Safely Control Work Operations Project (G22)

(Covering Functional English at Level 2)

G/QF/Learners/4.15 Nov 2012/ G/QF/Learners/3.6a

Date set Target dateReview date Date competent

Learner nameLearner signature

Assessor nameAssessor Signature

Page 2 of 11

Introduction

This project covers the hairdressing unit ‘Safely Control Work Operations (G22)’ and incorporates aspects of Functional Skills English at Level two.

It includes the following:

Presentation Reading and writing

Project Layout

Proper sentences must be used There should be no punctuation, grammar or spelling errors Ideally, your work will be word processed, dated and signed by you If hand-written, you should use A4 lined paper and pen Your work should be neat and well presented

Project Evidence Checklist and Index

List of the sources used for your research Page Handout/leaflet for presentation Page Bullet points for presentation Page Questions for feedback Page Completed risk assessment Page Written report on findings Page Evaluation Page

Page 3 of 11

Task 1 – Research

1.1 Using reliable sources, research the following health and safety areas:

- Health and Safety at Work Act- The Manual Handling Operations Regulations- The Provision and Use of Work Equipment Regulations (PUWER)- The Personal Protective Equipment at Work Regulations (PPE)- The Control of Substances Hazardous to Health Regulations (COSHH)- The Electricity at Work Regulations- Reporting of Injuries, Diseases and Dangerous Occurrences Regulations(RIDDOR)

1.2 Make a list of the information sources you used.

Research Sources Used ExampleWebsites www.its-ltd.net

www.hse.gov.uk www.bsigroup.com/keepingpeople safe www.habia.org www.cityandguilds.com

Text BookA Guide to Health and Safety at Work by A BumpHealth and safety in the Work place by Anne AccidentAll you need to know about Health and Safety by B Safe

1.3 Now complete chart below with research sources you used.

Research Sources UsedWebsites

Text Book

Page 4 of 11

Task 2 – Producing a handout/leaflet for your presentation

2.1 Using your research findings, produce a handout or leaflet for your presentation that explains how these regulations affect a trainee’s job role.

Add your handout/leaflet here:

Page 5 of 11

Task 3 – Preparation for a 3-10 minute presentation

3.1 Produce a list of bullet points of the topics you want to include in your presentation3.2 Arrange the bullet points into the order that you will present them3.3 Compose a minimum of three questions that you can use at the end of your presentation to check how well

the trainees have understood your presentation – the questions can be in a format of your choice, e.g. multiple choice questions, gapped handout or short answer questions

3.4 Agree the date, time and venue for your presentation with the relevant people (e.g. line manager, trainer assessor AND Functional Skills Tutor) to discuss the arrangements

3.1 & 3.2 add your bullet points to chart below

Bullet Points in order of presentation

3.3 Add your questions here. You can add more rows if necessary.

Questions to check learning at the end of your presentation

1.

2.

3.

4.

3.4 Now include the date and time of your presentation

Date Time Venue

Page 6 of 11

Task 4- Presentation

4.1 To be observed by your assessor and recorded in your logbook or e-portfolio.

Presentation (if used for Functional Skills)

Your presentation will be assessed and videoed by the Functional English and Maths Tutor You need to present to a minimum of two other people, including your trainee/s.

You will need to demonstrate the following skills as part of your presentation:

Present the information and ideas clearly Present the information and ideas persuasively to others

You could also:

Introduce the topic Present the information and ideas Give your own point of view Make conclusions/recommendation

Task 5 – Risk Assessment

5.1 Carry out a risk assessment of the salon and record your findings on the risk assessment sheet. Please see the example on the next page.

Page 7 of 11

Risk Assessment Example

RISK ASSESSMENT UNDER TAKEN BY: RISK ASSESSMENT CARRIED OUT FOR:Learner name A Learner Salon name A Salon

Learner signature A Learner Address 66 The High Street , GU21 7GW

Date 00/00/00

STEP 1:Hazard

STEP 2:Who might be harmed?

STEP 3:Is more action needed to control the risk?

Using the conditions in your workplace, look only for hazards that you could reasonably expect to result in significant harm.

Use the following examples as a guide:

Slipping/tripping hazards (e.g. poorly maintained floors or stairs)

Fire (e.g. from flammable materials)

Chemicals (e.g. hydrogen peroxide)

Moving parts of machinery (e.g. blades)

Working at height (e.g. from mezzanine floors)

Electricity (e.g. poor or damaged wiring)

Dust (e.g. from hair/chemicals) Fumes (e.g. chemicals) Manual handling Noise Poor lighting Low temperature

There is no need to list individuals by name – just think about groups of people doing similar work or those who may be affected.

Use the following examples as a guide:

Salon staff Maintenance personnel Contractors People sharing your workplace Cleaners Members of the public

Pay particular attention to: Staff with disabilities Visitors Inexperienced staff Lone workers

as they may be more vulnerable

For the hazards listed, do the precautions already taken:

Meet the standards set by a legal requirement (for example, the Health and Safety at Work Act, Control of Substances Hazardous to Health Act, etc.)?

Comply with a recognised industry standard?

Represent good practice? Reduce risks as far as

reasonably practicable? Have adequate information,

instructions or training been provided?

Have adequate systems or procedures been put in place?

If so, then the risks are adequately controlled, but you need to indicate the precautions that are in place. (You may refer to procedures, company rules etc.)

Where the risk is not adequately controlled, indicate what needs to happen.

STEP 4: Review and RevisionSet a date for a review of the assessment. At the review, check:

That the precautions for each hazard still adequately control the risk. If not, indicate the action needed and note the outcome. If necessary, complete a new page for your risk assessment.

Changes in your workplace, for example new machinery/equipment, new substances or procedures.

You could introduce significant new hazards that require a review and revision of the Risk Assessment.

Look out for these hazards and follow the four steps.

Page 8 of 11

Having read the information overleaf, complete Steps 1 – 4 below:

STEP 1 STEP 2 STEP 3

List significant hazards here: List groups of people who are at risk from the significant hazards you have identified:

List existing controls or note where information may be found:

List risks which are not adequately controlled and the action needed:

STEP 4Risk Assessment Review Date:

Assessor Name

Assessor Signature Date

Page 9 of 11

Task 6 – Written Report

6.1 Prepare a brief written report for your line manager that includes:

your findings from the risk assessment with recommendations the effectiveness of the presentation you gave to trainees

6.2 Add your report to chart below

Written reportYour findings from the risk assessment with recommendations:

The effectiveness of the presentation you gave to trainees:

Task 7 – Safe Control of Work Operations Evaluation

7.1 What new things have you learned from doing this project?7.2 Which parts did you find most interesting or useful?

Use the page overleaf to record your evaluation of this project.

Page 10 of 11

Project Evaluation

To be completed by the learner

Which parts of the project did you find most interesting or useful?

You have probably used a range of personal, learning and thinking skills (PLTS) when completing this project.

Tick the ones you think you used from the list below:

Work towards goals with commitment and perseveranceOrganise time/resources and prioritise actionsDeal with competing pressures, including personal and work-related demandsSeek advice and support when neededExplore issues from different perspectivesAnalyse and evaluate information, judging its relevance and valueConsider the influence of circumstances, beliefs and feelings on decisions and eventsSupport conclusions, using reasoned argument and/or evidenceAsk questions to extend your thinkingQuestion your own and others’ assumptionsTry out alternatives/new solutions and follow ideas throughAdapt ideas as circumstances change

Assessor Feedback/Comments

Content:

Presentation:

Spelling:

Punctuation:

Grammar:

Full stops andcapital letters:

Assessore-signature

Date

Page 11 of 11