SAFE06030 2019 Occupational Safety and Health Enquiry Based Learning 1

General Details

Full Title
Occupational Safety and Health Enquiry Based Learning 1
Transcript Title
Occupational Safety and Health
70 %
Subject Area
SAFE - Safety Studies
ESCI - Environmental Science
06 - NFQ Level 6
10 - 10 Credits
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Edel Costello, Victoria Stevens, Mary Hannon
Programme Membership
SG_SOCCU_B07 201900 Bachelor of Science in Science in Occupational Safety and Health SG_SOCCU_H08 201900 Bachelor of Science (Honours) in Science in Occupational Safety and Health SG_SOCCU_B07 201900 Bachelor of Science in Occupational Safety and Health

The theme of this Enquiry Based Learning module is Discovering Occupational Safety and Health.  This module introduces the student to independent and group learning activities essential for the  Occupational Safety and Health professional.  It will also show the link between foundation science subjects and the OSH professional.

Learning Outcomes

On completion of this module the learner will/should be able to;

Communicate in a variety of formats to a variety of audiences.
Source information and utilise ITS learning supports to facilitate their own learning.
Participate in and contribute effectively to group based activities.
Demonstrate good organisational and learning skills.
Apply core scientific knowledge to relevant problems.

Teaching and Learning Strategies

This module will be delivered fulltime.   EBL is a facilitated learning approach where students engage in workplaced based scenarios and construct their own learning, identifying gaps in their knowledge and undertaking research to bridge the learning gaps.  Facilitators guide students through their learning journey assisting them in the maintenance of a healthy team environment as well as guiding on subject matter.  This is carried out in a structured environment where the integrity of the teaching is maintained and a safe learning environment protected at all times.  This approach is expected to address student learning needs. Moodle will be used as a repository of educational resources and as a means of assessment.

Module Assessment Strategies

Assessments are formative and summative relation to Process Marks (60%) and Product Marks (40%)

This module comprises a number of workplace based scenarios, typically running over a period of weeks, in which the students apply knowledge to solve technical OSH issues. The students work in groups and are collectively & individually responsible to deliver their work in a professional manner according to an agreed criteria & timeline.

Students are given precise instructions at the beginning of each scenario outlining the key  issue(s), the marking scheme attaching to the scenario including process mark and product mark and the expected assessment format.  Assessments can be, but are not limited to, MCQ's, exams, presentations, reports, video production, storyboards etc

Students are expected to carry out work in EBL class and independently outside class time according to their own schedule.

Repeat Assessments

Repeat Attendance

Module Dependencies


Indicative Syllabus

1. Communications

Presentating technical information.

Facilitating, and participating in, small group meetings.

2. EBL

Introduction to Enquiry Based Learning (EBL).

Self directed learning.

Sourcing and referencing hardcopy and electronic information.

3. Technical Knowledge

Fundamentals of OSH, Biology and Chemistry.

Introduction of stakeholders in OSH in Ireland

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Facilitated group activities and feedback on group and individual performance. Formative Performance Evaluation - % OnGoing 1,2,3,5
2 Process Coursework Assessment Performance Evaluation 60 % OnGoing 1,2,3,4,5
3 Product Coursework Assessment Group Project 40 % OnGoing 1,2,3,4,5

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Independent Learning UNKNOWN Self Study 9 Weekly 9.00
Problem Based Learning Flat Classroom Enquiry Based Learning 5 Weekly 5.00
Total Full Time Average Weekly Learner Contact Time 5.00 Hours

Module Resources

Non ISBN Literary Resources

 Essential Reading

De Vito, J. (2003) Human Communications: The Basic Course, Allyn & Bacon, Boston

              and / or

Harvey, N. (2002) Effective Communication; Gill & Macmillan, Dublin

Leedy, P.D. (2001) Practical research : planning and design, Merrill Hall & Prentice NJ

McMillan K & Weyers J (2006) Smarter Study Skills Companion, Pearson, Essex

Ridley J. (2004)Health and Safety in Brief, Biddles Ltd, Kings Lynn, Norfolk

Stranks J. (1996) Safety Technology, Financial Times, London

Stranks J. (2000) Handbook of Health and Safety Practice, Pearson Education, London


Supplementary Reading: Communications

Daire & Coffey (2010) Emotional intelligence (EQ) : a leadership imperative, Management Briefs, Dublin

Lindenfield, G. (2001) Assert yourself : a self-help assertiveness programme for men and women, Thorsons, London

Nelson-Jones, R.  (2004), Effective thinking skills : preventing and managing personal problems, Sage Publications, London

Summers, J. (2004) Communication skills handbook : how to succeed in written and oral communication, Wiley & Sons, Australia

Text books used will be dependent on specific group work assigned.

Journal Resources

Health and Safety Review

URL Resources

Other Resources

To facilitate EBL  a flat classroom with adequate IT resources will be required for all sessions.

A student to facilitator ratio of 12:1 required to facilitate the delivery of Enquiry Based Learning

Additional Information