (e.g. broke or
forgotten glasses, pen has run out, sprained wrist)

panic or become aggressive in situations where they are asked to read or write
something (e.g. becomes fidgety, sweats a lot, makes fun of the task)

make excuses to leave a situation where they are asked to read or write
something (e.g. another appointment, important job forgotten, got to make
afternoon tea)

get ready to write but never put pen to paper (e.g. holds pen as if to write, holds
pen in a very awkward manner that would make writing very difficult)

not show any understanding during a training session – understanding is shown
through things such as nodding at appropriate times, participating in discussions,
maintaining eye contact (unless culturally inappropriate)

give vague answers to questions and not ask any questions to check their
understanding.
Sometimes a trainee might tell you that they can’t read or write or spell. Telling you
this is a big deal for that trainee. If they want to improve their reading, writing,
speaking and listening skills, encourage them to speak to someone at work who
won’t make fun of them or use the information in the wrong way (e.g. tell other
people so it stops the trainee getting a promotion).
You could encourage your trainee to talk to:

their supervisor or team leader
Health and safety at work – Trainer Guide 3
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
union delegate or health and safety representative or learning representative

HR manager.
You could also contact your ITO and find out how they can help.
Websites
Here are some websites that relate to the topics in this session plan. Have a look at
the websites before your training session. Choose the ones that suit your trainees.
You could use some of these websites with any trainees who have better reading,
writing, speaking and listening skills than the rest of your group.
Legislation

http://legislation.govt.nz/act/public/1992/0096/latest/DLM279288.html – Section 7
of the Act –Identification of hazards.

http://legislation.govt.nz/act/public/1992/0096/latest/DLM279216.html – Section 8
of the Act – Elimination of significant hazards.

http://legislation.govt.nz/act/public/1992/0096/latest/DLM279217.html – Section 9
of the Act – Isolation of significant hazards when elimination is not practicable.

http://legislation.govt.nz/act/public/1992/0096/latest/DLM279218.html – Section
10 of the Act – Minimisation of significant hazards when isolation or elimination is
not practicable.

http://legislation.govt.nz/act/public/1992/0096/latest/DLM279602.html – Section
28A of the Act – Employees may refuse work likely to cause harm.

www.osh.dol.govt.nz/order/catalogue/hseact-text/index.shtml – Department of
Labour guide to the Act.

www.osh.dol.govt.nz/law/quickguide/employers/hazardmanagement.shtml – The
Act’s guidelines for hazard management – eliminate, isolate or minimise.

www.osh.dol.govt.nz/law/quickguide/glossary.shtml#haz – Glossary showing the
meaning of terms, e.g. hazard etc.

www.acc.co.nz/publications/ – ACC: A general reference for the tutor.
Health and safety

http://tle.tafevc.com.au/toolbox/access/search.do?method=basic&qs.query=healt
h+safety – An online set of flexible learning toolboxes put out by TAFE (Australia)
for different industries. An excellent resource for health and safety, which is
industry specific. They can be used directly online, copied and used in the
classroom or cut and pasted to use as part of your teaching. They can be used
with all levels, but are more suited to steps 2 to 3. Step 1 or lower will need
assistance with some of the vocabulary. All the pictures are very clear, give good
reading and comprehension activities and are a useful springboard for discussion
within the different workplaces. There are many different industries listed, so
always check the website for your industry.
Health and safety at work – Trainer Guide 3
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
www.safework.sa.gov.au/contentPages/EducationAndTraining/TrainingKits/WHS
TrainingResourceKit/whsKit/contents.htm – An Australian resource from the book
Workplace Health and Safety by Workcover and TAFE with support from the
Australian Government. It covers all aspects of health and safety for workers
with low literacy. The interactive activities are done online. Excellent pictures
and resource.
The body

www.hazards.org/detective/index.htm# – An interactive site showing body parts
and the injuries that can occur in that area.

www.hazards.org/images/blankbodymap.gif – Blank body maps that can be used
in conjunction with hazards, hazard identification and hazard management.
Hazards

www.osh.govt.nz/order/catalogue/index.shtml#ed – This site gives a list of the
different workplace hazards for different industries. Choose the areas relevant to
your programme to support your teaching.

www.osh.govt.nz/order/catalogue/161.shtml – Stories of everyday New
Zealanders and how their lives are affected after an accident.

http://worksafereps.org.nz/hazards – A list in alphabetical order of the hazards
facing New Zealand workers. The list includes information about the hazard,
questions a worker can ask about the hazard and ways to manage the hazard.

www.osh.dol.govt.nz/order/catalogue/stress/managestress.pdf – A resource on
the causes of workplace stress and managing it.

http://tle.tafevc.com.au/toolbox/items/6737e39e-b69d-d6ba-89c23a2f1a9cc439/1/ViewScorm.jsp?backto=close&shownav=false – TAFE site with
some excellent and simple to use pictures of hazards in the workplace.

http://education.kulichki.net/lang/ieread.html – A series of sentences about
hearing problems for step 2–3 and above. The sentences have errors and
learners must allocate headings to each sentence. There are further activities
around writing. Please note this is an online activity.

www.osh.govt.nz/kidz/index.html – The DOL has a site aimed at children, but
could be useful for lower level learners. There is an interactive questionnaire in
the Brain Strain section, which tests learners’ knowledge of hazards.

http://tdsbliteracy.blogspot.com/2009/04/workplace-health-and-safety-fixhazard.html – A very good Australian site, which is interactive. The learner clicks
on the hazard or possible hazard and then makes a decision how to fix the
problem. If the solution is wrong, the animation shows the consequences of the
action. Safe office, kitchen, hotel and supermarket

www.osh.govt.nz/kidz/farm/story.shtml – Three true stories of accidents
happening on farms. The stories are very short, but could be useful for low level
learners.
Health and safety at work – Trainer Guide 3
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
www.maritimenz.govt.nz/Publications-and-forms/Accidents-andinvestigations/Accident-reports/Amaltal-Columbia-96346-mnz-accidentreport2004.pdf – A real-life accident and consequences for a worker using a
water blaster.

www.youtube.com/watch?v=KLRCZAXfEa4&feature=related – A historic look at
safety when building the Golden Gate Bridge. A good video to generate
discussion about safety (3:09 min).

www.youtube.com/watch?v=XwrSJMq0qTE&feature=related – An award-winning
animation about a cleaner slipping on the floor (1:16 min).

www.youtube.com/watch?v=saDBkNreBXk&NR=1 – An animation on a
construction site showing the importance of wearing a safety harness (1:08 min).

www.youtube.com/watch?v=fIFYI2s2y2Q&feature=related – An animation about
wearing a hard hat, even if you are the laughing stock of your mates (0:36 min).

www.youtube.com/watch?v=oJHy2239CcU – A cartoon about hazards (2:57
min).

www.youtube.com/watch?v=oJHy2239CcU&feature=related – Captain Safety
has a series of You Tube videos about hazards (2.57 min).
Hazard identification

www.cdc.gov/niosh/talkingsafety/states/ms/handoutsMS.pdf - A good resource
for hazard identification.

www.acc.co.nz/publications/index.htm?ssNextRow=1&ssUserText=thinksafe –
This site has some ACC publications for hazard management in the construction
industry, farm safety etc.

www.hazards.org/workedover/index.htm# – An interactive site where the learner
clicks on the hazard to find out information about it.

www.hazards.org/diyresearch/bodymapping.pdf – Information about different
hazards relating to the body. Most suited to step 3 learners.
There are plenty of hazard identification videos on You Tube. Many are industry
specific, so if you want to use one, search for the industry you are teaching in.
Please note, tutors have a limited allocation for using the internet, so please use
sparingly, if at all. Below are a few sites that could be useful.

www.youtube.com/watch?v=NOnFD38y5KQ&feature=related – A good
introductory video showing a cartoon character with multiple injuries blaming
others for them. The message of the video is health and safety is everyone’s
responsibility (0:59 min).

www.youtube.com/watch?v=Yd8r5rgRQz4 – A video showing the level of risk and
likelihood of an event happening. The words show up on the screen but the
background music is a little annoying. Good for higher level learners (5:50 min).

www.youtube.com/watch?v=oJHy2239CcU&feature=related – Captain Safety
(2:57 min).
Health and safety at work – Trainer Guide 3
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
www.youtube.com/watch?v=ylZMYf0rw6o&feature=related – A short cartoon
showing the correct and incorrect way to refuse to do unsafe work (0:50 min).

www.youtube.com/watch?v=noFCekWiUGE&feature=related – A very short video
of a kitchen worker slipping on a greasy floor and having an accident (0:30 min).
Health and safety at work – Trainer Guide 3
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Hazard management

www.osh.dol.govt.nz/order/catalogue/forms.shtml – Hazard notice. The form
used when a hazard has been noticed in the workplace. The form has an area
for suggestions for managing the hazard.

http://worksafereps.org.nz/sites/worksafereps/files/HazardNotice_0.pdf – A useful
hazard identification form for workers to fill in. It has an area for the learner to fill
in what to do about the hazard.

www.hazards.org/diyresearch/riskmapping.pdf – A floor plan of a workplace with
hazards. A good activity for making a risk assessment.

www.hazards.org/haz75/worldmapping.pdf – An activity for learners to map their
health concerns at work and strategies for dealing with them.

www.youtube.com/watch?v=3C6js5JtCIQ&feature=related – An introduction to
who being healthy and safe affects. It gives 10 commandments for staying safe
in the workplace (3:01 min).

www.youtube.com/watch?v=a592uKMJRA4&feature=related – A graphic, action
packed video of how easily accidents happen. There is blood in this video, so not
for the squeamish (4:52 min).

www.youtube.com/watch?v=THigQDIjIms – Good manual handling and lifting
training video (2:23 min).

www.youtube.com/watch?v=IjAENZuDFp4&feature=related – A good video
showing the exercises for keyboard operators to use to prevent OOS (2:40 min).

www.youtube.com/watch?v=cUuAiJXPe88 – How to avoid fires and the
emergency procedure when a fires starts in a fitness facility (1:56 min).
Hazard reporting

www.osh.dol.govt.nz/order/catalogue/forms.shtml – Hazard identification. The
hazard form used for reporting hazards.

www.osh.dol.govt.nz/order/catalogue/forms.shtml – Hazard notice. The form
used when a hazard has been noticed in the workplace. The form has an area
for suggestions for managing the hazard.

www.acc.co.nz/publications/index.htm?ssNextRow=1&ssUserText=thinksafe –
This site has some ACC publications for hazard and accident reporting in the
construction industry, farm safety and other industries. There are good authentic
forms for learners to fill out, with an outline of the body to show where an injury
occurs.

http://worksafereps.org.nz/sites/worksafereps/files/HazardNotice_0.pdf – A useful
hazard identification form for workers to fill in. It has an area for the learner to fill
in what to do about the hazard.
Health and safety at work – Trainer Guide 3
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BBC Skillswise has an accident scenario and an accident form to fill out:

www.bbc.co.uk/skillswise/words/writing/format_and_structure/worksheet8.shtml

www.bbc.co.uk/skillswise/words/writing/format_and_structure/worksheet9.shtml
Emergency procedures

www.ermanz.govt.nz/resources/publications/pdfs/ERMA%20Flip%20Chart.pdf –
Emergency procedures in New Zealand workplaces. A good resource with clear
instructions for dealing with an emergency.

www.cdc.gov/niosh/talkingsafety/states/ms/handoutsMS.pdf – Good activities
and resources that cover emergency procedures. It also has a board game, but
note that you will need to change the emergency phone number on it.

www.tefl.net/esl-lesson-plans/worksheets-topic/Accidents-Emergencies.pdf –
Some activities for vocabulary and sentence writing around emergency
procedures. Good for ESOL and lower level learners.

http://egitek.meb.gov.tr/aok/aok_kitaplar/AolKitaplar/ingilizce_7_w/2.pdf – This
website has some nice pictures for emergencies along with sentence building
activities.

www.cpcc.edu/esl/civics/curriculum-materials/california-literacy-2/7emergencies_and_disasters.pdf/view – This site has some good vocabulary
activities and instructions. Please note it is an American site, so will need some
adjustment for phone numbers and maps.

http://egitek.meb.gov.tr/aok/aok_kitaplar/AolKitaplar/ingilizce_7_w/4.pdf – A
resource on health and safety in the home – a gap fill reading activity for step 2–3
and above learners.

www.youtube.com/watch?v=cUuAiJXPe88 – How to avoid fires and the
emergency procedure when a fire starts in a fitness facility (1:56 min).
Before the training session

Go through the workbook so you know what it covers.

Go through the session plan so you know what you have to do.

Collect protective clothing, equipment and pictures of signs.

Highlight the extension activities you are going to use.

Arrange for a workplace tour at the end of the session.
Best wishes for your training session.
Health and safety at work – Trainer Guide 3
15
Trainer session plan
Time
LN skills being
developed
Welcome
Trainer activities
Review of action
cards
2. Go to page 5 of the workbook. Get trainees to copy cover their
action cards from Workbook 2. Discuss with them what they said
they would do and how they got on. Get them to complete the
results part at the bottom of the page.
Using the
information
3. Brainstorm with trainees how they have used the information from
Workbooks 1 and 2 at work. Get everyone to contribute. Write
this up on the board. Then put a tick next to Health and Safety
outcomes and a different coloured tick next to the reading, writing
etc. outcomes. Get trainees to complete the left-hand side of both
tables on page 6. Then repeat the activity for things they have
used at home. Get trainees to complete the right-hand sides of the
boxes on page 6.
1. Welcome trainees back. Congratulate them on finishing Workbook
2. Tell them you are looking forward to working with them on
Workbook 3.
Extension activity for higher level trainees: Get them to
complete page 6 or in pairs or small groups.
Review of
workplace
hazards from
Workbook 2
Predicting
4. Ask trainees to go to page 7. Remind them that they learnt this
information in Workbook 2. Get them to fill in the top four circles
on page 7.
Reviewing of
reading, writing,
speaking and
listening
6. Get trainees to complete pages 9 and 10. Remind them that these
activities are all about information from previous workbooks. For
lower level learners, get them to work in pairs and give each pair
one activity to do. Get each pair to report back to the group and
have others complete activities after each pair reports back.
Learning
outcomes
Text features
7. Go to page 11 and go through the outcomes with trainees.
Word list
9. Go through the word list on page 13 with trainees. Check what
they have been doing to learn new words.
Prefixes and
suffixes
10. Put the word prefix on the board. Get trainees to guess what it
could be about based on the word they saw earlier – ‘predict’. Ask
them to look at page 14 of the workbook and look at what ‘prefix’
means.
5. Ask trainees to go back and look at the front cover of this
workbook. Ask them to guess what might be covered in this
workbook. Fill in the other circles with their ideas. Tell them this is
called ‘predicting’ and look at page 8 of the workbook.
8. Go to page 12 and check that trainees recall all text features.
Have them find the new text feature.
Do the same with the word suffix. Do practice activities on the
board until trainees are comfortable with making new words. Get
trainees to complete the activities on page 15.
Extension activity for higher level learners: Give trainees a list
of workplace words such as behaviour, alcohol, build and ask
trainees to develop word maps including prefixes and suffixes to
these words.
Health and safety at work – Trainer Guide 3
16
Time
LN skills being
developed
Types of hazards
Trainer activities
11. Ask trainees to turn to page 16. Ask them to look at the words for
hazard from the Act. Count how many different words are used to
describe hazard (at least 9). It is too hard to say what a hazard is
in one word. Get trainees to look at the other four words they need
to know:
 actual
 potential
 permanent
 temporary.
Explain to trainees that they are going to do more on this later.
Significant hazard
12. Go to page 17 of Workbook 3. Remind trainees that a significant
hazard is one that can cause serious harm. Again, it is very hard
to say in one word what this means but it includes people getting
injured or going deaf because they are in a very noisy workplace
all the time.
Hazard in your
workplace
13. Ask trainees to go to page 18 of the workbook and fill in as many
hazards as possible. Brainstorm a couple of hazards to get them
started.
Sorting hazards
14. Get the trainees to look at page 19 of the workbook. Show them
how hazards have been sorted into four different kinds – physical,
chemical, biological and behavioural.
Look at the definitions of these at the top of the page. Make sure
trainees understand what these words mean by linking them to the
actual hazards on page 16. Then get trainees to sort the hazards
they wrote down on page 18 into the four different types and write
them on page 20. They can add different hazards from page 16 if
they want.
Actual and
potential hazards
15. Get trainees to go back to page 19. Ask them to put A next to
actual hazards and P next to potential hazards. For example, an
earthquake is a potential hazard not an actual hazard. Then ask
trainees to go to page 21.
Get them to look at the Venn diagram. A Venn diagram is used a
lot to show two things are the same and different.
Explain on the left-hand side is a description of how actual hazards
are different from potential hazards. On the right-hand side is a
description of how potential hazards are different from actual
hazards. In the middle of the diagram is how actual and potential
hazards are the same, for example they can still hurt people.
Get trainees to use the diagram on page 22 with the hazard they
identified earlier.
Permanent and
temporary
hazards
16. Get trainees to go back to page 18. Once again, ask them to mark
the hazards with Pe (for permanent) and T for temporary. Then
they need to fill in the activity on page 22.
After that, they need to complete the table on page 23 showing
how permanent hazards are the same and different from
temporary hazards. Tell trainees to look at the Venn diagram on
page 21 for actual and potential if they get stuck.
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Managing
hazards
Trainer activities
17. Get trainees to go to page 24 and look at the three steps to
managing hazards – identify, assess, control. Tell trainees you are
going to be working through these steps.
Explain to trainees that there are four main ways of identifying
hazards and some other ways as well. Adjust these hazard
identifications depending on processes used in your workplace.
For example, if you don’t use task analysis in your workplace, don’t
cover this process.
Get trainees to look at top of page 25. Talk about how physical
inspections are carried out at work. Go through a checklist and
identify the hazards.
Then get trainees to look at bottom of page 25 and talk about task
analysis. If relevant, look at a task analysis for your workplace.
Then get trainees to look at page 26 – analysing processes. Go
through workplace process with them if relevant.
Then look at the bottom of page 26. Remind trainees they read
this story in Workbook 1. This looks at the causes of the accident.
Then move to page 27 and go through the other ways of
identifying hazards. Then ask trainees to complete the activity on
page 27.
Extension activity for higher level trainees: Give trainees
copies of different documents and ask them to work out what sort
of analysis has been used – task or process – or give them details
of an incident or accident at your workplace and ask them to
discuss and write up the causes.
Reporting
hazards
18. Discuss how hazards are reported at your workplace. Write these
up on the whiteboard. Adjust the information on pages 28 and 29
to suit your workplace. Go to page 26. Emphasise to trainees that
it is really important that they report any hazards they identify.
Look at the example of the filled in logbook on page 28. Go
through this with trainees, checking that they understand why the
information is in each box. Then get trainees to fill the log book on
page 29.
Extension activity for higher level trainees: Get them to
complete a number of log book entries from health and safety
meeting minutes or examples of incidents you have collected from
your workplace.
Assessing
hazards
19. Explain to trainees that, after hazards have been identified, there is
another process that happens. The hazards are assessed and
controlled. Explain who does that at your workplace. Show your
workplace examples. Use them instead of the examples in the
workbook. Get trainees to look at the flowchart on page 31. Ask
them to explain how it works (arrows and numbers show order).
Ask them which step is done (Step 1) and what step you are up to
now (Step 2).
Explain the words ‘severity’, ‘frequency’ and ‘likelihood’ in relation
to your workplace. Use a real example of a hazard instead of the
example on page 32.
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Trainer activities
Show trainees the risk evaluation table on page 32. Explain who
decides on numbers for risk evaluation and the link to severity,
frequency and likelihood.
Link the ratings to the hazard analysis worksheet on the bottom of
page 32. Explain how the decision is made whether a hazard is
significant or not (based on total risk).
Getting a
reasonable
answer
20. Ask trainees who uses a calculator to do maths. Ask them how
they check that the answer on the calculator is right. For example,
write on the board: “I have to buy 5 shirts at $27.50 each. After I
put it into the calculator it says the answer is $13.75. Is that
correct? How do you know?” That is called having a reasonable
answer in your head before you do the calculation. Explain that it
is really important so you know when you have pressed the wrong
buttons or got the decimal point in the wrong place. Ask trainees
the different ways they work out what a reasonable answer is.
Write all these up on the board. If trainees have a good grasp of
this, skip the activity on page 33. Otherwise get trainees to
complete it (answers are 18 and 252).
Extension activity for higher level trainees: Give trainees
examples of hazards and get them to work out their own risk
assessments using your workplace ratings and write down their
reasons for the ratings they have chosen.
Controlling
hazards
21. Remind trainees they have already covered this in Workbook 3.
Ask trainees the three ways to control hazards (eliminate, isolate
and minimise). Ask them whose responsibility it is to do that
(employer). Ask them what is a good way to remember the order
(EIM). Ask trainees why is EIM a good way of remembering (in
alphabetical order).
Get trainees to look at the pictures of the dog on page 34 and
complete the activity. Ask trainees whether the pictures help them
work out the answer. Remind trainees that this was one of the
ways to try and work out the meaning of documents you were
reading and couldn’t understand. Go through page 35, looking at
extra examples of eliminate, isolate and minimise and then
complete the activity on page 36. Get trainees to go through page
37 and do the activity on page 38.
Extension activity for higher level trainees: Give them pictures
of controlled hazards and ask them to identify how they are
controlled and give reasons.
Reporting
accidents
22. Ask trainees what they have to do at work to report accidents.
Explain to trainees that they are going to report an accident by
filling in a Department of Labour form. Explain you will help them
with the process. Get them to read page 39.
Explain this is the story of an accident that happened to Jack. Leni
saw it, and he is telling his supervisor Annie about it. Annie wants
Leni to fill in the form. Annie is going to help Leni and you will help
trainees. Explain to trainees that not all of the information is in the
story and they will have to make up some details. Go through the
steps on page 40.
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Trainer activities
Then look at the things that trainees need to think about before
they fill in the form. Go through table on page 40. Get trainees to
look at the form on page 41. Remind them they have seen this
form before in Workbook 2. Then get them to look at the steps on
page 42. Explain how it links to the numbers on the form on page
41. Get trainees to have a go at filling in page 42. When they
have finished, get them to transfer the information onto page 43
linking the numbers. Then get trainees to check what they have
written and their spelling. If they think it is messy, get them to write
it out again on page 44.
Extension activity for higher level trainees: Get them to
complete accident forms for a range of real accident examples
from the workplace.
Review the
workbook
23. Get trainees to stand up. Tell them you are going to ask them to
stand in a line. Number one end of the line 1 and the other end 5.
Tell trainees 1 is not very good and 5 is very good. Explain to
trainees you are going to say some of the topics from page 45 of
the workbook and you want them to put themselves on the line
depending on whether they thought the topic was good or not.
Choose at least three topics from health and safety and three from
reading writing etc.
At the end, ask trainees to line up according to how they enjoyed
the training.
Action Cards
24. Get trainees to fill in the action cards on page 46 of the workbook.
Thank trainees and make arrangements to see them to complete
the last workbook.
Trainer reflection
Write down:
 what went well during this session
 what didn’t go so well
 what would you change next time.
Make sure you include trainees’ feedback.
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