March 2016

Examiners Report
NEBOSH International
General Certificate in
Occupational Health
and Safety (GC2)

Examiners Report
UNIT GC2:
CONTROLLING WORKPLACE HAZARDS
MARCH 2016
For:

NEBOSH National General Certificate in Occupational Health and Safety

NEBOSH International General Certificate in Occupational Health and Safety

CONTENTS
Introduction

General comments

Comments on individual questions

Examination technique

12

Command words

15

2016 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 and course providers for use 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 2016

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 typical GC2 questions using the March 2016
standard sitting question paper.
Feedback is presented in these key areas; feedback on individual questions, examination technique
and command words 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 National
General Certificate in Occupational Health and Safety and Guide to the NEBOSH International
General Certificate in Occupational Health and Safety, which are available via the NEBOSH website.
In particular, the guides set out in detail the syllabus content for Unit GC2 and tutor reference
documents for each Element.
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.

Unit GC2
Controlling workplace hazards
Question 1

In preparation for the opening of a new office, a small number of workers

were given a short period of time to put together a substantial quantity of
self-assembly furniture using hand tools (screwdrivers, spanners and
hammers). The following day, the workers reported ill-health effects
associated with work-related upper limb disorders (WRULDs).
(a)

Identify possible ill-health effects experienced by the workers.

(4)

(b)

Explain why the workers may have been experiencing ill-health

effects associated with WRULDs.

(10)

(c)

Outline control measures that may have reduced the risks of

WRULDs among these workers.

(6)

This question related to Element 3 of the syllabus and assessed learning outcome:
3.1

Explain work processes and practices that may give rise to work-related
upper limb disorders and appropriate control measures.

The scenario of this question stated that workers were suffering ill-health effects
associated with work-related upper limb disorders (WRULDs) and in part (a)
candidates were required to identify the possible ill-health effects being experienced
by the workers.
WRULDs is a generic term for a number of conditions caused, or made worse, by
work affecting the upper limbs from the finger tips, into the shoulders and extending
into the neck. Therefore, answers that included reference to these parts of the body
suffering effects such as swollen joints in fingers, loss of strength in the hands, pains
in the shoulders and neck would have gained the marks available. Some candidates
restricted their answers to health effects more aligned to hand-arm vibration while
others extended WRULDs into the lower limbs and gave answers more appropriate to
display screen workstations. Each of these approaches would have limited the marks
that could be awarded.
The scenario also gave clear pointers into the type of activities in which the workers
would be engaged and the restrictions that applied. Restrictions included time
constraints and lack of number of workers to carry out the work, while the activities
would have included impact forces using hammers, twisting of hands and arms while
using screwdrivers and forces applied with spanners. Candidates who could picture
this scenario could also raise possible issues such as space constraints, poor posture,
manual handling and repetitive work, all of which would have contributed to workers
suffering the ill-health effects associated with WRULDs. Consideration could also
have been given to vulnerable workers and workers with pre-disposed health
conditions.
Examiners have reported that very few candidates considered issues such as
vulnerable workers, over-reaching or high levels of force required as causal factors,
which limited their ability to gain higher marks in this part of the question.
Additionally, part (b) of this question was qualified by the command word explain,
which requires candidates to provide an understanding and assesses their ability to
know why something happens. Therefore in this question candidates should be able
to provide a link between the ill-health effect and the activity being carried out.
Candidates who could not produce such a link would not have been awarded the
maximum marks available.

Candidates who could provide a reasonable breadth of answers in part (b) should
have been able to outline ways to reduce the risks of WRULDs among the workers.
This could have included allowing more time to complete the work, increasing the
number of workers involved, giving sufficient breaks, making use of power tools or
tools that are ergonomically designed, or even buying ready-made furniture.
Generally, Examiners reported that a significant number of candidates were not
sufficiently prepared for this question, with many candidates giving answers more
suitable to manual handling activities and basing their answers around the task,
individual, load and working environment (TILE) approach. While this approach may
have gained some marks, the breadth of issues associated with the control of
WRULDs risks would not have been covered and marks awarded would have
reflected this accordingly.

Question 2

Outline a range of checks that should be made in order to improve

electrical safety in an office environment.

(8)

This question related to Element 5 of the syllabus and assessed learning outcome:
5.2

Outline the control measures that should be taken when working with
electrical systems or using electrical equipment in all workplace conditions.

When reading this question, candidates should have recognised the command word
as outline and that the subject was a range of checks for electrical safety in an office
environment. However, many candidates chose to answer a different question that
had been asked previously and instead gave a list of the features of portable electrical
apparatus that was not asked for.
Candidates should have provided a wider range of checks in an office environment
and could have included: PAT testing, correct fuses, provision of RCDs, fixed
installation testing, sufficient number of socket outlets, cable management and
maintenance records. These would all require checking for electrical safety in an
office environment, which together with suitable outlines would have been awarded
marks accordingly.
Candidates should be reminded to read and re-read the question thoroughly and not
focus on one or two words as this will limit the marks that can be awarded.
Additionally, those candidates who prepare for their examination with a number of
memorised answers will also compromise their ability to gain marks.

Question 3

Outline why a person might be unaware of the risk of being exposed to a

hazardous substance in the workplace.

(8)

This question related to Element 7 of the syllabus and assessed learning outcome:
7.2

Explain the factors to be considered when undertaking an assessment of the

health risks from substances commonly encountered in the workplace.

Examiners reported that this question challenged many candidates. Some candidates
gave a hierarchy of control as their answer, while others answered in terms of factors
to consider when carrying out a risk assessment of a hazardous substance. Neither
of these were asked for and neither would have gained many (if any) marks. Again,
this appeared to be an example of candidates preferring to give familiar answers,
rather than applying principles and knowledge to the scenario given in the question.
Conversely, the few candidates who could recognise why a person would be aware of
a hazardous substance provided a reasonable breadth of answer that, together with a
reasonable outline, would have been awarded the marks available.

Possible reasons for being unaware of a hazardous substance could be that

containers are not labelled, the substance has no odour, there are no acute effects
experienced, or the person is not undergoing health surveillance. Additionally,
workers who are not trained or do not have access to safety data sheets may well be
unaware of exposure to hazardous substances.

Question 4

(a)

(b)

Outline control measures that would allow a vehicle to reduce

speed and stop safely.

(4)

Other than reducing speed, outline control measures that would

help reduce the risk of vehicles colliding with fixed objects.

(4)

This question related to Element 2 of the syllabus and assessed learning outcome:
2.1

Explain the hazards and control measures for the safe movement of vehicles
in the workplace.

When answering part (a) of this question the majority of candidates tended to focus on
control measures associated with the vehicle and therefore their answers were limited
to references to brakes and tyres, which also limited the ability to gain further marks.
Other control measures could have included not overloading the vehicle, maintaining
the road surface in good condition, speed controls/retarders and driver training, which
with suitable outlines would have gained the additional marks available.
Again, it should be emphasised that Examiners continue to report that marks cannot
be awarded to candidates who do not provide a sufficient depth to their answers when
a question contains the command word outline. For example in part (a) of this
question, reference to brakes or tyres on their own would not gain the marks
available. A suitable outline could include effective brakes that are well maintained
and tyres in good condition with sufficient tread depth.
In part (b) of this question, an outline of control measures to reduce the risk of a
vehicle striking a fixed object was required, other than reducing the speed of the
vehicle. Many candidates included the reduction of speed in their answer, which
although would not lose any marks, did use up valuable time and is an indicator of the
failure to read the question properly. Many candidates did not see beyond speed
reduction as a control measure and therefore, in many cases, did not suggest other
controls such as sufficient lighting, warning signs, height restrictions and the use of a
banksman, all of which would help reduce the risk of a vehicle colliding with a fixed
object.

Question 5

The merger of two organisations has resulted in a large number of job

losses. Subsequently there has been an increase in work-related stress
levels among the remaining workforce.
Outline possible causes of the increased work-related stress levels

(8)

This question related to Element 8 of the syllabus and assessed learning outcome:
8.4

Outline the meaning, causes and effects of work-related stress and

appropriate control measures.

Candidates seem to find questions relating to stress quite challenging and while some
candidates could repeat the established stress standards, gaining some marks in the
process, there was little relationship to the scenario in their answers and further marks
could not be awarded.

Workplace re-organisation is common and with it comes a number of factors that can
create work-related stress or increase work-related stress among the workforce.
Many candidates focused on personal, family and home issues, which although can
contribute to overall levels of personal stress, such factors are not considered to be
work-related and marks could not be awarded.
Candidates who could make the connection between the merger of the two
organisations and workplace stress could gain reasonable marks. However, this was
restricted to only a few candidates. A workplace merger, together with job losses,
could create a degree of uncertainty among the workforce, together with a fear of
future job losses. Key skills may have been lost and additional demands placed on
remaining workers, there may be a change of job roles and relationship issues with
new colleagues and management, all of which could increase stress levels.
Rather than answering questions entirely with memorised responses, candidates
should try to put themselves in the situation given and apply the general principles of
the subject as taught. This will assist in producing the breadth of answer and keeping
the answer focused on the given scenario in the question.

Question 6

A manufacturing organisation receives deliveries of packs of cut timber

that are initially stacked and then unpacked and stored prior to use.
Outline precautions for safe stacking and storage in order to help reduce
the risk of falling materials.

(8)

This question related to Element 1 of the syllabus and assessed learning outcome:
1.5

Explain the hazards and control measures for safe working at height.

This element of the syllabus not only covers the prevention of falls of workers but also
includes the prevention of falling materials through safe stacking and storage. The
scenario in this question indicates that materials are initially stacked following delivery,
that could give rise to a risk of unstable and toppling stacks, and then the material is
stored, which could give rise to material falling from its storage location.
It appears from Examiner feedback that many candidates were not prepared for this
element of the syllabus with very few answers being relevant to the scenario.
Therefore, in order to provide an answer, candidates reverted back to familiar topics
and provided answers relating to manual handling, vehicle safety and precautions for
pedestrians, none of which were particularly relevant when reducing the risk of falling
materials from safe stacking and storage.
The few candidates who could gain reasonable marks made reference in their
answers to level ground, space for manoeuvring, use of pallets, limiting the height of
stacks, use of racks for storage, not overloading racks and the prohibition of leaning
materials. Such precautions are basic requirements for the safe stacking and storage
of any materials and candidates should be prepared to read a scenario, visualise it
and apply sound safety principles covered in a course of study. Course providers
should also emphasise that success in a NEBOSH examination should not rely solely
on candidates trying to apply a number of remembered mnemonics to all the
questions, rather that candidates should be prepared to apply basic principles to
workplace situations.

Question 7

(a)

Outline reasons why an item of machinery should be maintained.

(4)

(b)

Outline ways of reducing the risk of injury from moving parts during
maintenance activities on machinery.

(4)

This question related to Element 4 of the syllabus and assessed learning outcome:
4.1

Outline general requirements for work equipment.

Maintenance activities will have associated costs and as such the reasons to maintain
machinery may be questioned in many workplaces. Therefore, persons who may be
the source of safety advice should be able to provide sound reasons for carrying out
such work, which was the subject of part (a) of this question. The majority of
candidates could refer to the legal reasons although few outlines were provided in
such cases.
Candidates should consider that machinery could be subject to breakdown
maintenance where broken parts are replaced where the failure presents no risk, on
condition maintenance where parts are replaced when for example they reach their
wear limits, and also planned preventive maintenance where critical parts are
replaced irrespective of condition where failure would create significant risk. Many
candidates could not see beyond legal compliance or production requirements (not a
safety issue) and therefore marks awarded were limited. Had candidates applied this
question to a familiar item of equipment such as their motor vehicle (or even bicycle) it
is quite possible that marks awarded would have been much higher in this part of the
question.
During maintenance activities, it is usual that guards and control devices could be
removed from machinery or their functions disabled in order to gain access to internal
parts. As such, maintenance workers may be exposed to moving parts that would
normally be protected from access when used by the operator. In part (b) of this
question an outline of ways of reducing risk of injury from moving parts during
maintenance activities was required. However, in general, the majority of candidates
made reference to the types of guard or protective devices that would normally be
available on machinery to protect the operator. This was not the question and marks
could not be awarded in such cases.
Most candidates recommended isolating the machinery, but other than the generic
reference to instruction, training and supervision, this was largely the extent of most
answers. Few candidates referred to designing machinery so that guards did not
have to be removed during maintenance, the use of temporary barriers, reduced
speed, hold-to-run devices, or the use of extended or special tools, all of which were
applicable and would have gained marks available.

Question 8

Outline a procedure for the safe lifting of a load by a crane, having

ensured that the crane has been correctly selected and positioned for the
operation.

(8)

This question related to Element 3 of the syllabus and assessed learning outcome:
3.4

Explain the hazards and the precautions and procedures to reduce the risk in
the use of lifting and moving equipment with specific reference to powered
load handling equipment.

Almost all of the Examiners reported the same issue with answers to this question.
Candidates had either not read the question properly, or candidates had selected a
key word in the question and recalled an answer to a question previously asked on
the same element of the syllabus.

Therefore, the majority of candidates ignored the fact that in this scenario the crane
had already been correctly selected and positioned for the operation and answers
given included issues relating to crane selection and positioning, which was not
required and subsequently would not gain any marks. Very few candidates focused
their answer on a procedure for safe lifting of a load by this crane and those
candidates who did correctly visualise this scenario limited the marks that could be
awarded by not giving sufficient breadth to their answer by not raising sufficient points.
Typical correct answers did include reference to competent workers, the use of
banksman, selection of lifting accessories, and keeping the area clear. However,
feedback from Examiners indicated that very few answers included reference to lifting
plans, carrying out a test lift, raising the load to the correct height and the use of guide
lines.

Question 9

A school sports hall is to be used for temporary sleeping accommodation

for local residents who have been evacuated from their homes due to an
emergency situation.
Outline factors that should be considered when reviewing the fire risk
assessment for this temporary use of the school sports hall.

(8)

This question related to Element 6 of the syllabus and assessed learning outcome:
6.2

Outline the principles of fire risk assessment.

The principles of fire risk assessment also include the consideration of changes to a
workplace, which was the subject of this question. There would be an existing fire risk
assessment at this school sports hall that will have considered the fire prevention and
fire precautions requirements appropriate for normal use as a sports hall. The change
of use of this sports hall as a temporary emergency shelter would require a review of
the fire risk assessment that may lead to a change in the fire prevention and fire
precaution arrangements due to the change in fire risk.
Candidates largely ignored this scenario and did not make reference to the factors to
be considered when reviewing the fire risk assessment, instead giving standard
answers on the factors required when carrying out a fire risk assessment. Such
answers may have gained some marks on common, overlapping elements in this
subject but not considering the review of the fire risk assessment would have limited
the marks that could be awarded.
A fire risk assessment should consider both fire prevention and fire precautions. That
is the risk of a fire occurring and the safety of persons in a fire situation. In this
scenario, the risk of a fire occurring could increase due to additional ignition sources
such as electrical appliances and smoking materials, and fire risk could increase due
to the addition of combustible materials including bedding and the build-up of waste.
Additionally, fire precautions would need to be reviewed due to the increase in
numbers of persons, the need for additional exits, additional signage, mobility issues
and additional fire marshals. Very few answers considered such reviews of a fire risk
assessment and marks awarded were limited as a result.

Question 10

(a)

(b)

Identify possible health risks associated with exposure to

cement.

(4)

Outline control measures to help reduce health risks when

working with cement.

(4)

This question related to Element 7 of the syllabus and assessed learning outcome:
7.5

Outline the hazards, risks and controls associated with specific agents.

Out of all of the specific agents included in the syllabus, it is most likely that cement is
the most familiar to candidates and Examiners reported that this was evident in the
answers to this question as reasonable marks were awarded in many cases.
Part (a) required candidates to identify possible health risks associated with cement
and as such short answers without qualification were acceptable and would gain the
marks available. Candidates who could consider cement in three main forms,
packaged cement, loose powdered cement and wet cement could gain the marks
available by making reference to skin musculoskeletal problems, respiratory
problems, eye irritation and skin burns.
In part (b) an outline of precautions to reduce health risks from cement was required
and the command word outline required more information to be provided in order to
present a summary of the key points. Those candidates who provided a reasonable
breadth of answer in part (a) were well positioned to apply control measures to each
of the health risks identified. Answers that included reference to the use of handling
aids to minimise manual handling, keeping dust levels to a minimum, the use of
respirators to reduce inhalation, or the use of suitable gloves to minimise skin contact,
would have gained available marks.
Examiners continue to report that answers to questions that include the command
word outline do not contain sufficient depth. While it can be clear to Examiners that a
candidate does have knowledge and understanding in the subject of this question,
brief reference to handling aids, gloves, goggles or training would fall short of gaining
the marks available.

Question 11

Outline factors that might increase the risk of violence in the workplace.

(8)

This question related to Element 1 of the syllabus and assessed learning outcome:
1.2

Explain the risk factors and appropriate controls for violence at work.

Violence, particularly towards workers is an increasing risk in todays workplace. As

such, employers should understand what factors may increase the risk of violence in
the workplace, which was the subject of this question.
Reports by Examiners indicate that many candidates confused factors that increase
the risk of violence with factors that increase the risk of stress and such answers
would not perform well. Additionally, many candidates see the main factors that
increase the risk of violence being domestic disputes and arguments that spill over
into the workplace between colleagues, which while clearly a problem, the cause of
such violence is not one that is within the employers direct control.

10

Candidates should have considered situations where a worker would be vulnerable to

violence, particularly from a member of the public. Answers that made reference to
workers who may be a target to violence because they handle cash or medication,
those workers who act in a position of authority or enforcement, workers involved with
persons under the influence of alcohol of drugs, and care workers in the community all
would have gained marks.

11

Examination technique
The following issues are consistently identified as the main areas in need of improvement for
candidates taking Certificate level qualifications:
Candidates misread/misinterpreted the question
Candidates misreading or misinterpreting the question is by far the most common cause of candidates
not gaining the maximum marks available.
NEBOSH questions are systematically and carefully prepared and are subject to a number of checks
and balances prior to being authorised for use in question papers. These checks include ensuring that
questions set for the Certificate level qualifications relate directly to the learning outcomes contained
within the associated syllabus guides. The learning outcomes require candidates to be sufficiently
prepared to provide the relevant depth of answer across a broad range of subject areas. For example,
a candidate could be asked about the causes of stress, or could be asked about the effects of stress.
A question could require a response relating to the principles of fire initiation, or a question could
require a response relating to the spread of fire. Therefore, a candidate should focus not only on the
general topic area (eg stress, fire) but also the specific aspect of that subject to which the question
relates.
Candidates must also pay attention to the command word. For example, a question could ask
candidates to identify the hazards associated with demolition work, or a question from the same
element could ask candidates to outline the control measures required during demolition work.
Candidates appear to focus solely on the object of the question (demolition) and do not pay sufficient
attention to the subject (hazards or control measures in the examples given) or the command word
(identify or outline in the examples given). There is often some confusion between hazard and risk.
If a question requires an outline of hazards for a given situation, candidates must be careful not to
provide risks, or even in some circumstances precautions, as they will not be able to attract marks.
Examiners suggest that while many candidates do begin their answer satisfactorily and perhaps gain
one or two marks, they then lose sight of the question and include irrelevant information. Although
further points included in an answer can relate to the general subject area, these points are not
focused on the specific learning outcome and marks cannot be awarded. However, some candidates
appear to misread or misinterpret several questions. This situation is more likely due to candidates
preparing for the examination with a number of memorised answers obtained through rote-learning,
that again can provide answers that are loosely associated with the subject matter but do not provide
answers specific to the question. Such an approach is clearly evident to an Examiner and
demonstrates little understanding of the subject matter and marks are not awarded.
Candidates are advised to allow sufficient time to read and re-read the question in order to determine
the key requirements prior to committing their answer to paper. Preparing a time plan before the
examination will indicate how many minutes are available for each question and then part of this time
allocation can be given to reading the question. Underlining or highlighting key words can assist in
keeping focused on the salient points and simple mind maps or answer plans can also be useful.
Maps and plans should be kept simple so as not to use up too much examination time.
Candidates did not respond effectively to the command word
A key indicator a question will be the command word, which is always given in bold typeface. The
command word will indicate the depth of answer that is expected by the candidate and relates to the
amount of detail that should be included in each point of the answer.
The learning outcomes in each element of all syllabus guides include the relevant command word that
dictates the level of detail that should be covered in a course of study and the depth of answer that a
candidate would be expected to provide in an answer to an examination question.
Examiners report that candidates continue to incorrectly observe the command words and therefore
compromise their ability to gain the marks available. The majority of cases where command words are
not observed relate to insufficient detail being given by a candidate in their examination answer. A
significant number of candidates, irrespective of the command word given in the question, provide all
answers in the form of a brief list of one or two words. This would normally not be sufficient to gain
marks where the command word given was outline, explain or describe, all of which require
answers of more than one or two words.

12

Some candidates do provide too much information, which would not be required where a command
word limits the expected answer to give or identify. Candidates would not be penalised for providing
excessive detail but this would not be an efficient use of the time allocated.
Course providers should ensure that learning materials complement the command words in the
syllabus guide and the NEBOSH guidance on command words and that sufficient time is given to
advising candidates on suitable examination technique during a course of study.
Candidates unnecessarily wrote the question down
Developing a time plan is a key element in preparing for an examination. Advice included on
Certificate question papers suggests that 30 minutes should be allocated for the answer to the long
20-mark question, and 90 minutes should be allocated to the answers for the remaining ten, 8-mark
short questions. Therefore there are around 9 minutes available to answer an 8-mark question. This
time will be required for reading the question properly at least twice, developing an answer plan, and
then committing the answer to paper while regularly referring back to the question in order to maintain
focus. Therefore any inefficient use of this time should be avoided.
The efficient use of this time is essential in order to ensure that all questions can be answered within
the 2 hours available. Many candidates feel it necessary to write out the question, in full, prior to
providing their answer and although this practice will not lose marks it will lose valuable time. A
significant number of candidates do not answer all of the questions in the time permitted and do not
complete the question paper, some of whom obviously run out of time.
Candidates provided rote-learned responses that did not fit the question
It is clear that there are a significant number of candidates who seem to recite answers in the
examination that have been rote-learned in advance and do not answer the question.
While knowledge of material forms a part of the study for a Certificate-level qualification, a key aspect
being assessed is a candidates understanding of the subject and reciting a pre-prepared and
memorised answer will not show a candidates understanding. In fact, if a candidate gives a
memorised answer to a question that may look similar, but actually is asking for a different aspect of a
topic in the syllabus, it shows a lack of understanding of the subject and will inevitably result in low
marks being awarded for that answer.
Candidates repeated the same points but in different ways / Candidates provided the same
answer to different questions
There are instances where candidates repeat very similar points in their answers, sometimes a
number of times. This is easily done in the stressful environment of the examination. However, once
a point has been successfully made and a mark awarded for it, that mark cannot be awarded again for
similar points made later in the answer.
Candidates are advised to practise examination technique in their preparations to avoid this kind of
pitfall. Writing an answer plan where points can be ticked off when made, or structuring an answer so
that each point made is clearly shown, for example by underlining key points, can be of great use.
This technique aids candidates and makes it much clearer in the stress of the examination for
candidates to see which points have been made and reduce the chances of the same point being
made several times.
Candidates did not answer all of the questions
It has been noted that a number of candidates do not attempt all of the questions and of course where
a candidate does not provide an answer to a question, no marks can be awarded. This seriously
affects the potential marks available and the possibility of achieving a pass. Course providers must
emphasise the importance of attempting all questions in order to maximise the opportunity to attract
marks.
There can be several reasons for this issue: running out of the allocated time for the examination, not
knowing the answer to the question, or forgetting to answer a question.

13

Questions can be answered in any order and answers can be written in any order in the answer book
provided. Candidates are advised to clearly keep track of questions they have attempted, such as
marking them on the question paper that would minimise the risk of inadvertently missing a question to
answer.
If the subject of the question is unfamiliar or the answer is not known, then it will be challenging to
provide an answer. This can result from rote-learning and preparing for an examination with a number
of memorised answers, or simply not being adequately prepared for the examination across the
breadth of the syllabus. There is always the risk of a candidate going blank in an examination
situation, in which case candidates should be prepared with some techniques to help. Rather than
trying to remember what was taught or what has been read, ask yourself what would I do, in this
situation?. Reference to personal application or experience is sometimes enough to stimulate an
answer that otherwise may have been missed. Alternatively, candidates can go back to first principles
and break a question down into elements such as people, equipment, materials and the working
environment. Approaching a question in small sections can minimise the risk of being overwhelmed
by it as a whole.
Running out of time can be avoided by having an examination time plan and working to it. The
question paper advises that you should spend 30 minutes on the long answer (question 1) and 90
minutes on the remaining ten short answer questions. This will provide around 9 minutes per short
answer, follow the clock and when the time per question has expired, move on. Answering a question
partly is better than not answering at all.
Candidates did not allocate enough time to the question / Time management
In a number of cases question 1 is left until last or later in the question paper and does not appear to
be answered completely. Other candidates appear to rush the last one or two questions by providing
very brief or bullet point answers, even when these questions require an outline. This indicates a lack
of time management. It is advised that course providers and candidates spend time developing the
skill of writing answers to questions bearing in mind the number of marks and time available. A 20mark question requires significantly more detail than an 8-mark question.
Candidates might benefit from writing abbreviations to save time and to recognise that there is no
need to write out the question at the beginning of their answer. Standard abbreviations such as HSE,
RIDDOR, COSHH, PPE and DSE are acceptable.
Candidates handwriting was illegible
Sometimes Examiners have difficulty in reading the handwriting of some candidates. Although
allowances are made for candidates under the pressure of an examination, course providers must
remind candidates that their writing needs to be legible or valuable marks may not be picked up during
marking.
There is a minimum literacy requirement for candidates on NEBOSH qualifications. As stated in the
syllabus guides the standard of English required by candidates studying for Certificate level must be
such that they can both understand and articulate the concepts contained in the syllabus.
NEBOSH recommends to accredited course providers that candidates taking this qualification should
reach a minimum standard of English equivalent to an International English Language Testing System
score of 6.0 or higher in IELTS tests in order to be accepted onto a Certificate level programme.
For further information please see the latest version of the IELTS Handbook or consult the IELTS
website: http://www.ielts.org/institutions/test_format_and_results.aspx
Candidates wishing to assess their own language expertise may consult the IELTS website for
information on taking the test: http://www.ielts.org/institutions/faqs.aspx
Course providers are reminded that they must ensure that these standards are satisfied or additional
tuition provided to ensure accessible and inclusive lifelong learning.

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Command words
Please note that the examples used here are for the purpose of explanation only.
Outline
The command word outline is by far the most challenging for candidates. Referring to the NEBOSH
guidance on command words available on the NEBOSH website, outline means To indicate the
principal features or different parts of.
Many candidates do not give sufficient detail in order to warrant an outline answer. The NEBOSH
guidance on command word states 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.
If the use of the command word in everyday language or conversation is considered it may help the
candidate understand what is required. If asked to outline the risks to an operator when manually
closing a valve an answer such as cuts, bruises, burns and strains would be insufficient as this
represents a listed answer. However, cuts from contact with sharp edges of the hand wheel, bruises
from impact with adjacent plant items, burns from contact with adjacent uninsulated pipe work and
strains from using excessive force would be sufficient.
Explain
The command word explain requires the candidate to provide an understanding of the subject of the
question and will usually be used in conjunction with why or how. Such as explain how an
interlocked guard operates or explain why a forklift truck may overturn.
Some candidates approach an explain question the same as an outline and provide a number of
individual points rather than providing an explanation as to how something operates or why something
occurs. While some candidates do answer such questions sufficiently and satisfactorily, other
candidates have difficulty in explaining in a logical sequence and many repeat the same point.
Identify
Identify questions require the name or title of an item, such as, identify the effects of electricity on
the human body, or identify the features of a vehicle route. In most cases one or two words will be
sufficient and further detail will not be required to gain the marks.
For example, if asked to identify types of equipment found in an office appropriate answers could be
personal computer, printer, telephone, photocopier, etc. There would be no need to embellish those
points with a description of the equipment or its function.
However, in contrast to outline answers being too brief, many candidates feel obliged to expand
identify answers into too much detail, with the possible perception that more words equals more
marks. This is not the case and course providers should use the NEBOSH guidance on command
words within their examination preparation sessions in order to prepare candidates for the command
words that may arise.
Describe
The command word describe clearly requires a description of something. The NEBOSH guidance on
command words says that describe requires a detailed written account of the distinctive features of a
topic such that another person would be able to visualise what was being described.
If asked to describe the clock in the examination room, a person would have little difficulty in doing so
and would most probably refer to its shape, its size, the colour of the clock and the style of numerals.
Answers to such a question would almost certainly not result in general unconnected information
about clocks, the history of clocks, or an explanation of why the clock is present in the room.
Candidates should consider the general use of the command word when providing examination
answers.

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Give
Give questions require a statement that is relevant to the subject asked for in the question but
additional explanation is not required. Often, give questions ask for the meaning of a particular term.
While detailed explanation of the application of the term would not be required, a correct knowledge of
the term itself is needed in order for the Examiner to award 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.

16

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