COLLEGE LEARNING PLAN

Teacher’s Name: Nadia Malik Date: 19th October 2021

Warmer / Starter Activity:
Time: 7:45 – 10:30
Quizezz – General H&S questions as Game

Unit No & Level: Course: Room: C.F108

Unit 22 (DIP) - Contribute to the OHS
development and Lesson topic/aim:
implementation of health and
safety policy 1. The Reason for effective
LEARNING OUTCOMES management of health and
By the end of the lesson, safety
2. Societal factors which
All learners will be able to: influence H&S Standards and
 Identify and describe all the reasons for the effective management of Policies
health and safety including: 3. Forklift Safety Procedures
Moral
 Concept of reasonable care
and inspections
 Unacceptability of putting health and safety of people at risk
 Society’s attitude to moral obligations
 Accident/ incident and ill-health statistics Expected student No:
 Higher-risk industries
 Effect of size of organization on accident/ incident rates
Legal 23
 Preventive
 Punitive Actual Student No:
 Compensatory effects of law
 Self-regulation 20
Financial
 Economic costs of accidents/incidents
 Economic costs of ill-health Notes:
 Impact on society and on organizations
 Insured and uninsured costs The first 30-35 minutes of the
 Benefits of effective health and safety management
lesson will be spent on checking
 Identify and describe all the societal factors which influence Health and
Safety Standards and Policies and giving feedback regarding
Economic climate Unit 21/22 as Submission
• Government policy deadline is the following day
• Industry/business risk profile.
• Globalisation
• Migrant workers. Students are seated according to
• Level of sickness absence the COVID Health and Safety
• Societal expectations of equality protocols and must abide to all
 Identify and give details of all different types of Forklifts
 Summarize all steps of a Forklift Safety inspection SOPs.
 Watch a video about Forklift safety for Pedestrians and relate to it
Activities where students need to
Most learners will be able to: interact with each other (fe.
Groupwork) or use of Smart pens
 Name and contrast at least 2 different reasons for having a good health (sharing resources, giving
and safety management system, including:
Moral, Legal, Financial handouts) is therefore being
 Name and give examples of at least 3 different societal factors avoided
which influence Health and Safety Standards and Policies
 Name some of the Forklift types
  Recall at least 4 steps of a forklift Safety inspection
 Repeat at least 4 Safety Tips for pedestrians around
Forklifts

Individual learners (initials) will be able to:

Low Learners:
 Repeat at least 3 different societal factors which influence Health
and Safety Standards using prompts
 Repeat the types of forklifts after seeing the PPT slides
 List at least 2 safety tips for Forklift pedestrians

High Learners:
 Differentiate direct costs from indirect costs with examples
for each
 Understand the Employer’s liability insurance Act
 List the 5 top industries that have the highest numbers of
fatal and major injuries
 Explain how a forklift works
 List some of the most important Forklift components

Differentiation strategies for support to be used (Low Learners)

1. Tutor Support
Tutor monitors their pace and ensures their constant participation in class, helping them when required, even
explaining one on one.

2. Open Discussion
During the session, after covering a topic. Two minutes are allowed for “teach each other”, where their partner is a
high-level student and they discuss between them (following COVID rules) what they learned. This will make them
more confident.

Teaching and Learning strategies for stretch and challenge (High Learners)

1. Differentiated Activity
Each individual will be given a task with varying levels of difficulty that they will be expected to
finish within a time limit. High learners will have the instructions to follow on their own utilizing
the lesson content already supplied to them.

2. Student Becomes the Teacher

If revision is required for a particular topic, it is done by a student who understood the idea
clearly. Here the ‘student becomes the teacher’ and will help the low level learners. This
encourages high-level learners to cultivate their demonstration skills and to precisely deliver
what the lecturer has previously explained.

3. Stretch and Challenge

The high-level learners are encouraged to lead their learning by solving a short quiz on quizezz
Specific adjustments for Individual Needs:

English: Links to industry (Enterprise skills)

Case study:
 1. An Accident at ‘’Barton’s’’
2. The Makkah Crane Accident

Vocational: reinforce vocabulary

Where needed during the lesson different terms and phrases will be elicited

Embedding maths / English / Employability / Equal Opportunities:

Students will calculate and convert lbs to kg

Students will estimate the cost of accidents

How learning will be checked

Learning will be checked throughout the lesson by some (due to Covid protocols) of the following
prepared activities. These activities are support activities during the lesson to facilitate learning process
where necessary and as needed.

1. Open questions, ensuring all the students will contribute. ABCD card for each student to answer
and individual learning check. Random Pick one to come and answer on board.
2. Activities (small tasks) to develop their interests.
3. Students will have tasks in chunks. Explanation of one task, then they will apply and practice it.
After they finish, the teacher will assign them the next task by explaining as necessary, to be able
to proceed (according to their level).
4. Smart Board activities for learning. (omitted because of COVID protocol)
5. Random pick activities for learning check.
6. ABCD card quiz for individual learning check at the end of the lesson. (omitted because of COVID
protocol)
7. Team Exchange Work for motivation and developing interest. (omitted because of COVID
protocol)
8. Visual Aids – To facilitate learning process; followed by activity e.g. take notes, exchange notes,
etc.
9. Students will be required to finish the tasks within specified time.
10. Red, Yellow and Green cards to check the confidence level followed by learning check by
question or exercise, accordingly proceed to next (difficulty level) task. (Omitted because of
COVID protocol)
11. Visiting each student’s desk, move in class to check how each learner is doing, helping and
guiding students individually as needed.
12. Weak students will be given assistance by pairing with green badge holders and motivating them
to try on board with teacher by doing step by step.
13. Feedback is given to students after they finish their task and their confidence is checked before
move on to next task.
14. Students will be required to take notes about the important points in given task and present their
work to teacher.
One-minute feedback on sticky notes: End of lesson, students answer what they learnt in this lesson and
which part they need the teacher to go over again. They will leave the sticky notes on desk and teacher
will collect.
Lesson Activities

1. Quiz on Quizezz
 2. Completing Case Studies
3. Watching short clips on YouTube (summarizing the important points)

Stretch & Challenge Activities: (All learners need to be challenged)

Differentiated Activities for LL and HL

HL to support LL
HL takes up the role of the teacher and explains a chunk of the lesson to the class
Giving away Speaking token to LL – by end of the lesson LL students need to get rid of the tokens by
participating during the lesson

Plenary activity (Review learning outcomes): (How are you checking progress, what progress have they made?)

 Instructor will call upon different students to come to the board and explain concepts covered in
class.

 Summary of lesson with directed questions.

 An informal Q & A session with the instructor, which encourages them all to clarify any doubts, they
might have regarding the subject matter.

Target setting and/or independent study (i.e., Homework,)

Reinforce the importance of revision before next lesson, so that they don’t flounder in the next class. To
this end, the following measures are already in place to constantly enable their learning.

 Lesson notes have been provided to the students in their Google classroom class. Reading activity for
the next lesson will be set, which ensures that the students can identify any areas of difficulty in the
lesson.
 Identify which students have done the tasks correctly and achieved the learning outcome of this
lesson.
 Students should also work on their Assignments as deadline is approaching.
Employability Skills (circle if embedded in session and make a link to what activity they can be seen in)

Enterprise skills

Problem solving; communication; research; teamwork; the world of business; self-led learning; self-reliance; risk-
taking, applying for work; decision making, negotiation; commitment; taking own initiative; accepting the
challenge of new ideas

ICT

Creating and using office applications such as word, spreadsheets, databases, presentation software for: Data and
information collection; searching and selecting, organizing and investigating; redefining; presenting information

Literacy skills

Reading, writing, speaking, listening in: summarizing; analysis; evaluation; making deductions; note-taking,
undertaking independent research; reading journals and trade magazines; planning techniques; use of business
terminology; evaluating from data

Numeracy

Using simple numerical concepts ( + - x / ) in measurement; time; statistics; estimation; averages; analysing results;
interpreting graphs; using and applying number; counting, calculating costs & budgets

Personal skills

Timekeeping, attentiveness, meeting deadlines, communicating, responding to feedback; empathy with others;
supporting others; self-awareness; self-improvement

Critical Reflection on the session: Changes to be made for next time: