Addresses the safe use of lifting equipment and mobile plant, in line with the Lifting Operations and Lifting Equipment Regulations (LOLER) and other guidance. This lesson covers cranes, hoists, forklifts, MEWPs (mobile elevated work platforms), and other vehicles. Learners study the hazards of lifting operations (load falls, equipment failure) and mobile equipment (collisions, overturning). Key topics include load handling principles, equipment selection and inspection, operator training and certification, and traffic management in workplaces.

This theme ensures learners consider emergency response plans when controlling safety risks. For instance, in fire safety they cover evacuation drills, in confined spaces the rescue plans, and in general workplace safety the provision of first aid and accident response. By tying emergency planning into each hazard area, learners appreciate the need for coordinated response procedures (spill response, fire drills, injury emergency care) as part of overall safety management.

Concentrates on one of the leading causes of workplace fatalities – falls from height. Topics include the Work at Height Regulations and hierarchy of controls (avoid work at height where possible, use collective prevention like guardrails, then personal measures like harnesses). Students examine equipment such as ladders, scaffolding, mobile tower scaffolds, roof work safety systems, and fall arrest devices. They learn to assess height work (like routine roof maintenance or window cleaning operations), selecting proper access equipment and precautions (e.g., edge protection, safety nets).

Provides an overview of managing safety in construction, refurbishment, or any significant engineering work, referencing the Construction (Design and Management) Regulations 2015. Learners study common construction site hazards – excavation and trench collapse, structural collapse, moving plant, hazardous materials (asbestos), and site traffic. Topics include the roles of clients, designers, contractors under CDM, the requirement for construction phase plans, and site safety management practices (permits to work, PPE, competent supervision).

Examines the acute dangers of confined spaces (toxic or oxygen-deficient atmospheres, engulfment, restricted exits) and the Confined Spaces Regulations. Students learn how to identify a confined space and the specific risk assessment needed. Control measures such as atmosphere testing, forced ventilation, isolation of pipes/energized systems, stand-by rescue arrangements, and permit-to-work systems are covered.

Although covered in ND1 conceptually, ND3 reinforces how on-site safety issues are monitored day-to-day. Learners practice developing checklists for routine inspections (scaffold checks, vehicle checks), reporting near-misses/hazards, and investigating minor safety incidents to prevent recurrence. This practical thread links with the ND1 topics of proactive and reactive monitoring, showing how they apply on the shop-floor level for specific hazards.

An introductory lesson that explores the scope of safety risks present in various work environments and the necessary skills for assessing and managing these risks. This lesson forms a foundation for the detailed exploration of safety strategies in subsequent lessons.

This lesson wraps up the section with a comprehensive review of the safety control strategies discussed, reaffirming the learners' understanding and preparation for applying these strategies in real-world situations.

Stresses the importance of maintaining a safe working environment through good housekeeping and facility design. Topics include preventing slips, trips and falls (proper cleaning regimes, non-slip surfaces, cable management), safe layout of workplaces (clear walkways, signage), and ensuring basic welfare/safety features (lighting, exits, first aid) are in place.

Provides an in-depth understanding of fire hazards and explosion risks in the workplace. Covers the chemistry of fire (fire triangle/tetrahedron), common ignition sources, and fuels. Students learn about the Regulatory Reform (Fire Safety) Order 2005 and requirements for fire risk assessments. Control measures such as safe storage of flammables (DSEAR for explosive atmospheres), fire detection and alarm systems, emergency routes/exits, and firefighting equipment are discussed.

Focuses on the hazards of machinery and work equipment and how to control them in compliance with the Provision and Use of Work Equipment Regulations (PUWER). Topics include mechanical hazards (entanglement, cutting, crushing, impact), machinery safeguarding methods (fixed guards, interlocks, light curtains), and safety devices. Learners also cover safe maintenance procedures, lockout/tagout (isolation of energy sources) and the importance of machinery inspection and testing.

Covers the dangers of electricity at work (shock, burns, arc flash, fires) and how to manage electrical risks. Students learn safe practices per the Electricity at Work Regulations, including proper installation and maintenance of electrical systems, use of residual current devices (RCDs), and safe working near live electrical parts. The lesson discusses portable appliance testing (PAT), control of static electricity, and special precautions in high-risk areas (wet environments, confined spaces with electrical equipment).

Focuses on work-related musculoskeletal disorders (MSDs) arising from poor ergonomics. Topics include manual handling injuries, repetitive strain injuries, and workstation ergonomics. Students study risk factors (force, posture, repetition) and assessment methods (e.g., manual handling risk assessments, ergonomic checklists). They learn to design or adjust workstations (in offices, factories, etc.) to fit the worker – covering display screen equipment setup, tool design, and materials handling aids.

This lesson offers an introduction to the various health issues that can occur in the workplace and the fundamentals of occupational health management. It establishes a baseline of knowledge necessary for understanding more complex health risk controls discussed later.

Concludes the section by summarizing key concepts and practices for managing health issues in the workplace. It strengthens the learners’ ability to evaluate and implement health risk assessments and control measures.

Examines psychosocial hazards such as excessive workload, bullying, or lack of support and how these can lead to stress, anxiety or depression. Learners are introduced to the HSE Management Standards for Work-Related Stress and methods to identify and assess stress risks (surveys, interviews). The lesson covers implementing controls like job redesign, employee assistance programs, and promoting a supportive work environment. Strategies for improving overall mental well-being and resilience (e.g., work-life balance policies, access to counseling) are discussed, applicable from corporate offices to public service roles.

Discusses requirements for workplace welfare facilities and environmental factors that affect health. Covers provisions of the Workplace (Health, Safety and Welfare) Regulations – e.g., sanitation (toilets, washing facilities), drinking water, rest areas, lighting, heating and ventilation standards to ensure worker comfort and health. Learners consider scenarios such as setting up welfare facilities on a construction site, or improving ventilation and thermal comfort in an office, and learn how proper welfare arrangements contribute to overall occupational health.

Detailed look at noise-induced hearing loss and hand-arm vibration syndrome as occupational illnesses. Explains how to measure noise and vibration levels, exposure limits (e.g., the Noise at Work Regulations), and health effects over time. Learners practice interpreting noise survey data and vibration assessments, and propose controls such as engineering noise reduction, rotation to limit exposure time, use of personal protective equipment (hearing protection, anti-vibration tools).

Covers workplace sources of radiation – ionising (e.g., X-rays, radioactive materials in medical or industrial settings) and non-ionising (UV from welding, lasers, radiofrequency fields). Students learn about health effects (radiation sickness, cancer risk, skin/eye damage) and relevant regulations (Ionising Radiations Regs, guidelines for laser safety, etc.). Control measures such as time, distance, shielding for ionising radiation and engineering controls for non-ionising are discussed.

Addresses occupational violence (physical assaults or verbal threats, e.g., to frontline staff, retail workers) and risks faced by lone workers (those working in isolation). Students learn how to assess the risk of violence in various settings (hospital A&E, night retail, field service roles) and review control measures like staff training in conflict de-escalation, security arrangements, and safe cash handling procedures. For lone workers (utility meter readers, delivery drivers, remote engineers), covers use of technology (personal alarms, check-in systems), policies for emergency support, and legal responsibilities under the Management of H&S at Work Regulations.

Introduces the concepts of occupational health in the workplace. Covers how to develop health management programs, the role of occupational health services, and health surveillance requirements. Topics include ill-health prevention (e.g., vaccinations, health screening) and health promotion (wellbeing initiatives like fitness or mental health support).

Focuses on chemical hazards and the Control of Substances Hazardous to Health (COSHH) Regulations. Learners examine how to identify hazardous substances (chemicals, fumes, dusts, etc.), understand safety data sheets, and evaluate exposure risk via routes like inhalation or skin contact. The lesson covers toxicology basics (acute/chronic effects, dose-response) and epidemiology (using occupational disease data to inform controls). Practical exercises involve performing COSHH risk assessments and recommending control measures (substitution, ventilation, PPE, etc.) in industries such as manufacturing, laboratories, or cleaning services.

Addresses workplace biological hazards including bacteria, viruses, fungi, and other bio-agents. Discusses occupations at risk (healthcare, waste management, agriculture), routes of infection, and measures to control exposure (hygiene practices, containment, vaccination). Includes current topics like blood-borne pathogens policies and pandemic-related controls (e.g., COVID-19 precautions).

Explores how organizations monitor employees’ health and use health data. Topics include health surveillance programs (e.g., audiometry for noise-exposed workers, lung function tests for those exposed to dust), sickness absence monitoring, and use of occupational health statistics. Students are introduced to basic epidemiological concepts – incidence, prevalence of work-related ill health – and how analysis of trends (e.g., high rates of back injury in a department) can trigger preventive action. This lesson reinforces evidence-based approach to controlling health risks using data and feedback.

Learners are guided on how to scope their ND4 project. This includes selecting an appropriate workplace or scenario (which can be from any industry but must offer sufficient scope of hazards and management issues), obtaining management consent, and planning the activities and timeline. This topic also covers research techniques – gathering workplace information, interviewing staff, reviewing documents – and how to maintain confidentiality and professionalism.

Learners conduct a thorough survey of the workplace to identify specific health and safety hazards across a range of categories (both “health” issues like noise, chemicals, and “safety” issues like machinery, fire). They create a **risk profile** for the organization – summarizing the key hazards, who might be harmed, and existing control measures. Techniques from the course are used: workplace inspections, consultations with employees, and review of records (accident reports, maintenance logs, etc.).

For the hazards identified, learners evaluate how adequate the current controls are. This involves comparing against legal requirements and best practices learned in the course. For example, if noise is a hazard, has a noise survey been done and are hearing protections and engineering controls implemented? If forklift traffic is significant, are traffic routes segregated and drivers trained?

Learners assess how the organization consults and involves workers in health and safety (e.g. safety committees, toolbox talks, reporting of hazards). They may conduct brief interviews or surveys with a few employees (or use provided testimonials in a simulated scenario) to gauge the safety culture and attitudes. This step puts into practice ND1 concepts of promoting a positive culture and participation.

In this step, learners review any available performance data from the workplace. This could include accident/incident statistics, near-miss reports, audit findings, absenteeism or occupational health data. They analyze trends – e.g. increasing incident rates in a department or common types of injury – and correlate these with their on-site findings.

Drawing together all the analysis, the learner formulates a set of practical recommendations to improve health and safety management and controls in the workplace. These recommendations will address both systemic issues (management system gaps) and specific hazard controls. For example, actions might include updating risk assessments and training, improving machine guarding, enhancing welfare facilities, increasing frequency of safety audits, or launching a stress management program – depending on the findings.

Learners are taught how to structure the ND4 assignment report professionally. The report typically includes an Executive Summary, Introduction (scope and methods), Main Findings (covering management system review and hazard evaluations), Conclusions, and a Recommendations/action plan section. This lesson offers guidance on effective technical report writing – clear, evidence-based, and persuasive to management.

As part of the assignment, learners often must include a reflection on what they learned and how they will apply it professionally. This encourages new Diploma holders to consider how the process has improved their competency as H&S practitioners and how they plan to maintain continuous professional development.

Throughout ND4, scheduled live webinars or tutor check-ins are provided to coach learners on their project. These sessions reinforce how to analyze information, apply course concepts in the field, and prepare for the assessment. Peers from different industries can share insights, illustrating the cross-industry adaptability of H&S principles.

Provides an introduction to applying health and safety management theories in practical settings. This lesson outlines the objectives and expectations for the practical assignment in this capstone unit.

Concludes the unit by reviewing the key elements of applying health and safety management in the workplace. This summary ensures that learners are fully prepared to undertake their practical assignments with a clear understanding of the concepts and strategies required.

In this phase, learners critically evaluate the organization’s H&S policies and arrangements against best practice. They examine elements such as the H&S policy content, organization structure for safety, leadership commitment, and worker involvement. The project requires assessing how effectively the management system is implemented: e.g. are risk assessments and safe work procedures in place and up to date? Is there evidence of proactive monitoring, incident investigation, and continuous improvement?

This lesson provides an introductory overview of the key concepts and drivers for effective health and safety management, including legal, financial, and moral imperatives. It sets the stage for more detailed discussions in subsequent lessons.

A summarizing lesson that revisits the major points covered in the section, ensuring that learners have a consolidated understanding of workplace health and safety principles before moving to more specific topics in the next units.

Guidance on controlling health and safety when work is carried out by contractors or within supply chains. Explains how to assess contractor competence, agreement of safety roles (permit-to-work, method statements), monitoring contractor compliance, and managing outsourced activities to ensure they meet the organization’s H&S standards.

Explores how health and safety fits into broader CSR and sustainability agendas. Discusses ethical responsibilities of businesses toward worker welfare and the community, and the role of the H&S professional in promoting ethical practice. Learners reflect on their professional ethics, continual development, and how H&S performance contributes to corporate reputation and social responsibility goals.

Explains the moral obligation to prevent harm, legal duties to comply with UK laws, and the economic benefits of effective H&S management. This lesson sets the business case for proactive safety management.

An in-depth review of the UK’s legal system for OHS, including the Health and Safety at Work etc. Act 1974 and key regulations. Covers the roles of the HSE and local authorities, employer and employee legal responsibilities, and how enforcement actions (i.e., improvement notices, prosecutions) are undertaken.

Introduction to structured H&S management models such as HSG65 (Plan-Do-Check-Act) and ISO 45001. Discusses how to develop and implement H&S policies, organize for safety, and integrate OHS into corporate governance. Learners study how effective management systems lead to continual improvement in any sector.

Examines the role of senior leadership and management commitment in shaping safety culture. Topics include leadership styles, visible felt leadership, and techniques to influence positive H&S behaviors at all levels. Participants learn how to engage workers, encourage participation, and implement behavioural change programmes to improve the workplace culture.

Covers the principles of risk management and various hazard identification techniques. Learners practice methods such as workplace inspections, job safety analysis, HAZOP, and use of incident data to spot hazards. Different types of risk assessments (qualitative, quantitative) and criteria for implementing sensible, proportionate control measures are discussed.

Explores how human behaviour, ergonomics, and cognitive factors can contribute to accidents and errors. Topics include risk perception, human error models (e.g., Reason’s Swiss Cheese), and improving human reliability.

Focuses on learning from accidents and near-misses. Introduces accident causation theories (Domino theory, root cause analysis) and systematic incident investigation techniques. Learners will understand how to gather evidence, analyze causes, and recommend preventive measures.

Describes how to proactively monitor safety and health performance. Topics include setting Key Performance Indicators (leading and lagging indicators), conducting workplace inspections and safety observations, and designing audit programs to review H&S systems. Students learn how to carry out audits and management reviews, and how to interpret data like incident rates to identify areas for improvement.

Emphasizes managing health and safety competence both for the practitioner and the workforce. Covers strategies for training needs analysis, designing effective H&S training programs, toolbox talks, and ensuring supervision and information are adequate.

Addresses how to maintain safety during business changes such as new processes, restructuring, or technological innovation. Learners examine change management processes that incorporate risk assessment so that health and safety is not compromised during changes.