110317 Napo Teachers Lesson3 Toolkit En

7/17/2019 110317 Napo Teachers Lesson3 Toolkit En

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Napo’s Hazard Hunter(9 − 11 years)

Teacher Guidance

It is never too early to introduce children to the basic safety

concepts that for adults come under the umbrella of

Occupational Safety and Health (OSH).

Napo is a charming character who can help children think,

understand and act on safety issues. To find out more about

Napo, click here: www.napofilm.net/en/who-is-napo.

There is a wide range of Napo films, so please feel free toexplore them and use in your own classes.

Some of the basic safety concepts in this lesson plan can

link to curriculum already being taught. This resource

presents a range of great ideas which you can use to help

integrate these safety concepts into your lessons. It can

work as a lesson or be part of a wider project. It links to

other subjects, as shown, but its main purpose is to use the

engaging Napo films to teach children about how to take

care of themselves and each other and recognise hazards.

The grid overleaf gives an overview of potential activities,

objectives and resources required for the lesson. This is

followed by a more detailed example three-part lesson plan

with some ideas for extending the learning. In this project

pupils will discover how to recognise and protect them-

selves and their friends from the various hazards that might

put them in danger.

During this project they will be able to develop the skills of

working together to put some of the learning into practice.

Before beginning a lesson, consider introducing the Napo

character to your class. A perfect introduction is to screenthe film “Napo in... Safe Maintenance.” (www.napofilm.net/

en/napos-films/safemaintenance)

If you need more information on basic safety and health

topics raised in this project, you can find it in the corre-

sponding helpsheet for this lesson plan in the third section.



Learning Objectives

• To recognise risks and hazards at

school and at home

• To know how to address a range

of hazards that may create a risk to

myself or others

• To understand my own responsibility

in relation to risks and hazards

• To evaluate dierent levels of risks

• To work as a team to prepare materi-

als that demonstrate the above

learning

• To be able to explain those risks to

other students in an engaging

manner

• To link this learning with other

aspects of the curriculum such as sci-

ence, PE and design and technology.

Activity OverviewSee Detailed Lesson Plan*2 hours

Hunt the hazard

Hazard house

Hunt the hazard

Watch the Napo clip provided with this

lesson: www.napofilm.net/en/napo-for-

teachers/watch-out-risks/video

Scene - Watch Out For Others Too;

Scene - Risks at home;

Scene - Assess The Risks & Act On Risks;

Scene - Dangerous to the environment

Personal, social and health education

• Household products, including

medicines, can be harmful if not used

properly

• Rules for and ways of keeping safe,

including basic road safety, and

about people who can help them

stay safe

• To recognise how their behaviour

aects other people

Science

• To recognise that there are hazards in

living things, materials and physical

processes, and assess risks and take

action to reduce risks to themselves

and others• Pupils should obtain an insight into

the use of chemicals at home, their

labelling and handling

• Handling of natural and articial

substances

Citizenship/Education for civil life

• To recognise hazards, assess conse-

quent risks and risk control

Foreign/Native Language• Writing simple sentences to com-

plete a story with a beginning,

middle and end structure

Resources Required

Links to Subjects/Curriculum

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• Discuss and dene the hazards

shown in the scenes and what sort

of other hazards they are aware of.Encourage children to explain what a

risk and hazard is.

• Encourage children to explain what

they would do to prevent hazards

and risks.

• Hand out Hazard Spotting posters,

and ask children to place a sticker

wherever they find a hazard.

• Re-group and ask children individu-

ally to say what they have identified

as hazards.• Discuss how some risks are more

dangerous than others by making a

list of the risks in order of most severe

consequences to less severe and

ask the children which risks require

the most urgent intervention. (See

helpsheet).

• Produce a song, dance or short play

to help people remember how to

protect themselves and each other

from dangers.

Hazard house

• Choose and assign members of the

team an activity from the Activity

Menu sheet.

• Prepare a presentation or perform-

ance to give to other children about

Napo’s activity in the clip making sure

that they detail how to recognise and

assess risks or hazards and what to

do about them.• Plenary could include children link -

ing the hazards they have identified

with learning in other subjects or

other situations.

• Napo lm clip (provided)

• Hazard Spotting Poster

• Stickers

• Tambourine for rap performance

(optional)

• Model material such as toilet rolls,

cereal packets etc.

• Or paper and crayons for drawing

• Writing paper

Hunt the hazard

Hazard house

3−4 hours



Learning Outcome

Lesson Objectives

Starter

Main Activity

I will be able to explain risks to myself and others around my school and at home

and show what action can be taken to be safe.

• To recognise risks and hazards at school and at home.

• To know how to address a range of hazards that may create a risk to

myself or others

• To understand my own responsibility in relation to risks and hazards

• To evaluate dierent levels of risks

Show the first scene “Watch out for others too” provided with this lesson.

• What is a hazard?

• Why should we prevent hazards for ourselves and others?

• How can we prevent accidents when we see something dangerous?

Show the rest of the scenes provided with this lesson.

1. Make a list of the dangers as demonstrated in the Napo films.

2. Discuss why the clips work well to remind us of risks and how to deal with them.

3. Encourage children to explain what a risk and hazard is.

4. Encourage children to explain what they would do to prevent hazards and risks.

5. Hand out Hazard Spotting posters, and ask children to place a sticker whereverthey find a hazard.

6. Re-group and ask children individually to say what they have identified as haz-

ards and why.

7. Discuss how some risks are more dangerous than others by making a list of the

risks in order of most severe consequences to less severe and ask the children to

set priorities in their intervention

8. Produce a song, dance or short play to help people remember how to protect

themselves and each other from dangers.

* Detailed Lesson Plan

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4/11

Plenary and Assessment

Extension Work

At the end of the lesson pupils can make up a song, rap or rhyme that sums up

what they have learnt about Hazard Hunting. Teacher and students assess their learning using this tool:

Gold: I can explain at least three types of risk or hazard to myself and others.

I can evaluate the level of risk and communicate clearly in an engaging

way what action should be taken in each case.

Silver: I can explain a risk and a hazard (for myself and for others) at home and

in the classroom. I can identify what action to take for both of these and

explain this clearly

Bronze: I can explain what a risk is and identify an action to take

A. Presentation/discussion on the variety of typical risks we may encounter based

on a selection of Napo clips (road accidents, electricity, slips and trips, falls from

height – e.g. stairs, chemicals, noise)

B. Encourage children to list the risks to the environment and the sources of pol-

lution they know (industrial emissions, rivers with polluted water, traffic smog,

waste management including recycling, etc.)

C. Discussion on caring for others i.e. preventing them from accidents (avoiding

risks, inform others of newly intervened risks)

D. Discussion on how to intervene on risks based on a selection of Napo clips

A list of potential Napo clips for extension work can be found here:

www.napofilm.net/en/napos-films



Further Activities

Watch out ON THE BUILDING SITE of Hazard House

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Hazard Hunting/Spotting – Report Sheet (optional tool)

Name (pupil/ group) __________________________________________________________________________________________

Which risk?

Explain what is causing the danger?

Where?

Explain where it is

What action needs to be taken?



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Hazard House: SOLUTIONS



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Napo’s

hazard house

1. Draw or make a

model of your

Hazard House.

12. Create your own task.

Check it out with your

teacher.

2. Conduct a safety check

of your home, list the

risks and a plan to fix

them. Present to class.

4. Draw the garden

and show where the

hazards might be for

children e.g. trees,

plants animals.

5. Make a list of

dangers from a

Hazard poster.

See worksheet.

6. Make up a rap or

song that warns

helps children tostay safe and healthy

at home.

7. Act out a scene that

shows a meal being

cooked in Hazard

House where there

are real hazards for

children (e.g knives,

hot oil, boiling water,

slippery floor).

8. Create a large poster using a

character like Mr Hazard to

show younger children your

top ten tips for safety and

health at home.

See Act on Risks.

9. Write a newspaper

front page story

about a fire at

Hazard House.

10. Create a Safety and

Health Superhero who

can come and clean up

all the hazards at your

house. Draw him and

write his speech.

11. Research the dangers

to the environment

that could be in and

around Hazard House.

See Dangerous to theenvironment.

3. Make a list of pro-

ducts that may be

dangerous in the

Hazard House (e.g.

alcohol, chlorine

bleach, detergents,

paints).



Napo in... Risky businessRisky business is a short film about hazards and risks at work, and the need to

assess risks and act on the findings to make workplaces safer and healthier. The

film looks at hazards and some of the most common workplace risks, and the

need to: ‘Stop, Think and Act’.

The lm seeks to explain the dierence between hazards and risks, how these

can be eliminated or reduced, and to demonstrate these through practical situa-

tions so that there is a greater understanding of the meaning of ‘Risk’.

Risk assessment

Our aim is to make risk assessment and its importance in the prevention of ac-cidents and ill health at work more clearly understood. Specifically we aim to:

• Explain the dierence between hazard and risk

• Provide an introduction to risk assessment

• Illustrate, by example, what we mean

• Provide a bridge between the theory and the practice

Why carry out a risk assessment?

Risk assessment is the basis for successful safety and health management, and

the key to reducing work-related accidents and occupational diseases. If it is

implemented well, it can improve workplace safety and health - and business

performance in general.

What is risk assessment?

Risk assessment is the process of evaluating risks to workers’ safety and health

from workplace hazards. It is a systematic examination of all aspects of work that

considers:

• What could cause injury or harm,

• Whether the hazards could be eliminated and, if not,

• What preventive or protective measures are, or should be, in place to control

the risks

The five-step approach to risk assessment

Step 1 - Identifying hazards and those at risk Remember: a hazard can be anything - work materials, equipment, work meth-

ods or practices - that has the potential to cause harm.

Here are some tips to help identify the hazards that matter:

• Walk around and look at what could cause harm

• Ask those in the area about problems they have encountered

• Consider hazards such as noise or exposure to harmful substances, which have

long-term eects, as well as the more obvious hazards like slips ad trips

For each hazard it is important to be clear about who could be harmed. Identify

groups of people, not individuals, such as ‘stores’, ‘library’ or ‘passers-by’. Somegroups might be at greater risk than others, for example people with a disability,

young children or older people.

Help sheet

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Step 2 - Evaluating and prioritising risks

Remember: a risk is the chance, high or low, that somebody may be harmed by

the hazard.

The next step is evaluating the risk arising from each hazard. Consider:

• How likely it is that a hazard will cause harm

• How serious that harm is likely to be

• How often (and how many) workers are exposed

A straightforward process based on judgement and requiring no specialist skills

or complicated techniques is sufficient for many workplace hazards or activities.

These include activities with hazards of low concern, or workplaces where risks

are well known or readily identified. Risks should then be prioritised and tackled

in that order.

Step 3 - Deciding on preventive action

The next step is to decide how to eliminate or control risks. First, consider if it is

possible to eliminate the risk.

If not, how can risks be controlled so they do not compromise the safety and

health of those exposed. When preventing and controlling risks, the following

general principles should be taken into account:

• Avoiding risks

• Substituting the dangerous by the non-dangerous or the less dangerous

• Combating risks at source

• Applying collective rather than protective measures

• Adapting to technical progress and changes in information

• Seeking to improve the level of protection

Step 4 - Taking action

The next step is to put in place preventive and protective measures. It is impor-

tant to involve everyone concerned, and to develop a plan specifying:

• The measures to be implemented

• Who does what and when

• When it is to be completed

It is essential that any work to eliminate or prevent risks is prioritised.

Step 5 – Monitoring and reviewing

Carrying out regular checks must be done to ensure that preventive and protec-

tive measures are working or being implemented and to identify new problems.

The risk assessment has to be reviewed regularly depending on the nature of the

risks, the degree of change likely in work activity or as a result of the findings of

an accident or ‘near miss’ investigation. Risk assessment is not a once-and-for-all

activity.

Recording the assessment

The risk assessment must be recorded. Such a record can be used as a basis for:• Information

• Monitoring

• Evidence

• Revision if circumstances change



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A record of at least the following details is recommended:

• Name and function of the person(s) carrying out the examination

• The hazards and risks identified• Groups of workers facing particular risks

• The necessary protection measures

• Details of the introduction of measures, the name of the person responsible

and date

• Subsequent monitoring and review, including dates and the people involved

• Details of the involvement of workers and their representatives in the risk as-

sessment

Roles and responsibilities

It is important that workers (or pupils in this case) participate in the risk assess-

ment. They know the problems and what really happens when they performtheir tasks or activities, so they should be involved in the assessment. Their prac-

tical knowledge is also needed to develop workable preventive measures that

can help protect them and their classmates.

Workers (pupils) and/or their representatives have the right/duty to:

• Participate in the risk assessment

• Alert their teachers about perceived risks

• Report any changes in the classroom than can aect safety and health

• Be informed of the risks to their safety and health and of the measures neces-

sary to eliminate or reduce these risks

• Be informed on the preventive and protective measures to be put in place

• Cooperate to help the teacher to ensure that the working environment is safe

• Be trained/receive instructions on the measures to be put in place

• Take care as far as possible of their safety and health and that of others af-

fected by their acts

Some things your pupils might ask you as a teacher or ask their parents

• What are the hazards and risks I am exposed to?

• Will I receive safety training and when?

• What steps do I need to take to protect myself?

• What should I do in an emergency?

• How do I report an accident, health problems or if I notice something wrong?

• What do I do if I get hurt?

Some things you might tell your pupils (students)

• Risks concern you; they are aimed at you!

• Every danger is ready to hit you; the crocodile is always ready to bite

• Stop, think, act (stop−red, think −orange, act−green: signals from traffic lights)

• Why are you disregarding hazards?

• Why are you acting unsafely?

• Describe the ‘domino eect’ of unsafe situations

This teaching resource has been produced by EU-OSHA in consultation with the Napo Consortium –

HSE (UK); DGUV (Germany); INAIL (Italy); INRS (France); SUVA (Switzerland); and AUVA (Austria).

Documents

110317 Napo Teachers Lesson3 Toolkit En