December 2016

Examiners’ Report
NEBOSH National
Diploma in
Environmental
Management
Examiners’ Report

NEBOSH NATIONAL DIPLOMA IN

ENVIRONMENTAL MANAGEMENT

UNIT ED1:
MANAGING ENVIRONMENTAL RISK

DECEMBER 2016

CONTENTS

Introduction 2

General comments 3

Comments on individual questions 4

Examination technique 12

Command words 14

 2017 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW
tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk website: www.nebosh.org.uk

The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444
 Introduction

NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as
an independent examining board and awarding body with charitable status. We offer a comprehensive
range of globally-recognised, vocationally-related qualifications designed to meet the health, safety,
environmental and risk management needs of all places of work in both the private and public sectors.

Courses leading to NEBOSH qualifications attract around 50,000 candidates annually and are offered
by over 600 course providers, with examinations taken in over 120 countries around the world. Our
qualifications are recognised by the relevant professional membership bodies including the Institution
of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management
(IIRSM).

NEBOSH is an awarding body that applies best practice setting, assessment and marking and applies
to Scottish Qualifications Authority (SQA) regulatory requirements.

This report provides guidance for candidates and course providers for use in preparation for future
examinations. It is intended to be constructive and informative and to promote better understanding of
the syllabus content and the application of assessment criteria.

© NEBOSH 2017

Any enquiries about this report publication should be addressed to:

NEBOSH
Dominus Way
Meridian Business Park
Leicester
LE19 1QW

tel: 0116 263 4700

fax: 0116 282 4000
email: info@nebosh.org.uk

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 General comments

Section 1.3 of the September 2010 edition of the Guide to the NEBOSH National Diploma in
Environmental Management (‘the Guide’) makes it clear that the standard of this Diploma is comparable
to SCQF Level 10 or Honours degree standard. A qualification at this level requires a significant amount
of input from the candidate, both in terms of studying the core material supplied by their course provider
and in terms of reading around the subject. The Guide suggests that candidates receive a total of 160
hours tuition and private study time.

Environmental management is a very broad-ranging subject that requires the development of a wide set
of skills. While it will take considerable time to attain the experience necessary to advise effectively,
that experience should be underpinned by a thorough understanding of the principles set out in the
Diploma syllabus. It is expected that candidates for the NEBOSH Diploma in Environmental
Management will spend a significant amount of time reading around the subject using resources, such
as regulators’ websites and the freely downloadable information and guidance that they contain.

It is recommended that prospective candidates consider carefully whether they have the necessary
study skills to embark on an award at this level. Study is demanding and examinations provide a
thorough assessment of understanding.

The examinations for the Diploma in Environmental Management assess not only core knowledge but
also the ability to apply that core knowledge. It is therefore incumbent on the candidate to ensure that
they understand the material and can do more than simply recite it.

Those enrolling on the Diploma in Environmental Management must have the necessary skills in English
comprehension and writing. The minimum standard of English required for candidates is set out at
paragraph 1.8 of the Guide. Where such skills are lacking they should be developed and improved
before attempting the Diploma course and certainly before sitting the Diploma examinations.

It must be stressed how important it is for candidates to take responsibility for their own learning and to
study diligently throughout the course. Attempting to study for an award at this level without having
studied effectively, or without the underpinning ability to read, comprehend and apply information, will
almost inevitably lead to failure.

This report has been prepared to provide feedback on the standard date examination sitting in
December 2016.

Feedback is presented in these key areas: examination technique, command words and learning
outcomes and is designed to assist candidates and course providers prepare for future assessments in
this unit.

Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH National
Diploma in Environmental Management’ which is available via the NEBOSH website. In particular, the
guide sets out in detail the syllabus content and tutor reference documents for each Element.

Additional guidance on command words is provided in ‘Guidance on command words used in learning
outcomes and question papers’ which is also available via the NEBOSH website.

Some candidates are well prepared for the Diploma in Environmental Management assessment and
provide comprehensive and relevant answers in response to the demands of the question paper. This
includes the ability to demonstrate understanding of knowledge by applying it to workplace situations.

For this examination siting there was a notable number of candidates who appeared to be unprepared
for the unit assessment and who showed both a lack of knowledge of the syllabus content and a lack of
understanding of how key concepts should be applied to workplace situations. A good knowledge of
the UK legal system, including the main Acts and Regulations and associated guidance applying to the
syllabus topics, is essential. Candidates who are not well prepared will inevitably struggle to
demonstrate understanding of the syllabus learning outcomes.

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Some candidates may over rely on knowledge of environmental management gained through their own
work experience. While practical experiences can sometimes be helpful they are not a substitute for
tuition and study of the syllabus content, to the breadth and depth indicated in the Guide referred to
above.

Some candidates find it difficult to relate their learning to the questions and as a result offer responses
reliant on recalled knowledge and conjecture and do not demonstrate a sufficient degree of
understanding. Candidates should prepare themselves for this vocational examination by ensuring their
understanding, not rote-learning pre-prepared answers.

Candidates should note this Report has not been written to provide ‘sample answers’ but to give
examples of what Examiners are expecting and to highlight areas of underperformance.

Common weaknesses and suggestions to assist providers and candidates

It is recognised that some candidates are well prepared for their assessments. However, recurrent
issues, as outlined below, continue to prevent some candidates reaching their full potential in the
assessment.

Weakness in examination technique

− Many candidates fail to apply the basic principles of examination technique and for some
candidates this means the difference between a pass and a referral.

− Candidates need to plan their time effectively. Some candidates fail to make good use of their
time and give excessive detail in some answers leaving insufficient time to address all of the
questions.

− In some instances, candidates do not attempt the required number of questions or are failing to
provide complete answers.

− Some candidates fail to answer the question set and instead provide information that may be
relevant to the topic but is irrelevant to the question and cannot therefore be awarded marks.
The comment below about rote learning may be relevant also.

− Some candidates fail to separate their answers into the different sub-sections of the questions.
These candidates could gain marks for the different sections if they clearly indicated which part
of the question they were answering (by using the numbering from the question in their answer,
for example). Structuring their answers to address the different parts of the question can also
help in logically drawing out the points to be made in response.

Candidates benefit from the chance to practice answering questions in examination like conditions. This
should assist them to become familiar with the need to read questions carefully, consider, plan their
answer and then begin to write. By examination like conditions, practicing their answers within
appropriate time limits should help candidates with time management within the examination.

Feedback to candidates on their answers to questions is a key part of these practice activities.

Lack of attention to command word

− Many candidates fail to apply the command words (eg describe, outline, etc). Command words
are the instructions that guide the candidate on the depth of answer required. If, for instance, a
question asks the candidate to ‘describe’ something, then few marks will be awarded to an
answer that is an outline. Similarly, the command word ‘outline’ requires more information than
a list.

− The most common weakness is the provision of too little content in an answer to meet the
requirement of the command word. This is an unfortunate error as it can mean that a candidate,
who knows the topic, and correct points to include in their answer, misses out on marks.

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There is good guidance available to candidates and providers ‘Guidance on command words and
question papers’ which can be accessed on the NEBOSH website. This guidance will assist candidates
to see and understand what is required in an answer when the different command words are used in
questions. Some candidates miss out on marks by spending too long writing about one or two points
when the answer requires more points to be covered. The chance to practice questions with a range of
command words and to receive feedback on the quality of their answers will benefit candidates.

Failing to read the question/memorising answers

− Some candidates appear to have answered a question they hoped to see in the question paper
rather than the question actually asked. This error can lead to all the available marks for a
question being missed, with the consequent impact on the likelihood of reaching a pass
standard.

Other weaknesses observed

− Candidates should also be aware that Examiners cannot award marks if handwriting is illegible.

− Candidates should note that it is not necessary to start a new page in their answer booklet for
each section of a question.

− Candidates do not need to write the question out before answering it, they just need to indicate
in the top right hand corner of the page which question is being answered. In some cases
valuable time is lost doing this rather than focusing on the answer needed.

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 Unit ED1
Management of environmental risk

Question 1 (a) Outline the main environmental impacts of a major fire at a

chemical products storage warehouse. (8)

(b) Identify arrangements that need to be in place in order to

prevent and minimise water pollution from fire-fighting water run-
off. (12)

This question assessed candidates’ knowledge and understanding of learning

outcomes 11.4: Identify appropriate controls for strategies and methods for prevention
and control of discharges of polluting matter to controlled waters; 11.2: Describe the
characteristics of polluting substances released to water and assess whether releases
are subject to specific legal requirements; and 1.3: Explain the principles of
environmental hazard identification, risk assessment, and risk control.

A major fire, particularly at a chemical products storage warehouse, could potentially

impact on the environment through release of harmful substances to the atmosphere
that could cause air pollution to exceed standards and/or cause harm to human health,
plants and/or animals. Release of gases could contribute to global warming, ozone
depletion or acid rain. Smoke could be the cause of local nuisance or smell. Fallout of
pollutants to land or water could cause land contamination or water pollution, as well as
potential harm to property or crops. Escape of pollutants into the foul sewers could
cause impacts on treatment systems, thereby leading to pollution. Furthermore, the
direct effects of radiant energy could cause damage to other buildings.

In fighting a fire large amounts of contaminated firefighting water could be produced.

To control firewater some candidates made reference to the use of containment
systems (primary and secondary) that would give the possibility of recycling water back
to fight the fire, thereby minimising its volume. Protection of drainage systems to
minimise escape of polluted water would also be important, through for example shut-
off valves, drain seals or interceptors. Provision of emergency response equipment
such as booms and absorbents could also be of value. Access to emergency response
plans, including accurate drainage plans, would be important. Staff would need to be
trained with practice exercises to assess their understanding and identify areas for
improvement. Better answers mentioned the value of minimising storage inventory as
a means of minimising the need for firefighting water.

This was a popular question that was answered by most candidates. Many candidates
performed well, particularly in part (a). Answers to part (b) were more variable, with
many candidates digressing into the arrangements for general pollution control, rather
than those specific to firewater.

Question 2 Describe the effects that transport of freight by road may have on the
environment. (20)

This question assessed candidates’ knowledge and understanding of learning outcome

1.3: Explain the principles of environmental hazard identification, risk assessment, and
risk control.

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 Road transport affects the environment in many ways. In this popular question, many
candidates described the effects that emission of exhaust gases has in contributing to
global air pollution, and in particular to global warming, acidification and smog. Noise
and vibration effects and damage to roads and structures by vibration were also
commonly described. Better answers included descriptions of the potential water
pollution effects from spillage of fuels or additives, such as AdBlue. However, few
candidates described the effects on resource depletion in manufacture of vehicles and
provision of fuels, or the increased potential for accidents.

Candidates should be careful in their reading of questions. In this case, a number of

responses went into depth on the control measures for the above effects. These were
not asked for, thereby wasting time and effort when no marks could be awarded.

Question 3 Describe factors that should be considered in planning and carrying out
an external environmental noise survey around a manufacturing site. (20)

This question assessed candidates’ knowledge and understanding of learning outcome

12.1: Describe the characteristics of noise and advise on measurement and
assessment of environmental noise levels.

This question was also very popular, although for many candidates the marks gained
were limited. Some candidates went into depth in describing how environmental noise
can be controlled or the sources of noise; these were not relevant to the question and
did not gain marks.

In planning a survey, better answers realised the importance of selection of monitoring

positions and timing of measurements in relation of noise emitting activities. Few
candidates mentioned the importance of establishing criteria against which results
would be assessed, such as permit conditions, planning conditions or potential for
nuisance as per BS4142: 1997 ‘Methods for rating Industrial Noise Affecting Mixed
Residential and Industrial Areas’. Obtaining background noise levels was also of
relevance.

In carrying out a noise survey, it would clearly be important to ensure that the noise
measuring equipment was selected, calibrated and used correctly. The value of
ensuring noise surveyor competence was also of relevance. Better answers made
reference to the importance of taking measurements at 1.2 - 1.5m above ground and
away from facades of buildings or noise reflective surfaces. The influence of weather
conditions (wind speed, rain, etc) would also be important as these may affect the
measurements obtained.

Question 4 (a) Give the meaning of the term ‘best practicable environmental
option’ (BPEO). (6)

(b) Give the meaning of the term ‘best available techniques’ (BAT). (8)

(c) Outline why it is important to have an integrated approach to

pollution control for environmental regulation. (6)

This question assessed candidates’ knowledge and understanding of learning outcome

3.1: Describe appropriate risk control measures.

This question was relatively popular, although many candidates had difficulty in giving
the meaning of both BPEO and BAT. Some candidates did give vague references to
the terms, including the context in which they are used, but had difficulty in saying what
the terms actually meant.

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 BPEO refers to the outcome of a systematic and consultative process that gives
emphasis on the protection and conservation of the environment as a whole, including
air, water and land. It identifies, for a given set of objectives, the option that provides
the most benefits or the least damage to the environment at acceptable cost.

BAT is used in environmental permits and represents the most effective and advanced
stage in the development of activities and their methods of operations. Better answers
did mention the specific meanings attributed to each of the words in the term, for
example ‘best’ being the most effective means of achieving a high level of protection of
the environment as whole. Some candidates gained marks by reference to BREF and
guidance notes in establishing BAT for particular sectors.

Having established the meaning of both BPEO and BAT, candidates should have been
in a position to think through why regulating across all environmental media in an
integrated approach, rather than approaching each media separately, would have
value. However, few candidates managed to achieve this satisfactorily and gained few
marks. Integrated regulation was one of the main successes of the Environmental
Protection Act 1990. Permits that regulate all environmental media ensure that pollution
is directed towards the environmental media best able to cope with it and so cause least
overall harm. Prior to the Act, each media was regulated separately with the potential
for pollution problems to be moved from one media to another, without consideration of
overall impact.

Question 5 A commercial organisation operates from several large office premises at

different locations. In an effort to improve performance and reduce costs,
it is considering setting up a central waste storage and treatment facility to
serve all of its premises. Waste will be transported to the facility, where it
will be sorted prior to shredding, crushing and baling. The waste will
include cardboard, plastic, paper, metal cans and fluorescent tubes.

Outline, in the form of a brief, legal requirements that may apply to the
development and operation of the central waste storage and treatment
facility. (20)

This question assessed candidates’ knowledge and understanding of learning

outcomes 9.1: Describe wastes and effluents and determine their category; and 9.2:
Explain the relevant legal requirements for the management of waste and effluent.

This was a fairly popular question. However, many candidates concentrated their
answers on only a small range of legal requirements, such as the need to consider
whether an Environmental Permit would be required and the need to provide waste
transfer notes or hazardous waste consignment notes for any transfers between
premises. Better answers realised that there may be exemptions that could be used to
authorise storage and simple pre-treatment of waste, such as the Non Waste
Framework Directive Exemption that allows a producer of waste to store their waste at
another premises they control.

A few candidates did broaden their answers to include outlines of other potentially
relevant legal requirements, such as possible planning permission requirements for a
new development, gaining consents for any discharge to sewer, or permits for discharge
to controlled waters and legal provisions applying to nuisance and general health and
safety issues.

The answers provided by many candidates suggested that although they may have
some knowledge of legal requirements, they had difficulty in applying this knowledge to
the context of a new development involving a waste activity.

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Question 6 Outline public registers that are relevant to the protection of the
environment and the type of information that they contain. (20)

This question assessed candidates’ knowledge and understanding of learning outcome

7.1: Explain the format and content of information that is available to the public that is
relevant to an organisation’s environmental performance.

This question was not popular with candidates. Of those who did attempt it, many
missed the point of the question and outlined how an organisation could make
environmental information available through for example, an annual environmental
report.

Public registers are a fundamental part of many Acts and Regulations in the UK.
Indeed, public use of many statutory registers is now encouraged by their availability
online through Government and Regulatory agency websites. There are numerous
registers that are maintained, including those covering:
• releases of polluting substances, including the atmospheric emissions
inventory/pollutant release inventory;
• persons involved with waste carriage, broking or dealing;
• premises where waste is kept, treated or stored under environmental permits or
waste management licences;
• premises where exempt waste activities are carried out;
• installations holding pollution prevention and control (PPC) environmental permits;
• water quality and pollution control;
• planning registers held by planning authorities detailing planning applications;
• premises where radioactive substances are held;
• packaging waste database;
• waste electrical and electronic equipment producers, approved compliance
schemes and approved and authorised treatment facilities;
• end of life vehicles approved and authorised treatment facilities;
• contaminated land.

To gain marks candidates needed to identify a register and give a brief outline of the
information it contained. However, the generally limited answers to the question
suggest that many candidates were unfamiliar with the subject.

Question 7 Explain the following cases AND comment on their importance in the
development of common law:

(a) Hunter and Others v Canary Wharf Ltd and Hunter and Others v
London Docklands Corporation [1997]; (7)

(b) Margereson and Hancock v J W Roberts Ltd [1996]; (6)

(c) Cambridge Water Company Ltd v Eastern Counties Leather plc

[1993/94]. (7)

This question assessed candidates’ knowledge and understanding of learning outcome

8.2: Explain the legal principles of decided cases and civil action.

This question was quite popular and many candidates were able to explain some details
on the nature of the cases and the principles being assessed. However, many
candidates had difficulty explaining the importance of the cases in the development of
common law.

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 Answers to part (a) were variable. Many candidates gave a basic explanation of the
two cases as being related to private nuisance and negligence. Better answers stated
the principle of possession of land is a requirement for a claim in nuisance to succeed
and some candidates linked this to the judgment that loss of television signal is not an
actionable nuisance. Better answers also referred to the facts of the second case as
being an action with respect of excessive dust caused by the construction of the
Limehouse Link Road.

In part (b) many candidates gained marks for the case detail and the connection with
mesothelioma being developed by the plaintiffs following exposure to dust while playing
in the area around an asbestos factory. Most candidates did not explain that this case
was a claim for negligence and the test of foreseeability was interpreted to impose some
liability where some form of pulmonary injury could have been anticipated by the
organisation.

In part (c) most candidates were again able to gain some marks for their explanation of
the case as being connected with contamination of a borehole, providing drinking water
supplies, that arose from historic contamination from a leather tanning business. The
claim was based on negligence and nuisance. The judgment clarified that foreseeability
was relevant in a case of historic damage as it is a pre-requisite for liability in actions of
nuisance and in Rylands v Fletcher.

Question 8 A manufacturing organisation uses adhesives containing organic

solvents in one of its processes. The organisation is planning to carry
out emissions monitoring of solvents that could be released to the
atmosphere through an exhaust stack.

(a) Outline what should be considered by the organisation when

planning and carrying out the emissions monitoring. (16)

(b) Identify methods that could be used to quantify the emissions of

organic solvents arising from the process. (4)

This question assessed candidates’ knowledge and understanding of learning outcome

10.3: Describe strategies for monitoring atmospheric emissions.

This was a fairly popular question. However, answers from candidates who attempted
it were variable.

Better answers to part (a) outlined the need to consider obtaining representative
samples, considering such factors as number and duration of samples, whether through
periodic/grab samples, or continuous emissions monitoring. Selection of the sampling
method would also be relevant and better answers referred to the value of referring to
the Technical Guidance Note M2. Selection of suitable methods of analysis would also
be important, particularly in respect of detection limits. Making sure samples are
collected from a representative location would also be pertinent, as would ensuring the
calibration of equipment. Most candidates identified that competence in sampling would
be required. Better answers identified the requirements for MCERTS, particularly where
an environmental permit for the solvent emissions was in place.

In addition to the technical sampling issues, candidates would have gained marks for
referring to the practical considerations when carrying out emissions monitoring, such
as means of access for sampling, means of entry into the vent/measurement ports,
access to services required for sampling and safety of staff where exposed to
environments containing hazardous, toxic or flammable vapours. If external sampling
was required, consideration of the effects of weather would also be important.

10
In answers to part (b), a few candidates quoted techniques such as chemiluminescence
which would not be suitable for analysis of organic solvents. However, most candidates
successfully gave one or two appropriate techniques. Most candidates frequently
identified gas chromatography and infra-red spectroscopy. Few candidates selected
other techniques that could be relevant, such as use of a flame ionisation detector or
photo ionisation detector, or use of simple methods such as calculation of mass
balances or gas detection tubes.

11
Examination technique
The following examination techniques were identified as the main areas of improvement for candidates:

Candidates did not respond effectively to the command word

A number of candidates do not appear to understand the differences in depth and breadth associated
with different command words. In particular ‘outline’ and ‘describe’ appear to be poorly understood.
Some candidates do not give enough detail when answering this type of question. For example an
‘outline’ answer should give a brief overview and should not be limited to a simple list.

Conversely questions based on ‘identify’ or ‘outline’ can illicit lengthy answers covering several
sentences, when in fact short answers would have sufficed. This means that candidates waste time and
effort for no additional credit.

Course providers should ensure that candidates understand the importance of command words in
determining the depth and breadth of information required in answers.

Candidates misread/misinterpreted question

Examiners reported that a significant number of candidates either misread or misinterpret some of the
questions. It appears that those candidates who have difficulty are ‘question-spotting’, seeing a key
word or phrase and answering the question based on that, rather than thoroughly reading the question
and answering what was set. Consequently, some candidates produce answers that contain
information that is either irrelevant and/or out of context, such as addressing waste and water use
minimisation in a question on energy use.

On several questions, candidates extended their answers to cover points outside of the question. This
could indicate that they had not thoroughly read the question before attempting it, or that they
misinterpreted the question as something similar they had previously seen.

Rather than rushing into an answer, some candidates might improve their performance by producing a
short answer plan and then pausing for a few seconds, to confirm in their minds that this is what the
question is really asking.

Course providers should ensure that candidates are taught how to read and analyse questions so that
they are clear exactly what information is likely to gain marks.

Candidates repeated the same point but in different ways

Candidates occasionally produce several paragraphs that all address the same point but in different
ways. This tends to indicate that they have not planned their answers carefully. Examiners can only
give marks once. No additional marks will be available for re-stating a point several times.

For example, outlining ‘recycling’ as a way of reducing disposal costs for waste, but then repeating this
several times for different waste types, such as introducing paper recycling in offices or recycling
manufacturing waste as different points. Such practice might expand the answer where breadth of
knowledge is limited but gains no extra marks. Repetition also wastes precious examination time.

Course providers should encourage candidates to plan their answers in advance of writing to avoid
repetition. Candidates should be encouraged to practice examination technique, and in particular
structuring answers using a simple plan, so as to ensure that their answers follow a logical structure
and avoid covering a topic more than once.

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Candidates produced an incoherent answer

Candidates sometimes stray into areas outside the question and waste time and effort in producing
confusing answers addressing matters not relevant to the question, such as detailing statutory nuisance
on a civil law question.

Candidates should be taught to limit their answers to only the topic detailed in the question.

Candidates did not follow specific instructions

Where a question instructs that a candidate produces an answer in a specified form, such as a brief,
marks cannot be awarded if answers are not in the specified form.

Candidates should be taught how to present and structure their answers in common formats, such as a
memorandum or a brief.

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Command words
The following command words are listed in the order identified as being the most challenging for
candidates:

Describe

Describe: To give a detailed written account of the distinctive features of a topic. The account should be
factual without any attempt to explain.

Many candidates outline without giving adequate content for a ‘describe’ question. A typical description
should cover more than the outline of the point being made. The command word ‘describe’ requires
that candidates provide distinctive features of the particular syllabus learning outcome being assessed
but do not need to provide extensive information on that topic. Candidates occasionally respond to
‘describe’ by completing a full page of text without actually responding with the distinctive features
associated with the question topic. Candidates need to distinguish between ‘outline’ and ‘describe’ and
not respond with a series of unconnected points generally related to the topic in the question. If a
candidate was asked to describe a control strategy aimed at the prevention of environmental pollution,
the inclusion of monitoring of airborne concentrations and emissions that include estimates of loses by
mass balances would satisfy the command word.

Explain

Explain: To provide an understanding. To make an idea or relationship clear.

When a question specifies ‘explain’ the candidate is required to provide an understanding or make clear
an idea or relationship. For example ‘explain the cradle to grave concept’; if a candidate responded
with ‘takes into account inputs and outputs, considers environmental costs and uses equivalences; then
this constitutes an outline but not an explanation. This would be insufficient to merit full marks as this
does not provide a deep enough understanding or relationship from the specified command word or the
context in which the question is asked. However, if a candidate responded in greater depth, for example
‘a life cycle analysis study taking into account an inventory of all inputs and outputs; supply,
manufacturing and waste impacts would be taken into account; environmental costs or obstacles would
be added in at all stages along the way with interpretation through evaluation of these identified stages
and alignment with the scope of the study’; then this would merit the awarding of further marks.

Outline

Outline: To indicate the principal features or different parts of.

An ‘outline’ requires a brief summary on each point. Examiners report that the command word ‘outline’
challenges many candidates. Insufficient detail is provided in response to the principal features or parts
of the topic matter requested when ‘outline’ is specified in the question. Exhaustive descriptions are not
required for ‘outline’ but limited answers like single words or listed answers do not satisfy the command
word requirements.

If asked to ‘outline the information that should be included in an environmental report following an
environmental assessment’, significant effects on the environment, including short, medium and long-
term effects would be an example of an adequate ‘outline’ response.

Breadth is important in an outline question. Some candidates give far too much detail for a relatively
small number of points. Candidates should be aware that for an outline question, the number of
marks available for each distinct point is limited, and no additional marks can be given for lengthy
detailed responses.

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Identify

Identify: To give a reference to an item, which could be its name or title.

When providing a response to ‘identify’ the selection and naming of an answer that relates to the
question should be sufficient. In most cases one or two words would be sufficient to be awarded
corresponding marks. Any further detail would not be required and impacts negatively on the time limit
for completing the examination. If the use of the command word in everyday language or conversation
was considered it may help the candidate understand what was required. For example, if the question
was ‘identify types of kitchen appliances’, ‘toaster, kettle and microwave’ would be suitable responses
for the ‘identify’ command word.

For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning
outcomes and question papers’ document, which is available on our website:
www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.

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The National Examination
Board in Occupational
Safety and Health

Dominus Way
Meridian Business Park
Leicester LE19 1QW

telephone +44 (0)116 2634700

fax +44 (0)116 2824000
email info@nebosh.org.uk
www.nebosh.org.uk