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ation to assess the immediate and cumulative risks,
d) To manage their environment to ensure the health and safetyof themselves and others,
e) To explain the steps they take to control risks. [4] 

It is particularly important that as teachers we are aware of the responsibilities regarding health and safety and ensure that pupils act safely, within acceptable boundaries. This is easier said than actually achieving keeping on top of constantly changing regulations and policy's is very time consuming and sometimes very confusing. With information coming from so many different government departments and then each local authority stamps their own opinion of these regulations and policies it is very easy to get lost in the amount of data / information about health and safety.

Findings from existing literature

Existing literature focuses upon the teaching of health and safety and prevention through risk assessments. The introduction of legislation into departmental policies and the best practice to teach health and safety within the classroom are also heavily documented. I have found the issues below to be the most interesting and important with the current changing face of D&T. Design and technology is turning away from the crafting skills and turning more to technology.

The Department of Education and Skills have looked and published guidance on how to teach health and safetywithin schools. The department advice is to take a positive approach.

Although safety education inevitably includes negative messages,concentrating on 'what not to do' leads to an emphasis on knowledge, ratherthan skills. It has been shown that knowledge alone does not result in safer behaviour.

A more successful approach encourages pupils to recognise what they alreadydo to keep themselves and others safe, challenges their attitudes to safety andhelps them to develop relevant skills of hazard recognition, risk assessmentand risk management. [5] 

Schools which encourage pupils' involvement in risk assessment and rule making, rather than imposing rules, also demonstrate a positive approach. The issues of health, safety and risk are amongst the most important schools will ever communicate to pupils. However, the language used to describe these technical issues is complex and full of potential misunderstandings.

'For example 'risky' does not have the same meaning as 'dangerous', yetresearch has shown that pupils of primary school age do equate risk withdanger. Similarly, research with teenagers and adults shows that the meaningof risk for this age group is strongly associated with anti-authoritarianbehaviour.

These differences make risk a difficult concept to teach. For example, if adultstry to explain risk using alternative words such as danger, they will reinforcethe younger pupils' misunderstanding - and adopt a negative approach whichmay encourage teenagers to try the activity they hope to discourage. [6] 

Gold and Szemerenyi (1997) recognise the difficulties facing all those who work with children, when they state that the problem is that children are endlessly inventive, and the ways in which an accident can arise ar本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。