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You might notice things are a little quiet around here! We rebranded and are now posting all our news, views and insights at NCFE. Pop over and follow us for all the latest on our CACHE qualifications.

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CACHE on LinkedIn: There's a disease out there...

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You might notice things are a little quiet around here! We rebranded and are now posting all our news, views and insights at NCFE. Pop over and follow us for all the latest on our CACHE qualifications.

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Please pick 1 or 2 units , at least 5 credits to complete this qualification

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Promoting healthy lifestyles and physical activity

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Promoting healthy lifestyles and physical activity

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Unit 1 : Assessment Plan

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Assessment Plan Unit 1 Health Related Activity

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The World Health Organisation (WHO) defines health as 'a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity'.

Physical health

Good physical health is linked to - being able to perform effectively the physical tasks involved in life as well as sport. Being physically healthy includes:

enjoying being physically active

having good balance, coordination and agility in everyday tasks as well as sport

having the strength, stamina and suppleness required for daily life, work and play

having fewer illnesses, diseases and injuries

Emotional health

Emotional - or mental - health is linked to personal - feeling positive about yourself. Being emotionally healthy includes:

having self-esteem and self-respect

being able to recognise and express feelings

being able to manage emotions to suit the situation

recognising and managing the factors that affect emotions

feeling positive about life (which includes feeling useful and being optimistic about the future)

Social health

Social health also contributes to wellbeing - feeling positive about interactions with other people and the wider world. Being socially healthy includes:

being able to interact with a range of people and having a sense of belonging

having respect, empathy and tolerance for other people

being able to manage emotions to suit the situation

recognising and managing the effects of actions on others

being aware of rights and responsibilities

Often feeling anxious and stressed is an indication of which type of poor health - physical, emotional or social?

Frequent anxiety and high levels of stress are indications of poor emotional health.

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Physical, emotional and social wellbeing - Health and wellbeing - WJEC - GCSE Physical Education Revision - WJEC - BBC Bitesize

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The World Health Organisation (WHO) defines health as 'a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity'. Good physical health is linked to - being able to perform effectively the physical tasks involved in life as well as sport.

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Watch this video : Active Well being Initiatives 

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Watch this video : Active Well being Initiatives 

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The Active Well-being Initiative - what we do

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Make a change today! Discover healthy recipes, food swaps, nutritional advice, and top tips and activities to help the whole family stay healthy.

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Factsheet #4: Barriers to Participation 

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Factsheet #4: Barriers to Participation 

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Credit:

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There are many ways busy mums and dads, families, young people, office workers and older adults can build physical activity into their lives. Being physically active is easier than you think, especially if you make activity part of your daily routine.
The amount of activity you need to do each week depends on your age.

Click on the links below to find out how much exercise you should be doing:

For most of us, daily chores, such as shopping or housework, don't count towards your activity target. This is because your body doesn't work hard enough to get your heart rate up.

Fitness for busy mums and dads

Set a time for physical activity and stick to it. You're more likely to find time to be active if you do it at the same time and on the same days each week.

Split activity up throughout the day - you can achieve your target in bouts of 10 minutes or more. Try these 10-minute workouts.

Walk your children to and from school. This will also help them develop a pattern of physical activity.

Be active with your child. Take them to the swimming pool, or play in the garden or park. Get ideas on fun activities from Change4Life.

Take up running - if you're just starting out, try our popular Couch to 5K running plan.

Improve your strength and flexibility with Strength and Flex, a 5-week exercise workout plan.

Join a child-friendly gym. Find a class or club that accepts children or offers childcare during a workout.

Set up a buggy group with other parents and go on long walks with the children.

Try our home exercise routines in the NHS Fitness Studio.

Exercise during your lunch break. Your office may have a gym, or you may have access to a nearby swimming pool or squash courts.

Cycle or walk part, if not all, of your journey to work. Get off one bus or tube stop before your destination. Find out more about cycling for beginners.

For advice on exercising after pregnancy, read keeping fit and healthy with a baby.

Fitness for families

Children don't need to get their daily target of 60 active minutes all in one go - they can do them in chunks of 10 minutes throughout the day.

Try something new. If you're not sure what activities you'd like to try as a family, try the BBC's 'Which sport are you made for?' tool to find out what you're best suited to.

If parents are physically active, their children are likely to be active too, so lead by example.

Instead of watching TV, encourage your child to find fun activities to do on their own or with friends, such as playing chase or riding their bikes.

Let your kids help decide what to do. Children are more likely to participate in something if they're involved in picking it.

When it comes to play, children should do what they enjoy most. Running around, having fun with other kids and burning off energy are great ways of getting some (or all) of their recommended 60 minutes of activity a day.

Walking is a fun and easy way for children to get active while spending time with you and their friends. Get more walking tips in walking for health.

Have a disco in your lounge with your music. All you need are some great tunes and you and your children can have fun dancing anywhere. Read about dancing for fitness.

Have a splash - whether they're doing lengths of the pool or having a good splash about, children love playing in water. Find out more in swimming for fitness.

Cycling is a great alternative to the car or bus. You don't even need to have somewhere to get to - just taking the kids out for a bike ride is a fun activity.

Young people and fitness

Try something new. If you're not sure what activities you'd like, find out which sport or activity you're best suited to using the BBC's 'Which sport are you made for?' tool.

Take up running - if you're just starting out, try our popular Couch to 5K running plan.

Get into shape with Strength and Flex, a 5-week exercise plan to increase your strength and flexibility.

Walk more: to school, to visit friends, to the shops or other places in your neighbourhood. Find out the benefits of walking in walking for health.

Get your mates involved. You're more likely to keep active if you have fun and other people to enjoy yourself with.

Ask your parents if you can go to the gym with them or if there's a local community centre where you can exercise.

Create a new routine where you walk or run every day when you get home from school or before you have dinner.

If you don't want to exercise outside on your own, buddy up with a friend, or use an exercise DVD or choose a workout from the NHS Fitness Studio.

Dance in front of the TV or play some music. All you need are some great tunes and you can have fun dancing anywhere - and burn calories at the same time.

Do some household chores. Although light tasks such as taking out the rubbish won't raise your heart rate, some heavy gardening or washing the car will count towards your daily activity target.

Fitness for office workers

Cycle or walk part - if not all - of your journey to work. Read more about cycling for beginners.

Get off a bus or tube stop before your destination.

If you need to drive, try to park further away from your office and walk the rest of the way.

Discuss project ideas with a colleague while taking a walk.

Stand while talking on the telephone.

Walk over to someone's desk at work rather than calling them on the phone or sending an email.

Take the stairs instead of the lift, or get out of the lift a few floors early and use the stairs.

Walk up escalators or travelators rather than standing still.

Go for a walk during your lunch break - use a pedometer to keep track of how many steps you take.

Try to find different walks and alternate between them during the week. You could also try using the free Active 10 app to help you increase your walking activity.

Exercise before or after work, or during your lunch break. Your office may have a gym, or you may have access to a nearby swimming pool or squash courts.

Fitness for older adults (65 years and over)

Be active around the house - cooking, housework and walking while you're on the phone can help keep you mobile, although these activities won't count towards your weekly activity target.

Get into shape with Strength and Flex, a 5-week exercise plan to increase strength and flexibility for beginners.

Conservation groups are a way to get involved in improving your local environment and being active at the same time. Find out more about Green Gyms.

Try something new. If you're not sure what activities you'd like, find out which sport or activity you're best suited to using the BBC's 'Which sport are you made for?' tool.

Walking is the easiest way to increase your activity levels. Find a friend to walk with, or join a walking group for some extra motivation. Read about walking for health.

Senior sports or fitness classes keep you motivated and can be fun, relieve stress and help you meet friends.

Heavy gardening - including pushing, bending, squatting, carrying, digging and shovelling - can provide a good workout.

Swimming, aqua aerobics and working out in water are ideal for older adults, because water reduces stress and strain on the body's joints. Find out more in swimming for fitness.

Yoga is suitable for all ability levels. It combines a series of poses with breathing, and is good for building strength, flexibility and balance.

Tai chi is an ancient Chinese art that builds strength, flexibility and balance through slow and controlled movements.

Pilates focuses on stretching and strengthening the whole body to improve balance, muscle strength, flexibility and posture.

Take up running - if you're just starting out, try our popular Couch to 5K running plan.

Disabled people

When it comes to exercise, disabled people have pretty much the same options - everything from simply getting out a bit more to playing team sports.

If you can walk, there's no easier way to increase your activity levels. Try to include walking in your daily routine. Find a friend to walk with or join a walking group for some extra motivation.

Cycling - there are tricycles, quadcycles, recumbants, hand-powered bikes called handcycles, and power-assisted bicycles, all of which are alternatives for those unable to ride a regular bicycle. Find out more at British Cycling, the Handcycling Association, Companion Cycling and Race Running.

Take up running - if you're just starting out, try our popular Couch to 5K running plan.

Get moving with Strength and Flex, a 5-week exercise plan to increase your strength and flexibility (not suitable for wheelchair users).

Split activity up throughout the day. You can achieve your target in bouts of 10 minutes or more - try these 10-minute workouts. Talk to a health professional or ask an organisation for people with your disability about what the best exercises are for you.

Low-impact exercises such as yoga, pilates and tai chi have been adapted to suit the needs of people with different types of disabilities. Get advice first, however, particularly if you have a physical disability - exercises not suited to your disability may be harmful.

Choose a gym from more than 400 Inclusive Fitness Initiative (IFI) accredited gyms. Find an opportunity near to you on Activity Alliance's website.

Swimming can feel quite liberating if you have a physical disability, as your body is mostly supported by the water. Many pools offer classes and sessions that cater specifically for disabled people. Find out more at swimming.org.

Adapted sports - many sports can be played by disabled people on the same basis as non-disabled people. Some, such as blind football, have also been adapted to make them more disability-friendly.

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There are many ways busy mums and dads, families, young people, office workers and older adults can build physical activity into their lives. Being physically active is easier than you think, especially if you make activity part of your daily routine. The amount of activity you need to do each week depends on your age.

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Opportunities for getting involved in sport

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Opportunities for getting involved in sport

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Keeping hydrated. Have a look at some information from the Bupa health directory about how to stay adequately hydrated and why it is so important.

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New Eatwell Guide illustrates a healthy, balanced diet

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New Eatwell Guide illustrates a healthy, balanced diet

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The Eatwell Guide is suitable for most people including people of all ethnic origins and people who are of a healthy weight or overweight. It is also suitable for vegetarians. It does not apply to children under two years of age because they have different nutritional needs. Anyone under medical supervision or with special dietary needs can check with their GP, or a registered dietitian, to be clear about whether or not they understand if the Eatwell Guide is suitable for them.

The Eatwell Guide is based on the main food groups that together provide a healthy diet.

These food groups include:

potatoes, bread, rice, pasta and other starchy carbohydrates

fruit and vegetables

dairy and alternatives

beans, pulses, fish, eggs, meat and other proteins

oils and spreads

drink 6-8 cups / glasses of fluid each day

If food and drinks that are high in fat, sugar and salt are consumed, have these less often and in small amounts.

The size of the segments for each of the food groups is consistent with Government recommendations for a diet that would provide all the nutrients required for a healthy adult or child (over the age of two).

The Eatwell Guide is not meant to represent the balance required in any one specific meal, rather it represents the overall balance of a healthy diet over the day or week.

More information

Further information can be found in our Eatwell Guide:

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The Eatwell Guide is suitable for most people including people of all ethnic origins and people who are of a healthy weight or overweight. It is also suitable for vegetarians. It does not apply to children under two years of age because they have different nutritional needs.

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Want to stay on the cutting-edge of sports performance research and info?

Subscribe to our monthly Performance Digest and join the
hundreds of other professionals who trust us to keep them at
the forefront of the sports performance industry!

Owen Walker MSc CSCS
Founder and Director of Science for Sport

Owen is the founder and director of Science for Sport. He was formerly the Head of Academy Sports Science and Strength & Conditioning at Cardiff City Football Club, and an interim Sports Scientist for the Welsh FA. He also has a master's degree in strength and conditioning and is a NSCA certified strength and conditioning coach.

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Want to stay on the cutting-edge of sports performance research and info? Subscribe to our monthly Performance Digest and join the hundreds of other professionals who trust us to keep them at the forefront of the sports performance industry! Owen Walker MSc CSCS Founder and Director of Science for Sport Owen is the founder and director of Science for Sport.

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The principles of training should be thought of as the 'golden rules' of making fitness training work for the individual participant. Following these golden rules will help to guarantee success and will carry athletes towards their training and performance goals. All training is aimed at creating long-term physical changes in the body systems. These changes are referred to as adaptations .

Specificity - training must be relevant to the individual and their sport . This can be achieved by tailoring training specifically for the sport or even the position that the individual plays, the muscle groups that they use the most or the dominant energy system of the athlete. For example, a 100 m sprinter is likely to train very differently to a 10 km racer despite them both being track athletes. The sprinter will focus on speed and power while the distance runner will train for cardiovascular fitness and the ability to work at high intensity aerobically.

Progressive overload - training frequency, intensity, time or type (FITT - see below) must be increased over the training period to ensure that the body is pushed beyond its normal rhythm. Increases must be gradual so that the athlete avoids a plateau in performance or, worse, injury.

FITT - (Frequency, Intensity, Time, Type) - Frequency is increased by training a greater number of times each week. Intensity is increased by lifting a greater resistance, such as with weight training, or by training at a higher percentage of maximum heart rate (maxHR). This can be done either as continuous or interval training. Time can be manipulated by training for longer, reducing recovery times or by completing a greater number of sets or repetitions (also known as reps). Type of training is manipulated by offering a variety of training types and experiences to the athlete by combining training methods.

Individual needs - all athletes are different. Training must be related to the athlete's age and gender , their injury status and fitness level. Any training that fails to be relevant to the individual will fail to motivate the athlete and will prove to be unsuccessful in the long term.

Rest and recovery - physical adaptations occur during the recovery and non-active period of the training cycle. Therefore athletes and trainers must achieve the right amount of rest between sessions, good sleep patterns and the right nutrition, including the use of protein , to help repair the damage caused by intense training.

Reversibility - systems reverse or de-adapt if training stops or is significantly reduced or injury prevents training from taking place. It is essential to avoid breaks in training and to maintain the motivation of the athlete.

Overtraining - if an athlete does not have sufficient rest periods then they are at risk of overtraining. This is when the body does not have time to adapt to the training and as a result the fitness of the athlete declines and they are more at risk of becoming ill or injured.

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Definitions and descriptions of the principles of training - Principles of training - Edexcel - GCSE Physical Education Revision - Edexcel - BBC Bitesize

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The principles of training should be thought of as the 'golden rules' of making fitness training work for the individual participant. Following these golden rules will help to guarantee success and will carry athletes towards their training and performance goals.

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Level 2 Principles of Exercise, Fitness and Health

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Level 2 Principles of Exercise, Fitness and Health

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Additional Workbook to complete ( only if you have time) Stretch & Challenge Activity

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Physical fitness gets plenty of attention, and for good reason. A healthy body can prevent conditions such as heart disease and diabetes, and help you maintain independence as you age.

Mental fitness is just as important as physical fitness, and shouldn't be neglected. Including mental dexterity exercises into your daily routine can help you reap the benefits of a sharper mind and a healthier body for years to come.

Mental fitness means keeping your brain and emotional health in tip-top shape. It doesn't mean training for "brain Olympics" or acing an IQ test. It refers to a series of exercises that help you:

It's no surprise that the more you help your body, the more you help your mind. Physical activity increases the flow of oxygen to your brain. It also increases the amount of endorphins, the "feel-good" chemicals, in your brain. For this reason, it's not surprising that people who are in good physical shape also tend to enjoy a higher level of mental agility.

Engaging in a vigorous physical workout can help you battle depression and gain a more positive outlook on life. It's also a great way to beat stress, which can harm you mentally and physically.

Mental exercise is just as beneficial. According to a study in the Proceedings of the National Academy of Sciences, certain memory training exercises can increase "fluid intelligence," the ability to reason and solve new problems.

While exercise is good for the brain and the body, so is meditation. Meditation, in conjunction with other methods, is an alternative way to treat depression. Calming the mind allows you to problem solve in a more relaxed way.

When you go to bed after a long day, your body begins to relax. But the mind doesn't always follow.

Visualization can help. You can often achieve a sense of peacefulness through imagery, the process of picturing a tranquil scene or location. This practice can reduce tension in both your body and your mind by challenging neurons in the less-dominant area of your brain.

The less-dominant side of your brain is the area that controls feelings of self-confidence and optimism. When you think about something other than your daily worries, you increase activity in the neural structures of that area of your brain.

Ultimately, visualization can boost your emotional well-being and calm you down mentally.

Keeping your mind mentally fit isn't as difficult as getting ready for a marathon, but it's a good analogy. You can add mental exercises to the many activities you already perform, such as:

You might try the following approaches to increase your mental fitness.

Stop multitasking

You may think that multitasking enables you to get more things done at once, but it actually creates more problems than it solves. Focusing on one task at a time will improve your concentration and help you to be more productive.

Be positive with yourself

Positive affirmation is one avenue to increased mental proficiency.

Affirmation, or talking to yourself in a positive way, involves strengthening neural pathways to bring your self-confidence, well-being, and satisfaction to a higher level.

To start, make a list of your good qualities. Remind yourself that you don't have to be perfect. Set goals for what you want to improve and start small to avoid becoming overwhelmed.

Try something different

New experiences can also set you on the path to mental fitness. You can fit new approaches into your daily life in a variety of ways:

Try new foods.

Try new ways to accomplish routine tasks.

Travel to new places.

Take a new way to work or the grocery store.

According to the Alzheimer's Association, research shows that keeping your brain active increases its vitality. Doing new things in new ways appears to help retain brain cells and connections. It may even produce new brain cells. In essence, breaking out of your routine can help keep your brain stay healthy.

Play games

Games that test reasoning and other portions of your brain are fun ways to keep your mind sharp. Consider these games:

Games are a great way to build up your brain muscle. Even fast-paced action video games may boost your ability to learn new tasks, according to a study in the journal Current Biology. The study found tentative evidence that video games may increase your attention span, reaction time, and task-switching ability. In addition to video games, try any game that employs the use of:

Read more

Reading is great for your brain. Even as you're reading this sentence, your brain is processing each word, recalling the meaning instantly.

Beyond the mechanics, reading helps you visualize the subject matter on the pages before you, and imagine what voices sound like in the written dialogue. This can also be a great relaxation technique.

Reading is a great activity because it can stoke the imagination and ignite so many different parts of the brain. There are endless genres and types of reading material. It's unlikely that you'll run out of interesting things to read.

Take the time

Mental fitness doesn't have to take up a lot of your time. Spending a few minutes on it every day can help you feel better and think more clearly. Remember that relaxation and visualization are just as important in a mental workout as the more energetic activities, such as memory exercises or game-playing. Try adding one or two activities at a time to your mental workout, such as:

Mental fitness is important to maintaining your brain and your body healthy, especially as you age. There are many types of mental dexterity exercises, and you don't need to go to the gym to do them. They include active ones, such as learning a new song or playing a game, as well as restful ones, such as relaxation and visualization exercises. Schedule a mental fitness break into your calendar right next to your workout schedule. Your mind and your health are worth it.

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Physical fitness gets plenty of attention, and for good reason. A healthy body can prevent conditions such as heart disease and diabetes, and help you maintain independence as you age. Mental fitness is just as important as physical fitness, and shouldn't be neglected.

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The 11 components of fitness - Keeping fit and healthy through sports - Edexcel - GCSE Physical Education Revision - Edexcel - BBC Bitesize

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Learn about and revise health, fitness and exercise in sporting and life performance with this BBC Bitesize GCSE PE (Edexcel) study guide.

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Unit 4 : Assessment Plan

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Gene Buckley, Napoleon Hill, Henry Ford, Robert Gately

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Customer Service for Schools - ppt download

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"Don't try to tell the customer and serve the customer." what he wants. If you want to be smart, be smart in the shower. Then get out, go to work, and serve the customer." These quote slides can be displayed as guests are being seated.

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Personal development planning: What you need to know | reed.co.uk

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To help you understand the purpose and benefits of creating your own Personal Development Plan, here are our top tips on what you need to know:

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In a profession that focuses on learning and knowledge, it is all too important for teachers to set aside time for Continuing Professional Development. Whether you are a teacher at a local primary school, a lecturer in a university, the head teacher of a large secondary school or a learning support assistant, regularly updating your knowledge and skills can help you remain competent, effective and innovative within your role. Continuing Professional Development (CPD) refers to any activity, formal or informal, that helps you develop your skills and knowledge, and enhances your professional practice.

Why is CPD for Teachers Important?

For many school leaders, the importance of effective CPD for teaching staff is obvious. As the DfE's Standard for Teachers' Professional Development states 'effective professional development for teachers is a core part of securing effective teaching.'

Continued Professional Development comes in a variety of forms, ranging from traditional school training days to e-learning. With UK Schools annually spending £900M on education technology, CPD also allows both primary and secondary teachers to keep up to date with the latest developments which can be utilised to enhance everyday teaching. CPD offers one of the most effective ways to improve student performance, increase staff retention and develop a culture of excellence across a whole school. The overriding purpose is to help teachers continually improve the quality of their teaching. CPD should address development needs, maximise strengths and enable all teachers to meet the challenge of teaching in the 21st century.

Teaching methods are continually developing, and CPD gives teachers the opportunity to learn new techniques and strategies which enable them to keep up with colleagues who have just finished training. For example, many believe that Initial Teacher Training does not prepare teachers to help those who have special education needs and disabilities.

CPD can allow both primary and secondary teachers to build on their interaction skills and learn strategies for helping these pupils through increased motivation, confidence and commitment to teaching. Learning new skills and applying them in the classroom can also lead to a more stimulating and effective teaching environment.

Teacher CPD Examples

The range of experiences that contribute to teacher development is very wide and should be recognised as anything that has been undertaken to progress, assist or enhance a teacher's professionalism.

CPD is intended to support teachers and to equip them with the skills and knowledge required to keep pace with the rapidly changing educational and professional environment. The Association of Teachers and Lecturers (ATL) section of the UK National Education Union states that CPD for primary and secondary teachers can incorporate:

Training courses and workshops

Studying for a qualification or accreditation

Online courses/webinars/podcasts

Observation and shadowing

Mentoring

Peer group exchanges

Attending exhibitions and conferences

International exchanges

Self-reflection, personal reading or research

What Makes Effective CPD for Teachers?

For CPD to be effective it has to be:

Evidence-based - using the latest and most important research to date

Practical - What do the findings mean to you and your classroom?

Affordable - Being cost effective is vital, especially at a time when budgets are being slashed

Enjoyable - often teachers' complain that the training isn't relevant or personalised enough, and that CPD is a time consuming box ticking exercise

Often it is difficult to find a relevant course that fits in with your other obligations. Sometimes, as you walk out of a course or seminar it's hard to assess what you have actually learned. It is a necessity to have absorbed the necessary skills and to be able to apply them correctly in work.

Is CPD Mandatory for Primary and Secondary Teachers?

Teachers in the UK will generally be required to complete 30 hours of professional development per year. Not everyone will be able to access good quality training in school. When planning CPD activities, teachers and their managers should consider the particular needs of the individual, while taking account of school, local and national priorities. The CPD Plan should be compiled on the basis of individual need, taking account of school, local and national priorities.

Features of effective CPD

Whichever form your CPD takes, evidence shows that the most effective CPD is that which is:

Personalised - i.e. built on your identified needs and requirements rather than a 'one size fits all' approach.

Relevant - relates to your teaching theory and/ or subject specialism and the needs of your learners.

Sustained - New skills and ideas need time to take hold; experimentation and refinement is the best way to embed new ideas into your classroom practice.

Supported - by coaching or mentoring from experienced colleagues, either from within or from outside your school.

Collaborative - while teaching could be seen as a solitary profession, collaboration with your fellow teachers and colleagues has been identified as one of the most relevant features required for teacher learning.

The key to effective CPD is to record and review each activity, logging your reflections and thoughts and how you would use the activity to make a positive impact on your learners and colleagues. CPD is an autonomous journey, made with the support of your employer and any professional body you are a member of in order to enhance your teaching.

All primary and secondary teachers should maintain a CPD Profile for the current year and, where appropriate, two previous years. The profile will comprise a CPD Plan, indicating the development objectives and the development activities agreed during the annual professional review and a CPD record, briefly detailing the professional development activities undertaken. The CPD process involves logging your development and training activities, along with your reflections and opinions on each activity. These can include taking training courses, peer mentoring and keeping abreast of developments in your subject area. Your employer may require you to complete a CPD report and you may also need to show evidence of your CPD record in order to become a member of a professional body or organisation.

This article provides a simple outline of the Continuing Professional Development requirements for teaching professionals in the UK, as well as the key benefits and features of completing high quality CPD. We hope this article was helpful. For more information please visit the CPD Industry Hubs for more CPD courses and events relevant to your Continuing Professional Development requirements.

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CPD for Primary and Secondary School Teachers

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In a profession that focuses on learning and knowledge, it is all too important for teachers to set aside time for Continuing Professional Development. Whether you are a teacher at a local primary school, a lecturer in a university, the head teacher of a large secondary school or a learning support assistant, regularly updating your knowledge and skills can help you remain competent, effective and innovative within your role.

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Please complete this test to investigate what type of team player you are!  

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Please complete this test to investigate what type of team player you are!  

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5 Golden Rules for building a Great Team

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Introduction to Level 2 Activity Leadership 

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ILP Activity Leadership Level 2 framework

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Active IQ Level 2 Certificate in Leading Health-Related Activity Sessions

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Whether it's in a class or at home to your favourite tunes, dancing is great fun and gets your heart beating that little bit faster.

As well as being a really fun form of exercise, dance is a way for kids to express their creativity, imagination and emotions. Dancing can also increase your child's flexibility, range of motion, physical strength, and stamina.

The brilliant thing about dancing is it's free, you don't need any special kit and you don't even have to leave the house. So go on, put on some music and give it a try!

You can also visit our partners One Dance UK and People Dancing for plenty more information to help get you started.

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Kids' sports and activities - Healthier Families

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Whether it's in a class or at home to your favourite tunes, dancing is great fun and gets your heart beating that little bit faster. As well as being a really fun form of exercise, dance is a way for kids to express their creativity, imagination and emotions.

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Q 8.14 : Conflict in Children

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Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The national curriculum for physical education aims to ensure that all pupils:

develop competence to excel in a broad range of physical activities

are physically active for sustained periods of time

engage in competitive sports and activities

lead healthy, active lives

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Subject content

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

participate in team games, developing simple tactics for attacking and defending

perform dances using simple movement patterns

Key stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns

take part in outdoor and adventurous activity challenges both individually and within a team

compare their performances with previous ones and demonstrate improvement to achieve their personal best

Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.

In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25 metres

use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]

perform safe self-rescue in different water-based situations

Key stage 3

Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others' work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Pupils should be taught to:

use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]

perform dances using advanced dance techniques in a range of dance styles and forms

take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group

analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best

take part in competitive sports and activities outside school through community links or sports clubs

Key stage 4

Pupils should tackle complex and demanding physical activities. They should get involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle.

Pupils should be taught to:

use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]

develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics] or other physical activities [for example, dance]

take part in further outdoor and adventurous activities in a range of environments which present intellectual and physical challenges and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group

evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best

continue to take part regularly in competitive sports and activities outside school through community links or sports clubs

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National curriculum in England: physical education programmes of study

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A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

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Effective Communication Skills for Youth

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Free resources for planning a PE session

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Thousands of FREE teaching resources to download

Pick your own FREE resource every week with our newsletter

Suggest a Resource! You want it? We'll make it

24/7 customer support (with real people!)

Create your FREE Twinkl account

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Thousands of FREE teaching resources to download Pick your own FREE resource every week with our newsletter Suggest a Resource! You want it? We'll make it 24/7 customer support (with real people!) Create your FREE Twinkl account

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You're a whistleblower if you're a worker and you report certain types of wrongdoing. This will usually be something you've seen at work - though not always.

The wrongdoing you disclose must be in the public interest. This means it must affect others, for example the general public.

As a whistleblower you're protected by law - you should not be treated unfairly or lose your job because you 'blow the whistle'.

You can raise your concern at any time about an incident that happened in the past, is happening now, or you believe will happen in the near future.

Who is protected by law

You're protected if you're a worker, for example you're:

an employee, such as a police officer, NHS employee, office worker, factory worker

a trainee, such as a student nurse

an agency worker

a member of a Limited Liability Partnership (LLP)

Get independent advice if you're not sure you're protected, for example from Citizens' Advice.

A confidentiality clause or 'gagging clause' in a settlement agreement is not valid if you're a whistleblower.

Complaints that count as whistleblowing

You're protected by law if you report any of the following:

a criminal offence, for example fraud

someone's health and safety is in danger

risk or actual damage to the environment

a miscarriage of justice

the company is breaking the law, for example does not have the right insurance

you believe someone is covering up wrongdoing

Complaints that do not count as whistleblowing

Personal grievances (for example bullying, harassment, discrimination) are not covered by whistleblowing law, unless your particular case is in the public interest.

Report these under your employer's grievance policy.

Contact the Advisory, Conciliation and Arbitration Service (Acas) for help and advice on resolving a workplace dispute.

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Whistleblowing - what it is, who to tell, what to expect and how to complain if you're treated unfairly

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Discrimination means treating a person unfairly because of who they are or because they possess certain characteristics. If you have been treated differently from other people only because of who you are or because you possess certain characteristics, you may have been discriminated against.

The Equality Act 2010 highlights 9 protected characteristics:

1. Age

2. Gender

3. Race

4. Disability

5. Religion

6. Pregnancy and maternity

7. Sexual orientation

8. Gender reassignment

9. Marriage and civil partnership

Discrimination that occurs because of one or more of the above characteristics is unlawful under the Equality Act. Considering every person has at least some of these characteristics such as age, race or gender, the Act protects every person from being discriminated against.

If you are treated unfavourably because someone thinks you belong to a particular group of people with protected characteristics, this is also unlawful discrimination.

Types of Discrimination

Discrimination can occur in the following forms:

Direct Discrimination

Under similar circumstances, when a person with a protected characteristic is treated less favourably than others, it is direct discrimination. For example - you have the qualifications and experience necessary for the job but your application is turned down because you are 'too young' or 'too old'.

Indirect Discrimination

If there is a rule or policy in the workplace that puts you at a disadvantage as compared to others, it may be considered indirect discrimination. For example - an organisation includes a clause that forces all employees to work on Sunday. This puts Christians at a particular disadvantage as it is common knowledge that Sunday is a day of worship for Christians.

You have a right to challenge the clause if it affects you directly.

Discrimination by Association

If you are treated unfairly because someone you know or are associated with has a protected characteristic, this may be construed as discrimination by association. For example - you are refused service in a restaurant because you are with someone who belongs to a particular race.

Discrimination by Perception

Receiving unfair treatment because someone thinks you belong to a group with protected characteristics, you may be experiencing discrimination by perception. For example - you are heterosexual but an estate agency refuses to lease out a flat to you because they assume you are gay due to their misconceptions about how gay people look, dress or behave.

Harassment

Harassment comprises of unwanted behaviour that makes another person feel offended, humiliated or intimidated. Unwanted behaviour could include physical gestures, abuse, jokes, spoken or written words or offensive emails and expressions. For example - male gym members passing sexual comments or telling unwelcome jokes within earshot of a female gym member could constitute harassment.

Victimisation

When a person is treated badly or subjected to detriment because they complained about discrimination or supported another victim of discrimination, this may be considered victimisation. For example - you are denied training or advancement avenues at work because you filed a sexual harassment complaint against your boss.

Understanding When And Where You Are Protected From Discrimination

The Equality Act 2010 specifies several situations where you are protected from discrimination. Some of these situations and settings include but are not limited to the following:

As an employee in any kind of workplace including offices, factories or construction sites amongst others

As a student or staff in schools, colleges and other educational institutions

When looking for a place or property to rent or buy a property from estate agents or housing associations

As a client of a business or organisation that provides services or goods such as banks, shops and utility companies

When using transport services such as buses, taxis or trains

As a patient or resident at any healthcare setting including hospitals, private clinics and nursing homes

When interacting with public bodies such as local authorities and government departments

Special Clauses In The Equality Act 2010 Regarding Disability Discrimination

Under the Act, it is against the law to discriminate against disabled individuals or put them at an unfair disadvantage in educational settings, at work, when renting or buying property or when providing goods, services and other facilities. The only time when disability discrimination is considered legal is if it is possible to justify the action on health and safety grounds or because of unavoidable business reasons.

In the workplace, employers must make reasonable adjustments to the workplace so that disabled workers have access to the all the facilities and benefits as workers who do not have any disability.

Special Clauses In The Equality Act 2010 Regarding Discrimination In The Workplace

The Equality law protects you from being discriminated against at work during every phase of employment, including:

Recruitment

Training

Employment terms and conditions

Salary and benefits
Promotion, transfer and other advancement opportunities

Redundancy

Dismissal

Understanding When It May Not Be Considered Discrimination

In some instances, it may not be considered unlawful discrimination if someone treats you unfairly on the basis of any of the protected characteristics, provided that they have good enough reason for this unfair treatment and are able to justify the discrimination.

These few examples demonstrate when discrimination may not be considered unlawful:

A construction company requires all applicants for a high-rise construction job to take a series of physical tests. While this might put older applicants at a disadvantage and could be considered as indirect age discrimination, the company is justified as an older worker may not be able to meet the physical rigors of the job.

A shelter for women posts an advertisement for female counsellors only. In this case the employers could escape any potential sex discrimination complaint by arguing that all of their clients are women who have suffered domestic violence by their male partners and they would be reluctant to speak to other men about their experience.

A Roman Catholic school is justified in restricting applications for a job as a scripture teacher to only baptised Catholics.

If an employer turns down an application because a prospective worker insists they be given time off at certain times for religious observance, it could be construed as religious discrimination. However, if the time off coincides with the employer's business time and all workers are required to be on the job to ensure customer's orders are met, then the employer may be justified in taking this action by citing the 'occupational requirements' clause.

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Discrimination means treating a person unfairly because of who they are or because they possess certain characteristics. If you have been treated differently from other people only because of who you are or because you possess certain characteristics, you may have been discriminated against.

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Our duties under the Equality Act 2010

When we're making decisions, the Equality Act 2010 gives us a duty to take into account the need to:

eliminate discrimination, harassment and victimisation

advance equality of opportunity

foster good relations between different parts of the community

This covers, age, disability, gender reassignment, marital or civil partnership status, pregnancy and motherhood, race (including ethnic or national origin, colour and nationality), religion or belief (including lack of belief), sex and sexual orientation.

DHSC equality publications

We also have a duty to publish:

equality objectives (at least every 4 years)

reports showing how we're meeting our equality responsibilities (at least once a year)

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When we're making decisions, the Equality Act 2010 gives us a duty to take into account the need to: eliminate discrimination, harassment and victimisation advance equality of opportunity foster good relations between different parts of the community This covers, age, disability, gender reassignment, marital or civil partnership status, pregnancy and motherhood, race (including ethnic or national origin, colour and nationality), religion or belief (including lack of belief), sex and sexual orientation.

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Unit 5 : Assessment Plan

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Reflective Account for all demonstrates within your practice 

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Reflective Account for all demonstrates within your practice 

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HSE: Information about health and safety at work

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Advice, guidance, news, templates, tools, legislation, publications from Great Britain's independent regulator for work-related health, safety and illness; HSE

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Difference between a Hazard and a Risk ? 

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Difference between a Hazard and a Risk ? 

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What is the GDPR? Europe's new data privacy and security law includes hundreds of pages' worth of new requirements for organizations around the world. This GDPR overview will help you understand the law and determine what parts of it apply to you.
The General Data Protection Regulation (GDPR) is the toughest privacy and security law in the world. Though it was drafted and passed by the European Union (EU), it imposes obligations onto organizations anywhere, so long as they target or collect data related to people in the EU. The regulation was put into effect on May 25, 2018. The GDPR will levy harsh fines against those who violate its privacy and security standards, with penalties reaching into the tens of millions of euros.

With the GDPR, Europe is signaling its firm stance on data privacy and security at a time when more people are entrusting their personal data with cloud services and breaches are a daily occurrence. The regulation itself is large, far-reaching, and fairly light on specifics, making GDPR compliance a daunting prospect, particularly for small and medium-sized enterprises (SMEs).

We created this website to serve as a resource for SME owners and managers to address specific challenges they may face. While it is not a substitute for legal advice, it may help you to understand where to focus your GDPR compliance efforts. We also offer tips on privacy tools and how to mitigate risks. As the GDPR continues to be interpreted, we'll keep you up to date on evolving best practices.

If you've found this page - "what is the GDPR?" - chances are you're looking for a crash course. Maybe you haven't even found the document itself yet (tip: here's the full regulation). Maybe you don't have time to read the whole thing. This page is for you. In this article, we try to demystify the GDPR and, we hope, make it less overwhelming for SMEs concerned about GDPR compliance.

History of the GDPR

The right to privacy is part of the 1950 European Convention on Human Rights, which states, "Everyone has the right to respect for his private and family life, his home and his correspondence." From this basis, the European Union has sought to ensure the protection of this right through legislation.

As technology progressed and the Internet was invented, the EU recognized the need for modern protections. So in 1995 it passed the European Data Protection Directive, establishing minimum data privacy and security standards, upon which each member state based its own implementing law. But already the Internet was morphing into the data Hoover it is today. In 1994, the first banner ad appeared online. In 2000, a majority of financial institutions offered online banking. In 2006, Facebook opened to the public. In 2011, a Google user sued the company for scanning her emails. Two months after that, Europe's data protection authority declared the EU needed "a comprehensive approach on personal data protection" and work began to update the 1995 directive.

The GDPR entered into force in 2016 after passing European Parliament, and as of May 25, 2018, all organizations were required to be compliant.

Scope, penalties, and key definitions

First, if you process the personal data of EU citizens or residents, or you offer goods or services to such people, then the GDPR applies to you even if you're not in the EU. We talk more about this in another article.

Second, the fines for violating the GDPR are very high. There are two tiers of penalties, which max out at €20 million or 4% of global revenue (whichever is higher), plus data subjects have the right to seek compensation for damages. We also talk more about GDPR fines.

The GDPR defines an array of legal terms at length. Below are some of the most important ones that we refer to in this article:

Personal data - Personal data is any information that relates to an individual who can be directly or indirectly identified. Names and email addresses are obviously personal data. Location information, ethnicity, gender, biometric data, religious beliefs, web cookies, and political opinions can also be personal data. Pseudonymous data can also fall under the definition if it's relatively easy to ID someone from it.

Data processing - Any action performed on data, whether automated or manual. The examples cited in the text include collecting, recording, organizing, structuring, storing, using, erasing... so basically anything.

Data subject - The person whose data is processed. These are your customers or site visitors.

Data controller - The person who decides why and how personal data will be processed. If you're an owner or employee in your organization who handles data, this is you.

Data processor - A third party that processes personal data on behalf of a data controller. The GDPR has special rules for these individuals and organizations. They could include cloud servers like Tresorit or email service providers like Proton Mail.

What the GDPR says about...

For the rest of this article, we will briefly explain all the key regulatory points of the GDPR.

Data protection principles

If you process data, you have to do so according to seven protection and accountability principles outlined in Article 5.1-2:

1. Lawfulness, fairness and transparency - Processing must be lawful, fair, and transparent to the data subject.

2. Purpose limitation - You must process data for the legitimate purposes specified explicitly to the data subject when you collected it.

3. Data minimization - You should collect and process only as much data as absolutely necessary for the purposes specified.

4. Accuracy - You must keep personal data accurate and up to date.

5. Storage limitation - You may only store personally identifying data for as long as necessary for the specified purpose.

6. Integrity and confidentiality - Processing must be done in such a way as to ensure appropriate security, integrity, and confidentiality (e.g. by using encryption).

7. Accountability - The data controller is responsible for being able to demonstrate GDPR compliance with all of these principles.

Accountability

The GDPR says data controllers have to be able to demonstrate they are GDPR compliant. And this isn't something you can do after the fact: If you think you are compliant with the GDPR but can't show how, then you're not GDPR compliant. Among the ways you can do this:

Designate data protection responsibilities to your team.

Maintain detailed documentation of the data you're collecting, how it's used, where it's stored, which employee is responsible for it, etc.

Train your staff and implement technical and organizational security measures.

Have Data Processing Agreement contracts in place with third parties you contract to process data for you.

Appoint a Data Protection Officer (though not all organizations need one - more on that in this article).

Data security

You're required to handle data securely by implementing " appropriate technical and organizational measures."

Technical measures mean anything from requiring your employees to use two-factor authentication on accounts where personal data are stored to contracting with cloud providers that use end-to-end encryption.

Organizational measures are things like staff trainings, adding a data privacy policy to your employee handbook, or limiting access to personal data to only those employees in your organization who need it.

If you have a data breach, you have 72 hours to tell the data subjects or face penalties. (This notification requirement may be waived if you use technological safeguards, such as encryption, to render data useless to an attacker.)

Data protection by design and by default

From now on, everything you do in your organization must, "by design and by default," consider data protection. Practically speaking, this means you must consider the data protection principles in the design of any new product or activity. The GDPR covers this principle in Article 25.

Suppose, for example, you're launching a new app for your company. You have to think about what personal data the app could possibly collect from users, then consider ways to minimize the amount of data and how you will secure it with the latest technology.

When you're allowed to process data

Article 6 lists the instances in which it's legal to process person data. Don't even think about touching somebody's personal data - don't collect it, don't store it, don't sell it to advertisers - unless you can justify it with one of the following:

1. The data subject gave you specific, unambiguous consent to process the data. (e.g. They've opted in to your marketing email list.)

2. Processing is necessary to execute or to prepare to enter into a contract to which the data subject is a party. (e.g. You need to do a background check before leasing property to a prospective tenant.)

3. You need to process it to comply with a legal obligation of yours. (e.g. You receive an order from the court in your jurisdiction.)

4. You need to process the data to save somebody's life. (e.g. Well, you'll probably know when this one applies.)

5. Processing is necessary to perform a task in the public interest or to carry out some official function. (e.g. You're a private garbage collection company.)

6. You have a legitimate interest to process someone's personal data. This is the most flexible lawful basis, though the "fundamental rights and freedoms of the data subject" always override your interests, especially if it's a child's data. (It's difficult to give an example here because there are a variety of factors you'll need to consider for your case. The UK Information Commissioner's Office provides helpful guidance here.)

Once you've determined the lawful basis for your data processing, you need to document this basis and notify the data subject (transparency!). And if you decide later to change your justification, you need to have a good reason, document this reason, and notify the data subject.

Consent

There are strict new rules about what constitutes consent from a data subject to process their information.

Consent must be "freely given, specific, informed and unambiguous."

Requests for consent must be "clearly distinguishable from the other matters" and presented in "clear and plain language."

Data subjects can withdraw previously given consent whenever they want, and you have to honor their decision. You can't simply change the legal basis of the processing to one of the other justifications.

Children under 13 can only give consent with permission from their parent.

You need to keep documentary evidence of consent.

Data Protection Officers

Contrary to popular belief, not every data controller or processor needs to appoint a Data Protection Officer (DPO). There are three conditions under which you are required to appoint a DPO:

1. You are a public authority other than a court acting in a judicial capacity.

2. Your core activities require you to monitor people systematically and regularly on a large scale. (e.g. You're Google.)

3. Your core activities are large-scale processing of special categories of data listed under Article 9 of the GDPR or data relating to criminal convictions and offenses mentioned in Article 10. (e.g. You're a medical office.)

You could also choose to designate a DPO even if you aren't required to. There are benefits to having someone in this role. Their basic tasks involve understanding the GDPR and how it applies to the organization, advising people in the organization about their responsibilities, conducting data protection trainings, conducting audits and monitoring GDPR compliance, and serving as a liaison with regulators.

We go in depth about the DPO role in another article.

People's privacy rights

You are a data controller and/or a data processor. But as a person who uses the Internet, you're also a data subject. The GDPR recognizes a litany of new privacy rights for data subjects, which aim to give individuals more control over the data they loan to organizations. As an organization, it's important to understand these rights to ensure you are GDPR compliant.

Below is a rundown of data subjects' privacy rights:

1. The right to be informed

2. The right of access

3. The right to rectification

4. The right to erasure

5. The right to restrict processing

6. The right to data portability

7. The right to object

8. Rights in relation to automated decision making and profiling.

Conclusion

We've just covered all the major points of the GDPR in a little over 2,000 words. The regulation itself (not including the accompanying directives) is 88 pages. If you're affected by the GDPR, we strongly recommend that someone in your organization reads it and that you consult an attorney to ensure you are GDPR compliant.

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What is GDPR, the EU's new data protection law? - GDPR.eu

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What is the GDPR? Europe's new data privacy and security law includes hundreds of pages' worth of new requirements for organizations around the world. This GDPR overview will help...

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Risk assessment is one of the major components of a risk analysis. Risk analysis is a process with multiple steps that intends to identify and analyze all of the potential risks and issues that are detrimental to the business. This is an ongoing process that gets updated when necessary. These concepts are interconnected and can be used individually.

Risk communication is the process of exchanging information and opinion on risk to concerned parties. Risk management is the proactive control and evaluation of threats and risks to prevent accidents, uncertainties and errors. Together with risk assessment, these are all vital elements that help make informed decisions such as mitigating risks.

Why Is Risk Assessment Important?

Identifying hazards by using the risk assessment process is a key element when ensuring the health and safety of your employees and customers. OSHA requires businesses to conduct risk assessments. According to regulations set by OSHA, assessing hazards or potential risk will determine the personal protective gears and equipment a worker may need for their job. There are guidelines available for different industries since present types of possible risks may vary, an example of this is agribusinesses. Unique risks for this industry include manure storage, tractor operation, animal handling, behavior, and health.

The Environmental Protection Agency (EPA) of the US specializes in assessing hazards related to humans and its environmental receptors such as animals, chemicals, and other ecological factors. While in the UK, conducting risk assessments are a legal requirement as stated in the Health and Safety at Work Act. The specific regulation under this law can be retrieved from the Management of Health and Safety at Work Regulations Section.

The gravity of hazard identifications is clear with all these organizations and governments requiring risk assessments at work. Prevent and reduce risks to save lives and to ensure that the workplace stays as a safe space.

When Do You Perform a Risk Assessment?

Beyond complying with legislative requirements, the purpose of risk assessments are to eliminate operational risks and improve the overall safety of the workplace. It is employers responsibility to perform risk assessments when:

new processes or steps are introduced in the workflow;

changes are made to the existing processes,

equipment, and tools; or new hazards arise.

Risk assessments are also performed by auditors when planning an audit procedure for a company.

Difference Between Risk Assessment and Job Safety Analysis (JSA)

Risk assessments are often confused with a Job Safety Analysis (JSA) or Job Hazard Analysis (JHA). The key difference between a risk assessment and a JSA is scope. Risk assessments assess safety hazards across the entire workplace and are oftentimes accompanied with a risk matrix to prioritize hazards and controls. Whereas a JSA focuses on job-specific risks and are typically performed for a single task, assessing each step of the job.

3 Types

While the exact details of risk assessments may vary greatly across different industries, HSE distinguishes three general risk assessment types:

Large Scale Assessments

This refers to risk assessments performed for large scale complex hazard sites such as the nuclear, and oil and gas industry. This type of assessment requires the use of an advanced risk assessment technique called a Quantitative Risk Assessment (QRA).

Required specific assessments

This refers to assessments that are required under specific legislation or regulations, such as the handling of hazardous substances (according to COSHH regulations, 1998) and manual handling (according to Manual Handling Operations Regulations, 1992).

General assessments

This type of assessment manages general workplace risks and is required under the management of legal health and safety administrations such as OSHA and HSE.

Examples

Risk assessments are essential to identify hazards and risks that may potentially cause harm to workers. There are a variety of risk assessments used across different industries tailoring specific needs and control measures. Here are common risk assessment examples:

Health and Safety Risk Assessment - a type of risk assessment used by safety managers to determine health and safety risks associated with the job, work environment, and current processes. Hazards can be identified as biological, chemical, energy, environmental, and the like.

Workplace Risk Assessment - performed by office managers and school administrators, this tool helps ensure that a workplace is free from health and safety threats. This assessment also helps boost employee morale and productivity.

Fall Risk Assessment - performed by nursing staff of aged care units or centers to evaluate the possibility of falling. This checklist will ensure that the facilities, equipment, and other factors are safe for elderly patients.

Construction Risk Assessment - a vital assessment used in the construction site to help safety teams implement corrective measures and stakeholders comply with safety regulations.

Risk assessments can be seen as a regulatory paperwork burden, but understanding the reason and purpose of a risk assessment will help your team identify, prioritize and control hazards in your workplace.

Planning

Risk assessments should be carried out by competent persons who are experienced in assessing hazard injury severity, likelihood, and control measures. To start off, good planning will be essential in order to implement a risk assessment effectively. Consider the following 4 elements as stated by the Occupational Safety and Health Administration (OSHA):

1. What is your scope?
Determining the scope when planning your risk assessment can help you figure out what resources you would need. Be specific about what you're assessing. Are you assessing a product? An organizational process? Or a workplace area?

2. What resources do you need?
Determine the kind of training, tools, and equipment your team needs to effectively carry out the risk assessment. You should also determine the risk analysis measures you are going to use and know why they are the best choice for your purpose.

3. Who is involved?
Note the personnel involved in your risk assessment planning and implementation. They could be managers, supervisors, workers, or suppliers. This helps you identify additional resources that can help you improve the effectiveness of your risk assessment.

4. What laws, regulations, and internal policies do you need to comply with?
Non-compliance could lead to hefty fines and other offenses that can spell trouble for your operation. Determine the laws, regulations, codes, standards, and internal policies you need to consider when conducting your risk assessment.

By determining all of these, you can create a solid foundation for an effective risk assessment. Once you've planned out your risk assessment, you can proceed with performing the risk assessment. A risk assessment is performed in 5 steps or stages.

5 Steps

1. Identify hazards

Survey the workplace and look at what could reasonably be expected to cause harm. Identify . Check manufacturers or suppliers instructions or data sheets for any obvious hazards. Review previous accident and near-miss reports. Efficiently identify hazards by using a common workplace hazards hazard identification checklist . This ensures everything is covered during risk assessment and hazard identification which prevents risks from escalating. Hazards and risks are sometimes used interchangeably; however, they actually refer to two different elements of a potential incident. A hazard is something that has the potential of causing harm to people, property, or the environment, while risk is the likelihood of a hazard to actually cause harm or damage under defined circumstances.

2. Evaluate the risks

To evaluate a hazard's risk, you have to consider how, where, how much and how long individuals are typically exposed to a potential hazard. Assign a risk rating to your hazards with the help of a risk matrix. Using a risk matrix can help measure the level of risk per hazard by considering factors such as the likelihood of occurrence, and severity of potential injuries. Meanwhile, performing an environmental analysis lets you gauge potential risks and their impacts on your business environment.

3. Decide on control measure to implement

After assigning a risk rating to an identified hazard, it's time to come up with effective controls to protect workers, properties, civilians, and/or the environment. Follow the hierarchy of controls in prioritizing implementation of controls.

4. Document your findings

It is important to keep a formal record of risk assessments. This can help your organization keep track of hazards, risk, and control measures. Documentation may include a detailed description of the process in assessing the risk, an outline of evaluations, and detailed explanations on how conclusions were made.
Use a risk assessment template to document your findings. Get started with iAuditor's free risk assessment templates that you can use on your mobile device while on-site. Share your report and findings with key parties who can implement changes.

5. Review your assessment and update if necessary

Follow up with your assessments and see if your recommended controls have been put in place. If the conditions in which your risk assessment was based on change significantly, use your best judgment to determine if a new risk assessment is necessary.

Tools and Techniques

There are options on the tools and techniques that can be seamlessly incorporated into a business' process. The four common risk assessment tools are: risk matrix, decision tree, failure modes and effects analysis (FMEA), and bowtie model. Other risk assessment techniques include what-if analysis, failure tree analysis, and hazard operability analysis.

How to use a Risk Matrix?

A risk matrix is often used during a risk assessment to measure the level of risk by considering the consequence/ severity and likelihood of injury to a worker after being exposed to a hazard. The two measures can then help determine the overall risk rating of the hazard. Two key questions to ask when using a risk matrix should be:

1. Consequences: How bad would the most severe injury be if exposed to the hazard?

2. Likelihood: How likely is the person to be injured if exposed to the hazard?

The most common types are the 3×3 risk matrix, 4×4 risk matrix, and 5×5 risk matrix.

How to Assess Consequences?

In assessing the consequences of a hazard, the first question should be asked "If a worker is exposed to this hazard, how bad would the most probable severe injury be?". For this consideration we are presuming that a hazard and injury is inevitable and we are only concerned with its severity.

It is common to group the injury severity and consequence into the following four categories:

Fatality - leads to death

Major or serious injury - serious damage to health which may be irreversible, requiring medical attention and ongoing treatment

Minor injury - reversible health damage which may require medical attention but limited ongoing treatment). This is less likely to involve significant time off work.

Negligible injuries - first aid only with little or no lost time.

To illustrate how this can be used in the workplace we will use the example of a metal shearing task. A hazard involved could include a piece of metal flying out of the equipment while in use. In this example the probable most severe injury would be "Major or Serious Injury" with the possibility of bruising, breakage, finger amputation.

How to Assess Likelihood?

In assessing the likelihood, the question should be asked "If the hazard occurs, how likely is it that the worker will be injured?". This should not be confused with how likely the hazard is to occur. It is common to group the likelihood of a hazard causing worker injury into the following four categories:

Very likely - exposed to hazard continuously.

Likely - exposed to hazard occasionally.

Unlikely - could happen but only rarely.

Highly unlikely - could happen, but probably never will.

In our metal shearing example the question should not be "How likely is the machine expected to fail?" but instead "When the machine fails and causes metal to fly out, how likely is the worker expected to be injured?". If in our example we observe a safe distance between the machine and worker and proper PPE being worn, we could rate it as "Unlikely" given our observations
We recommend OSHA's great learning resources in understanding how to assess consequence and likelihood in your risk assessments.
Risk Assessment Training: Achieving a Culture of Safety
"Safety has to be everyone's responsibility... everyone needs to know that they are empowered to speak up if there's an issue." - Captain Scott Kelly, at the SafetyCulture Virtual Summit.
Thinking about safety shouldn't stop at the completion of a risk assessment. Embody a safety culture, that way employees are empowered to be greatly aware and conscious of their safety as they do their best work. A hazard identification and risk assessment training can help your organization achieve that.

A good and effective risk assessment training should orient new and existing employees on various hazards and risks that they may potentially encounter. It should also be able to walk them through safety protocols. When everyone is on the same page, managing risks becomes easy.

Conducting or providing training shouldn't be a pain. With today's technology, many mobile applications allow you to transform training into engaging and bite sized lessons. Below are a few courses we picked out that can be beneficial for you in getting started:

How do you Perform a Risk Assessment with iAuditor?

Many factors and processes can come into play when conducting a risk assessment. The process usually takes a lot of time as it involves going through multiple hands for review and completion. Which in turn, opens the whole risk assessment procedure to issues like losing track of paperwork and records.

Using a risk assessment software like iAuditor makes it easy for you to have everything in one place. Organizations are able to track hazards, risks, control measures, and corrective actions within just a few taps.

See how iAuditor can help your risk assessment every step of the way:

1. Identify hazards
Using your mobile or tablet device, survey the workplace and list down risks and hazards you've identified. Provide better understanding of the risks and hazards, by attaching or capturing photo evidence within the app during inspection.

2. Evaluate the risks
Risk and hazards identified, can be assigned the appropriate risk rating and control measures then and there. Image references can be included within the risk assessment form for users to base on for a more accurate rating.

3. Assigning control measures
Be proactive by not only listing down the appropriate control measure for each risk, iAuditor enables users to assign corrective actions so action items are immediately resolved instead of piled up.

4. Recording your risk assessment
Comprehensive reports are automatically generated after completion of the risk assessment forms. They can be shared in word, pdf or by link across your team members and others.

5. Reviewing and updating your risk assessment
Risk assessment documents are instantly and securely saved in your account, ready for you to access and update whenever you need to.

iAuditor is a Powerful Inspection Software and App

iAuditor gives you the flexibility to power any inspection you require - onsite, underground, and across the globe. Inspect construction sites, restaurants inspections for food safety, conduct temperature checks, pre-flight checks, toolbox talks and more. It is the mobile forms inspection solution for all industries.

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Risk Assessment | Process, Examples & Tools | SafetyCulture

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Risk assessment is one of the major components of a risk analysis. Risk analysis is a process with multiple steps that intends to identify and analyze all of the potential risks and issues that are detrimental to the business. This is an ongoing process that gets updated when necessary.

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