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MODULE DESCRIPTOR | |||
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Module Title | |||
The Safety Framework | |||
Reference | BSM829 | Version | 4 |
Created | February 2018 | SCQF Level | SCQF 11 |
Approved | November 2018 | SCQF Points | 30 |
Amended | July 2018 | ECTS Points | 15 |
Aims of Module | |||
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To evaluate and comprehend the links between risk and accident in the safe management of organisations. |
Learning Outcomes for Module | |
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On completion of this module, students are expected to be able to: | |
1 | To critically analyse various hazard analysis techniques used in industry and evaluate the impact of these on contemporary Safety Management Systems. |
2 | To critically evaluate common risk assessment techniques including human/personal and organisational strategies. |
3 | To critically analyse the importance of accident investigation and its relationship to the management of health, safety and risk. |
4 | To identify and critically evaluate a variety of accident reporting and statistical analysis techniques. |
Indicative Module Content |
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Statistical analysis methods, statistical functions, trend analysis, mean, mode, median, bar charts, graphs; Root cause analysis, why trees, fishbone digrams; Interviewing techniques, casualty management, trauma management; Witness statements, evidence evaluation; Hazard analysis incorporating identification of hazards, assessing and managing risk, job hazard analysis; Ergonomics, personal hazards, PPE, security, terrorism and major accident hazards, organisational fitness, corporate and social responsibility; Safe systems of work, organisational maturity. |
Module Delivery |
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This module will be delivered using a variety of methods, focussing primarily on student-centred learning. This will include lectures, seminars, tutorials and workshops with a strong emphasis on student participation. Students will achieve this through access to a range of materials to facilitate their learning, including online topic guides, presentations and tutorials, plus exercises, group-work areas and discussion fora. |
Indicative Student Workload | Full Time | Part Time |
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Contact Hours | N/A | 72 |
Non-Contact Hours | N/A | 228 |
Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
TOTAL | N/A | 300 |
Actual Placement hours for professional, statutory or regulatory body |   |   |
ASSESSMENT PLAN | |||||
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If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
Component 1 | |||||
Type: | Coursework | Weighting: | 40% | Outcomes Assessed: | 1, 2 |
Description: | Presentation. | ||||
Component 2 | |||||
Type: | Coursework | Weighting: | 60% | Outcomes Assessed: | 3, 4 |
Description: | Report |
MODULE PERFORMANCE DESCRIPTOR | |
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Explanatory Text | |
The Module is assessed by two components: C1 - Coursework - 40% weighting. C2 - Coursework - 60% weighting. Module Pass Mark = Grade D (40%) | |
Module Grade | Minimum Requirements to achieve Module Grade: |
A | At least 70% on weighted aggregate and at least 35% in each component |
B | At least 60% on weighted aggregate and at least 35% in each component |
C | At least 50% on weighted aggregate and at least 35% in each component |
D | At least 40% on weighted aggregate and at least 35% in each component |
E | At least 35% on weighted aggregate |
F | Less than 35% on weighted aggregate |
NS | Non-submission of work by published deadline or non-attendance for examination |
Module Requirements | |
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Prerequisites for Module | None. |
Corequisites for module | None. |
Precluded Modules | None. |
INDICATIVE BIBLIOGRAPHY | |
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1 | BOYLE, T., 2012. Health and safety: risk management. 4th ed. Wigston: IOSH Services. |
2 | RIDLEY, J. and CHANNING, J., 2008. Safety at work. 7th ed. Amsterdam: Elsevier/Butterworth-Heinemann. ebook |
3 | HEALTH AND SAFETY EXECUTIVE, 1999. Reducing error and influencing behaviour. (Health and Safety Executive guidance note HSG48). Sudbury: HSE Books. |
4 | HEALTH AND SAFETY EXECUTIVE, 2013. Managing for health and safety. HSG65. London: HSE Books. |
5 | RUMSEY, D. J., 2011. Statistics for dummies. 2nd ed. HOBOKEN, NJ: Wiley. |