Having finished looking at topics from the individual units and elements, we will now tackle the teaching and learning approach. There can be a perception that gaining the NEBOSH diploma is just a case of memorising a whole lot more facts to impress your friends, practising a few exam questions and performing well in the exams and assignment.  That’s inevitably part of it, but it’s a whole new way of thinking. A big step up to being an independent safety professional who can give sound, proportionate advice to a client or employer, and make a difference.  Of course, experience adds a great deal to this, but fundamentally it’s about approach…

We now come to the final element in Unit C.  This element was previously on the same topic – workplace transport and driving as part of work.  But we get a subtle change in that we are now calling the latter part managing work-related road risk.  Both parts of the C10 are greatly re-organised. Workplace transport risk assessment is now based explicitly around the UK HSG136 guidance.  It was in the list of references in the previous syllabus, but now the HSG136 structure has been brought into the syllabus organisation itself.  This turns what used to be a  random set of issues into a collection of issues framed around the site,…

Element C9 surrounds construction work and again, you’ll be glad to know that this also has changed little.  It turns out that construction work does not generally contain any specific hazards that haven’t already been covered elsewhere.  To some then, it may always seem an odd feature of qualifications like this that give it a special place in the syllabus.  But, context is everything.  The thing that makes construction sites so special is the constantly changing nature.   A hole opens up in the ground where there wasn’t one yesterday.  The bricks you were laying at ground level last week are today being laid one storey up.  And that’s not all,…

As I write this, RRC is just about to release their sample trainer packs.  These comprise samples of PowerPoints, textbooks, lesson plans and activities from selected elements.  You get a whole element in each case.  There are six in total – one element from each taught unit of each diploma qualification (national and international). The E-learning examples are not far behind. Now we come to element C8.  This takes a foray into the world of electricity.  Not much has changed in terms of content here – it still covers the hazards of electricity, electrical systems (installation, use), safe working in high voltage systems and, finally portable electrical equipment.  Of course…

Like C5 and C6, C7 is also about machinery and equipment.  But this time mobile, lifting and access equipment. When I was working for a large chemical company in a former life, I remember being amazed at the very high reach (compared to a standard fork lift truck) of the narrow aisle reach trucks we used.  The warehouse for our raw materials and finished products was “stack ‘em high”. So the racks were packed with pallets of chemicals that looked like a menacing post-apocalyptic scene.  The standard fork lift trucks we also used had all manner of attachments, cages and what not that meant they could be adapted to lift…

In Unit C/IC, element 6 is notable more for what has moved or been removed rather than additions. I’ve mentioned some of these already in our trek through the diploma. The failure modes (stress, fatigue etc) that used to be here have moved and been consolidated with the wizened and deflated pressure systems section in C5.  The same is true of the information and warnings section – moved to C5.  The systems failures and reliability has moved to A7 (national) or IA5 (International). There are now little or no calculations in Unit C.  That said, the reliability questions that were in the Unit C exam (and now in Unit A) are…

Moving on to element C5.  This element is almost identical to what was there before (workplace equipment in general), apart from some notable exceptions.  A few bits have been moved in from C6.  But, in addition you’ll notice that the detail on non-destructive testing techniques has been reduced to a simple discussion of the advantages and disadvantages.  No longer will you have to consider the principles of operation and their application.  All of the previously listed specific techniques too have gone. The non-destructive techniques that have previously been considered essential in this part of the syllabus have included: dye penetrant, acoustic emission testing, ultrasonic, X-radiography, Gamma-radiography, eddy current and magnetic…