Safe working practices, including identifying hazards and making risk assessments.

Health and Safety – Safe Working Practices & Risk Assessment

Learning Objectives

• Identify the range of hazards that may be present in a school design‑technology workshop.
• Carry out a standard risk‑assessment using the five‑stage procedure and record the findings correctly.
• Apply the hierarchy of controls and select appropriate personal protective equipment (PPE).
• Follow the correct actions when a new hazard is discovered, an accident occurs, or an emergency situation arises.

Syllabus Alignment (Cambridge IGCSE/A‑Level Design & Technology – Topic 6 Health & Safety)

Key Concepts

• Hazard – Anything with the potential to cause injury, ill‑health or damage.
• Risk – The combination of the likelihood that a hazard will cause harm and the severity of that harm.
• Control Measures – Actions taken to eliminate the hazard or reduce the risk to an acceptable level.
• Hierarchy of Controls – A ranked approach: Elimination → Substitution → Engineering → Administrative → PPE.
• Risk Assessment – A documented, systematic evaluation of hazards, the associated risk and the controls required.

Hazard Categories (Workshop Focus)

1. Physical – moving parts, sharp edges, hot surfaces.
2. Mechanical – hand tools, power tools, lifting equipment.
3. Chemical – solvents, adhesives, paints, cleaning agents.
4. Electrical – live conductors, faulty wiring, portable tools.
5. Ergonomic – awkward postures, repetitive motions, manual handling.
6. Environmental – noise, dust, inadequate lighting or ventilation.
7. Specialist equipment – laser cutter, CNC router, 3‑D printer, soldering station.

Five‑Stage Risk‑Assessment Procedure

1. Identify the task and the people involved – Who will carry out the work? Who else could be affected?
2. Identify all hazards – Use the hazard categories above; consider equipment, materials and the work environment.
3. Evaluate the risk – Assign a Likelihood (L) (1 = rare … 5 = almost certain) and a Severity (S) (1 = minor … 5 = catastrophic). Calculate the risk rating = L × S.
4. Decide on control measures – Apply the hierarchy of controls to choose the most effective solution.
5. Record the findings and review – Complete a risk‑assessment form, sign it, note the review date and update it whenever the task, material, or equipment changes, or after an incident.

Risk‑Assessment Checklist (Syllabus‑aligned Headings)

Understanding the Sample Form

• Task – The specific activity (e.g., “Cutting timber with a bandsaw”).
• Hazard – The source of potential harm (e.g., “Moving blade, possible kick‑back”).
• Who Might Be Harmed – Direct users and anyone nearby.
• Likelihood & Severity – Numerical ratings that produce the risk rating.
• Risk Rating – Determines the colour band on the risk matrix (see below).
• Control Measures – List controls in order of the hierarchy (e.g., “Blade guard – Engineering; Supervised training – Administrative; Safety goggles – PPE”).
• Person Responsible – Teacher, workshop supervisor or student leader.
• Review Date – When the assessment must be checked again (usually at the start of the next term or after any incident).

Risk Matrix (5 × 5 Colour‑Coded)

Use the matrix to translate the numeric risk rating into a colour band and decide the urgency of control actions.

Hierarchy of Controls

Personal Protective Equipment (PPE) – Quick Reference

Safe Working Practices in the School Workshop

• Clothing & Personal Hygiene
  • Wear the PPE specified for the task.
  • Tie back long hair; remove jewellery that could be caught.
  • Roll up sleeves or wear short‑sleeved garments where required.
  • Keep nails short; avoid loose clothing.
• General Behaviour
  • Maintain a tidy work area – clear scrap material and store tools safely.
  • Never operate machinery without the correct guard in place.
  • Stop work immediately if a new hazard appears; report it and apply an interim control.
  • Only use equipment for which you have received training and are authorised.
• Material‑Specific Precautions
  • Welding / soldering – welding goggles, fire‑resistant gloves, apron, fire‑blanket.
  • Hot‑metal work – heat‑resistant gloves, tongs, heat shield.
  • Chemicals (solvents, adhesives, paints) – work in a well‑ventilated area, wear gloves & goggles, store according to COSHH.
  • Laser cutter, CNC router, 3‑D printer – safety glasses, never leave the machine unattended, follow manufacturer’s emergency‑stop procedure.
• Emergency & Accident Response
  • Stop work, isolate the hazard, and secure the area.
  • Provide first‑aid using the nearest kit; call for additional help if needed.
  • Complete an incident‑log entry and inform the supervising teacher.
  • Investigate the cause and, where appropriate, revise the risk assessment.

Emergency Procedures

• Fire – Activate the nearest fire alarm, select the correct type of extinguisher (A, B or C), evacuate, close doors, and assemble at the designated point.
• First‑Aid – Apply immediate care, use the nearest first‑aid kit, summon additional help, and record the incident on the first‑aid register.
• Evacuation – Follow posted routes, gather at the assembly area, and await roll‑call.
• Spill of Hazardous Material – Stop the source, contain with appropriate absorbent material, wear gloves & goggles, and notify the supervisor.

Legislative Framework – Generic Overview

Every country has a set of statutes and regulations that set out the duties of schools, teachers and students in relation to health and safety. The key principles are:

• Employers (the school) must ensure a safe working environment.
• Risks must be identified, assessed and controlled.
• Workers (students and staff) must follow safe‑working procedures and use PPE.
• Incidents must be recorded and investigated.

Examples of National Legislation

Teachers should replace or supplement the above with the legislation that applies in their own jurisdiction.

Wider Issues – Environmental & Social Considerations

• Disposable PPE – Consider the waste generated; where possible use reusable, washable items and recycle packaging.
• Noise Pollution – Prolonged exposure can affect neighbouring classrooms; use hearing protection and maintain equipment to minimise sound.
• Ergonomics & Inclusivity – Design workstations that accommodate different body sizes and abilities; provide adjustable benches and tool aids.
• Chemical Substitution – Prefer low‑VOC paints and water‑based adhesives to reduce toxic emissions and disposal problems.
• Energy Use – Turn off machines when not in use; encourage students to plan work to minimise unnecessary running time.

Best‑Practice Checklist for Safe Working

1. Plan the task and complete a risk assessment before starting.
2. Inspect all equipment – guards, emergency stops and safety devices must be functional.
3. Wear the required PPE for the specific activity.
4. Keep the work area tidy; store tools and materials safely when not in use.
5. Follow the written safe‑working procedure; never take shortcuts.
6. If a new hazard appears, stop work, apply an immediate control, and update the risk assessment.
7. Report faults, incidents or near‑misses immediately; complete the incident log.
8. After the task, review the risk assessment – note any changes needed for future work.

Summary

Safe working practices are the foundation of a well‑run Design & Technology workshop. By systematically identifying hazards, evaluating risk (likelihood × severity), applying the hierarchy of controls and recording everything in a structured risk‑assessment form, students and staff create a safe learning environment. Regular review, prompt response to incidents, and adherence to national health‑and‑safety legislation ensure that safety remains a priority throughout all design and manufacturing activities.