April - June 2015

Examiners Report
NEBOSH International
Certificate in
Fire Safety and Risk
Management (IFC1)

Examiners Report
NEBOSH INTERNATIONAL CERTIFICATE IN
FIRE SAFETY AND RISK MANAGEMENT
UNIT IFC1:
INTERNATIONAL FIRE SAFETY AND
RISK MANAGEMENT
APRIL JUNE 2015

CONTENTS
Introduction

General comments

Candidate performance

Learning outcomes

Examination technique

Command words

Conclusion

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

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

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 IFC1
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
Certificate in Fire Safety and Risk Management which is available via the NEBOSH website. In
particular, the guide sets out in detail the syllabus content for IFC1 and tutor reference documents for
each Element. Please note that this examination period covers both the April 2013 and the November
2014 specifications.
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 FC1 Example question paper
and Examiners feedback on expected answers which provides example questions and details
Examiners expectations and typical areas of underperformance.

Unit IFC1
International fire safety and risk management
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:
1.6

Explain the requirements for recording and reporting fire related incidents.

This area of the syllabus covers issues relating to the recording and reporting of fire-related incidents
including the types of records that should be kept in various documents such as fire log books and
accident books. As has been noted before, questions on topics in this area are often answered well
with many answers containing a good range of relevant points.
Examiners reported that this area seemed to have been well taught by course providers and
understood well by candidates.
4.1

Outline the means of fire protection and prevention of fire and smoke spread within
buildings in relation to building construction and design

Topics in this area of the syllabus include a variety of measures that can be used in buildings to
restrict the degree to which a fire would spread. Such measures include the use of compartmentation
and the use of fire-resisting materials in the construction of buildings and internal linings. Questions
on the purpose and component parts of equipment used in compartmentation, such as fire doors,
were answered well in this period with candidates showing a good knowledge in this area.
The quality of answers in this area demonstrates that course providers seem to cover this part of the
syllabus effectively.

The following learning outcomes have been identified as being the most challenging area of the
syllabus for candidates in this period:
6.2

Outline the principles and practice of fire safety risk assessments including principles of
prevention (measures to remove and reduce risk)

This area of the syllabus covers all aspects involved in fire risk assessments including the principles of
prevention that should be applied when formulating effective measures to reduce fire risk. As noted
previously by Examiners candidates often show a poor level of understanding in this area. As an
example, the majority of answers relating to outlining the principles of prevention gave a long list of
practical controls that can be used in workplaces, but very few addressed the topic well by discussing
the principles themselves that must be applied when deciding upon the most appropriate controls as a
part of the fire risk assessment process. This suggests the candidates did not have a good
understanding of the principles of prevention and their purpose.
It is important that course providers ensure this part of the syllabus is covered sufficiently when
teaching this area and ensure candidates have a good grasp of these important principles.

3.2

Outline appropriate control measures to minimise fire and explosion risks

This is a broad area of the syllabus covering a variety of control measures to reduce fire risk from
sources of ignition, fuel and oxygen. It is important that candidates have a good understanding of the

full range of control measures in order to be able specify appropriate controls in practice. During this
period there were a number of candidates who did not fully address questions set, frequently going
off-topic and giving controls suitable for a different scenario than that set in the question. As an
example, if a question has asked for controls relating to storage of LPG cylinders many controls
specific to storing drums of flammable liquids will not be relevant and will not attract marks.
Course providers should ensure in their training that the controls necessary to tackle particular issues
are understood by candidates and they can recognise which controls are not effective in other work
situations.

2.5

Outline the principles of explosion and explosive combustion

The mechanisms of various types of explosion are covered in this area of the syllabus as well as the
principles applied to prevent and control explosions. During this period it was noted that many
candidates did not give full outlines of the mechanisms involved in various types of explosion. For
example, many candidates mentioned that dust explosions often involve two distinct explosions but
were unable to show why this occurs and the particular circumstances in which each explosion would
occur.
Candidates should be sure they understand the detail of explosion mechanisms and should consult
with text books and their course providers if they feel they dont have a good grasp of what can be a
technical part of the syllabus.

Examination technique
The following examination techniques were identified as the main areas of improvement for
candidates:
Candidates misread/ misinterpreted the question
Examiners reported that many candidates seem to misinterpreted questions set. This suggests that
many candidates may have a poor understanding of some parts of the syllabus and hence are unable
to apply their knowledge effectively to the subject matter in the question. It is of upmost importance
that students refer closely to the content of the learning outcomes and the syllabus found in the Guide
to the NEBOSH International Certificate in Fire Safety and Risk Management. The learning outcomes
indicate the maximum level of depth that can be set in an examination question in that area of the
syllabus and the content shows the subject matter that is covered by that learning outcome.
While preparing for the examination candidates should make use of the course guide to check that
they understand the subject matter in sufficient depth. Where they feel they do not understand a topic
sufficiently further background reading and seeking guidance from their course tutors would help
reinforce their knowledge of the subject in readiness for the examination.
Course providers are advised to make use of tutorial sessions, or encourage candidates to approach
them for further help on areas they are finding difficult to grasp.

Candidates provided rote-learned responses that did not fit the question
As noted previously, many answers given seem to have been rote-learned with a pre-prepared answer
written in the answer books. There will inevitably be an element of memorising material as part of a
candidates studies but understanding the subject is key to a candidate performing well in the
examination. If a question is set that is similar, but not the same, as questions set on past papers then
a rote-learned answer that answers the past question is not going to fully answer the question set and
marks awarded are likely to be low. In addition, providing an irrelevant rote-learned answer
demonstrates clearly that the candidate does not understand the topic fully, otherwise it should be
noticed that the points being made do not address the question being asked. Candidates are advised
to focus their studies on understanding the key principles of the subject matter taught in order that
they would be more able to apply their knowledge to a situation set in a question.
It is important that course providers make it clear that rote-learning answers will not enhance a
candidates understanding of the subject and frequently results in examination answers not relating to
the question asked.

Candidates did not respond effectively to the command word

It was noted that there was insufficient depth given in many answers that require some detail in order
to demonstrate the candidates understanding of the topic being asked for. This commonly affects
answers to outline and explain questions. It is essential that candidates pay close attention to the
command word in questions as these give an indication of the level of depth required to be awarded
marks for correct points. In particular, it is stressed that candidates must be aware that answers
containing bullet lists of points with no added detail will not have sufficient depth to show their
understanding of the points made and hence will not attract good marks.
Course providers are encouraged to emphasise the importance of giving sufficient depth of
information in answers and to use the NEBOSH guidance on command words and examination
technique classes as part of their teaching to reinforce this message.

Command words
The following command words are listed in the order identified as being the most challenging for
candidates:
Outline
Points made in outline questions are often given in insufficient depth to gain good marks. The
NEBOSH guidance on command words states that outline means To indicate the principal features
or different parts of." and that "an exhaustive description is not required. What is sought is a brief
summary of the major aspects of whatever is stated in the question.
Commonly outline questions were answered with a bullet-point list of points without any supporting
information. This does not demonstrate that the candidate knows why the point being made is
relevant to the subject matter in the question. The amount of information needed to successfully
outline something is not onerous, often a sentence or two of relevant text is all that is required, but
without this the Examiner is not able to award marks.

Explain
Explain questions demand a depth of answer sufficient to show that the candidate has a detailed
understanding of a topic. These questions are often associated with the words how or why. As an
example, a question may ask to explain why a fire risk assessment should be undertaken.
In a similar fashion to outline questions many answers gave lists of points without the level of depth
necessary to show that the candidate understood the concepts asked for. A discussion of the topic at
hand is usually a good means of explaining a subject rather than giving a series of individual points
and such an approach is more likely to score higher marks.

Describe
The NEBOSH guidance on command words gives the meaning of describe as a detailed written
account of the distinctive features of a subject.
Many candidates gave limited answers to describe questions giving lists of information with little or no
supporting information. Describe questions expect a candidate to be able to put information in their
answers to enable the Examiner to be able to formulate an idea of the subject being described in their
minds.

Identify
Identify questions expect a word or phrase that will name or identify an item or concept with no other
detail required in order to be awarded a mark.
While many candidates gave sufficient answers there were some noted that, contrary to outline or
explain answers, gave more information than was necessary to gain a mark. This does not affect the
marks awarded but does mean candidates will take more time than is necessary when writing these
answers.

Give
Questions asking the candidate to give an answer require a statement without additional explanation.
Most commonly, examination questions would ask to give examples of something. Most candidates
were able to answer these questions with sufficient detail to gain reasonable marks.

For additional guidance, please see NEBOSHs 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.

Conclusion
The feedback from Examiners highlighted that candidates taking the IFC1 examinations in April to
June 2015 needed most improvement in the areas of the principles of prevention applied during the
fire risk assessment process (learning outcome 6.2); appropriate control measures to minimise fire
and explosion risks (learning outcome 3.2); and the mechanisms of explosions (learning outcome 2.5).
With regard to examination technique, candidates sitting this examination should take care to read and
re-read questions in the examination to help ensure they fully understand what is being asked for.
This should reduce the chances for candidates to misinterpret questions or give rote-learned answers
to different questions asked on previous papers.

The National Examination

Board in Occupational
Safety and Health
Dominus Way
Meridian Business Park
Leicester LE19 1QW
telephone 0116 263 4700
fax 0116 282 4000
email info@nebosh.org.uk
www.nebosh.org.uk