Identifying Workplace Hazards

Context

Unit: Workplace Health Essentials (Lesson 2 of 6)
Duration: 60 minutes
Class size: 11 students
Age group: Post-16 SEND Employability and Life Skills learners (ages 16-25)
Curriculum: National Curriculum for England – Health and Safety at Work focus, aligned with Employability skills and Personal Development (Key Stage 5, Post-16 curriculum)

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Learning Objectives (WALT)

• WALT identify different types of workplace hazards including physical, chemical, biological, and ergonomic.
• WALT recognise hazards through analysing real-life workplace scenarios.
• WALT understand the implications of hazards for health and safety in various work environments.

Linked National Curriculum references:

• Personal Development: Health and Safety at Work (Post-16 statutory guidance)
• Employability: Understanding workplace safety responsibilities
• PSHE Education (Personal, Social, Health and Economic education) Framework: Health and Wellbeing (focus on workplace safety awareness)

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Success Criteria

We will know we have succeeded when students:

• Can clearly name 4 categories of workplace hazards.
• Successfully identify hazards in case studies/pictures through group work.
• Participate in discussions explaining why hazards are dangerous.
• Demonstrate understanding by suggesting ways to reduce or report hazards.

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Resources

• Projector/slideshow with hazard category definitions and images
• Printed case study sheets depicting diverse workplace scenarios
• Hazard identification worksheets
• Large coloured cards with hazard types for sorting activity
• Whiteboard and markers
• Visual aids and symbols for SEND learners (pictograms/sign language prompts)

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Lesson Structure

1. Introduction (10 minutes)

• Engage/Activate prior knowledge: Brief warm-up discussion – What do you think “hazard” means in the workplace?
• Show images of different workplaces (e.g., kitchen, construction site, office) and ask volunteers to point out anything that looks unsafe.
• Introduce WALT and success criteria clearly on board.

Differentiation: Use simple, clear language; provide visual definitions; check understanding through thumbs up/down signals.

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2. Explanation/Input (10 minutes)

• Present the four main types of hazards using visuals and real examples:

  • Physical: e.g., slips, trips, machinery
  • Chemical: e.g., cleaning agents, fumes
  • Biological: e.g., bacteria, viruses, waste
  • Ergonomic: e.g., repetitive strain, poor posture

• Use colour-coded cards and symbols for each hazard type to help memory and recognition.

• Include a short video clip (2–3 minutes) showing hazards in a common workplace (e.g., warehouse or café) for multi-sensory input.

Differentiation: Pause for questions; use captioned video; encourage peer explanation support.

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3. Group Activity – Case Studies (25 minutes)

• Divide class into 3 small groups (3-4 students).
• Give each group 2-3 different workplace case studies with detailed images and descriptions.
• Task: Identify and list any hazards present, categorise them into physical, chemical, biological, or ergonomic.
• Groups discuss how these hazards could impact workers and suggest one control or method to reduce each hazard.
• Teacher circulates offering scaffolded questioning and support.

Differentiation: Provide sentence starters, hazard prompts, and visual checklists; allow use of tablets for research.
Extension: Advanced learners draft a short hazard reporting note or risk assessment summary.

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4. Group Feedback and Class Discussion (10 minutes)

• Groups share findings with class; teacher writes examples on the board under hazard categories.
• Discuss varied hazards across industries and workforce types (e.g., office vs. industrial).
• Emphasise importance of hazard awareness for safety and employability.

Differentiation: Use mind maps and colour coding to reinforce categorisation.
Challenge: Ask advanced learners to explain the long-term health effects of certain hazards.

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5. Plenary and Formative Assessment (5 minutes)

• Quick quiz game (e.g., “Hazard Snap”) with cards to match hazard with correct category.
• Oral questioning to confirm understanding: “What type of hazard is this?” giving examples from the lesson.
• Explain next lesson preview: how to control and minimise hazards.

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Differentiation Strategies Summary

• Visual supports and colour coding for SEND learners
• Simplified language and scaffolded worksheets
• Peer support and cooperative learning
• Use of multi-sensory resources (videos, images, discussions)
• Extension activities for advanced learners (detailed risk assessments and reporting work)

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Assessment for Learning (AfL)

• Teacher observation during group work
• Completed hazard identification worksheets
• Participation in quiz and discussion
• Peer and self-assessment via traffic light system (green = confident, yellow = some help, red = need support)

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Extension Activities

• Research task: Students independently explore workplace hazard legislation (e.g., The Health and Safety at Work Act 1974) and present key points.
• Create a personalised workplace hazard checklist for a job role of interest.
• Roleplay a hazard reporting scenario to build communication skills.

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This lesson plan combines clear curriculum alignment with practical SEND approaches and engaging learner activities, empowering students to grasp essential workplace health and safety concepts confidently.