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July 20092nd Edition

Safetyin scienceat Key Stages 1 and 2

© Hampshire County Council

ISBN: 1-85975-456-2

2nd Edition

July 2009

Contents

Introduction 1

Part 1: Risk assessment 3

Risk assessment – exposing pupils to hazards 3

Risk assessment – step-by-step guide 4

Part 2: Responsibility for health and safetyPart 2: in science 7

Local authority (where it is the employer) 7

Governors 7

Headteachers 7

Science co-ordinators 8

Teachers 8

Part 3: Hazard guidance cards 11

Sc2 Life processes and living things 11

Sc3 Materials and their properties 12

Sc4 Physical processes 12

July 2009 Safety in science at Key Stages 1 and 2 1

Introduction

Teachers in Hampshire have a good record of safety through taking wise precautions when organising practical science. These guidelines aim to help schools to maintain this position. This new document replaces the previous set of guidelines: Safety in science at Key Stages 1 and 2 issued in 2002.

In science, a key element of our work is safety. However, this does not mean creating a completely risk free environment for pupils. Our key principle should be to:

“Teach children how to be safe, rather than being safe for the children.”

This key principle supports:

• thestay safe outcome from Every child matters

• theNationalCurriculum–generalteachingrequirements:

“When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught:

– about hazards, risks and risk control

– to recognise hazards, assess consequent risks and take steps to control the risk to themselves and others

– to use available information to assess the immediate and cumulative risks

– to manage their environment to ensure the health and safety of themselves and others

– to explain the steps they take to control risks.”

Teachers in Hampshire have access to a wide range of safety advice through the Local Authority’s membership of CLEAPSS.SchoolsshouldreceiveacopyofthetermlyCLEAPSSPrimary science and technology newsletter, andalsohaveaccesstotheCLEAPSSHelpline on:

Tel: 01895 251496.

Safety in science at Key Stages 1 and 2 July 20092

CLEAPSSalsoproducesarangeoffreeguideswhicharelisted in each copy of their newsletter. Many of their materials are also available via their website:

www.cleapss.org.uk .

Eachtermtheusername and password for this website are updated in the newsletter.

HampshirespecificadviceisalsoavailableontheCountyCouncil’swebsite:

http://intranet.hants.gov.uk/hrsafety.htm

andalsoontheChildren’sServiceswebsite:

http://intranet.hants.gov.uk/childrens-services/ cs-healthandsafety.htm .

This safety guidance should be used in conjunction with other appropriate Local Authority safety guidance such as:

• Off-site activities and educational visits – regulations and guidance

Author: HampshireCountyCouncil Date: January 2003 ISBN: 1-85975-6344

• Make it safe (new revised edition)

Author: TheNationalAssociationofAdvisersand Inspectors in Design and Technology Date: 2001 ISBN: 0-906-457-07-6

• Cooking and food activities in primary schools

Author: Hampshire Inspection and Advisory Service Date: 2009

Available only on HIAS website:

www3.hants.gov.uk/education/hias/designandtechnology/ dt-healthandsafety/dt-hs-primary.htm .


Part 1: Risk assessment

It is the legal responsibility of teachers to take every reasonable precaution to ensure the safety of themselves, pupils and colleagues. This involves identifying hazards and the risks they may present. The precise definitions of hazard and risk as used throughout this publication, are as follows:

• ahazard is something with the potential to cause harm• arisk is the likelihood of a hazard causing harm in

practice.

There are two broad stages to carrying out a risk assessment. The first stage involves the identification of the hazards and the second involves working out how the activity can be carried out so that the risks presented by these hazards can be minimised. Teachers should carry out this process in science whenever they are carrying out an activity that presents hazards.

Risk assessment is often a matter of professional judgment informed by any regulations or advice offered by the local authority (LA) or any regulations or advice offered by the scheme of work from which the teacher is working. The Hazard Cards associated with these guidelines set out the regulations and advice from the LA concerning hazards associated with common procedures and materials used in science in Key Stages 1 and 2. Teachers will need to consult these when carrying out their risk assessments.

Risk assessment – exposing pupils to hazards

The following statements set out the considerations that teachers must legally make in carrying out a risk assessment.

Before exposing pupils to hazards, teachers must use their professional judgment to ensure that:

• theworkinvolvinghazardsissufficientlynecessarytojustify the risks involved

• potentialriskshavebeenrecognised,assessedandminimised

• pupilsunderstandtherisksandhavebeengivenclearinstructions about proper procedures for dealing with hazards

• pupilsareawareoftheappropriateactiontotakeintheevent of an emergency

• appropriateactionsarefollowedbyteachersandpupils.


Where risks are significant, the necessary actions must be recorded. Schools will need to decide whether this is best done within the medium-term planning or incorporated into lesson plans.

Activities which have a significant risk associated with them include things such as heating, burning, fieldwork, pond work, tasting, using hot water, using weights to stretch elastic bands. Guidance for making a risk assessment in these situations is given in the Hazard Cards provided in this publication. Additional advice may also be found in CLEAPSSguidance.

Risk assessment – step-by-step guide

The above considerations should be taken into account when teachers use the following step-by-step guide to plan and prepare for an activity in science.

Step 1: What are the hazards?Use the Hazard Cards to identify the hazards in a given situation. Additional information might also be contained in the medium-term planning (for example, some schools mightfollowtheQualificationsandCurriculumAuthority(QCA)scheme,whichprovidesinformationabouthazards).Ifthere is a conflict of advice, then it will be necessary to use the information provided by the LA.

Step 2: How can the activity be carried out so that high risks are minimised?Teachers will need to consider a range of different factors in answeringthisquestion.Inworkingoutthesafestwaytocarry out an activity, they will need to consider:

• thenumberofpupilsinvolved

• thenumberofpupilsthatcansafelyworkinthespaceavailable for the activity

• theageandmaturityofthepupils

• thespecificphysical,emotionalandbehaviouralneedsofthe pupils

• thelevelofsupervisionavailable

• theprovisionofsuitableresources,facilitiesandprotective measures given the nature of the activity, eg: sinks, sand trays, gloves


• thequantitiesandtypesofmaterialsthatwillbeused• thevoltageusedinelectricalwork.

If teachers do not have the necessary expertise to carry out the risk assessment, or to carry out the activity with their class, they should seek appropriate help.

As a result of considering all these issues, and in light of the information collected in Step 1, teachers should be able to identify the safest way in which to carry out the activity. It is this result that should be recorded in the medium-term planning as outlined above.

This will be done before the lesson starts. However, in some circumstances it will be necessary to alter this assessment when particular judgements have been made in advance that are now no longer valid. For example, the fact that pupils have returned from lunchtime in an unusual, unsettled or over-excited state might result in a change to the way in which pupils carry out a particular activity in science. An activity, which is perfectly safe on a Monday morning, may be less so on a Friday afternoon or following a wet playtime! If the teacher felt that this behaviour now presented a significant risk given the nature of the activity, then the teacher could decide to demonstrate it rather than letting pupils carry out the work themselves.

Step 3: Actively involving children in risk assessmentTeachers need to model this process for children, and increasingly involve them in the process. When presenting children with a new context, teachers will need to inform them of the specific hazards associated with that context. In familiar contexts, however, teachers should ask the pupils to identifythehazards.Usefulquestionsinclude:

• what can we do to avoid any problems?• what rules shall we all work to?• what equipment might we need to use?

(eg: goggles, gloves)• what shall we do if something does go wrong?

and after the activity:

• how useful were our rules in reducing risk?

Additional guidance on involving children in thinking about riskcanbefoundintheCLEAPSSguideL241:Teaching health and safety in primary schools.


Part 2: Responsibility for health and safety in science

The responsibility for ensuring the safe teaching of science is shared between the local authority, governors, headteacher and staff. Key responsibilities can be summarised as follows:

Local authority (where it is the employer)

• provideasafeandhealthyworkingenvironmentforstaff,pupils and volunteers

• provideinformation,guidanceandtrainingopportunities

• issueregulationsasaresultofriskassessments

• monitorandreviewarrangementsthroughanannualsafety audit

Governors

• ensurehealthandsafetyhasahighprofile

• ensurethatadequatetimeandresourcesareavailable

• monitorandreviewarrangementsthroughanannualreport from the headteacher

• approvetheschool’ssafetypolicy

Headteacher

• developasafetyculturethatisinaccordancewiththeschool’s policy and the LA’s policy

• consultstaffandensurethattheyareawareoftheirresponsibilities

• ensureappropriatetrainingisprovided,includingtheprovision of emergency training

• beawareofthelimitsofteachers’competencies

• ensurethatteachersareawareoftheirresponsibilitiesand understand them

• manageresourcestoenablethesafetypolicytobeimplemented, including the identification of training needs


• actonreportedshortcomings

• monitorandreviewprocedurestoensurethattheyareinaccordance with the safety policy

• reporttogovernorsannually

Science co-ordinator

• ensurethatteachersunderstandtheprocessofriskassessment in science, and are aware of their responsibilities (see below)

• ensurethattheinformationneededforriskassessmentsis easily accessible by teachers

• ensurethatwhenriskshavebeenidentifiedassignificant, risk assessments are written down and reviewed

• regularlychecktheCLEAPSSwebsiteforup-to-dateadvice

• monitorandauditpracticeandresources

• identifytrainingneeds

• ensurethattheprinciplesofsafetyinscienceareincluded in the school policy

• reportanyshortcomingsinlinewiththeschool’sprocedures

Teachers

• takereasonablecareofthemselvesandothers

• carryouttheprocessofriskassessmentasnecessary,consulting the science co-ordinator if the risks are high

• ifappropriate,tryoutpracticalactivitiesthemselvesbefore using them with pupils

• followtheadvicegiveninthispublicationandbyCLEAPSS

• supporttheimplementationofallhealthandsafetyprocedures and policies

• followtheguidelinesontheHazard Cards to minimise risk

• ensurethatotheradultsandpupilsintheroomareawareof the risks involved in the activity, and the actions that should be taken to minimise risk


• ensurethatpupilshaveanopportunitytodiscussanyhazards, and what they should do to keep themselves safe

• reportanyshortcomingsinlinewiththeschool’sprocedures.

TheCountyCouncilindemnifiesthefollowinginrespectof civil claims for damages:

• anyemployeeinvolvedintheusualactivitiesoftheschool

• volunteers

• studentteachersandstudentsonworkexperiencewhoare under the control and supervision of the school

• governors.

This indemnity does not extend to:

• anyactsthatwerecommittedwhilstnotengagedinanofficial duty

• anyclaimresultingfromtheuseofprivatevehiclesonCountyCouncilbusinessoraCountyCouncilvehicleonprivate business

• anyclaimthatresultsfromanactwhichwascommittedin bad faith, fraudulently or was vindictive

• anyprosecutionorclaimincriminallaw,includingcostsof defending the same or fines imposed.

SchoolswhohavenottakenuptheHampshireCountyCouncilinsuranceservicelevelagreement(SLA)shouldcheck with their own insurers as to the indemnity provided.

Additional guidance for science co-ordinators can be found in:

• A model health and safety policy for science in primary schools,CLEAPSSL224

• A guide for primary science co-ordinators,CLEAPSSL255.

Additional guidance for new and trainee teachers can be found in:

• Health and safety in primary science and technology, CLEAPSSPS22.

ContactCLEAPSSon:

Website: www.cleapss.org.uk

Helpline: 01895 251496.


Part 3: Hazard guidance cards

The hazard guidance cards contain the following information:

• thebroadareaofstudywithintheAttainmentTargets

– Sc2 Life processes and living things

– Sc3 Materials and their properties

and

– Sc4 Physical processes

• referencetotherelevantscienceunitsofworkfromtheQCA’sschemeofworkforKS1and2science

• usefulsafetyequipment

• identificationofhazards

• precautions–suggestedactionstominimiserisk

• actionstotake

• generalsupportinginformation

• additionalCLEAPSSguidance,ifrelevant.

Sc2 Life processes and living things

Cardno1 Exercise

Cardno2 Food

Cardno3 Humans–senses

Cardno4 Humans–teeth

Cardno5 Humans–tobacco,alcoholanddrugs

Cardno6 Humans–organs

Cardno7 Animals–fromtheschoolgrounds, visits to farms and zoos

Cardno8 Animals–Pet Day – pets brought into school

Cardno9 Animals–keptinschool

Cardno10 Environment

Cardno11 Plants

Cardno12 Micro-organisms


Sc3 Materials and their properties

Cardno1 Testingmaterialsforstrength,hardness and flexibility

Cardno2 Rocksandsoils

Cardno3 Waterandotherliquids

Cardno4 Thermalconductorsandinsulators

Cardno5 Testingpropertiesofmaterials– magnetic,squashing,bending,twisting and stretching

Cardno6 Heatingmaterials–usingelectrical sources

Cardno7 Heatingmaterials–usingcandlesand night lights

Cardno8 Burningmaterials

Cardno9 Mixingmaterials

Sc4 Physical processes

Cardno1 Electricity–appliances

Cardno2 Electricity–safetycodewhenusing mains electricity

Cardno3 Electricity–batteries

Cardno4 Electricity–circuits

Cardno5 Forces–pushesandpulls,forcesand movement (KS1)

Cardno6 Forces–magnetismandsprings

Cardno7 Forces(KS2)

Cardno8 Light

Cardno9 Sound

Exercise

Links to 1998 QCA Scheme ofWork Units

Useful equipment

2A

4A

5A

• Temperaturestrips.

• Metaltemperatureprobes.

Hazards Precautions – suggested actions

• Topupilswithrespiratoryproblems,suchasasthmatics.

• Topupilswithmedicalproblemswhomaybeaffectedbyvigorousexertion.

• Infectionfromthermometers.

• Identifyanypupilsatrisk.

• Ensureinhalersarereadilyavailablebeforeexercise.

• Judgewhethersuchpupilscanplayausefulroleinthelearningwithoutbeingsubjectedtounduerisk.

• Usetemperaturestripsormetalprobeslinkedtodigitalsensorsratherthanglassthermometers.

• Wherethermometersareplacedinmouth,sterilisethemusingdisinfectantsolution,suchasMilton.

Actions – in the event of a problem

Shouldapupilexperiencedifficultybreathing,especiallybreathingout:

• reassureandcalmthepupil

• ensuregoodsupplyoffreshair

• ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief

• ifsymptomspersist,seekmedicalaid.

Involvepupilsintheprocessofagreeinganyprecautionsfortheactivity.

General information

• Breathing–donotallowpupilstoholdbreathorhyperventilate.

• Somepupilscanbeverysensitiveaboutsharingresultsopenly.

• Rulesapplyingtophysicalactivitiesinphysicaleducationmaybenecessaryiftheactivityisvigorous.

Additional guidance from CLEAPSS

L245–Ourselves

CLEAPSSHelpline:01895251496

www.cleapss.org.uk

CardSc2.1 Sc2Lifeprocessesandlivingthings

July2009

Food


Useful equipment

1A

2A

3A

5A

6B

• Plasticgloves.

• Hygieneposters.

• Dettox(orsimilar)forcleaningworksurfaces.


• Topupilswithmedicalconditions.

• Allergicreactionstofoods.


• Identifyanyspecificfoodallergies.

• Checkfoodlabelsverycarefullyforproductcontentandpossiblehealthwarnings.

• Blownosesandwashhandsbeforecommencingtasks.


Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.


General information

• Besensitivetoculturalandpersonalfoodpreferences.

• Seedesignandtechnologysafetyguidelinesforfoodhygiene.

• Symptomsofanallergicreactioninclude:wheezing,coughing,skinrash,skinreddening,itching,sweating,runnyeyes,runnynoses,sneezing.

• Anaphylacticshock–allergytobananas,peanuts,dairyproducts,bakeryproducts,etc–couldrequireimmediateuseofanepipen.

Additional guidance from CLEAPSS CLEAPSSHelpline:01895251496

www.cleapss.org.uk


July2009

Humans – senses


Useful equipment

1A

2A

• Disposablecups,spoonsandlollysticks.

• Hygieneposters.

• Dettoxforcleaningworksurfacesorplastictablecloths.

• Cleanpaperforcoveringtables.


• Topupilswithmedicalconditions.

• Allergicreactionstofoods.

• Chillipepperandcayennepeppercancauseanallergicreaction.


• Identifyanyspecificfoodallergies.

• Blownosesandwashhandsbeforecommencingtasks.

• Smellingpottests:coverpotswithmuslin,andmakepowdersintoapaste.

• Covercuts/brokenskin.


Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.


General information

• Besensitivetoculturalandpersonalfoodpreferences.

• Seedesignandtechnologysafetyguidelinesforfoodhygiene.

• Symptomsofanallergicreactioninclude:wheezing,coughing,skinrash,skinreddening,itching,sweating,runnyeyes,runnynoses,sneezing.


L245–Ourselves


www.cleapss.org.uk


July2009

Humans – teeth


Useful equipment

3A • Disinfectant,suchasfreshlymadedilutedMiltonsolution.


• Transferofinfections. • Disinfectdentalmirrors.

• Useowntoothbrushes.


General information

• Besensitivetoethnicandculturaldifferenceswhendiscussingpupils’lifestyles.

• Petroleumjellycanbethinlysmearedoverlipstopreventstainingfromdisclosingtablets.


L245–Ourselves


www.cleapss.org.uk


July2009

Humans – tobacco, alcohol and drugs


Useful equipment

2A

5A


• Dangersassociatedwithmedicines,tablets,solvent,alcohol,tobaccoandeverydaysubstances.

• Discussthatpillscanlooklikesweetsandsolventslikewateroreverydaydrinks.

• Discusswhyitisimportantnottotakeotherpeople’sprescribedmedicines.


General information

• See:Hampshire primary drug planning,2007(HCC/HIAS).


www.cleapss.org.uk


July2009

Humans – organs


Useful equipment

1A

2A

4A

5A

5B

6A

• Disinfectant,suchasMilton.


• Transferofinfections.

• Topupilswithmedicalconditionswhencarryingoutpulseinvestigations.

• Useposters,picturesorvideoclipsratherthandissectorgans.

• Disinfecttheearpiecesofstethoscopesusing,forexample,freshlydilutedMilton.

• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.


General information

• Besensitivetoethnicandculturaldifferenceswhendiscussingpupils’lifestyles.


L245–Ourselves


www.cleapss.org.uk


July2009

Animals – from the school grounds, visits to farms and zoosLinks to 1998 QCA Scheme ofWork Units

Useful equipment

2B

4B

5B

6A

• Gloves.• Trowels.• Paintbrushes.• Pooters.



• Pupilsandteachersmayexperienceanallergicreaction–contactwithfurandfeathersareknowntoinduceanallergicreactioninsomepeople.

• Bitesandstings.

• Toanimalwelfare.

• Physicalriskwhenenteringpenscontainingfarmyardanimals.

• Miscarriageinpregnantwomenwhenincontactwithsheeporlambs.

• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblemsandallergies.

• Ensureinhalersarereadilyavailable.

• Warnpupilsabouthand,eyeandmouthcontactwhenhandlingcreatures.

• Any pupil or adult with an open cut on their hands, with infected cuts or suffering from an infection, must not handle the animals or come into contact with them.

• Collectsmallcreaturesforstudyusingapooterorfinepaintbrushtoavoidharmingthem.

• Returnsmallinvertebratescollectedfromtheenvironmentassoonaspossible.

• Limittheamountoffrogspawnkept,andreturntothesamepondwhereoriginallycollectedbeforemetamorphosisiscomplete.

• Checkoutfacilitiesforwashinghandsatfarmsandzoos.

• Pupils and adults must wash their hands after touching animals or cages.



July2009

Pleaseturnoverleaf


• Intheeventofananimalbite,cutorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelptocleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.

• Identifycauseofanallergicreactionandremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.

• Shouldthepupilexperiencedifficultybreathing,especiallybreathingout:

– reassureandcalmthepupil

– ensureagoodsupplyoffreshair

– ifthepupilhasmedication,allowthemtotakeitbecauseitmayproviderelief

– ifsymptomspersist,seekmedicalaid.

General information

• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynose,runnyeyes.

• Terrapinsandtortoisesmaycarrysalmonella.

• Somespeciesofanimalsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.

• ConsiderableadviceisgivenonhealthandsafetyinOff-site activities and educational visits – regulations and guidance, 2003(HCC).


PS55–Bringing pets & other animals PS55–into schools


www.cleapss.org.uk


July2009

Animals – Pet Day – pets brought into schoolLinks to 1998 QCA Scheme ofWork Units

Useful equipment

2B

4B

5B

6A

• Gloves.




• Bitesandstings.

• Toanimalwelfare.

Important:

Ifpetsarebroughtintoschoolbypupilsfromhome:

• eachpetmustbehousedseparatelyandneverplacedinacagewithanotheranimal

• youmustcheckanimalsareusedtobeinghandled,areunlikelytobite,aredocileandfriendly,andwillnotbedisturbedbylargenumbersofexcited,andpossiblynoisy,children.



• Warnpupilsabouthand,eyeandmouthcontactwhenhandlinganimals.



• Limitthetimeanimalsarekeptinanyroomwherepupilsspendlongperiodsoftime.

• Ensureroomiswellventilatedandadequatelyheated,andkeepanimalsawayfromdirectsunlightanddraughts.

• Ensureanadequatesupplyoffreshfoodandwaterifnecessary.

• AgreebeforehandwhichpetscanbebroughttoschooltoensurenounsuitableanimalsarriveonPet Day.



July2009

Pleaseturnoverleaf



• Identifycauseofanallergicreactionandremove,orremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.






General information



• Budgerigars,macaws,parakeetsandparrotsmaybeinfectedwithpsittacosis.


PS55–Bringing pets & other animals PS55–into schools


www.cleapss.org.uk


July2009

Animals – kept in school


Useful equipment

2B

4B

5B

6A

• Glovesforhandlinganimalsandtheircages.

• Glovesforcleaninganimaldroppingsandlitter.




• Cuts,bitesandstings.

• Toanimalsifkeptinunsuitableconditions.


• Transmissionofparasites.

Important:

IfyouareconsideringkeepingsmallmammalsinschoolyoumustobtainthedocumentSmall mammals(L52)obtainablefreeofchargefromCLEAPSS.Thesectiononhealthandsafetyandlegalrequirementsmustbereadandtheguidancefollowed.

Animalsmustbeobtainedfromaccreditedorhigh-qualitysourcestobeconfidenttheyarediseasefree.

Mammalsmustbekeptinscrupulouslycleanconditions.

Stepsmustbetakentoensuremammalsarewellmaintainedandcannotbeinfectedbyothermammals.

Foodmustbecheckedforinfestationofbeetlesandmoths.



• Warnpupilsabouthand,eyeandmouthcontactwhenhandlinganimals.



• Limitthetimeanimalsarekeptinanyroomwherepupilsspendlongperiodsoftime.

• Ensureroomiswellventilatedandadequatelyheated,andkeepanimalsawayfromdirectsunlightanddraughts.

• Fluctuationsoftemperatureovertheweekendandholidaysmayrequireanimalstobetakenhomeduringtheseperiods.

• Ensureanadequatesupplyoffreshfoodandwater.

• Cleancagesandaquariumregularly.



July2009

Pleaseturnoverleaf



• Identifycauseofanallergicreactionandremove,orremovethepupilfromthearea,avoidingallfurthercontact–seekmedicaladviceintheeventofaseverereaction.






General information




L520–Small mammals

L560–Housing & keeping animals

L710–Incubating & hatching eggs

L124–Aquaria in primary schools: L124–electrical safety

L181–Cold-water aquaria

L197–Giant African land snails

L201–Giant millipedes

L206–Tadpoles

L213–Science with minibeasts: snails

L227–Stick insects

L257–Science with minibeasts: earthworms


www.cleapss.org.uk


July2009

Environment


Useful equipment

2B

3B

4B

5B

5/6H

6A

• Plasticgloves.



• TetanusandWeil’sdisease(fromcontaminatedpondwater).

• Fallingintopond.

• Pupilsandstaffmayexperienceanallergicreaction.

• Slips,tripsandfalls.

• Beforeworkinginapond,identifypupilswithcuts,grazesorbrokenskinandcoverarea.

• Checkforsuitabledippingplacesthatarenotslipperyortoosteep.Chooseaspotwherethewaterisshallowroundtheedge.

• Checkareaspriortovisitforsharpobjects,poisonousplantsorcontaminationbyanimals.

• Checkthatpupilsarewearingsturdyfootwear.

• Limitamountoffrogspawnkeptandreturntothesamepondwhereoriginallycollectedwhereverpossiblebeforemetamorphosisiscomplete.

• Pupils and adults must wash their hands after touching animals or plants.

• Collectsmallcreaturesforstudyusingapooterorfinepaintbrushtoavoidharmingthem.

• Returnsmallinvertebratescollectedfromenvironmentassoonaspossible.

• Developacodeofpracticeforvisitsintotheschoolenvironmentandlocalsites.


• Identifycauseofanallergicreactionandremovefromthepupil.

• Intheeventofananimalbite,scratchorsting,encouragebleeding(unlessprofuse)bysqueezingtheskin.Thiswillhelpcleanthewound,whichshouldnotbesucked.Cleanwithamedicalwipe.



July2009

Pleaseturnoverleaf

General information

• Symptomsofanallergicreactioninclude:wheezing,coughing,sneezing,skinrash,skinreddening,itching,sweating,runnynoses,runnyeyes.

• Somespeciesofanimalsandplantsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.

• Gravelpitsoftenshelveveryquicklyandthewaterisverydeep.

• Tidalcoastalareascomewithinthedefinitionofopencountrysideregulations.

• FurtherguidanceisgiveninSafety in hazardous pursuits – regulations and guidance notes(HCC)andOff-site activities and educational visits – regulations and guidance(HCC).Ensurecopyisstillavailableandup-to-date.


L221 –Developing & using –environmental areas

SRA08–Practical activities in the –school grounds

SRA09–Using school ponds

PS01 –Pond dipping & Weil’s –disease


www.cleapss.org.uk


July2009

Plants


Useful equipment

1B2B3B4A

4B5B5/6H6A

• Plasticgloves.


• Pupilsandstaffmayexperienceanallergicreaction.

• Poisonousberriesandfungi.

• Contaminatedsoil(seegeneralinformationbelow).

• Displaycommonpoisonousspeciesandinstructpupilsastohazards.

• Coverallcutsandgrazes.• Usesterilisedsoilorpottingcompostforplantingseeds.

• Washhandsaftertouchingplantsandsoil.

• Wearplasticgloves.• Warnpupilsofdangersofhand,eyeandmouthcontact.


• Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction. Involvepupilsintheprocessof

agreeinganyprecautionsfortheactivity.

General information


• Someplantsareknowntobetoxicandhavepoisonousseeds.• Somespeciesofplantsareprotectedandshouldnotbetakenfromtheirnaturalhabitat.

• Gardentoolscanbedangerousifnotregularlychecked,eg:forloosehandlesandbrokenparts.

• Soilsmaybecontaminatedwithpathogenssuchastoxocaraandtetanus.• Mostsoilsarecontaminatedwithparasitesandpathogens,particularlyasaresultofanimalfouling.

• Compostfromgardencentresissterilisedandshouldbeusedinpreferencetolocalsoilsiftherisksarethoughttobehighortominimiserisks.


L420–Plants for classrooms

L226–Carnivorous plants


www.cleapss.org.uk


July2009

Micro-organisms


Useful equipment

6B • Plasticgloves.

• Containersthatcanbesealed.


• Contaminationwithotherfoodstuffs.

• Allergicreactions.

• Explosioncausedbybuildupofgaseswhengrowingyeast.

• Washhandswithsoapandwaterbeforeandafter.

• Covercutsandgrazes.

• Keepcultures,suchasmouldybreadandotherfoodstuffs,insealedcontainersanddisposeofwithnormalschoolwastewithoutunsealingwhenfinished.

• Keepawayfromotherfoodstuffs(suchasinafridge)toavoidcontamination.

• Containersusedforgrowingyeastshouldonlybelooselypluggedwithcottonwool.

• Wearplasticgloves.

• Tell pupils they must not make hand, eye and mouth contact.


• Identifycauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.

• Intheeventofaspillage,teachersmustcoverthesurfacewithastrongdisinfectantfor30minutesandthenwipeupwearinggloves.

• Spillagesonskinorclothingshouldbewashedimmediatelywithsoapandhotwater. Involvepupilsintheprocessof


General information


• ThereisalegalrequirementundertheControlofSubstancesHazardoustoHealth(COSHH)Regulations(1999)tocarryoutanassessmentofrisksassociatedwithmicrobiologicalhazardswheneverpupilsareinvolvedwithmicrobiology.Seepage4ofCLEAPSSL190forfurtherguidance.


L190–Studying micro-organisms in L190–primary schools


www.cleapss.org.uk


July2009

Testing materials for strength, hardness and flexibilityLinks to 1998 QCA Scheme ofWork Units

Useful equipment

1C

2D

3C

6D

• Goggles–BritishStandard(BS)2092.

• Stronggloves,eg:gardeninggloves.


• Fragmentsfrombrittleplasticscausingcutsandeyeinjuries.

• Dustfrompolystyrenecausingbreathingproblems.

• Sharp,jaggededgesifmaterialsbreak,causingcuts.

• Brokenglasscausingcuts.

• Heavymassesfallinganddamagingfeet.

• Splintersfromwood.

• Whiplashinjuriesfrombreakingwiresorelasticbands,etc,undertension.

• Weargogglesiftestingstrengthorifthereistheriskofbrittleplasticbreaking.

• WhensquashingrigidmaterialsuseaviceorG-clamp.

• Wearstronggardeningglovestoprotecthandswhentestingrigidmaterials.

• Avoidglass.

• Warnpupilsofthedangersofbreakingwiresandelasticbandsundertension.


• Wrapbrokenglassinnewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.


General information


www.cleapss.org.uk

CardSc3.1 Sc3Materialsandtheirproperties

July2009

Rocks and soils


Useful equipment

3D • Plasticgloves.

• Goggles.


• Fragmentingrocks.

• Contaminatedsoils(seegeneralinformationbelow).

• Injuryduetodamagedgardeningtools.

• Weargogglesifthereisariskofrocksfragmenting.

• Washhandsfollowingthehandlingofsoils.

• Usesterilisedcompost.

• Covercutsandbrokenskin.

• Weargloveswhenusingtoolsandun-sterilisedsoils.

• Warnpupilsofthepotentialhazardofcontaminatedsoilsandtheimportanceofnottouchingeyesandmouthwhenhandlingsoils.

• Checkforloosehandlesandbrokenpartsongardeningtools.

• Rinsetoolsafteruseandregularlywashwithdisinfectantsolution.


General information

• Soilsmaybecontaminatedwithpathogenssuchastoxocaraandtetanus.

• Mostsoilsarecontaminatedwithparasitesandpathogens,particularlyasaresultofanimalfouling.

• Compostfromgardencentresissterilisedandshouldbeusedinpreferencetolocalsoilsiftherisksarethoughttobehighortominimiserisks.


L120–Earth science: Key Stages L120–1& 2


www.cleapss.org.uk


July2009

Water and other liquids


Useful equipment

2D3C4C4D

5C5D6C6D

• Plasticgloves.

• Hotwaterfromatap.


• Allergicreactiontosubstancessuchaswashing-upliquid.

• Swallowingliquids,eg:whenexploringbubbles.

• Slipperysurfaces.

• Scolding.

• Waterandelectricity.

• Chemicalreactionwhenmixingsubstanceswithliquids.

• Oil must not be heated unless in a water bath.

• Identifyanypupilswithskinallergies–weargloves.

• Blowthroughstraworuseshapedbubbleblowers.

• Useabsorbentmaterialtocoverareatoavoidslipping.Warnpupilsofthedangersofspiltliquids.

• Toavoidspillage,encouragepupilstocarrysmallcontainersofwaterwithinalargeronesuchasinabucket.

• Ifhotwaterisrequiredotherthanfromsink,ensureadultsupervision.

• Restrictother liquidstocookingingredientssuchasvinegar,cookingoil,syrup.

• Siteactivitiesawayfromelectricalappliancesandmainssupply.

• Formixingpurposes,useonlycookingingredients.


• Identifythecauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction.


General information

• Manyliquidsandsolutionsfoundinthehomeandatschoolarehazardous,eg:bleach,ovencleaners.Warnpupilsofthedangers.


www.cleapss.org.uk


July2009

Thermal conductors and insulators


Useful equipment

4C • Plasticcoveredthermometers.

• Thermosticks.

• Digitalthermometers.

• Hand-heldsensors.


• Scolding.

• Brokenthermometers.

• Allergicreactiontoinsulatingmaterialssuchasfibreglassandloftinsulationmaterials.

• Restricthotwatertothatfromatap.

• Ensureadultsupervision.

• Onlyadultsshouldpourhotwaterintocontainersinatray.

• Placeanelasticbandaroundthethermometertopreventrolling.

• Useplasticcoveredthermometers,thermosticks,digitalthermometers,computerorhand-heldsensors.

• Mercury thermometers must not be used.

• Identifyanypupilsandadulthelperswithskinallergies.


• Wrapbrokenthermometersinnewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.

• Identifythecauseofanallergicreactionandremovefromthepupil–seekmedicaladviceintheeventofaseverereaction. Involvepupilsintheprocessof


General information


• Mercurythermometersshouldnotbeused.Thisisbecauseliquidmercuryvaporisesatalowtemperatureandcanthereforegetintothebodyeasily.Mercuryispoisonous.


L157p–Measuring temperature

PS60–Datalogging & control PS60–equipment for primary schools


www.cleapss.org.uk


July2009

Testing properties of materials – magnetic, squashing, bending, twisting and stretching


Useful equipment

1C

2D

3C

• Goggles.

• Gloves.


• Youngchildrenswallowingmagnets.

• Sharpedgesandbrokenfragments,eg:fromsprings,splintersfromwood.

• Looseironfilingscanirritatetheskinandeyes.

• Trappedskinwhencompressingsprings.

• Injuryfromspringsorelasticbandswhenreleasedaftercompressionorstretching.

• Expanded polystyrene must not be used to test bending or twisting since the polystyrene dust released is hazardous.

• Warnpupilsnottoputmagnetsnearorinmouths.

• Weargogglesiftestingstrength.

• WhensquashingrigidmaterialsuseaviceorG-clamp.

• Wearstronggardeningglovestoprotecthandswhentestingrigidmaterials.

• Avoidglass.

• Iron filings must be used in sealed containers.

• Warnpupilstoreleasecompressedorstretchedmaterialsslowlytoavoidinjury.


General information

• Frequentbendingandunbendingofmetalmaycausefractureswhichgivesharpedgesandproduceheat.

• Pupil-sizedgardeningglovesmaybepurchasedfromHampshire’sCountySupplies.


www.cleapss.org.uk


July2009

Heating materials – using electrical sourcesLinks to 1998 QCA Scheme ofWork Units

Useful equipment

2D

4C

4D

5C

5D

6C

6D

• Safetysigns.

• Ovengloves.

• Edgesafetyguardforcookerswherepossible.


• Burnsorscalds.

• Trippingoverwiresandleads.

• Useovenglovestoremovecontainersfromheatsources.

• Useadultsupervision.

• Turnhandlesinwards.

• Indicatewhencookerisswitchedon,suchaslargehotsign.

• Turnoffapplianceimmediatelyafteruse.

• Teachpupilstopullclingfilmfromthefurthestedgeofthecontainertowardsthemselvessoastoallowthesteamtoescape.

• Avoidre-heatingliquidsthathavealreadybeenboiledinmicrowaveovens.Letheatedliquidsstandinthemicrowavebeforeuse.

• Meltmaterialssuchasfoodsorwaxindirectly,suchasoverasaucepanofhotwater.

• Teachpupilstheprocedurefordealingwithburns.

• Ensureleadsaretuckedoutofthewaytopreventaccidents.


• Runtheburnundercoldwaterforaminimumof10minutes.


July2009

Suitable heating sources

• Cookersandmicrowaves.

• Electricalhotplatesandkettles.

Pleaseturnoverleaf

Precautions – suggested actions(continued)

• Considertheheightofthecookerinrelationtoheightofpupilswhenassessingwhetherapupilcanremovecontainersfromcooker,etc.

• Uselowmeltingpointwax,suchasblockssoldforthetreatmentofarthritis,orlowmeltingpointparaffinwax.

• Abucketofcoldwatershouldbereadilyavailableincaseofaburn.


General information

• Seethedesignandtechnologysafetyguidelinesonuseofcookersandmicrowaves.

• A fire blanket must be located next to the cooker.

• SeeBe safebyTheAssociationforScienceEducation.


www.cleapss.org.uk


July2009

Heating materials – using candles and night lightsLinks to 1998 QCA Scheme ofWork Units

Useful equipment

3C

4C

4D

5C

5D

6C

6D

• Sandtrays.• Safetymatches.• Bucketofcoldwater.• Hotwaterfromatap.• Goggles.



• Burns.

• Fire.

• Plastics of unknown origin must not be heated as many plastics form harmful vapours, eg: polystyrene, acrylics, resins and polyurethane.

• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.


• Ensureroomiswellventilated.• Useasnuffertoextinguishcandles.

• Fixcandlesornightlightsonastablebaseandplaceinasandtray.

• Usesafetymatches.• Securelooseclothing,suchasatthewrist.

• Tiebacklonghair.• Limitquantitiesofmaterialstobemelted.

• Weargoggles.• Ensureabucketofcoldwaterisreadilyaccessibleintheeventofaburn.

• Pupilsshouldbetaughtnottositdownduringheatingactivities,sotheycanmovemorequicklyifthereisanaccident.


• Intheeventofaburn–floodaffectedareawithcoldwaterforatleast10minutes.

• Ifapupilsuffersanasthmaattack–ensuretheykeeptakingtheirinhaleruntilsymptomssubside(itcanbetakenupto30timesifnecessary).



July2009

Pleaseturnoverleaf

General information


• Thefollowingunsuitableheatingsourcesmust notbeused:

– spiritburners

– oillamps

– portablebottledgasburners

– picnicstoves

– methylatedspiritburners

– electricpaintstrippers

– solidfuelburners.


www.cleapss.org.uk


July2009

Burning materials


Useful equipment

3C

5D

6D

• Tongs.• Bucketofcoldwater.• Goggles.• Candlesnuffer.• Sandtrays.



• Burns.

• Fire.

• Toxic fumes. Man-made materials, such as polyurethane, polystyrene, foams and plastics, must not be used in burning tests.

• Ensureroomiswellventilated.• Identifyanypupilswithmedicalconditions,includingthosewithrespiratoryproblems.


• Useasnuffertoextinguishcandles.


• Usesafetymatches.• Securelooseclothing,suchasatthewrist.

• Tiebacklonghair.• Onlyusesmallsamplesofmaterialstoburn.

• Usetongsforholdingmaterials.• Conductflammabilitytestsoutsidepriortoactivitywithpupils.

• Weargoggles.• Ensureabucketofcoldwaterisreadilyaccessibleintheeventofaburn.


• Ifanypupilsoradultssufferanallergicreactionremovefromtheareauntiltheairhascleared.





July2009

Suitable heating sources

• Candlesandnightlights.

Pleaseturnoverleaf

General information


• Thefollowingunsuitableheatingsourcesmust notbeused:

– spiritburners

– oillamps

– portablebottledgasburners

– picnicstoves

– methylatedspiritburners

– electricpaintstrippers

– solidfuelburners.


www.cleapss.org.uk


July2009

Mixing materials


Useful equipment

2D3C4D

6C6D

• Plasticgloves.• Dustmasks.• Goggles.


• Pupilsandstaffmayexperienceanallergicreactiontodifferentsubstances.

• Lemonjuiceandvinegarwillstingifitgetsintoacut.

• Becausecarbondioxideisreleasedduringthereactionbetweenvinegarandsodiumbicarbonate,andbetweenlemonjuiceandbakingpowder,placingathumbovertheendofacontainerandshakingmayleadtothecontainerbreakingorexploding.

• Mixingunknownsubstances.• Inhalationofdustorpowders.

• Covercuts.

• Mixingmaterialstogethermayproducematerialswithunknownhazards,thereforeusecommoncombinationswhendoingthis:lemonjuiceandbakingpowder,vinegarandsodiumbicarbonate,cementandwater,plasterofParisandwater.

• Usecookingingredientswhenmixingsubstances.

• Usesmallquantitiesofpowderstominimisetheneedfordustmasksandsafetygoggles.


• Identifycauseofanallergicreactionandremovefromthepupil.


General information


• Becauseagasisoftenproducedwhensubstancesaremixed,thecontentsinacontainermayoverflow,sohavepapertowelstohand.

• Washingpowderanddishwasherpowderareoftenhighlyirritantandwouldnotberecommendedformixing.Lookforhazardsymbolsonpacks.

• PlasterofParisgeneratesheatwhenmixedwithwater.• Somechildrenhaveanallergicreactiontosomefoodcolouring/colourants.


L5–Safe use of household and L5–other chemicals

PS74–Using plaster of Paris in P574–primary schools


www.cleapss.org.uk


July2009

Electricity – appliances


Useful equipment

2F

4C

• ResidualCurrentDevices(RCDs)tobeusedwithelectricalappliances.

• Safetysigns.

• Ovengloves.

• Edgesafetyguardforcookerswherepossible.


• Electricitycankill.

• Overloading.

• Hotextensionleads.

• Burnsfromheatingappliances.

• Trippingoverextensionleads.

• Tellpupilsnevertoexperimentwithmainselectricity.

• UseRCDswhenoperatingmainsappliances.

• Checkequipmentvisually(seeGeneral informationsectionoverleaf).

• Fullyextendextensionleadstopreventoverheating.

• Coverextensionleadwireswithmats.

• Displayahotwarningsignwhenheatingappliancesinuseandfollowsafetyprocedures.

• Useovengloves.

• Turnsaucepanhandlesinwards.

• Fitguardedges.

• Checkheightofthecookerisappropriateforpupils.


• Switchoffappliancesatmains.

• Intheeventofelectrocution–switchoffmainsbeforetouchingvictim.

• Ensureairwayisopen.

• Ifaburnissustained–floodaffectedareawithcoldwaterforatleast10minutes.


CardSc4.1 Sc4Physicalprocesses

July2009

Pleaseturnoverleaf

General information

• ElectricalappliancesshouldhaveaBEAB(BritishElectricalApprovalsBoard)safetystandardmark.

• AllportableequipmentmustbeinspectedvisuallyandtestedatintervalsasdescribedinElectricity at work – Guidance for managers,Appendix3,publishedbyHCC,March2006.See:http://intranet.hants.gov.uk/hrsafety/safety-polstan/electricity/electricity-guidance.htm.

• Standardcookersrequirea30ampelectricalcircuit.AbabyBelling,microwave,cookpanormixerrequiresa13ampfuse.

• SetoutbelowarethebasicvisualchecksthatyoucanmakeonelectricalappliancesasrecommendedinElectricity at work – Guidance for managers,Appendix2.

Electrical safety visual checklist:

• Check the plugforcrackedcasing,bentormissingconductingpins,signsofscorching/overheating,ensurecableiseffectivelysecuredbythecablegripoftheplug,andthatthecorrectfuseisfitted.

• Check the cabletoensureallconnectionsaresoundandthattherearenocutsorabrasions(lightscuffingisacceptable).

• Check the equipmentfordamagetoexternalcasing,missingorloosescrews,missingguards/inspectionpanels,overheatingandwhetheritislocatednearawatersource.

Action required:

Ifthereisanydoubtastothepotentialsafetyofelectricalequipment,taketheequipmentoutofuseimmediatelyandclearlylabeltheequipment:

DANGER. Unsafe electrical equipment. DO NOT USE.

Reportanydefects.


L86p–Electrical safety


www.cleapss.org.uk


July2009

Electricity – safety code when using mains electricityLinks to 1998 QCA Scheme ofWork Units

Useful equipment

2F

4F

6G

• Posterdisplayingelectricalsafetyawareness.


• Electricshock.

• Burns.

• Trippingovertrailingwires.

Teachpupilsthefollowing:

• electricitycankill

• wiresandplugsmaybecomehotandcauseminorburn

• nevertouchelectricalappliances,plugsorsocketswithwethands

• keepelectricalappliancesawayfromwater

• informanadultifplugsorequipmentappeartohaveafault,aredamaged,ortheleadisfrayedorburnt,and do not switch on

• switchoffatthesocketbeforeplugginginorunpluggingapieceofequipment

• removeaplugfromasocketbyholdingtheplugitselfandnotbypullingthelead

• checkthattherearenotrailingwires.Ifthereare,tuckthemoutofthewaytopreventaccidents.


• Treatvictimofelectricshockforunconsciousnessfirst,beforetreatingburns.

• Ifaburnissustained–floodaffectedareawithcoldwaterforaminimumof10minutes.



July2009

Pleaseturnoverleaf

General information

• PostersaboutthedangersofelectricitycanbeobtainedfromtheElectricityBoard.

• Damagedplugsandfrayedleadsarethecommonestsourcesofinjuries.

• Mainsleadsshouldneverbejoinedorrepaired–damagedleadsshouldbereplacedbyasuitablyqualifiedperson.


L86p–Electrical safety


www.cleapss.org.uk


July2009

Electricity – batteries


Useful equipment

2F

4F

6G

• Batterytester.


• Minorburns.

• Damagedskinfromleakingbatteries(acidburn).

• Shortcircuitingandfire.

• Teachpupilshowtopreventshortcircuitingbatteries.

• Askpupilstodisconnectwiresfromthebatteryduringbreaksinthelesson.

• Avoidmixingdifferenttypesofbatteriesininvestigativework.

• Disposeofbatterieswhenthevoltagehasdroppedbelowthelevelatwhichtheycanbeused,astheymaybegintoleak.

• Thecontentsofbatteriesmaybecorrosiveandtoxic.Avoidcuttingopen.

• Storebatteriessothattheterminalsdonottouchtoavoidthedangerofshortcircuiting,overheatingandfire.

• Do not use rechargeable batteries or car batteries.


• Ifaburnissustained,includingacidburns–submergeaffectedareaincoldwaterforaminimumof10minutes.



July2009

Pleaseturnoverleaf

General information

• Drybatteriesarethesafesttouseforinvestigativework.Itisnotpossibletogetanelectricshockfroma1.5voltbattery(cell)unlessmanyofthemarejoinedtogether.

• Rechargeablebatteriesposeagreaterhazardwhenshortcircuitedastheydischargeveryquickly,causingbatteriesandwirestobecomeextremelyhot.

• Theheavymetals,nickelandcadmium,foundinrechargeablebatteriesareenvironmentalpollutants.

• Carbatteriesarecapableofproducingextremelyhighcurrentflowandcouldcausesevereburnsorexplosion.They must not be used for investigative work.

• Itisdangeroustotrytoextendthelifeofadrybatterybyheatingorbyrecharginginacharger.


L112–Batteries and L-V units

L122–Simple electric circuits with L122–bulbs & batteries


www.cleapss.org.uk


July2009

Electricity – circuits


Useful equipment

2F

4F

6G

• Batterytester.


• Minorburns.

• Cutsfrombrokenbulbs.

• Batteries(Hazard Card Sc4.3mustberead).

• Teachpupilshowtopreventshortcircuitingbatteries.

• Askpupilstodisconnectwiresfromthebatteryduringanybreaksinthelesson.

• Includeacomponentinacircuitwhenusinglengthsofwiretomakearesistororanelectromagnet.

• Warnpupilsthatsteelwoolandaluminiumfoilmaybecomehotorburnwhenconductingelectricity.


• Wrapbrokenbulb(s)innewspaperandplaceinadustbin(notwastepaperbin)andliaisewithcleaningstaff.

• Ifaburnissustained–floodaffectedareawithcoldwaterforaminimumof10minutes.


General information

• Whenwiresareconnecteddirectlyfromoneterminalofthebatterytoanotherwithoutacomponentsuchasabulborbuzzer,thebatterywilldischargeveryquickly.Thisiscalledashortcircuit.Thiscangenerateheatandburnfingers.

• SeealsoHazard Card Sc4.3.


L112–Batteries and L-V units

L122–Simple electric circuits with L122–bulbs & batteries


www.cleapss.org.uk


July2009

Forces – pushes and pulls, forces and movements (KS1)Links to 1998 QCA Scheme ofWork Units

Useful equipment

1E

2E

• Goggles.


• Youngchildrenswallowingmagnets.

• Flyingobjectshittingpupils.

• Cutsfromchangingtheshapeofobjectsbysquashing,bendingortwisting.

• Topupilswithrespiratoryproblemswhenblowingbubbles,balloons,etc.

• Inhalationofbubblemixture.

• Tripsandfallsduetomovingobjects.

• Warnpupilsnottoputmagnetsnearorinmouths.

• Teachpupilstolookoutforotherswhenexploringmovingobjectsandalsoknowhowtocarryouttheactivitysafely.

• Considerwhetheractivitiesusingflyingobjectswouldbebestcarriedoutindoorsoroutdoors.

• Avoidusingbrittlematerialstotest.

• Wearglovesifthereisariskofcutswhenchangingtheshapeofobjects.SeeHazard Card Sc3.5.

• Identifypupilswithmedicalconditions,includingthosewithrespiratoryproblems.


• Teachpupilstoblowratherthansuckwhenexploringbubbles.

• Ensurethatyouchooseabubblemixturethatwillnotharmpupils.


• Washanysmallcutsandcover.

• Adultsdealingwithcutsshouldwearprotectivegloves,usedisinfectanttoclearspillagesandthoroughlywashtheirhandsaftercontact.


General information


L163–Teaching forces


www.cleapss.org.uk


July2009

Forces – magnetism and springs


Useful equipment

3E


• Irritationofskinandeyeswhenusinglooseironfilings.

• Damagetotoesfromfallingobjectssuchaskilogrammasses.

• Injuriestoeyesandfacefromsnappingmaterialswhenoverstretched.

• Iron filings must be placed in a sealed container.

• Washhandsaftercontactwithlooseironfilings.

• Raisepupils’awarenessofeffectoffallingobjects.Placeaboxcontainingsoft,absorbentmaterialtocushionfallingobjects.

• Eye protection must be worn when there is a risk of snapping or overstretching materials.


General information

• Looseironfilingsaredifficulttoremovefrommagnets.

• Ironfilingscanbepurchasedinsealedcontainers.

• Spring-basedinstruments,includinghome-madeNewtonmeters,canbedangerousifsuddenlyreleasedundertension.

• Strongermeters,whichmightbeusedtomeasureapupil’sstrength,mustbefirmlyanchoredwithplentyofclearspacearoundthepupil.


L161–Magnets for primary schools



www.cleapss.org.uk


July2009

Forces (KS2)


Useful equipment

4E

6E


• Frictionburns.

• Injurytofingersifexploringbicycles.

• Injuryfrommovingorflyingobjects.

• Tellpupilsthatfrictiongeneratesheat.

• Allowplentyofspaceforactivitiesinvolvingmovingobjects.

• Ensurehangingstructures,suchaspulleys,arefirmlyfixed.

• Limitthesizeandloadofmovingobjects.

• Teachpupilstoaimawayfromeachotherwhentestingflyingobjectsandprojectiles.

• Naked flames must not be used for hot air balloons.




General information

• Whenreleasingobjectsfromaheight,ensurepupilsstandonsecurestructures,suchasphysicaleducationboxes,ratherthanclassroomfurniture.

• Itisdangeroustousehand-heldelectricalappliancesnearwater.Whentestingmovementofboats,usebatterypoweredfans.

• Activitiesinvolvingflyingthings,suchaskites,hotairballoons,catapults,waterrockets,paperaeroplanes,etc,oftenrequirealargespaceandrequireclosesupervision.

• Hotairballoonsshouldbefilledwithhotairfromahairdryer.




www.cleapss.org.uk


July2009

Light


Useful equipment

1D

3F

5E

6F

• Candleholders.• Sand.• Longsafetymatches.


• Toeyeswhenlookingatverybrightlightsources.

• Burnsfromnakedflames.


• Skinburnsfromfocusinglensontheskininsunshine.

• Makepupilsawareofthedangersoflookingatverybrightlights.

• TeachpupilsthattheyshouldneverlookdirectlyattheSun,orthroughbinoculars,telescopes,prismsorlens.

• Ensurethereissufficientsupervision.

• Tellpupilstokeepawayfromnakedflames.

• Identifypupilswithmedicalconditions,includingthosewithrespiratoryproblems.


• Ensureroomiswellventilated.• Useasnuffertoextinguishcandles.


• Usesafetymatches.• Tiebacklonghairandsecurelooseclothing,suchasatthewrist,whenusingcandlesornightlights.

• Pupilsshouldbetaughtnottositdownwhenusingcandles,sotheycanmovemorequicklyifthereisanaccident.






July2009

Pleaseturnoverleaf

General information


• Abucketofcoldwatershouldbeeasilyavailableincaseofaburn.


www.cleapss.org.uk


July2009

PS17–Viewing the Sun

Sound


Useful equipment

1F

5F

• Miltonsolutionfordisinfectingequipment.


• Damagetohearingfromexcessivesoundclosetoear.

• Injuriescausedbybreakingorflickingmaterials.

• Damagetoteethfromvibratingtuningforks.

• Cross-infectionfromsharedequipment.

• Instructpupilsnottoshoutintothetrumpetordiaphragmendsofstethoscopesortubes.

• Userobustmaterialsorthosedesignedspecificallyformusicalactivitieswhichareunlikelytofracturewhenexploringsourcesofsounds.

• Teachpupilstoavoidcontactingavibratingtuningforkwiththeirteethorglassobjects.

• Anyequipmentwhichisplacedintothemouthorearshouldbedisinfectedaftereachusebyapupil.


General information

• Thinglassshattersifawetfingerisrubbedaroundtherim.


www.cleapss.org.uk


July2009

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