Examiner report-nebosh-igc1-apr-jun-2015 http://www.cscp-global.com/resources.php

1. April - June 2015
Examiners’ Report
NEBOSH International
General Certificate in
Occupational Health
and Safety (IGC1)

2.  2015 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW
tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk website: www.nebosh.org.uk
The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444
Examiners’ Report
UNIT IGC1:
MANAGEMENT OF INTERNATIONAL
HEALTH AND SAFETY
APRIL – JUNE 2015
For: NEBOSH International General Certificate in Occupational Health and Safety
NEBOSH International Certificate in Fire Safety and Risk Management
NEBOSH International Certificate in Construction Health and Safety
CONTENTS
Introduction 2
General comments 3
Candidate performance 4
Learning outcomes 4
Examination technique 6
Command words 7
Conclusion 8

3. 2
Introduction
NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as
an independent examining board and awarding body with charitable status. We offer a
comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the
health, safety, environmental and risk management needs of all places of work in both the private and
public sectors.
Courses leading to NEBOSH qualifications attract around 50,000 candidates annually and are offered
by over 600 course providers, with examinations taken in over 120 countries around the world. Our
qualifications are recognised by the relevant professional membership bodies including the Institution
of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety
Management (IIRSM).
NEBOSH is an awarding body that applies best practice setting, assessment and marking and applies
to Scottish Qualifications Authority (SQA) regulatory requirements.
This report provides guidance for candidates which it is hoped will be useful to candidates and tutors
in preparation for future examinations. It is intended to be constructive and informative and to promote
better understanding of the syllabus content and the application of assessment criteria.
© NEBOSH 2015
Any enquiries about this report publication should be addressed to:
NEBOSH
Dominus Way
Meridian Business Park
Leicester
LE19 1QW
tel: 0116 263 4700
fax: 0116 282 4000
email: info@nebosh.org.uk

4. 3
General comments
Many candidates are well prepared for this unit assessment and provide comprehensive and relevant
answers in response to the demands of the question paper. This includes the ability to demonstrate
understanding of knowledge by applying it to workplace situations.
There are other candidates, however, who appear to be unprepared for the unit assessment and who
show both a lack of knowledge of the syllabus content and a lack of understanding of how key
concepts should be applied to workplace situations.
This report has been prepared to provide feedback on standard date and on-demand IGC1
examinations sat between April and June 2015.
Feedback is presented in these key areas; examination technique, command words and learning
outcomes and is designed to assist candidates and course providers to prepare for future
assessments in this unit.
Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH International
General Certificate in Occupational Health and Safety’ which is available via the NEBOSH website. In
particular, the guide sets out in detail the syllabus content for IGC1 and tutor reference documents for
each Element. Please note that this examination period covers both the January 2013 and the
November 2014 specifications, in this report the January 2013 specification learning outcomes are in
brackets where relevant.
Additional guidance on command words is provided in ‘Guidance on command words used in learning
outcomes and question papers’ which is also available via the NEBOSH website.
Candidates and course providers should also make reference to the IGC1 ‘Example question paper
and Examiners’ feedback on expected answers’ which provides example questions and details
Examiners’ expectations and typical areas of underperformance.

5. 4
Candidate performance
This report covers all examinations, both standard and on-demand examination sittings during April to
June 2015.
Learning outcomes
Candidates performed well in these areas of the syllabus:
1.3 Explain the role of national governments and international bodies in formulating a
framework for the regulation of health and safety
Examiners identified that there was considerable variation of performance by candidates. This means
that there is feedback in this part of the report where candidates performed well but there is also
feedback below that relates to those candidates who performed less well.
A common strength of candidates who performed well was their ability to provide reasonable or good
answers to questions where the answer included an account of the responsibilities of employers
and/or the responsibilities and rights of workers.
3.5 (4.2) Explain the principles and practice of risk assessment
Some candidates performed well on this learning outcome, but others performed weakly and there is
feedback below where candidates found this learning outcome more challenging.
There was good performance by some candidates where questions required them to give the meaning
of the term ‘risk’ and where they needed to show understanding of the main stages of a risk
assessment. Examiners observed a weakness, even where candidates performed reasonably that
they did not always go on to provide a good breadth of answer.
In the case of the special case application of pregnant workers, some candidates provided good
answers to the aspect of the question related to work activities but even among these stronger
answers, the actions required to control risks were less well answered.
The following learning outcomes have been identified as being the most challenging area of the
syllabus for candidates in this period:
1.3 Explain the role of national governments and international bodies in formulating a frame
work for the regulation of health and safety
Candidates need to be able to demonstrate their understanding of employers’ responsibilities,
workers’ responsibilities and rights, the role of enforcement agencies and the consequences of non-
compliance, international standards and conventions (ISO and ILO) and sources of information on
national standards.
Areas of weakness included an inability to provide examples of employers' responsibilities when this
was required in the question. Although some candidates were able to provide reasonable answers
about employers’ responsibilities, other candidates appeared to have much less knowledge or
understanding of this topic.
Some candidates appeared to provide an answer consisting of rote-learned material or perhaps an
answer related to another question where this learning outcome was assessed but not the actual
question asked on the question paper they were sitting
Unit IGC1
Management of international health and safety

6. 5
Candidates need to study all of the content of learning outcome 1.3 to an appropriate depth. The
feedback below regarding examination technique and attention to command words is appropriate for
this and other learning outcomes discussed below.
1.2 Explain the moral, social and economic reasons for maintaining and promoting good
standards of health and safety in the workplace
Candidates must demonstrate knowledge and understanding of the size of the health and safety
problem in terms of work-related fatalities and injuries and incidence of ill-health, societal expectation
of good standards of health and safety, the need to provide a safe place of work, safe plant and
equipment, safe systems of work, training and supervision and competent workers, the business case
for health and safety, costs of insured and uninsured accidents and ill-health, and employers’ liability
insurance.
Although this was not an outcome area where candidates performed particularly strongly, some
candidates performed well, in particular where questions required answers related to the costs of
accidents.
Performance was generally less strong. Areas where performance was weak included where
questions asked about employers’ liability insurance and about possible impacts on an organisation,
other than cost (for example impact on the morale of the workforce), appeared less well understood.
A number of candidates used the words ‘moral, legal, social and financial’ within their answers having
seemed to have learnt these words but without understanding or application and these words on their
own did not provide an answer to the question asked.
Candidates need to study the full content of the syllabus as set out for learning outcome 1.2.
2.3 Describe the key features and appropriate content of an effective health and safety policy
This learning outcome requires candidates to have knowledge and understanding of how and why
organisations state their overall health and safety aims, setting targets, defining health and safety
responsibilities, specifying the arrangements for health and safety, reviewing the health and safety
policy and standards and guidance relating to health and safety policy.
Among weaker aspects of answers by candidates included a difficulty giving examples of targets
(other than a reduction in accidents), why roles and responsibilities should be allocated and how such
roles and responsibilities might be communicated to the line managers and the rest of the workforce.
3.5 (4.2) Explain the principles and practice of risk assessment
This learning outcome covers comprehensive content related to the principles and practice of risk
assessment, including the meaning of the terms ‘risk’ and ‘hazard’, the objectives of risk assessment,
how risk assessments are done, how risk assessments are made effective/‘suitable and sufficient’,
recording and reviewing risk assessments and special case applications.
There was a common weakness as to depth of knowledge. A number of candidates were able to
provide part of an answer where the question related to the principles or the practice of risk
assessment, but were not able to provide a reasonable breadth of answer, ie could not provide
sufficient valid points to gain a reasonable or good mark.
Understanding of the requirements related to risk assessments where there are special case
applications (eg pregnant worker) was variable with some candidates performing strongly but others
appearing to struggle with both the principle and more practical aspects of special case applications.
Understanding of actions likely to be needed to protect a pregnant worker was particularly weak.
Risk assessments are, of course, a common feature of many candidates’ own work experiences. This
can be an area of the syllabus where a candidate may be tempted to over rely on what they know
through their experience of work rather than studying the content in sufficient depth.

7. 6
Examination technique
The following examination techniques were identified as the main areas of improvement for
candidates:
Candidates misread/misinterpreted the question
This was the most common area for improvement identified by Examiners in the period covered by this
Report. This could be due to the candidate not considering the question carefully enough so as to be
sure they understood what it requires; or the candidate could not answer the question asked but wrote
down something related to the topic of the question in the hope of gaining a mark.
Candidates need to be taught and reminded that it is essential that they read and re-read the question
carefully, consider what it requires and what they need to write in their answer to meet what the
question requires.
Candidates should practise answering questions in examination-like conditions so as to be able to use
this skill in the examination when time restrictions apply and it is natural for candidates to be under
pressure.
Where this weakness in examination technique reflects a lack of knowledge, ie where a candidate
cannot answer a question but just write something in the hope it might be relevant, the improvement
will require candidates to have studied and understood all Elements of the IGC1 syllabus.
Candidates did not answer all of the questions
It is likely that this will have been due to either a lack of knowledge, that is, the candidate was faced
with a question that they could not answer and did not attempt it, or time management during the
examination, with the candidate running out of time to answer all the questions.
In the case of a lack of knowledge, the comment above about attention to all of the whole content of
the IGC1 syllabus would also apply.
In the case of poor time management, candidates are likely to benefit from being able to practise
questions in examination-like conditions and improve their ability to complete their answers within the
time allowed. Examiners also commented that some candidates began their answer by writing the
question and that by doing this they lose some valuable time.
Candidates did not respond effectively to the command word
The command word indicates to the candidate what depth of answer is required. There is good advice
in the NEBOSH guidance on command words available on the website..
It is particularly unfortunate when candidates miss out on marks due to not responding effectively to
the command word as this can often be where the candidate actually knows what the question topic
requires.
The most common errors, that are related, were candidates providing the depth of answer appropriate
to an ‘identify’ question when the command word required more depth (eg explain or outline) and
candidates who answered all the questions in the same way without regard to the command word in
the question.
Awareness of the requirement indicated by the command word, the chance to practise questions and
receiving appropriate feedback would help improve this area of weak performance.
Candidates unnecessarily wrote the question down
Some candidates begin their answer by writing out the question. This is not required. In itself, this
does not lead to the loss of marks, ie candidates are not penalised for this, but it does mean that they
risk losing time and this could impact on their ability to answer each question fully and at worst lead to
there being a question or questions not being attempted.

8. 7
Command words
The following command words are listed in the order identified as being the most challenging for
candidates:
Outline
In this period, questions where ‘outline’ was the command word were the most challenging. Where
candidates missed out on marks due to a lack of attention to command words it is likely that most of
those marks missed related to ‘outline’ questions.
Examiners describe a common weakness where candidates provide a list of points or bullet points
rather than an adequate breadth of answer to meet the requirements of an ‘outline’. As mentioned,
this is unfortunate as it can mean that a candidate who understands the topic of the question and who
provides a good range of points miss out on a good mark because they have not provided an
adequate outline.
It is advised that candidates have the chance to practise questions in examination-like conditions and
receive feedback as to whether or not their answer is in compliance with the command word.
This advice about practice and feedback applies to all of the command words discussed in this report.
Explain
There were some candidates who did not appear to understand what is needed in an answer where
‘explain’ is the command word.
Some candidates provided a list of points and not a suitable explanation. It may be that the
requirement to answer with an explanation was challenging to some candidates with limited
confidence in their written English
Identify
Candidates usually perform most strongly where ‘identify’ is the command word and that was the case
for many candidates within the period of this report. Candidates do need to understand that questions
that ask them to ‘identify’ cannot usually be answered with a simple list. For example, a question may
include some aspects of training as a valid point to be included in the answer. A candidate who just
puts the word ‘training’ would not have provided enough, even in an ‘identify’ question to gain the
mark. Although a valid point in an answer to an ‘identify’ question will not require the same depth of
answer as indicated by other command words, it will require an appropriate depth.
Describe
Some candidates appeared not to understand or to be unable to comply with the requirements of
‘describe’ as a command word. Some candidates missed out on marks by providing only a list of
points and not a description as required. It may be that, as with ‘explain’ referred to above, that there
is a connection between this weakness and some limitations in the candidate’s confidence with written
English
Give
The command word ‘give’ usually appears in questions where what is required in the answer is the
meaning of a term, eg ‘give the meaning of the term ‘risk’’ or to ‘give an example’. Where candidates
do not perform well on a question where ‘give’ is the command word, it is most likely to be due to a
lack of knowledge, ie they cannot give the meaning, or they do not know a valid example rather than
a weakness in attention to this command word.
For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning
outcomes and question papers’ document, which is available on our website:
www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.

9. 8
Conclusion
The feedback from Examiners highlighted that candidates taking the IGC1 examinations in April to
June 2015 needed most improvement in the areas of the role of national governments and
international bodies in formulating a framework for the regulation of health and safety (learning
outcome 1.3); the moral social and economic reasons for maintaining and promoting good standards
of health and safety in the workplace (learning outcome 1.2); the key features and appropriate content
of an effective health and safety policy (learning outcome 2.3); And principles and practice of risk
assessment (learning outcome 3.5 (4.2)).
With regard to examination technique, candidates sitting this examination should consider the
feedback above related to candidates misreading/misinterpreting the question, not answering all of the
questions and not responding effectively to the command word.

10. The National Examination
Board in Occupational
Safety and Health
Dominus Way
Meridian Business Park
Leicester LE19 1QW
telephone +44 (0)116 2634700
fax +44 (0)116 2824000
email info@nebosh.org.uk
www.nebosh.org.uk