Identifying Potential Hazards

Overview

Duration: 60 minutes
Class Size: 6 students
Unit: Safe Learning Environments (Lesson 3 of 30)
Age Group: Year 12 (16–17 years old)
Curriculum Context: National Curriculum for England – PSHE Education and Health & Safety relevant strands

Learning Objectives

By the end of this lesson, students will be able to:

Identify a range of potential hazards in different environments (home, school, workplace, public).
Analyse how these hazards could cause harm and to whom, considering likelihood and severity.
Demonstrate skills in hazard recognition through practical activities aligned with health and safety principles.
Explain basic preventative measures consistent with maintaining safe environments.

National Curriculum References

PSHE Education:
- Health and wellbeing, focusing on risks and safety (§HWB3 – Managing risk)
- Living in the wider world, understanding rights and responsibilities, including health and safety (§L6 – Managing risks in different contexts)
Health & Safety Education (CCC – cross-curricular competency):
- Understanding hazards and risks in everyday settings
- Awareness of health and safety legislation relevant at school/work (e.g. Health and Safety at Work Act 1974)
Supports Personal Development (Statutory Guidance - DfE 2021) by promoting responsible behaviours and independence

Resources Needed

Printed photos/scenarios depicting different environments (classroom, kitchen, construction site, public park)
Hazard identification worksheet
Flip chart and markers
Risk assessment template for group activity
Whiteboard and pens
Basic PPE items (mock-up helmets, gloves – optional for role-play)

Lesson Structure

1. Introduction & Context Setting (10 minutes)

Welcome students and briefly recap previous lessons covering "Safe Learning Environments."
Pose an opening question: “Can you name some hazards you might encounter daily in different places?”
Create a mind map collaboratively on the whiteboard recording their ideas, linking to environment types.
Introduce the lesson focus: identifying potential hazards and why this skill is crucial for personal and community safety.

Teacher Notes: Use real-life examples to connect the importance directly to students’ lives.

2. Interactive Hazard Identification Activity (15 minutes)

Divide students into pairs (3 pairs total).
Provide each pair with a different printed photo representing a distinct environment (e.g. kitchen, workshop, classroom, park).
Using the hazard identification worksheet, pairs list all possible hazards seen in their scenario (physical, chemical, biological, ergonomic, psychological).
Challenge: Identify at least 5 hazards per environment, justifying each.
Circulate, supporting and asking probing questions to deepen thinking (e.g., “What might happen if this hazard is ignored?”).

Curriculum Link: Reinforces risk awareness and environmental design understanding per PSHE and Health & Safety frameworks.

3. Group Sharing & Risk Analysis (15 minutes)

Each pair presents their findings to the class.
Class discusses and collectively ranks hazards based on likelihood and severity using a simple 3x3 risk matrix drawn on the flip chart (Low, Medium, High).
Teacher guides reflection on the differences in hazards between environments and the perspectives on risk.

4. Preventative Actions and Role-Play Scenario (15 minutes)

Introduce the concept of control measures and prevention (elimination, substitution, engineering controls, administrative controls, PPE).
Assign each pair a specific hazard from their list and ask them to suggest appropriate preventative measures.
Invite pairs to role-play a short scenario demonstrating these measures (e.g., putting up warning signs, wearing PPE).
Provide feedback and reinforce good practices.

Curriculum Focus: Active participation fosters understanding of risk control consistent with health and safety legislation.

5. Plenary and Assessment (5 minutes)

Quickfire quiz: teacher asks rapid questions, e.g., “Name one hazard in public spaces,” “What is PPE?”
Students write a short reflective answer to the question: “Why is it important to identify hazards early?” on sticky notes; collect for assessment.
Highlight upcoming lesson’s focus on risk assessment in practical settings.

Assessment

Informal: Observation of group work, quality of hazard identification, contribution during discussions.
Formal: Reflection question sticky notes checked for understanding and reasoning about hazard identification's importance.

Differentiation & Inclusion

Provide worksheets with sentence starters for learners needing scaffolding.
Allow verbal presentations instead of written for students with writing difficulties.
Use varied sensory stimuli (images, role-play) to cater for different learning styles.

Extension/Home Learning Suggestion

Students to identify and photograph hazards in their own homes or local environments and write a short report on their potential risks and proposed safety actions.

Teacher Reflection Notes (Post Lesson)

Were students able to identify hazards across varied environments confidently?
Did students engage with the role-play and risk ranking activities?
What adaptations worked well for different learners?
Plan next lesson based on formative assessment results to deepen risk assessment skills.

This lesson encourages critical thinking, practical skill development, and promotes safety-minded behaviours aligned tightly with the National Curriculum for England's objectives within PSHE and statutory personal development strands.

Teaching Instructions