Health & safety

induction and
training of science
teachers
DL238
June 2017

Customisable template document to assist with the health & safety

June 2017

induction and training of science teachers. For use in conjunction

with CLEAPSS Guide G238 Health & safety induction and training
of science teachers. It is provided as a Microsoft Word document to
permit modification to reflect local requirements. © CLEAPSS®
2017.
DL238

Strictly Confidential.
Health & safety induction of science teachers

Circulate to Members and Associates only.

 Contents

1. Introduction........................................................................................................................1
1.1 Why this guide is necessary...................................................................................................... 1
1.2 Types of science teachers......................................................................................................... 3
1.3 Induction and on-going training................................................................................................. 4
1.4 Who might use this guide.......................................................................................................... 5
1.5 How to use the checklists in schools and colleges....................................................................5
1.6 Possible training courses.......................................................................................................... 6
1.7 Sources of information.............................................................................................................. 7
2. A daily checklist for teachers...........................................................................................8
2.1 The activities which will take place............................................................................................8
2.2 The nature of the class............................................................................................................ 10
2.3 The nature of the room............................................................................................................ 11
3. The induction programme..............................................................................................12
3.1 Health and safety information.................................................................................................. 12
3.2 Health and safety procedures.................................................................................................. 13
3.3 Emergency procedures........................................................................................................... 14
3.4 Protective equipment............................................................................................................... 14
3.5 General conduct of practical work........................................................................................... 15
3.6 Specific activities: basic science.............................................................................................. 17
3.7 Specific activities: basic biology.............................................................................................. 18
3.8 Specific activities: basic chemistry.......................................................................................... 20
3.9 Specific activities: basic physics.............................................................................................. 22
3.10 Specific activities: advanced biology.......................................................................................23
3.11 Specific activities: advanced chemistry...................................................................................25
3.12 Specific activities: advanced physics.......................................................................................26

Strictly Confidential
Circulate to members and associates only
This revision replaces Guide L238, issued in July 2007
As with all CLEAPSS materials, members and associates are free to copy all or part of this guide for use
in their own establishments.
CLEAPSS®
The Gardiner Building, Brunel Science Park
Kingston Lane, Uxbridge UB8 3PQ
Tel: 01895 251496
Fax: 01895 814372
E-mail: science@cleapss.org.uk
©
CLEAPSS® 2017 Web site: www.cleapss.org.uk
 Guide G238
Health & safety induction
and training of science teachers
1. Introduction
1.1 Why this guide is necessary
This guide is aimed at all middle and secondary schools, colleges and relevant special schools,
PRUs, etc. It is intended to offer guidance to those providing induction programmes for new
teachers in science departments or supervising their induction. It may also be useful to local
authority officers and in the training of teachers. There is a related guide for technicians 1.
In some parts of the country, the recruitment and retention of science teachers with suitable
qualifications and/or experience is proving extremely difficult. Science departments that are
already under pressure may be least able to provide the amount of support and induction
necessary. This guide is intended to offer some ideas, not to place struggling departments in
even greater difficulties.
Regulation 13 of the Management of Health and Safety at Work Regulations 1999 states the
following.
1. Every employer shall, in entrusting tasks to his employees, take into account their
capabilities as regards health and safety.
2. Every employer shall ensure that his employees are provided with adequate health and
safety training:
(a) on their being recruited into the employer’s undertaking; and
(b) on being exposed to new or increased risk because of:
(i) their being transferred or given a change of responsibilities within the
employer’s undertaking,
(ii) the introduction of new work equipment into, or a change respecting work
equipment already in use within, the employer’s undertaking,
(iii) the introduction of new technology into the employer’s undertaking, or
(iv) the introduction of a new system of work into, or a change respecting a system
of work already in use within, the employer’s undertaking.
3. The training referred to in paragraph (2) shall -
(a) be repeated periodically where appropriate;
(b) be adapted to take account of any new or changed risks to the health and safety of
the employees concerned; and
(c) take place during working hours.
It is clear from paragraph 1 of the Regulation that an employer needs to know the capabilities of
a new member of staff. One of the purposes of this guide is to provide a checklist that would
allow a quick assessment of her/his capabilities, so that appropriate induction and longer-term
training can be planned. Used alongside the school’s scheme of work, it may also allow the
teaching to be planned so that initially the new member of staff only has to cover work already
within his/her competence.

1
G234, Induction and training of science technicians
1
It is evident from paragraph 2(a) of the Regulation that employers 2 must provide induction
training for new staff. Although such training is the responsibility of the employer, at least part of
the task is likely to be delegated to the head of science or some similar manager within the
science department. Nobody outside the school, or even outside the department, will know the
details of how a particular department is organised. Some local authorities do organise induction
training for newly-qualified science teachers and this is a very useful way of covering basics. It
may also be the case that training will be organised via the National Network of Science
Learning Centres for those with significant gaps in their knowledge. However, it is unlikely to be
sufficiently detailed or targeted to cover the varying needs of every individual. A further aim of
this guide is to point out sources of reliable information for each of the items identified in the
checklist.
It is necessary to draw up an induction programme, tailored to the needs of each individual. The
checklists given in section 3 of this guide, used in conjunction with the science department’s
scheme of work, will help. It is important to emphasise that most of the health & safety concerns
are to do with practical activities and hence most of the items listed involve practical work. For
the most part, teachers who are not already familiar with activities (both demonstrations and
pupil practical work) will need to try them out under healthy & safe conditions and under the
supervision and guidance of a suitably-experienced member of staff or other trainer. The head
of department may well delegate this to other colleagues including, where appropriate,
technicians. However, it must be made clear (eg, in a departmental health and safety policy)
who is meant to do what, when it is to be done and how, and the head of department must
monitor that it is in fact happening.
Whether the induction is carried out partially or fully within the school, senior management must
make sure that there is sufficient time for it to be able to take place within working hours, as
required by paragraph 3(c). Whilst it is reasonable to expect heads of department to induct new
staff as part of their job descriptions, it is unrealistic to expect such people to provide for the
complete training of those inexperienced in practical work. The need for this time-consuming
training should be brought to the attention of senior management when such appointments are
under consideration.
A booklet3 from the Key Stage 3 National Strategy refers to “temporary teachers in science”, ie,
those on contracts of less than a year but not those on very short-term supply. It acknowledges
that many such teachers are trained overseas and some are non-specialists. The booklet gives
much useful guidance in supporting temporary teachers but also encourages schools to consult
this CLEAPSS guide on health & safety matters.

2
For some maintained schools, ie, community and voluntary-controlled schools, the employer is the local
authority. For others, ie, foundation and voluntary-aided schools, and for post-16 colleges, the employer
is the governing body. For independent schools, the employer may be the governing body, a charitable
trust or the proprietor. The health & safety responsibilities of employers are spelled out in the publication
Health & Safety: Responsibilities and Powers, DfES/0803/2001, DfES, 2001, available on the Teachernet
web site at www.teachernet.gov.uk/_doc/4017/Responsibilites%20and%20Powers.doc.
3
Key Stage 3 National Strategy: Guidance to support the induction, training, management and
deployment of temporary teachers in science, DfES 0097-2004, DfES, 2004, also available from DfES
Publications.
2
1.2 Types of science teachers
Fewer teachers these days have followed a BEd4 course or the traditional science degree at a
UK university, followed by a one-year PGCE5 course. The workforce is much less homogeneous
and hence induction and training needs are more varied. This is why we think a checklist will
make a useful contribution to health and safety.
In recent years, there has been an increase in the number of overseas-trained teachers (OTTs)
working in schools. Some of those trained in educational systems similar to that of the UK have
proved to be valuable assets to science departments. Others, however, have been trained and
worked in countries where there is little, if any, pupil practical work and not much performed by
teachers. Such teachers may well not have a full understanding of the hazards and risks
involved in an activity nor of the difficulties of supervising a class of lively youngsters whose
experience of practical work is a lot greater than that of the teacher. Many local authorities and
individual schools have raised concerns about health & safety issues in such contexts and there
have been several reported accidents and incidents, some very serious.
The graduate training programme (GTP) takes people with science degrees, puts them into a
school and trains them on the job. ‘Teach First’ is a programme which works in a similar way.
Thus, a trainee teacher may well be placed in front of a class on his/her first day, sometimes
with little time for induction and preparation. Even a chemistry graduate may not have handled
gas-generating equipment, because universities invariably use cylinders of compressed gases.
Graduate trainees and those on the ‘Teach First’ programme will normally have been educated
in the UK system and thus will at least be aware of the emphasis given to practical work, unlike
OTTs. The school is supposed to provide the training but, in practice, schools appointing such
staff are often those under greatest pressure and time may be limited. In some schools,
untrained science graduates may be recruited as instructors and not even have the benefit of
the formal GTP or ‘Teach First’ programme.
Because of pressure on school budgets, staff from other departments may be asked to teach
some science, for example, if they have gained science GCE A-level awards. Usually such staff
have only a limited science teaching timetable. Nevertheless, they may well not appreciate how
much health and safety in science has changed in recent years. Such staff need induction every
bit as much as the OTTs, those on the graduate training programme and untrained graduates.
Of course, there are still new teachers who have gone through a traditional PGCE or BEd route.
In the past, some such courses have provided a very thorough training in conducting practical
work in a healthy and safe manner. However, some university departments of education no
longer have laboratories and most of the training is carried out in schools during teaching
practice. This can work very well. However, it is often not very systematic. If the class that the
trainee is teaching needs to see the thermite reaction, the trainee is shown how to do it safely. If
it isn’t required, it isn’t learnt. Thus, even those with a PGCE or BEd may well have significant
gaps in their knowledge and expertise.
Finally, established teachers teaching outside their own main subjects may find it useful to have
a reminder of significantly hazardous activities, as may supply teachers or those returning to
teaching after a career break or after working abroad.

4
Bachelor of Education.
5
Post-Graduate Certificate in Education.
3
We believe that, to a varying extent, all of the groups discussed above will need some
assessment of their capabilities and subsequently some induction and training. The checklists in
this guide should help to identify areas where there could be health and safety concerns.
1.3 Induction and on-going training
Note that this guide is only about health & safety induction and training – it is not intended as a
complete guide to the induction of new members of the science staff.
In this context, ‘induction’ refers to what new members of staff need to know on a day-to-day
basis in order to teach the curriculum without significant risk to the health and safety of
themselves or others (pupils, technicians, cleaners, classroom assistants, etc). Much of it will
happen in the first few days or weeks. However, there is little point in training somebody in
handling radioactives in September if the scheme of work does not demand their use until July;
details taught will surely be forgotten. A drip-feed approach, on a need-to-know basis, is much
more effective. It may also be more manageable, delivered in small chunks. Although it might
seem desirable to delay training on a certain technique until the trainee is more established in
the school, if the school’s scheme of work requires it to be taught in week 1, then it will have to
be covered in an early part of the induction programme or the scheme of work modified. It is a
good idea to write restrictions into the scheme of work, as a reminder to both teachers and
technicians. Eg,
 “Check with the HoD before you do this.”
 “This activity is only to be carried out by those who have had hands-on training.”
 “Before issuing apparatus, check that the teacher is on the HoD’s approved list.”
Induction merges into ‘continuing professional development’ (CPD) and ‘training’. After
induction, training is still required to gain new skills and update existing ones, perhaps as a
school’s curriculum changes. Short courses, eg, those run by CLEAPSS and the National
Network of Science Learning Centres, will support some of the areas in the training programme.
Membership of such bodies as the Association for Science Education (ASE) and attendance at
its conferences can contribute significantly to professional development.
In order to contextualise the checklists in this guide, new staff need to gain an overview of
health and safety. As part of the induction of all science teachers, we strongly recommend that
they read the latest edition of Safeguards in the School Laboratory 6. This is short enough to be
read from cover to cover. [For those in some middle schools and special schools, where the
curriculum is largely primary-focussed, Be safe!7 may be more relevant.]
In addition, familiarisation with a range of CLEAPSS® publications is recommended, especially
Hazcards® and the CLEAPSS Laboratory Handbook. There is a common misconception that the
latter is only intended for technicians but, for example, section 13.1 of the Handbook is
especially recommended for teachers as giving guidance on practical work where chemicals or
heating activities are involved. Most CLEAPSS publications can be made available on a staff-
secure computer network or copied onto teachers’ laptop or home computers, using the
annually-updated CLEAPSS Science Publications CD-ROM. Circulation of the termly CLEAPSS
Bulletin will raise and maintain awareness.

1.4 Who might use this guide

There are a number of audiences for whom this guide may be useful, including the following.

6
Safeguards in the School Laboratory, ASE, 11th edition, 2006, ISBN 978-0-86357-408-5.
7
Be safe! Health & safety in primary school science and technology, ASE, 3rd edition, 2001,
ISBN 086357324X.
4
 Schools and colleges, as a checklist which a science department could use to identify the
gaps in the background or training of any new member of staff.
 New teachers themselves, to identify their own strengths and limitations.
 Science departments, making a case to the senior management for the investment of time
and money in training.
 Senior managers in schools, when recruiting new staff, including supply teachers.
 University departments of education, specifying the minimum requirements they expect from
partner schools.
 Local authorities, setting up their own training courses.
 National and regional centres in the National Network of Science Learning Centres, in
defining the content of possible courses.
 Training providers, generally, in defining the content of possible courses.
1.5 How to use the checklists in schools and colleges
Where this guide is being used in a school or college as a checklist to identify gaps in the
background or training of any new member of staff, we suggest that the daily checklist in section
2 and the tables in section 3 should be copied for each newcomer. These are available both on
the CLEAPSS Science Publications CD-ROM and in the Secondary Resource part of the
CLEAPSS web site, www.cleapss.org.uk, by clicking on ‘Customisable documents’. You will
need a Username and Password (eg, from the latest CLEAPSS Science Publications CD-ROM
web-site link page) to gain access to the web site.
The tables are available as a Word file so that schools and colleges can select the appropriate
tasks from the checklists, deleting those not required and adding others, to meet the
requirements of particular science departments. This will allow an induction programme to be
constructed, tailored to the needs of each individual.
The new member of staff might initially carry out a self-assessment, ticking those boxes in the
final column where s/he considers her/himself competent. However, the induction supervisor will
need to check the accuracy of at least a sample of these, both by questioning and by asking the
newcomer to carry out activities under observation. The newcomer should be encouraged to
check the references given in the third column - there will often be surprises, even for
experienced teachers. The supervisor might sign and date the entry when s/he considers that
the inductee has satisfactorily completed, or become competent in, the corresponding task.
The sum total of these tables presents a daunting list. However, they are not all needed at once.
Many of the items will not be needed at all in some schools or by some teachers. Others may
well not be needed in the first few months. However, if a hazardous activity is to be taught soon
after a teacher starts work, training in appropriate healthy or safe procedures is needed early in
the induction. The table below suggests some ways in which the training can be staggered.

Checklist Timing
3.1 Before starting at the school or on the first day.

5
 3.2, 3.3, 3.4, 3.5 Before practical work is carried out with any classes.
3.6 Likely to be needed early on in the induction.
3.7, 3.8, 3.9 Not all teachers will need all of these. Training should be provided on a
need-to-know basis as the topics are taught in the school. However,
most teachers are likely to need most of these.
3.10, 3.11, 3.12 No teachers will need all of these. Some teachers won’t need any.
Training should be provided on a need-to-know basis as the topics are
taught in the school and depending on the teacher’s timetable.

1.6 Possible training courses

Using these checklists, almost every teacher will identify some gaps in his/her knowledge.
Mostly, these can be filled by in-house training from a colleague more experienced in a
particular area including, where appropriate, technicians. Sometimes, a 10-minute slot as part of
a departmental meeting can provide the training required by several members of the
department. The ASE publication Safe and Exciting Science. A Pack of Training Activities on
Health and Safety for Science Departments 8 will be invaluable for covering many of the gaps.
However, for teachers with considerable gaps in their knowledge, eg, some OTTs or graduate
trainees, more-formal training courses may be appropriate. Such courses might be run by local
authorities or by the National Network of Science Learning Centres and will need to have a
considerable ‘hands-on’ element. A possible structure is suggested below, although obviously
the material can be packaged in a variety of ways.

Day 1: Health & safety legislation; publications relevant to schools; specific activities in
basic science.

Day 2: Personal and other protective equipment; running practical classes; specific
activities in basic physics.

Day 3: Risk assessment; specific activities in basic biology.

Day 4: Dealing with emergencies; specific activities in basic chemistry.

Day 5: Options: more-advanced specific activities.
It will be noted that each day will include some practical hands-on activities, during which
teachers carry out activities that they might ask pupils to do (eg, selected from published
courses). These activities will need to be analysed through discussion, for example, about what
pupils might do wrongly and the steps a teacher needs to take. Teachers will also learn, through
practical experience, how to carry out safely some classic demonstrations. There should also be
consideration of case studies of accidents and near-misses, to learn from the experience of
other people.

1.7 Sources of information

In the tables in sections 2 and 3, there are brief references to a number of publications as
sources of information. Fuller details of these publications are as follows.
 CLEAPSS Bulletin 86 p. 3 (CLEAPSS Spring 1993)
8
Safe and Exciting Science. A Pack of Training Activities on Health and Safety for Science Departments,
ASE, 1999, ISBN 0863572952.
6
  CLEAPSS Bulletin 107 p. 1 (CLEAPSS Spring 2000)
 CLEAPSS Bulletin 119 p. 2 (CLEAPSS Spring 2004)
 CLEAPSS Bulletin 120 p. 2 (CLEAPSS Summer 2004)
 CLEAPSS Laboratory Handbook (CLEAPSS, updated annually)
 Hazcards® (CLEAPSS, new edition 2007)
 Recipe cards (CLEAPSS, latest update)
 L93 Managing Ionising Radiations and Radioactive Substances (CLEAPSS, 2001)
[New edition 2008]
 L195 Safer Chemicals, Safer Reactions (CLEAPSS, 2003)
 L196 Managing Risk Assessment in Science (CLEAPSS, 2005)
 E232 Common Safety Signs and Hazard Symbols (CLEAPSS, latest update)
[Note: this is only available on the CLEAPSS Science Publications CD-ROM.]
 Student Safety Sheets (CLEAPSS, revised 2007)
 PS9 Science class sizes, laboratory sizes and possible effects on safety (CLEAPSS,
2004)
 PS21 Health and safety in the school laboratory and the new science teacher
(CLEAPSS, 2008)
 PS52 Lasers (CLEAPSS, 2006)
Note: All of the above publications will be found in Secondary Resource within the members
section of the CLEAPSS web site (username and password needed) and on the CLEAPSS
Science Publications CD-ROM (updated annually) which should be available in all science
departments. Parts of the Laboratory Handbook and some other publications are usually
updated each year.
In addition, the following non-CLEAPSS publications will be of use.
 Safeguards in the School Laboratory (ASE, 11th edition, 2006,
ISBN 978-0-86357-408-5)
 Topics in Safety (ASE, 3rd edition, 2001, ISBN 0863573169)
 Safe and Exciting Science: A Pack of Training Activities on Health and Safety for
Science Departments (ASE, 1999, ISBN 0863572952)
 Practical Fermentation (NCBE, 1999; also available as a download from
www.ncbe.reading.ac.uk)

2. A daily checklist for teachers

Most schools have detailed schemes of work or lesson plans in which health & safety issues
have been identified. In effect, these record the “significant findings of risk assessment”, as
required by UK law. Much of the work has therefore been done for the individual teacher. The
inductee or the non-specialist teacher can benefit from the thinking of more-experienced
7
colleagues. Nevertheless, the individual teacher does need to think carefully about health &
safety issues that may arise in each lesson of the day. Experienced teachers do this
automatically. The following checklist is intended to give some prompts for those for whom it
has not yet become second nature.

2.1 The activities which will take place

Type of activity Examples of questions to think about
What does the Are there any warnings given in the scheme of work?
science department Does the scheme of work suggest that an activity should only be carried out by
scheme of work those with suitable training or with the approval of the head of department?
actually say about Have you received relevant training?
the activities?
Does the scheme of work identify safety equipment needed, eg, safety
spectacles or goggles, safety screens, a fume cupboard, etc? Are these
available?
Does the scheme of work identify the particular hazards of the chemicals,
biological materials, equipment and procedures being used by the pupils or the
teacher? Are control measures (safety precautions) suggested for each of the
hazardous activities?
Does the scheme of work refer to CLEAPSS Hazcards, the CLEAPSS
Laboratory Handbook or other publications? Have you cross-checked what
these references actually say?
Does the scheme of work suggest that an activity may not be suitable for some
classes, or might be better done as a teacher demonstration rather than a pupil
activity?
Does the scheme of work indicate that an activity should not be carried out in a
particular laboratory, eg, because it is too small or has poor ventilation?
If the activity is not in the scheme of work, is there a complete written risk
assessment9, approved according to agreed departmental procedures?
If the scheme of work is quite detailed, the remaining parts of section 2.1 may not be needed (but
sections 2.2 & 2.3 are still necessary). Even so, a quick check is recommended as the scheme of work
may have been written assuming a degree of knowledge and experience which a particular teacher
may lack.

2.1 The activities which will take place (continued)

Type of activity Examples of questions to think about
What chemicals are What are the hazards of each chemical?
you using or Have you checked the guidance on CLEAPSS Hazcards?
making?
Could there be a violent / unexpected reaction?
Would you know what to do if something went wrong?

9
CLEAPSS can provide special risk assessments for hazardous activities that are not covered by the
model risk assessments already available such as Hazcards or the Laboratory Handbook. Schools
should contact CLEAPSS in advance of the intended activity with details of what is planned. Some of the
most-requested special risk assessments are now available as Supplementary Risk Assessments on
both the Science Publications CD-ROM and the Secondary Resource part of the CLEAPSS web site.
New risk assessments are added to the web site until they are incorporated onto the CD-ROM when it is
next updated.
8
 What is the concentration (and hence the hazard) of any solutions to be used?
Might Bunsen burners be used near highly flammable liquids?
Would pupils need to be warned about particular chemicals?
Do you need hands-on training?
What biological What are the hazards of each material?
materials are you Have you checked sections 14 and 15 of the CLEAPSS Laboratory Handbook
using? and other information on the CLEAPSS CD-ROM?
If microbiology is involved, have you been trained in the relevant techniques?
What hazardous Has any mains-powered equipment been checked for electrical safety?
equipment are you Have you considered that even simple equipment may be hazardous, eg,
using? scalpels, cracked glassware?
Have you checked whether there are any hazards associated with the
equipment, eg, by looking in the CLEAPSS Laboratory Handbook?
Do you need hands-on training for using this equipment?
What hazardous Could any of the processes be hazardous, eg, heating activities?
processes will take Have you checked whether there are any hazards associated with the
place? processes, eg, by looking in the CLEAPSS Laboratory Handbook?
Do you need hands-on training?
What is the Are there any chemicals or equipment in use which pupils may be tempted to
likelihood of theft or misuse, eg, teat pipettes?
misuse? Are there any chemicals (eg, magnesium ribbon), equipment (eg, scalpels,
balances, agar plates) or components (eg, the vents from safety goggles) that
pupils may be tempted to remove or steal?
How could these risks be minimised?

2.2 The nature of the class

The nature of the Examples of questions to think about
class
What safety Will you need to tell the class about particular hazards?
information will you Will you need to remind the class about safety precautions, eg, wearing eye
need to give the protection, standing up to carry out practical work involving heating or the use
class? of chemicals, etc?

9
 Will any warnings be incorporated into worksheets, etc?
Will you need to remind the class about behaviour, laboratory rules, etc?
What is the ability Will all pupils understand the instructions? If not, would the activity be unsafe?
level of the class? Can all pupils understand / read English well enough?
Will it be necessary to remind the class of basic skills, eg, how to heat a test
tube safely?
What is the size of Is the class too large to be safely supervised for the proposed activity?
the class?
Do any of the pupils Are there any pupils with special educational needs who might need different
have special needs treatment (eg, visually-impaired pupils might need a face shield rather than
or particular medical safety spectacles)? Is a teaching assistant or other support available for such
or other conditions pupils?
which might be Do any of the pupils have medical conditions that might be relevant, eg,
relevant? asthma, epilepsy, allergies?
Are there security Will it be necessary to check, or count out and count back in, particular items of
issues? equipment?
What would you do if items are not returned?
How well-behaved Will all pupils follow the instructions? If not, would the activity be unsafe?
are the pupils? Are there any particular pupils that will need close supervision? If so, is any
help available, eg, from a teaching assistant or technician? Will it be possible to
provide sufficient supervision?
Will it be possible to enforce the basic laboratory rules, eg, wearing eye
protection, bags not cluttering the floor?
What is the mood of the class today, eg, after PE or a wet lunchtime?

2.3 The nature of the room

The nature of the Examples of questions to think about
room
What is the size of Is the room too small for the size of class, so that pupils cannot carry out the
the room and what proposed practical work without being a danger to each other?
are its facilities? Is the layout of the room such that pupils are too crowded when using particular
services (eg, gas) or such that they cannot be adequately supervised?

10
 If there is to be a demonstration, can all pupils be at a safe distance from it?
Is the room ventilation adequate for the planned activities?
Is there a fume cupboard, if needed? If not, can you arrange a room swap?
Have you checked that the fume cupboard is working?
What are the What eye-washing / spills kit facilities are available? Have you been trained to
emergency facilities use them?
in the room? How would you turn off the gas, electricity etc in an emergency?
Where are the fire extinguishers / blankets located and do you know how and
when to use them? Do you know the correct procedures if a person’s clothing or
hair was set on fire?
How would you call for help in an emergency?
When and how would you evacuate the room, if necessary? Where would the
pupils go?
What are the Would there be hazards if technicians deliver equipment etc to the room some
arrangements for time before the lesson? Is it safer for equipment to be delivered after the lesson
preparing for the has started?
lesson and clearing How will equipment and waste materials be dealt with after the lesson?
up afterwards?
Will it be possible to leave the room in a safe condition for subsequent users,
eg, how is broken glass to be dealt with?
Will cleaning, disinfection or ventilation be necessary before the room is used
again?

3. The induction programme

m Safety note: The checklists below give many of the procedures commonly used in school
science. However, the absence of a procedure from these lists should not be taken as
implying that it is necessarily safe.
Not all of the procedures listed here will be relevant to all schools.

11
3.1 Health and safety information
This section should be completed before the inductee starts teaching.
Requirement
1 Has received, read and understood the
Science Department Health & Safety Policy
(or the local authority Code of Practice, as
relevant).
2 Knowledge of the department’s Rules for
Pupils.
3 Has received and read CLEAPSS leaflet
PS21 Health and Safety in the School
Laboratory and the New Science Teacher.
4 Has been shown the location of the science
department’s health & safety library.
5 Has received and read Safeguards in the
School Laboratory.
6 An understanding of the scope and
importance of CLEAPSS Hazcards.
7 An understanding of the scope and
importance of CLEAPSS Laboratory
Handbook.
8 Is aware of the availability and contents of
the CLEAPSS Science Publications
CD-ROM.
9 Knowledge of who to go to for advice
and/or training on particular techniques,
handling various situations, etc.
10 Knowledge of which teachers and
technicians are a reliable source of health
& safety information and specialist advice.
Where to obtain instruction, Achieved
training and/or information
Head of department, science teacher
or technician.
Head of department, science teacher
or technician, or Science Department
Health & Safety Policy.
Head of department, science teacher
or technician.
Head of department, science teacher
or technician.
Head of department, science teacher
or technician.
Head of department, science teacher
or technician.
Head of department, science teacher
or technician.
Head of department, science teacher
or technician.
Science Department Health & Safety
Policy, scheme of work.
Head of department.

3.2 Health and safety procedures

This section should be completed before the inductee starts practical work.
Requirement Where to obtain instruction, training Achieved
and/or information

12
 11 Knowledge of the relevant health & safety
symbols.
12 Thorough understanding of the meaning
of hazard, risk, risk assessment and
control measures.
13 Thorough understanding of the
departmental approach to risk
assessment.
14 Understanding that when following the
scheme of work, the teacher must still
carry out a risk assessment related to the
situation of her/his class, laboratory, etc.
15 Understanding that no practical activity
outside the scheme of work is to be
attempted without a prior risk assessment.
16 An understanding of the need to follow the
employer’s requirements on health &
safety matters and knowledge of any
restrictions on particular practical activities
imposed by the employer.
17 An understanding of the hazards of
manual handling.
3.3 Emergency procedures
This section should be completed before the inductee starts practical work.
Requirement
18 Knowledge of emergency procedures for
13
E232 Common Safety Signs and
Hazard Symbols, Student Safety
Sheets or Safeguards in the School
Laboratory.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory, Safe & Exciting Science,
unit 4.
Head of department, science teacher
or technician and/or departmental
health & safety policy.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory or departmental health &
safety policy. See section 2 of this
guide.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory or departmental health &
safety policy.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory or departmental health &
safety policy.
CLEAPSS Laboratory Handbook,
section 3.7.
Where to obtain instruction, training Achieved
and/or information
Head of department, science teacher
 fire alarms and/or evacuation.
19 Knowledge of where to find, and how to
operate, the department’s isolators for
gas, electricity and water.
20 Knowledge of the location of, and how to
use, fire-fighting equipment such as
blankets and extinguishers.
21 Knowledge of how to deal with a small
laboratory fire or a person whose hair or
clothing is on fire.
22 Knowledge of the immediate remedial
measures for science, particularly how to
irrigate eyes and deal with burns and
scalds.
23 Knowledge of how to send for a first-
aider.
24 Knowledge of the location of the spill kit(s)
and how to use the contents.
25 Knowledge of the procedures for reporting
accidents and incidents.
3.4 Protective equipment
This section should be completed before the inductee starts practical work.
Requirement
26 Knowledge of the types of eye protection
(safety spectacles, goggles and face
shields) and understanding when each
should be worn.
27 An understanding of the importance of
wearing eye protection when the risk
assessment requires it and of the teacher
setting a good example.
28 Knowledge that, if the risk assessment
requires safety screens, both pupils and
teacher need to be protected.
29 Knowledge that, if the risk assessment
requires a fume cupboard, the activity
must not take place without one.
3.5 General conduct of practical work
This section should be completed before the inductee starts practical work.
Requirement
14
or technician, school health & safety
policy.
Science teacher or technician, science
department health & safety policy.
CLEAPSS Laboratory Handbook
sections 6.3 & 8.1.
Science teacher or technician.
CLEAPSS Laboratory Handbook
section 4.
Science teacher or technician,
CLEAPSS Laboratory Handbook
sections 4 & 5.1, Safe & Exciting
Science unit 3D.
CLEAPSS Laboratory Handbook
section 5, Safeguards in the School
Laboratory, Safe and Exciting Science
units 3A, 3B, 3C.
Science teacher or technician, school
health & safety policy.
Science teacher or technician, Safe
and Exciting Science, unit 3E.
Science teacher or technician, school
or department health & safety policy (or
the local authority Code of Practice, as
relevant).
Where to obtain instruction, training Achieved
and/or information
Science teacher or technician.
CLEAPSS Laboratory Handbook
section 3.2.
Science teacher or technician.
CLEAPSS Laboratory Handbook
section 3.2.
Science teacher or technician.
CLEAPSS Laboratory Handbook
section 3.8.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory or departmental H&S policy.
Where to obtain instruction, training Achieved
and/or information
30 An understanding of the departmental
procedure for ordering practical resources,
the need to adhere to it and give adequate
information for technicians.
31 Understanding that practical work should
not take place if there are significant
behavioural problems and that the depart-
ment’s Rules for Pupils must be enforced.
32 An understanding of the importance of
insisting that eye protection should be
worn when the risk assessment requires it
and the difficulties of enforcing it.
33 Knowledge that long hair and dangling
clothing (ties, scarves, baggy shirts and
jackets) are a fire hazard.
34 Knowledge that cluttered floors are
dangerous and must be dealt with.
35 Knowledge that wet floors are dangerous
and must be dealt with.
36 Knowledge that overcrowding can be
dangerous and that a risk assessment is
likely to show that practical work must not
be attempted under such conditions.
37 Knowledge that practical work involving
chemicals, heating, etc must be conducted
standing up.
38 An understanding of the need to ensure
that equipment, chemicals, etc are
distributed to pupil benches in an
organised and orderly manner.
39 An understanding of the importance of
preventing pilfering of chemicals and
apparatus, for securely locking stores and
how to deal with incidents.
40 Knowledge that pupils are likely to
interfere with gas taps, electricity sockets
etc and how to deal with incidents.
41 An understanding of end-of-lesson
procedures, such as counting apparatus
back in, stacking equipment in trays, etc.
3.5 General conduct of practical work (continued)
Requirement
42 Understanding that laboratories,
15
Science teacher or technician,
departmental policy document.
CLEAPSS Laboratory Handbook,
section 2, Safeguards in the School
Laboratory or departmental health &
safety policy.
Science teacher or technician,
departmental policy document.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 3.4 and 13.1.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 13.1.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 13.1.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 2.2, CLEAPSS leaflet PS9
Science class sizes, laboratory sizes
and possible effects on safety.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 13.1.
Science teacher or technician,
CLEAPSS Laboratory Handbook,
section 13.1.
Science teacher or technician, science
department health & safety policy,
CLEAPSS Laboratory Handbook,
section 7.3.
Science teacher or technician, science
department health & safety policy.
Science teacher or technician, science
department health & safety policy.
Where to obtain instruction, training Achieved
and/or information
Science teacher or technician, science
 equipment and chemicals must be left in a
safe condition for technicians, cleaners,
later classes, etc.
43 Understanding that teacher
demonstrations result in more serious
accidents than pupil practical work; that full
precautions must be adopted, including
moving pupils some distance away; that
risk assessments for such activities must
cover risks to both staff and pupils.
44 Understanding that doors must be kept
locked when laboratories are not occupied
and that pupils must not be left
unsupervised in laboratories nor allowed
into prep rooms.
45 Understanding that pupils must be taught
about health and safety, including how to
carry out risk assessment.
46 Understanding that when pupils are
planning their own investigations, even if
they are asked to consider health & safety
issues, the teacher must nevertheless
check their plans before practical work
commences.
47 An understanding of the need for good
hygiene procedures after handling
chemicals, soil and living or once-living
organisms.
48 Knowledge of any medical conditions of
pupils in the class which might affect the
conduct of practical work (eg, asthma,
epilepsy, allergy).
49 Knowledge of any special needs of pupils
in the class which might affect the conduct
of practical work (eg, learning difficulties,
physical disabilities, behavioural
problems).
3.6 Specific activities: basic science
This section should be completed before the inductee starts relevant practical work, likely to be
early in the induction period.
Requirement
16
department health & safety policy,
CLEAPSS Laboratory Handbook,
section 13.1.
Science teacher or technician, science
department health & safety policy,
individual CLEAPSS Hazcards.
Science teacher or technician, science
department health & safety policy,
CLEAPSS Laboratory Handbook,
sections 2.2, 20.14. (Management
Regulations) and 20.21.
National Curriculum, scheme of work,
CLEAPSS Student Safety Sheets,
CLEAPSS guide L196 Managing Risk
Assessment in Science, section 11.4.
Science teacher or technician, science
department health & safety policy,
CLEAPSS guide L196 Managing Risk
Assessment in Science, section 12.2.
Science teacher or technician, science
department health & safety policy,
CLEAPSS Laboratory Handbook,
sections 13.1 and 14.13.
Head of department, science teacher,
form tutor, head of year, SEN
coordinator, etc; CLEAPSS guide L196
Managing Risk Assessment in
Science, section 10.5.
Head of department, science teacher,
form tutor, head of year, SEN
coordinator, etc; CLEAPSS guide L196
Managing Risk Assessment in
Science, section 10.5.
Where to obtain instruction, training Achieved
and/or information
 50 Knowledge of safe techniques for lighting a
Bunsen burner, adjusting the flame and
positioning it for safety.
51 Knowledge of safe techniques for using
thermometers and dealing with broken ones.
52 Knowledge of safe techniques for
dispensing small volumes of liquids: using
droppers, pipettes and syringes and
understanding their potential for misuse.
53 Knowledge of the departmental procedures
for the disposal of waste.
54 Knowledge of safe techniques for simple
checks of, and reporting on, portable
electrical appliances (for damage, wear
and integrity of mains cables).
55 Knowledge of the departmental procedure
for clearing up spills and breakages and
the importance of training pupils to report
them.
56 Knowledge of techniques for safely heating
test tubes of solids.
57 Knowledge of techniques for safely heating
test tubes of liquids (including highly
flammable liquids such as ethanol).
58 Knowledge of techniques for safely
handling hot apparatus (eg, beakers,
crucibles, tripods).
59 Knowledge of the hazards of handling
glass, including inserting tubing /
thermometers through bungs.
60 An understanding of the dangers of
apparatus under reduced / high pressure.
3.7 Specific activities: basic biology
This section should be completed before the inductee starts relevant practical work. Some parts
may not be needed by some teachers.
Requirement
61 Knowledge that many of the chemicals,
17
CLEAPSS Laboratory Handbook
section 9.10, Students Safety Sheet
92, Heating things.
CLEAPSS Laboratory Handbook
sections 7.7 and 10.7.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections 10.10, 13.1.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections 7.5, 14.6, relevant Hazcards,
science department health & safety
policy.
CLEAPSS Laboratory Handbook
section 6.4.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections 7.7 and 13.1, science
department health & safety policy.
Science teacher, technician,
CLEAPSS Laboratory Handbook
section 13.1, 13.2, 13 Metals,
13 Non-metals; Students Safety Sheet
92, Heating things.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections 13.1, 13.2; Students Safety
Sheet 92, Heating things.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections, 9.8, 13.1.
Science teacher, technician,
CLEAPSS Laboratory Handbook
sections 9.11.
CLEAPSS Laboratory Handbook
sections 9.9, 10.6.
Where to obtain instruction, training Achieved
and/or information
CLEAPSS Laboratory Handbook
 including enzymes, used in biology can
be hazardous and that appropriate control
measures must be adopted.
62 Knowledge that because ethanol is highly
flammable, Bunsen burners must not be
alight when ethanol is used in chlorophyll
extraction.
63 Knowledge of safe procedures when
burning food and other fuels.
64 Knowledge of how to test safely for
reducing sugars using Benedict’s reagent.
65 Knowledge of the hazards of using
sunlight as a light source for microscopy.
66 Knowledge of the hazards of activities in
which pupils carry out experiments on
themselves, eg, involving physical exer-
tion and the need to avoid competition.
67 An understanding of the need to carry out
taste-testing activities in a healthy and
safe way, with an appropriate risk
assessment.
68 Knowledge of appropriate hygiene
procedures when human saliva is to be
used in practical work.
69 Knowledge of appropriate hygiene
procedures when human cheek cells are
to be used in practical work.
70 Knowledge of appropriate hygiene
procedures, disinfection and disposal
when animal body parts (eg, lungs,
hearts, eyes, etc) are to be used in
practical work.
71 An understanding of the need to handle
safely dissecting instruments and
hypodermic needles, to count them out
and in and for the safe disposal of sharps,
72 An understanding of the importance of
avoiding aerosol production when
microorganisms may be encountered.
73 An understanding of the importance of
aseptic technique in microbiology.
3.7 Specific activities: basic biology (continued)
Requirement
74 Knowledge of the appropriate technique
for sterilising inoculation loops.
18
section 20.3, CLEAPSS Hazcards.
CLEAPSS Hazcard 40A.
CLEAPSS Laboratory Handbook
section 9.4.
CLEAPSS Hazcard 40C.
CLEAPSS Laboratory Handbook
section 10.5.
CLEAPSS Laboratory Handbook
section 11.8.
CLEAPSS Laboratory Handbook
section 15.13; Safeguards in the
School Laboratory 4.3.
CLEAPSS Laboratory Handbook
section 14.4.
CLEAPSS Laboratory Handbook
section 14.4.
CLEAPSS Laboratory Handbook
section 14.7 and CLEAPSS leaflet
PS64 Are we allowed to… ? (Biology
FAQs).
Science teacher, technician; CLEAPSS
Laboratory Handbook sections 14.6
and 14.7; CLEAPSS guide L196
Managing Risk Assessment in Science,
section 14.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
Where to obtain instruction, training Achieved
and/or information
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
 75 Knowledge of safe techniques for
inoculating, incubating and handling agar
plates.
76 Knowledge of how to deal with spills of
microbiological cultures.
77 An understanding of the need to avoid the
culture of all types of microorganisms in
totally-sealed containers (ie, anaerobic
conditions).
78 An understanding of the importance of
ensuring that cultures which are likely to
contain microorganisms isolated from the
environment or human body should be
completely sealed after incubation but
before examination by pupils.
79 An understanding of the importance of
incubating microorganisms at ambient
temperatures.
80 Knowledge of the procedures to be
undertaken before work is attempted in
the school grounds and other
environments (and especially visits out of
school).
81 Knowledge of the hazards likely to be
encountered in fieldwork and how to
reduce the risks from them.
3.8 Specific activities: basic chemistry
This section should be completed before the inductee starts relevant practical work. Some parts
may not be needed by some teachers.
Requirement
82 Understanding that the hazards of a
19
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 15.2; CLEAPSS Microbiology
course.
CLEAPSS Laboratory Handbook
section 17.1; CLEAPSS
Supplementary Risk Assessments
SRA 08 and 09; school and/or local
authority policy on visits; DCSF
guidance.
CLEAPSS Laboratory Handbook
section 17.1; CLEAPSS
Supplementary Risk Assessments
SRA 08 and 09; school and/or local
authority policy on visits; DCSF
guidance.
Where to obtain instruction, training Achieved
and/or information
CLEAPSS Guide L195 Safer
 solution depend on its concentration and
that the lowest concentration that actually
works should be used.
83 Knowledge of how and when to operate a
fume cupboard with simple checks to
determine if it is functioning correctly at the
time of use.
84 An understanding of the need to train
pupils how to detect safely the odour of
gases and that it is not safe for pupils in
some classes to smell some gases or for
some pupils ever to smell gases.
85 Knowledge of how to generate and collect
gases such as oxygen and carbon dioxide.
86 Knowledge of how to demonstrate safely
the combustion of metals (iron,
magnesium) and non-metals (carbon,
sulfur) in oxygen.
87 Knowledge of how pupils may safely burn
magnesium in air and observe the
reaction.
88 Knowledge of how pupils may safely carry
out simple displacement reactions of
metals in aqueous solution (magnesium,
zinc, iron, copper, lead with salt solutions
and dilute acids).
89 Knowledge of how pupils may safely
prepare crystals of salts from aqueous
solutions, including evaporation.
90 An understanding of the problems of suck-
back and blocked tubes when heating test
tubes fitted with delivery tubes.
91 Knowledge of how pupils may safely carry
out simple displacement reactions using
metal or carbon and oxides.
92 Knowledge of how pupils may safely carry
out simple displacement reactions of
halogens in aqueous solutions, test for
unsaturation and extract into non-aqueous
solvents.
3.8 Specific activities: basic chemistry (continued)
Requirement
93 Knowledge of how to demonstrate safely
the diffusion of ammonia and hydrogen
chloride gases.
20
Chemicals, Safer Reactions,
section 2.2.
CLEAPSS Laboratory Handbook,
section 8.3.
CLEAPSS Laboratory Handbook,
section 13.1.
CLEAPSS Laboratory Handbook,
section 13 Gases; Hazcards 20, 69
etc.
CLEAPSS Laboratory Handbook,
section 13 Gases; Hazcards 59A, 69,
96A.
CLEAPSS Hazcard 59A.
CLEAPSS Laboratory Handbook,
section 13 Metals; Hazcards 27C,
38A, 47A, 47B, 55A, 55B, 55C, 57A,
57B, 59A, 67, 98A, 107, 108B;
CLEAPSS guide L195 Safer
Chemicals, Safer Reactions,
section 2.2.
CLEAPSS Laboratory Handbook
section 13 Crystals; Hazcards 27C,
108B; CLEAPSS Bulletin 120 p 2.
CLEAPSS Laboratory Handbook
section 13 Gases.
CLEAPSS Laboratory Handbook
section 13 and Hazcards 21, 26, 55A,
56, 59A, 107.
Hazcards 15B, 22B, 45B, 45C, 54B;
CLEAPSS Guide L195 Safer
Chemicals, Safer Reactions, section 3.
Where to obtain instruction, training Achieved
and/or information
Hazcards 5, 49.
 94 Knowledge of how to demonstrate safely
the combustion of metals in chlorine.
95 Knowledge of how to react alkali metals
and alkaline earth metals safely with
water/steam.
96 Knowledge of how to demonstrate the
thermite reaction safely.
97 Knowledge of how to generate and use
hydrogen safely.
98 Knowledge of how to demonstrate safely
the distillation of (artificial) crude oil.
99 Knowledge of how to demonstrate
explosions of hydrogen and/or methane
safely with air / oxygen.
3.9 Specific activities: basic physics
This section should be completed before the inductee starts relevant practical work. Some parts
may not be needed by some teachers.
Requirement
100 Understanding that many of the
CLEAPSS Laboratory Handbook section
13 Gases; Hazcard 22A; Guide L195
Safer Chemicals, Safer Reactions,
section 9.3.
CLEAPSS Laboratory Handbook
section 13 Metals; Hazcards 16, 58,
59A, 76, 88.
CLEAPSS Laboratory Handbook section
13 Metals; Hazcards 1, 11; CLEAPSS
guide L195 Safer Chemicals, Safer
Reactions, section 9.4.
CLEAPSS Laboratory Handbook
section 13 Gases; Hazcard 48;
CLEAPSS guide L195 Safer Chemicals,
Safer Reactions, section 7.
CLEAPSS Laboratory Handbook section
13 Fossil fuels; Hazcard 45A; CLEAPSS
guide L195 Safer Chemicals, Safer
Reactions, section 11.
CLEAPSS Laboratory Handbook
section 13 Gases; Hazcards 45A, 48;
CLEAPSS guide L195 Safer Chemicals,
Safer Reactions, section 7;
Supplementary Risk Assessment
SRA 03.
Where to obtain instruction, training Achieved
and/or information
CLEAPSS Laboratory Handbook
21
 chemicals used in physics (eg, in
diffusion, barometers, cooling curves)
can be hazardous and that appropriate
control measures must be adopted.
101 Knowledge of the hazards associated with
heavy masses and/or stretched wires/
filaments.
102 Knowledge of the hazards associated
with the use of iron filings in magnetism.
103 Knowledge of how to choose appropriate
cells (‘batteries’) for different types of
electrical work.
104 Knowledge of the precautions to be
adopted if pupils are learning how to
wire up a 3-pin mains plug.
105 Knowledge of the pitfalls in building
models of mains wiring using low
voltages.
106 Knowledge of how to operate a model
steam engine safely.
107 Knowledge of how to demonstrate and
use a Van de Graaff generator safely.
108 Knowledge of how to carry out safely the
high-voltage transmission-line
demonstration.
109 Knowledge that it is unsafe to work at
voltages above 28 V ac / 40 V dc with
exposed conductors.
110 Knowledge that high currents can cause
electrical components (especially
capacitors and semi-conductors) to
become very hot and/or explode.
111 Knowledge that only safe designs of
radiant heaters may be used by pupils or
teachers.
112 Knowledge of the hazards of using skin
to detect infra-red radiation.
3.10 Specific activities: advanced biology
Note: This does not necessarily mean GCE A-level biology. In some schools, some of these
activities may be found in Key Stage 4 teaching. This section should be completed before the
inductee starts relevant practical work. However, most will not be needed by many teachers.
Requirement
section 12.13; Hazcards 15A, 42, 46, 61
and others; CLEAPSS guide L195 Safer
Chemicals, Safer Reactions, sections 8
and 12.
CLEAPSS Laboratory Handbook
section 12.18.
CLEAPSS Laboratory Handbook section
12.22; Hazcard 55A.
CLEAPSS Laboratory Handbook
section 9.5.
CLEAPSS Laboratory Handbook
sec tions 6.6, 12.9; Bulletins 86 and 119.
Science teacher, technician; CLEAPSS
Laboratory Handbook section 12.9.
CLEAPSS Laboratory Handbook
section 9.7.
CLEAPSS Laboratory Handbook
section 12.9.
CLEAPSS Laboratory Handbook
section 12.9.
CLEAPSS Laboratory Handbook
section 12.9.
Science teacher, technician; CLEAPSS
Laboratory Handbook section 12.5.
CLEAPSS Laboratory Handbook
section 11.9.
CLEAPSS Laboratory Handbook
section 11.9.
Where to obtain instruction, training Achieved
and/or information
22
113 Knowledge that electrophoresis at CLEAPSS Laboratory Handbook,
voltages above 28 V ac / 40 V dc should section 11.1.
only take place if there is no possibility of
contact with a live conductor.
114 An understanding of the appropriate use of CLEAPSS Laboratory Handbook
different disinfectants for various tasks and section 15.2, 15.12; CLEAPSS
the times that are needed for adequate Microbiology course.
disinfection.
115 Understanding that sterilisation in an CLEAPSS Laboratory Handbook
autoclave or pressure cooker is usually section 15.2, 15.12; CLEAPSS
preferable to the use of disinfectant. Microbiology course.
116 Understanding that the use of fermenters CLEAPSS Laboratory Handbook,
involves particular hazards not section 14.9; NCBE Practical
encountered in microbiological activities Fermentation.
with agar plates.
117 Understanding that work with broth CLEAPSS Laboratory Handbook,
cultures of microorganisms, eg, serial section 15.2 in general, but no specific
dilutions, total viable cell counts, requires section in which more-advanced
particular care because of the increased techniques and aerosols are mentioned
risks of aerosol production. together.
118 Understanding that treatment of some CLEAPSS Laboratory Handbook,
cultures of microorganisms with methanal section 15.2.
(formaldehyde) solution is desirable
where there is the likelihood that they may
be opened or spilt.
119 Understanding that where cultures that CLEAPSS Laboratory Handbook,
will be opened must contain live cells, eg, sections 15.2.
for Gram’s staining, the organisms
studied will be from pure cultures
obtained from reputable sources.
120 Understanding that the use of equipment CLEAPSS Laboratory Handbook,
for studies of human physiology, eg, sections 9.9, 14.5. and 15.11.
sphygmomanometers and spirometers
(including use of gas cylinders), poses
various hazards and requires first-hand
practical experience of the use of such
equipment.
121 Understanding that if studies of human CLEAPSS Laboratory Handbook,
blood are to be carried out practically, this section 14.4.
requires the strict adherence to an aseptic
(sterile) procedure and possibly obtaining
written consent.
122 Understanding that where tissues are CLEAPSS Laboratory Handbook,
stained, this will often involve chemicals section 20.3; Hazcard 32.
with known or unknown hazards and that
appropriate precautions must be taken at
all times.

3.10 Specific activities: advanced biology (continued)

Requirement Where to obtain instruction, training Achieved
and/or information
123 Understanding that studies of gas CLEAPSS Laboratory Handbook,
analysis may involve very concentrated section 17.2; Hazcard 91; Recipe
and extremely corrosive alkaline Card 65.
solutions and that the procedures used

23
 must be very carefully supervised to
ensure safety and all appropriate
precautions observed.
124 Understanding that working with DNA Topics in Safety Topic 16; CLEAPSS
involves a variety of hazards and that Laboratory Handbook, section 14.10.
only the use of self-cloning techniques or
recombinant vectors with a history of safe
use should be employed.

3.11 Specific activities: advanced chemistry

Note: This does not necessarily mean GCE A-level chemistry. In some schools, some of these
activities may be found in Key Stage 4 teaching. This section should be completed before the
inductee starts relevant practical work. However, most will not be needed by many teachers.
Requirement Where to obtain instruction, training Achieved
and/or information
125 Knowledge of how to use gas cylinders CLEAPSS Laboratory Handbook,

24
 safely.
126 Knowledge of how to prepare and handle
chlorine safely.
127 Knowledge of how to handle bromine safely.
128 Knowledge of how to handle red and white
phosphorus safely.
129 Knowledge of how to handle phosphorus
chlorides and oxides safely.
130 Knowledge of how to handle silicon
tetrachloride safely.
131 Knowledge of the hazards of chromium(VI)
compounds and how to handle them safely.
132 Knowledge of the hazards of chlorates(V)
and how to handle them safely.
133 Knowledge of the particular hazards of
certain mixtures, eg, magnesium / silver
nitrate(V), concentrated sulfuric(VI) acid /
potassium manganate(VII) (permangan-
ate), chlorate(V)s / many reducing agents
and any other specially-hazardous mixtures.
134 Knowledge of how to demonstrate safely
the following reactions: aluminium / iodine,
zinc / sulfur.
135 Knowledge of how to handle safely simple
alcohols, alkyl halides, ketones and
hydrocarbons.
136 Knowledge of how to handle phenols safely
and of safer alternatives.
137 Knowledge of how to handle safely
phenylamine (aniline) and other amines, and
of safer alternatives.
138 Knowledge of how to handle ethanal
(acetaldehyde) safely.
139 Knowledge of how to handle ethoxyethane
(ether) safely.
140 Knowledge of how to handle safely
ethanoyl (acetyl) chloride and
ethanoic (acetic) anhydride.
141 Knowledge of safer alternatives to
benzene.
3.12 Specific activities: advanced physics
Note: This does not necessarily mean GCE A-level physics. In some schools, some of these
activities may be found in Key Stage 4 teaching. This section should be completed before the
inductee starts relevant practical work. However, most will not be needed by many teachers.
Requirement
142 An understanding of why school HT (high-
25
section 9.9.
CLEAPSS Hazcards 22A, 47A, 89 and
Laboratory Handbook, section 13
Gases.
CLEAPSS Hazcard 15A; Supplement-
ary Risk Assessment SRA 04 and
Laboratory Handbook section 13.
CLEAPSS Hazcard 73A and
Laboratory Handbook section 13.
CLEAPSS Hazcards 74, 75.
CLEAPSS Hazcard 86.
CLEAPSS Hazcards 24, 78.
CLEAPSS Hazcard 77; Supplementary
Risk Assessment SRA 01.
CLEAPSS Hazcards 77, 81, 87, 98A,
Supplementary Risk Assessments
SRA 01 and 05.
CLEAPSS Hazcards 1, 54A, 96A, 107.
CLEAPSS Hazcards 40A, 40B, 44A,
44B, 45A, 45B, 45C, 46, 84A, 84B,
84C, 85.
CLEAPSS Hazcard 70 & CLEAPSS
guide L195 Safer Chemicals, Safer
Reactions, section 6.
CLEAPSS Hazcards 3A, 3B, 3C, 4A,
4B, 4C and CLEAPSS guide L195
Safer Chemicals, Safer Reactions,
section 6.
CLEAPSS Hazcard 34.
CLEAPSS Hazcard 42.
CLEAPSS Hazcards 39 and 41.
CLEAPSS guide L195 Safer
Chemicals, Safer Reactions, section 6,
Hazcard 46.
Where to obtain instruction, training Achieved
and/or information
CLEAPSS Laboratory Handbook,
 tension) supplies are more dangerous than
school EHT (extra high-tension) supplies.
143 Knowledge of the safety precautions to be
adopted in demonstrations involving high
voltages, eg, conductivity of glass, Teltron
tubes.
144 Knowledge of the hazards of using
demountable transformers.
145 Knowledge of the hazards of large
induction coils.
146 Knowledge of the local rules for the handling
of radioactive sources.
147 Knowledge of how to demonstrate safely
activities involving radioactive sources.
148 Knowledge of the procedure for preparing
a protactinium generator.
149 Knowledge of the essential safety rules when
using air pistols / rifles.
150 Knowledge of the basic safety rules when
using lasers.
151 Knowledge of common allergens, eg,
solder fume, lycopodium powder, nickel
salts.
152 Knowledge of the hazards of ultra-violet
radiation and which band is needed for
particular activities.
26
section 12.9.
CLEAPSS Laboratory Handbook,
section 12.9.
CLEAPSS Laboratory Handbook,
section 12.9.
CLEAPSS Laboratory Handbook,
section 12.9.
Science department health & safety
policy; CLEAPSS Laboratory
Handbook, section 12.10; CLEAPSS
guide G93 Managing Ionising
Radiations and Radioactive
Substances, CLEAPSS RPS Training
course.
CLEAPSS Laboratory Handbook,
section 12.10; CLEAPSS guide G93
Managing Ionising Radiations and
Radioactive Substances, CLEAPSS
RPS Training course.
Recipe card 57.
CLEAPSS Laboratory Handbook,
section 12.4.
CLEAPSS Laboratory Handbook,
sections 3.2, 12.12; CLEAPSS leaflet
PS52 Lasers.
CLEAPSS Bulletin 107; Hazcard 65B;
Supplementary Risk Assessment
SRA 02; Safeguards in the School
Laboratory 4.4, 15.4.
CLEAPSS Laboratory Handbook
section 11.9; Safeguards in the School
Laboratory 12.6; Topics in Safety,
Topic 18.3.