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HAZARD VS. RISK | Animated video with explanation, differences, and examples (with Hindi subtitles).

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Childcare 2: Health and Safety in Childcare Settings - BVS Training

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Childcare 1: Maintaining the Safety and Security of Children - BVS Training

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a food resource from Education Scotland 

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a food resource from Education Scotland 

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​Explore this resource​

How to use this learning and assessment resource to improve practice?

​Improvement questions

Does your establishment have a food education policy? How would you create or review the policy in relation to guidance within the 'Good Food Skills' document below?

How could you use these video clips to demonstrate progressive practical cookery skills from early to second level and identify gaps in current practice?

Will your current equipment provide for the delivery of practical cookery?

Where space is limited, how might your accommodation be adapted to make practical cookery more accessible for all learners?

How do you moderate and evaluate progression of food technology skills? How could you use the resource along with the Benchmarks to help you?

Link to resource

Good Food Skills professional learning resource - Glow login required

Videos

Good Food Skills: Early level - Spreading

This clip demonstrates how learners at early level can use dexterity to spread a soft food such as spreading cheese or butter.

Can't view this video? You can also view this clip on Glow ​(log-in required).

Good Food Skills: Early level - Tearing

This clip demonstrates how learners at early level can use their fingers to tear soft foods such as mozzarella and herbs.

Can't view this video? You can also view this clip on Glow (log-in required).​​

Good Food Skills: First level - Kneading and Shaping

This clip demonstrates how learners at first level can manipulate a dough mixture.

Can't view this video? You can also view this clip on Glow (log-in required).

Good Food Skills​​: First level - Bridge and Claw

This clip demonstrates how learners at first level can cut and chop foods safely, progressing from soft foods such as bananas or strawberries to harder foods at second level such as peppers.

Can't view this video? You can also view this clip on Glow (log-in required).

Good Food Skills: Second level - Coring

This clip demonstrates the safe coring of foods such as apples using a melon baller.

Can't view this video? You can also view this clip on Glow ​(log-in required).

Good Food Skills: Second level - Shaping Meat Mixtures

This clip demonstrates how learners at second level can work safely with meat mixtures to make food such as healthy meatballs and burgers.

Can't view this video? You can also view this clip on Glow ​(log-in required).

Keeping Safe and Hygienic: Cross Contamination​

This clip demonstrates safe and hygienic methods to ensure no cross contamination when using meat mixtures.

Can't view this video? You can also view this clip on Glow ​(log-in required).

Keeping Safe and Hygienic​: Two Stage Clean

This clip demonstrates safe and hygienic methods to ensure surfaces are kept clean when using food products.

Can't view this video? You can also view this clip on Glow (log-in required).

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​Improvement questions Does your establishment have a food education policy? How would you create or review the policy in relation to guidance within the 'Good Food Skills' document below? How could you use these video clips to demonstrate progressive practical cookery skills from early to second level and identify gaps in current practice?

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FSS is the public sector food body for Scotland. We ensure that information on safety, standards and nutrition is independent, consistent and evidence-based.

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What is COSHH?

COSHH is the law that requires employers to control substances that are hazardous to health. You can prevent or reduce workers exposure to hazardous substances by:

finding out what the health hazards are;

deciding how to prevent harm to health (risk assessment);

providing control measures to reduce harm to health;

making sure they are used ;

keeping all control measures in good working order;

providing information, instruction and training for employees and others;

providing monitoring and health surveillance in appropriate cases;

planning for emergencies.

Most businesses use substances, or products that are mixtures of substances. Some processes create substances. These could cause harm to employees, contractors and other people.

Sometimes substances are easily recognised as harmful. Common substances such as paint, bleach or dust from natural materials may also be harmful.

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control of substances hazardous to health

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COSHH is the law that requires employers to control substances that are hazardous to health. You can prevent or reduce workers exposure to hazardous substances by: finding out what the health hazards are; deciding how to prevent harm to health (risk assessment); providing control measures to reduce harm to health; making sure they are used ; keeping all control measures in good working order; providing information, instruction and training for employees and others; providing monitoring and health surveillance in appropriate cases; planning for emergencies.

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Food Safety Training Food Safety Bill Summary Food in the 1990 Occupational Safety and Health Food Worker Training Video English Food Manager Training YouTube Certified Food Manager Training Food Management Training Food Inspectors Series 2 Food Safety Information Food Safety Signs Food Safety Laws Food Safety Logo Food Safety Icons

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What Causes Accidents - Safety Training Video - Preventing Accidents & Injuries

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Food safety and hygiene information | Food Standards Scotland | Food Standards Scotland

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From eating out and the risks of food allergies to preparing and cooking at home, learn more about food safety from Food Standards Scotland.

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CfE Experiences and Outcomes

HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.

HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

EXA 2-06a - I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.

Learning intentions / Success criteria

Know which foods should be stored in the fridge.

Understand the importance of keeping our fridges clean and safe.

Identify steps we can take to ensure fridges are kept clean and are safe places for storing our food.

Setting up

Become familiar with the fridge interactive and put it on the whiteboard.

Photocopy fridge facts sheet for pupils to use.

Prepare food pictures or selection of real foods for sorting into appropriate spaces in fridge fact sheet or draw own fridge - selection needed for each group.

Activities

Allow pupils to look at rules of fridge storage and read over fridge facts sheet.

Divide pupils into groups and set the task of sorting out the food they have been given (using food cards, food pictures from magazines or read food or packaging) using the fridge fact sheet to help in decision making.

Back as a whole class, using the interactive fridge resource, pupils take turns to put an item of food in the fridge - either allow all pupils to place one food or choose a representative from each group to place 2/3 foods

Working individually or in pairs, pupils design two characters - one to represent a clean and safe fridge and the other to represent a fridge where bad bacteria is growing and spreading onto different foods.

Draw characters on sheet and pupils fill in the speech bubble for each character based on what they know about keeping fridges clean and safe places to store food, listing the things we can do with our fridges to keep the characters happy.

For the character representing a clean and safe fridge, ideas might include:

store raw meat on the bottom shelf

keep fridge temperature below 5⁰C

clean fridge regularly.

For the character representing a fridge where bad bacteria grows and spreads, ideas might include:

don't cover food

don't put hot food in your fridge

don't put raw meat on the top shelf

Pupils take home their fridge characters for display on their own fridges to share their learning with home.

Assessment opportunities

DO - Do the children put the correct food on the correct shelf in the fridge interactive game

WRITE - Do the children write appropriate suggestions to keep their characters happy?

Consider CfE Benchmarks, for example:

Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chooping boards.

Cross Curricular Links

The Royal Environmental Health Institute of Scotland (REHIS) offers secondary schools in Scotland the opportunity to become registered with the Institute to deliver some of the REHIS qualifications - see www.rehis.com/community-training For information on the REHIS Schools Food Hygiene Initiative contact REHIS

Differentiation
Support
Pupils may find it easier to concentrate on one fact for each character.
Challenge
Pupils could use characters in an imaginative story entitled 'The Secret Life of Fridges', developing the ideas of cleanliness and safety within a fridge.

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CfE Experiences and Outcomes HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

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CfE Experiences and Outcomes

HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.

HWB 2-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

Learning intentions / Success criteria

We are learning how cross contamination can happen.

We are learning how quickly this can happen.

We are learning how important it is to wash our hands.

We are learning about the impact that cross contamination can have.

I can name 3 places where bugs comes from.

I can explain why I need to wash my hands.

I can explain how to prevent the spread of bugs.

Resources

Teacher's notes on food safety

Chalk (or glitter or paint)

Worksheet 1 - task cards to perform with chalk on hands

Worksheet 2 - bugs and where you can pick them up

Worksheet 3 - drawing a line from bugs to foods where you can pick them up

Camera/iPad for filming

Teacher resource sheets on food poisoning bacteria

School floor plan

Watch our videos on handwashing

Setting up

Print out the worksheets.

Draw or print out a school floor plan.

Activities

chalk on children's hands (different colours representing different bacteria)

without revealing the topic ask children to perform a number of set tasks on cards on sheet 1.

Discuss results of chalk experiment:

introduction to bacteria

names and types and where they are found

results of cross contamination and impact on health.

School floor plan:

show a range of typical places in a school

children need to guess which are likely to have the most / least amount of contamination

discuss results.

Develop characters for different bacteria using the sheet 2 worksheet:

e.g. Sally Salmonella

use characters to create posters or play or iMovie or advertisement or song or news report warning of risks of cross contamination

fill in sheet 3 - draw a line from the bug to the correct icons to show where you can get the illness from.

Assessment opportunities

DO - pupils fill in sheet 3 and show an understanding of bugs and which foods you can pick them up from

DO - Self/peer assessment

Photos of drama
Consider CfE Benchmarks, for example:

Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chopping boards.

Cross-Curricular links

The Royal Environmental Health Institute of Scotland (REHIS) offers secondary schools in Scotland the opportunity to become registered with the Institute to deliver some of the REHIS qualifications - see www.rehis.com/community-training For information on the REHIS Schools Food Hygiene Initiative contact REHIS

Differentiation
Support

Children may have sensory issues and not wish to have chalk on hands,

use paper cut outs of hand prints to stick to touch points

provide gloves.

Use simple information cards for bacteria characters.

Challenge

Co-operative learning:

research each bacterium in expert groups

present findings to the class

include the consequences of cross contamination.

Research global issues re: lack of water and sanitation in parts of the world and the risks of cross contamination.

Create bacteria Top Trumps.

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CfE Experiences and Outcomes HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

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CfE Experiences and Outcomes

HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.

HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

EXA 2-13a - Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama.

EXA 2-14a - I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere.

Learning intentions / Success criteria

Identify hazards within a kitchen setting.

Link kitchen hazards to possible consequences.

Suggest ways to prevent or remove these hazards.

Setting up

Display kitchen interactive on the whiteboard

Activities

Pupils identify food safety hazards on the kitchen interactive.

Allow some time to discuss as a whole class the consequences of these hazards.

Split pupils up into small groups.

Each group is allocated one of the food safety hazards and must come up with a short drama that shows:

what happened to cause the hazard

what the hazard is

what the consequences of the hazard might be

what could have been differently to ensure safety.

Pupils come together after allocated time to watch each group's drama.

If possible, each group could put their dramas together as a sequence and present it to another class or at an assembly.

Cross-curricular links

Expressive Arts - Drama

The Royal Environmental Health Institute of Scotland (REHIS) offers secondary schools in Scotland the opportunity to become registered with the Institute to deliver some of the REHIS qualifications - see www.rehis.com/community-training For information on the REHIS Schools Food Hygiene Initiative contact REHIS.

Assessment opportunities

DO - Does the group's performance demonstrate an understanding of the consequences of kitchen hazards and how to prevent them?

Consider CfE Benchmarks, for example:

Identifies ways to reduce the risks of food poisoning, for example reheating food until piping hot, safe food storage, different coloured chopping boards.

Differentiation
Adaptations for pupils with additional support needs

Some children with ASN may find an open-ended drama task very difficult.

Another way of achieving the learning intentions for this lesson while encouraging pupils to be creative in their thinking could be with the use of comic strips.

Using the accompanying sheet (photocopied onto A3), pupils draw comic strip-style pictures before and after each hazard showing what might have caused it and what the consequence of it might be.

Pupils could then make an alternative comic strip starting with their picture of what happened first and adding on to it what should have been done.

Challenge

Groups could create a script for their performance.

Explore the use of other drama conventions such as the use of mime, voice over or freeze frame.

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FSS is the public sector food body for Scotland. We ensure that information on safety, standards and nutrition is independent, consistent and evidence-based.

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RIDDOR applies to every workplace in the UK, so it is important to understand the requirements, what to report, and when.

RIDDOR stands for the Reporting of Injuries Diseases and Dangerous Occurrences Regulations.

Quick Fact

RIDDOR effects anyone who is an employer, self-employed or in control of work premises as you will have duties under the RIDDOR regulations.

Under the RIDDOR regulations, employers, the self-employed and people in control of work premises have a legal duty to report certain serious workplace accidents, occupational diseases and specified dangerous occurrences (near misses).

The RIDDOR regulations make the reporting of certain accidents, ill health and dangerous occurrences a legal requirement.

Quick Fact

Ok, now we know what the RIDDOR regulations are and where they apply, but what exactly do we need to report under RIDDOR, and who do we report it to?

The purpose of the RIDDOR regulations is to allow the Health and Safety Executive (HSE) and local authorities to monitor accident trends, identify how risks arise and investigate serious accidents.

So, to comply with RIDDOR, you need to report certain types of incidents and injuries to the HSE.

There are 5 main categories of injuries, diseases and dangerous occurrences you need to report and these include:

Deaths

All deaths arising out of or in connection with work.

This includes deaths that don't occur straight away, but that are caused by a work-related injury. Where an employee has suffered a reportable injury which is a cause of his death within one year of the date of the accident.

144 worker deaths were reported under RIDDOR in 2017/18.

Simple Statistic

Major Injuries

Major, non-fatal injuries must also be reported under RIDDOR, including:

1. any bone fracture diagnosed by a registered medical practitioner, other than to a finger, thumb or toe

2. amputation of an arm, hand, finger, thumb, leg, foot or toe

3. any injury diagnosed by a registered medical practitioner as being likely to cause permanent blinding or reduction in sight in one or both eyes

4. any crush injury to the head or torso causing damage to the brain or internal organs in the chest or abdomen

5. any burn injury (including scalding) which-

1. covers more than 10% of the whole body's total surface area; or

2. causes significant damage to the eyes, respiratory system or other vital organs

6. any degree of scalping requiring hospital treatment

7. loss of consciousness caused by head injury or asphyxia

8. any other injury arising from working in an enclosed space which

1. leads to hypothermia or heat-induced illness

2. requires resuscitation or admittance to hospital for more than 24 hours

Over 7 Day Injuries

An over 7-day injury* is any injury that results in the injured person being away from work, or unable to do the full range of their normal duties for more than 7 consecutive days.

When calculating the 7 days you should not include the day of the accident.

Quick Fact

Occupational Diseases

Reportable diseases include: poisonings; skin diseases such as dermatitis and skin cancer, ulcer, oil folliculitis/acne; lung diseases including asthma, farmer's lung, pneumoconiosis, asbestosis, mesothelioma; infections such as leptospirosis, hepatitis, tuberculosis, anthrax, legionellosis, tetanus, and; other conditions such as occupational cancer musculoskeletal disorders, decompression illness and hand-arm vibration syndrome.

Dangerous Occurrences

There is a long list of reportable dangerous occurrences found in the RIDDOR regulations, including (but not limited to): collapse of machinery and structures; explosions and bursting of pipework and closed vessels; contact with overhead power lines; electrical fires or explosions; demolition failure, unintentional explosions or misfires; accidental release of biological agent or substance which may damage health; scaffold collapse; failure of diving equipment; train collisions; unintended collapse of a building or structure, wall or floor, falsework, and: uncontrolled release of flammable liquids and gases. This is a summary and there are exceptions and further details contained in the RIDDOR regulations which should be consulted to determine if an occurrence is reportable.

70,116 employee non-fatal injuries reported under RIDDOR by employers in 2016/17.

Simple Statistic

In the case of death, major injury and dangerous occurrences the timescales for reporting are:

initial notification by the quickest practicable means, and

full RIDDOR report submitted within 10 days

For over 7-day injuries reports must be made within 15 days of the accident.

Where the incapacitation does not immediately follow the accident as sometimes injuries can develop some time after, the report should be made as soon as the injury becomes apparent.

All RIDDOR reports can be made online via the HSE website, and a telephone service is in place for reporting fatal and major injuries.

*This was previously (pre-2013) over 3-day injuries. You must still keep a record of over 3-day injuries, for example in your accident book, however, you are no longer required to report it to the HSE.
Need help understanding your duties under RIDDOR? Find out more with our RIDDOR online training course.
This article was written by Emma at HASpod. Emma has over 10 years experience in health and safety and BSc (Hons) Construction Management. She is NEBOSH qualified and Tech IOSH.

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RIDDOR Explained - Quick Facts And Simple Stats

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What is RIDDOR? Find out with some quick facts and simple stats, explaining what RIDDOR is, what you need to do, and when. RIDDOR stands for the Reporting of Injuries Diseases and Dangerous Occurrences Regulations and applied to workplaces of all sizes across the UK.

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Create your own word search! Follow the link and create your own word search using words related to maintenance of a safe environment 

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Create your own word search! Follow the link and create your own word search using words related to maintenance of a safe environment 

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Below you can make your own word search game on any topic you like, simple by providing between 10 and 24 words.

Once submitted, your puzzle will be instantly playable on-line as well as easily printed, so you can share it with friends.

Instructions

There are a small few requirements which must be followed...
To create a word search puzzle you must supply a word list of at least 10 words.

The word list should be based on a single theme or topic. For example a television show or a movie you enjoy.

Words can only contain the letters a-z and a maximum of two spaces. Spaces will be removed when words are added to the word search grid.

Words can have a maximum length of 16 letters

All puzzles created will remain on the site for at least 30 days, but the very best puzzles may be permanently added to our collection.

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Below you can make your own word search game on any topic you like, simple by providing between 10 and 24 words. Once submitted, your puzzle will be instantly playable on-line as well as easily printed, so you can share it with friends. There are a small few requirements which must be followed...

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reporting accidents and incidents in schools 

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reporting accidents and incidents in schools 

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Health and Safety at work Act 1974

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Health and Safety at Work Act 1974     www - Copy.docx