utureCLEAPSS

Design and

Technology minds

Autumn 2017

Tomorrowrsquos world explored today

2

CLEAPSS DampTe-newsletter

Welcome to the Autumn lsquo17 Futureminds This is the 6th edition and we have beenreally pleased by the number of readers andthe interest they have shown in the previousfive

In this edition are a couple of articles about some of the work we do at CLEAPSS a report of the visit to SSERC (the equivalentof CLEAPSS in Scotland) and an update fromthe testing of 3D printers we are doing inconjunction with the HSE

Among the invited articles youwill find one from CelticKilncare Ltd about servicing andmaintaining kilns in schoolCeramics is becoming morecommon in schools both inDampT and Art and Design andfrom a number of our audits ithas become apparent that staffneed access to training andthat kilns need servicing

The British NutritionFoundation has supplied a newarticle following on fromits interesting piece in

Futureminds 04 The new articledescribes the training andsupport available for foodteaching through the lsquoFood ndash afact of lifersquo programme and theFood Teacher PortfolioProgramme

Ultimaker the 3d printercompany has an educationprogramme and during thesummer Dave had the pleasureof visiting the company to seewhat they can provide As aconsequence Sonya Horton haswritten an article aboutintegrating 3D printers into the curriculum

The Food Teachers Centre hasdeveloped a new flexiblelearning programme for staffinvolved in delivering foodcourses CLEAPSS has seen thecourse notes which offer acomprehensive approach toteaching food safely

The Dorset Studio Schoolapproached us for help withmaking edible water bottlesAfter some discussion weworked out a method of safelyproducing these innovativeobjects Dariel has been kindenough to supply an articledescribing the process pupilsworked through and someimages of the edible waterbottles

3

In June Dave spent a couple ofdays at SSERCrsquos base just outsideEdinburgh SSERC carries out asimilar role to CLEAPSS inScotland

There are a number ofdifferences between education inScotland and that for the rest ofthe UK We know that teachersin many English DampTdepartments would love to seesome of these carried over intotheir teaching

The most quoted of these are

bull Class size in practical subjects is limited to a maximum of 20

bull Teachers have to undertake training to achieve their teaching standards and have a structured programme of CPD to refresh their subject knowledge every 5 years

bull DampT still consists of technical subjects woodwork metalwork technical drawing as well as newer lsquoproduct designrsquo qualifications

Dave worked with Duncan (the SSERC DampT adviser) helping to develop courses for Scottish teachers and technicians The courses in metalwork and woodwork are planned for two days each and are founded on skill development Teachers and technicians can attend the course to develop their personal skills with the view that they will return to school and be able to incorporate these into lesson planning and developing new project ideas

Visit to SSERC

Continued

Visit to SSERC

4

The metalwork course covers

bull Bench skills

bull Joining metalsfabrication

bull Metal lathe

bull Welding

bull Forgeheat treatment

bull Casting

Prior to teachers or technicians enrolling on the course they must have been on the 2-day lsquosafe usersquo training which covers general health and safety requirements forteaching in workshops and must be renewed every 5 years

On a previous visit Dave attended one of the metalwork courses at a forge where theteachers were working with the blacksmith and his colleagues to make wrought ironclocks The teachers worked with industrial equipment to heat and work iron and steelto form shapes that had clock mechanisms fitted We see lots of schools making clockswith KS3 pupils but we have yet to see some made from wrought iron

CLEAPSS continues to work closely with SSERC on developing support for both scienceand DampT

5

3Dprintingupdate

Over the past two years CLEAPSS hasbeen working with the Health andSafety Executive (HSE) and others to testthe emissions from desktop 3D printerswhich use plastic filament heated andextruded to create a 3-dimensionaloutcome on a build plate Among theprinters tested are several which arecommonly seen in schools

The results show that there are some serioushealth concerns in using these devices thatneed to be taken into consideration whenassessing the risks for their use The focus ofthese concerns has been on fumes andnanoparticles

Users of the Internet can find a range ofconflicting reports on the safety of 3D printersSome suggest that ldquo3D printers are saferdquoothers that there are significant safety issues inusing particular materials Most publishedreports concentrate on the fumes from theprinting filament rather than particle emissionThere is a general agreement that PLA(Polylactic acid) produces lsquosaferrsquo fumes whenprinting as it does not contain some of themore harmful plastic components ABS(Acrylonitrile butadiene styrene) is generallyconsidered less safe because it gives off arange of chemicals when heated includingstyrene which are known to causesensitisation and other harmful effects

The HSE and CLEAPSS could find no reliablereports concerning emissions of nanoparticlesIt is increasingly accepted that nanoparticlessuch as those emitted by 3D printers and lasercutters can be a significant health hazard andeffective controls should be put in place toprotect the user The HSE recommends aprecautionary approach to risk managementwith control strategies aiming to reduceexposure to As Low As is ReasonablyPracticable (ALARP)

Tests carried out at the Health andSafety Laboratory

1 Pyrolysis Testing mainly for fumes small pieces of filament are burned and the exhaust gases are analysed

2 Emission Testing mainly for particles the 3D printers are placed in a wind tunnel and the exhaust gases are passed over a variety of sensors whilst the printer is working

Conclusions from the Pyrolysis Tests

bull Not all filaments are correctly labelled one roll of filament was labelled PLA but was ABS some filaments have no indication of their content ie ninjaflex which was found to be polyurethane

bull All filaments give off fumes when heated some containing hazardous products such as styrene and isocyanates which should be controlled under COSHH regulations

bull The colour can affect the emissions both in quantity and content

bull Some batches of filament can differ from identically-labelled filament from the same supplier

bull Emissions increase during the heating cycle and decrease during the cooling cycle

Continued

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

2

CLEAPSS DampTe-newsletter

Welcome to the Autumn lsquo17 Futureminds This is the 6th edition and we have beenreally pleased by the number of readers andthe interest they have shown in the previousfive

In this edition are a couple of articles about some of the work we do at CLEAPSS a report of the visit to SSERC (the equivalentof CLEAPSS in Scotland) and an update fromthe testing of 3D printers we are doing inconjunction with the HSE

Among the invited articles youwill find one from CelticKilncare Ltd about servicing andmaintaining kilns in schoolCeramics is becoming morecommon in schools both inDampT and Art and Design andfrom a number of our audits ithas become apparent that staffneed access to training andthat kilns need servicing

The British NutritionFoundation has supplied a newarticle following on fromits interesting piece in

Futureminds 04 The new articledescribes the training andsupport available for foodteaching through the lsquoFood ndash afact of lifersquo programme and theFood Teacher PortfolioProgramme

Ultimaker the 3d printercompany has an educationprogramme and during thesummer Dave had the pleasureof visiting the company to seewhat they can provide As aconsequence Sonya Horton haswritten an article aboutintegrating 3D printers into the curriculum

The Food Teachers Centre hasdeveloped a new flexiblelearning programme for staffinvolved in delivering foodcourses CLEAPSS has seen thecourse notes which offer acomprehensive approach toteaching food safely

The Dorset Studio Schoolapproached us for help withmaking edible water bottlesAfter some discussion weworked out a method of safelyproducing these innovativeobjects Dariel has been kindenough to supply an articledescribing the process pupilsworked through and someimages of the edible waterbottles

3

In June Dave spent a couple ofdays at SSERCrsquos base just outsideEdinburgh SSERC carries out asimilar role to CLEAPSS inScotland

There are a number ofdifferences between education inScotland and that for the rest ofthe UK We know that teachersin many English DampTdepartments would love to seesome of these carried over intotheir teaching

The most quoted of these are

bull Class size in practical subjects is limited to a maximum of 20

bull Teachers have to undertake training to achieve their teaching standards and have a structured programme of CPD to refresh their subject knowledge every 5 years

bull DampT still consists of technical subjects woodwork metalwork technical drawing as well as newer lsquoproduct designrsquo qualifications

Dave worked with Duncan (the SSERC DampT adviser) helping to develop courses for Scottish teachers and technicians The courses in metalwork and woodwork are planned for two days each and are founded on skill development Teachers and technicians can attend the course to develop their personal skills with the view that they will return to school and be able to incorporate these into lesson planning and developing new project ideas

Visit to SSERC

Continued

Visit to SSERC

4

The metalwork course covers

bull Bench skills

bull Joining metalsfabrication

bull Metal lathe

bull Welding

bull Forgeheat treatment

bull Casting

Prior to teachers or technicians enrolling on the course they must have been on the 2-day lsquosafe usersquo training which covers general health and safety requirements forteaching in workshops and must be renewed every 5 years

On a previous visit Dave attended one of the metalwork courses at a forge where theteachers were working with the blacksmith and his colleagues to make wrought ironclocks The teachers worked with industrial equipment to heat and work iron and steelto form shapes that had clock mechanisms fitted We see lots of schools making clockswith KS3 pupils but we have yet to see some made from wrought iron

CLEAPSS continues to work closely with SSERC on developing support for both scienceand DampT

5

3Dprintingupdate

Over the past two years CLEAPSS hasbeen working with the Health andSafety Executive (HSE) and others to testthe emissions from desktop 3D printerswhich use plastic filament heated andextruded to create a 3-dimensionaloutcome on a build plate Among theprinters tested are several which arecommonly seen in schools

The results show that there are some serioushealth concerns in using these devices thatneed to be taken into consideration whenassessing the risks for their use The focus ofthese concerns has been on fumes andnanoparticles

Users of the Internet can find a range ofconflicting reports on the safety of 3D printersSome suggest that ldquo3D printers are saferdquoothers that there are significant safety issues inusing particular materials Most publishedreports concentrate on the fumes from theprinting filament rather than particle emissionThere is a general agreement that PLA(Polylactic acid) produces lsquosaferrsquo fumes whenprinting as it does not contain some of themore harmful plastic components ABS(Acrylonitrile butadiene styrene) is generallyconsidered less safe because it gives off arange of chemicals when heated includingstyrene which are known to causesensitisation and other harmful effects

The HSE and CLEAPSS could find no reliablereports concerning emissions of nanoparticlesIt is increasingly accepted that nanoparticlessuch as those emitted by 3D printers and lasercutters can be a significant health hazard andeffective controls should be put in place toprotect the user The HSE recommends aprecautionary approach to risk managementwith control strategies aiming to reduceexposure to As Low As is ReasonablyPracticable (ALARP)

Tests carried out at the Health andSafety Laboratory

1 Pyrolysis Testing mainly for fumes small pieces of filament are burned and the exhaust gases are analysed

2 Emission Testing mainly for particles the 3D printers are placed in a wind tunnel and the exhaust gases are passed over a variety of sensors whilst the printer is working

Conclusions from the Pyrolysis Tests

bull Not all filaments are correctly labelled one roll of filament was labelled PLA but was ABS some filaments have no indication of their content ie ninjaflex which was found to be polyurethane

bull All filaments give off fumes when heated some containing hazardous products such as styrene and isocyanates which should be controlled under COSHH regulations

bull The colour can affect the emissions both in quantity and content

bull Some batches of filament can differ from identically-labelled filament from the same supplier

bull Emissions increase during the heating cycle and decrease during the cooling cycle

Continued

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

3

In June Dave spent a couple ofdays at SSERCrsquos base just outsideEdinburgh SSERC carries out asimilar role to CLEAPSS inScotland

There are a number ofdifferences between education inScotland and that for the rest ofthe UK We know that teachersin many English DampTdepartments would love to seesome of these carried over intotheir teaching

The most quoted of these are

bull Class size in practical subjects is limited to a maximum of 20

bull Teachers have to undertake training to achieve their teaching standards and have a structured programme of CPD to refresh their subject knowledge every 5 years

bull DampT still consists of technical subjects woodwork metalwork technical drawing as well as newer lsquoproduct designrsquo qualifications

Dave worked with Duncan (the SSERC DampT adviser) helping to develop courses for Scottish teachers and technicians The courses in metalwork and woodwork are planned for two days each and are founded on skill development Teachers and technicians can attend the course to develop their personal skills with the view that they will return to school and be able to incorporate these into lesson planning and developing new project ideas

Visit to SSERC

Continued

Visit to SSERC

4

The metalwork course covers

bull Bench skills

bull Joining metalsfabrication

bull Metal lathe

bull Welding

bull Forgeheat treatment

bull Casting

Prior to teachers or technicians enrolling on the course they must have been on the 2-day lsquosafe usersquo training which covers general health and safety requirements forteaching in workshops and must be renewed every 5 years

On a previous visit Dave attended one of the metalwork courses at a forge where theteachers were working with the blacksmith and his colleagues to make wrought ironclocks The teachers worked with industrial equipment to heat and work iron and steelto form shapes that had clock mechanisms fitted We see lots of schools making clockswith KS3 pupils but we have yet to see some made from wrought iron

CLEAPSS continues to work closely with SSERC on developing support for both scienceand DampT

5

3Dprintingupdate

Over the past two years CLEAPSS hasbeen working with the Health andSafety Executive (HSE) and others to testthe emissions from desktop 3D printerswhich use plastic filament heated andextruded to create a 3-dimensionaloutcome on a build plate Among theprinters tested are several which arecommonly seen in schools

The results show that there are some serioushealth concerns in using these devices thatneed to be taken into consideration whenassessing the risks for their use The focus ofthese concerns has been on fumes andnanoparticles

Users of the Internet can find a range ofconflicting reports on the safety of 3D printersSome suggest that ldquo3D printers are saferdquoothers that there are significant safety issues inusing particular materials Most publishedreports concentrate on the fumes from theprinting filament rather than particle emissionThere is a general agreement that PLA(Polylactic acid) produces lsquosaferrsquo fumes whenprinting as it does not contain some of themore harmful plastic components ABS(Acrylonitrile butadiene styrene) is generallyconsidered less safe because it gives off arange of chemicals when heated includingstyrene which are known to causesensitisation and other harmful effects

The HSE and CLEAPSS could find no reliablereports concerning emissions of nanoparticlesIt is increasingly accepted that nanoparticlessuch as those emitted by 3D printers and lasercutters can be a significant health hazard andeffective controls should be put in place toprotect the user The HSE recommends aprecautionary approach to risk managementwith control strategies aiming to reduceexposure to As Low As is ReasonablyPracticable (ALARP)

Tests carried out at the Health andSafety Laboratory

1 Pyrolysis Testing mainly for fumes small pieces of filament are burned and the exhaust gases are analysed

2 Emission Testing mainly for particles the 3D printers are placed in a wind tunnel and the exhaust gases are passed over a variety of sensors whilst the printer is working

Conclusions from the Pyrolysis Tests

bull Not all filaments are correctly labelled one roll of filament was labelled PLA but was ABS some filaments have no indication of their content ie ninjaflex which was found to be polyurethane

bull All filaments give off fumes when heated some containing hazardous products such as styrene and isocyanates which should be controlled under COSHH regulations

bull The colour can affect the emissions both in quantity and content

bull Some batches of filament can differ from identically-labelled filament from the same supplier

bull Emissions increase during the heating cycle and decrease during the cooling cycle

Continued

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

Visit to SSERC

4

The metalwork course covers

bull Bench skills

bull Joining metalsfabrication

bull Metal lathe

bull Welding

bull Forgeheat treatment

bull Casting

Prior to teachers or technicians enrolling on the course they must have been on the 2-day lsquosafe usersquo training which covers general health and safety requirements forteaching in workshops and must be renewed every 5 years

On a previous visit Dave attended one of the metalwork courses at a forge where theteachers were working with the blacksmith and his colleagues to make wrought ironclocks The teachers worked with industrial equipment to heat and work iron and steelto form shapes that had clock mechanisms fitted We see lots of schools making clockswith KS3 pupils but we have yet to see some made from wrought iron

CLEAPSS continues to work closely with SSERC on developing support for both scienceand DampT

5

3Dprintingupdate

Over the past two years CLEAPSS hasbeen working with the Health andSafety Executive (HSE) and others to testthe emissions from desktop 3D printerswhich use plastic filament heated andextruded to create a 3-dimensionaloutcome on a build plate Among theprinters tested are several which arecommonly seen in schools

The results show that there are some serioushealth concerns in using these devices thatneed to be taken into consideration whenassessing the risks for their use The focus ofthese concerns has been on fumes andnanoparticles

Users of the Internet can find a range ofconflicting reports on the safety of 3D printersSome suggest that ldquo3D printers are saferdquoothers that there are significant safety issues inusing particular materials Most publishedreports concentrate on the fumes from theprinting filament rather than particle emissionThere is a general agreement that PLA(Polylactic acid) produces lsquosaferrsquo fumes whenprinting as it does not contain some of themore harmful plastic components ABS(Acrylonitrile butadiene styrene) is generallyconsidered less safe because it gives off arange of chemicals when heated includingstyrene which are known to causesensitisation and other harmful effects

The HSE and CLEAPSS could find no reliablereports concerning emissions of nanoparticlesIt is increasingly accepted that nanoparticlessuch as those emitted by 3D printers and lasercutters can be a significant health hazard andeffective controls should be put in place toprotect the user The HSE recommends aprecautionary approach to risk managementwith control strategies aiming to reduceexposure to As Low As is ReasonablyPracticable (ALARP)

Tests carried out at the Health andSafety Laboratory

1 Pyrolysis Testing mainly for fumes small pieces of filament are burned and the exhaust gases are analysed

2 Emission Testing mainly for particles the 3D printers are placed in a wind tunnel and the exhaust gases are passed over a variety of sensors whilst the printer is working

Conclusions from the Pyrolysis Tests

bull Not all filaments are correctly labelled one roll of filament was labelled PLA but was ABS some filaments have no indication of their content ie ninjaflex which was found to be polyurethane

bull All filaments give off fumes when heated some containing hazardous products such as styrene and isocyanates which should be controlled under COSHH regulations

bull The colour can affect the emissions both in quantity and content

bull Some batches of filament can differ from identically-labelled filament from the same supplier

bull Emissions increase during the heating cycle and decrease during the cooling cycle

Continued

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

5

3Dprintingupdate

Over the past two years CLEAPSS hasbeen working with the Health andSafety Executive (HSE) and others to testthe emissions from desktop 3D printerswhich use plastic filament heated andextruded to create a 3-dimensionaloutcome on a build plate Among theprinters tested are several which arecommonly seen in schools

The results show that there are some serioushealth concerns in using these devices thatneed to be taken into consideration whenassessing the risks for their use The focus ofthese concerns has been on fumes andnanoparticles

Users of the Internet can find a range ofconflicting reports on the safety of 3D printersSome suggest that ldquo3D printers are saferdquoothers that there are significant safety issues inusing particular materials Most publishedreports concentrate on the fumes from theprinting filament rather than particle emissionThere is a general agreement that PLA(Polylactic acid) produces lsquosaferrsquo fumes whenprinting as it does not contain some of themore harmful plastic components ABS(Acrylonitrile butadiene styrene) is generallyconsidered less safe because it gives off arange of chemicals when heated includingstyrene which are known to causesensitisation and other harmful effects

The HSE and CLEAPSS could find no reliablereports concerning emissions of nanoparticlesIt is increasingly accepted that nanoparticlessuch as those emitted by 3D printers and lasercutters can be a significant health hazard andeffective controls should be put in place toprotect the user The HSE recommends aprecautionary approach to risk managementwith control strategies aiming to reduceexposure to As Low As is ReasonablyPracticable (ALARP)

Tests carried out at the Health andSafety Laboratory

1 Pyrolysis Testing mainly for fumes small pieces of filament are burned and the exhaust gases are analysed

2 Emission Testing mainly for particles the 3D printers are placed in a wind tunnel and the exhaust gases are passed over a variety of sensors whilst the printer is working

Conclusions from the Pyrolysis Tests

bull Not all filaments are correctly labelled one roll of filament was labelled PLA but was ABS some filaments have no indication of their content ie ninjaflex which was found to be polyurethane

bull All filaments give off fumes when heated some containing hazardous products such as styrene and isocyanates which should be controlled under COSHH regulations

bull The colour can affect the emissions both in quantity and content

bull Some batches of filament can differ from identically-labelled filament from the same supplier

bull Emissions increase during the heating cycle and decrease during the cooling cycle

Continued

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

6

Conclusions from the Emission Tests

bull All the printers tested produced emissions that contained nanoparticles

bull The particle size and concentration of these is related to the heat of the printer extruder nozzle (hot end)

bull An increase in the hot end temperature decreased the size of the particles

bull An increase in the hot end temperature increased the concentration of the particles

bull An increase in the hot end temperature increased the emission rate of the particles

bull Emissions from the same filament are different when used in different printers or under different conditions

bull Emission rates and average particle size depend on filament material

bull Exposure controls could reduce particle emissions by up to 99

Guidance to schools

The hazards associated with 3D printinginclude

1 Emissions of fumes and particles

2 Trapping hazard from moving parts

3 Burns from hot components

These hazards can become significant risks inschool Trapping and burning can becontrolled by having a fully enclosed printerhowever emissions may still present a riskVentilation or placing the machine in anextracted unit should be sufficient to controlemissions

CLEAPSS Model Risk Assessment 1088Additive Manufacturing 3D printing is underreview but our current advice is to installventilation for 3D printers because it seemslikely that HSE will recommend that systemsare put in place to control the emission ofpotentially harmful particulates The MRATalso gives advice regarding trapping andburns running a machine in a controlledenvironment such as an enclosure will alsoreduce the risk of trapping and burningIn a desire to take up these new technologiesschools are increasingly buying several 3Dprinters and even developing lsquomaker spacesrsquowhere multiple machines run simultaneouslySome schools are installing maker spaces inpublic areas such as the library or school foyerThese require careful consideration prior toinstallation in order to ensure appropriatehazard control including emissions Schoolsshould refer to the MRAT more informationregarding the testing is available on theCLEAPSS site and if schools are concernedabout their arrangements they should contactCLEAPSS via the Helpline

3Dprintingupdate

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

7

The schools pottery kiln isall too often viewed as afairly innocuous piece ofequipment frequentlytucked away in the cornerof a classroom in its ownroom or even in thelsquobroom cupboardrsquo Thefact that the kiln does notspin rotate cut or movein anyway and makes verylittle noise often leads toit being somewhat over-looked compared to otherDampT equipment when itcomes to maintaining andusing the kiln in a safeand efficient manner

With many kilnsenergised from powersupplies in excess of 60amps and reaching firingtemperatures of up to1300˚C some kilns canliterally be too lsquohot tohandlersquo if not maintainedproperly by specialist kilnengineers and operatedby trained staff

To maintain both safe ampefficient operation of thekiln an electrical check issimply not sufficient Forthe kiln to continue tooperate safely andefficiently an integratedapproach to maintenanceand operation is essential

Electrical MaintenanceIn addition to the basicrequirements of IEERegulation Tests the kilnrsquoscontrol instrumentation mustbe tested for correctoperation calibrated andcertified once a year Electricalmeasurements must berecorded A simple lsquoOKrsquo orlsquopassedrsquo sticker does notcomply with IEE RegulationsThe electrical report shouldalso record the test firingfunctionality results

Safety ComplianceMost electrical pottery kilnsused in schools and collegeshave unique safety featureswhich must be checked andtested in addition to standardelectrical tests These includecaptive key or captive shankelectrical door interlocks andmelting link or electronicindependent over-temperature protectiondevices The safety section ofthe report should also includethe general condition of thekiln the suitability of itslocation and proximity tocombustible materials

Energy EfficiencyIn addition to the electricaltests the load resistance of theheating elements should bemeasured and any decay inthe present powerconsumption (energyefficiency) recorded Heatingelements should be inspectedfor ldquo bunchingrdquo and ldquopittingrdquo andor horizontalcollapse and preventativemeasures recommendedPrimary and secondary heatinsulation materials should beinspected and whereapplicable renewed

Operational ComplianceTo maintain compliance withcurrent HSE and CLEAPSSguidance the kiln should onlybe operated by staff who havereceived safety training for theuse of electrical pottery kilnsThis is not teacher training inart amp ceramics but bespoketraining to operate the kiln Itincludes maintenancerequirements safetyprocedures whilst firing thekiln and managing a situationin the event of a kiln controlmalfunction or an emergency

Upon completion of theservice a comprehensivereport including electricalmeasurement recordingstemperature controllercalibration safetyobservations and futurerecommendations shouldbe left with the school

It is therefore vital to selecta competent maintenancecontractor with specialistkiln knowledge amp expertiseUnfortunately some facilitiesservice providers do notpossess such specialistknowledge or thetemperature calibrationequipment necessary toprovide a fully compliantservice report This couldleave the school somewhatexposed in the event of akiln related incident oraccident with a situationthat is a little too hot tohandle

Article written by David Morganat Celtic Kilncare Ltd anindependent company specialisingin Kiln amp Pottery equipmentmaintenance safety complianceand Health amp Safety Training (inKiln use) for over 40 years Furtherinformation is available toCLEAPSS members free of chargeby contacting Celtic Kilncare Ltdon adminceltickilncarecouk

The ElectricPottery KilnToo Hot toHandleBy David Morgan at CelticKilncare Ltd

Before amp After replacement of atop loading kiln element setNote the essential repair of theburnt out hot spot

lsquoMeltdownrsquo resulting from an overnight firing without a secondaryindependent over-temperature protection systems (Heatfuse)Collapsed amp bunched heating elements well past their ldquochange byrdquodate and probably working at less than 25 efficiency

8

In 1991 the Food ndash a fact of life educationprogramme was launched comprisingprinted resource packs to support foodand nutrition education in primaryschools From 1995 to 1997 packs werelaunched for secondary schools and in2001 the innovative Interactive FoodFacts CD Rom was released A few yearslater the programme was availableonline at wwwfoodafactoflifeorgukinitially with a healthy eating modulefor primary schools

Since this time Food ndash a fact of life has gonefrom strength to strength and the educationprogramme now provides a wealth of freeresources about healthy eating cooking foodand farming for children and young peopleaged 3 to 16 years The British NutritionFoundation also supports teachers throughface-to-face and online training and theEducation Update a monthly emailnewsletter

Herersquos an overview of what can be found onthe website to support food and nutritioneducation in your setting or school

Years 3-5Teachers working in nurseries pre-schoolsFoundation StagesPhases and Early Yearssettings will find 12 food-based sessions with aleadersrsquo guide and four activities andinteractive activities focusing on cookingwhere food comes from and healthy eating

Years 5-8 and 8-11Resources for Key Stage 1 and Key Stage 2 arebased on Key Facts which have beendeveloped to provide a comprehensive andprogressive approach to teaching the topics ofhealthy eating cooking and food and farmingThe use of Key Facts provides a framework tobuild upon ensuring that consistent and up-to-date messages are taught

Using this framework children will begradually introduced to different conceptsskills and knowledge about ingredientsequipment and cooking skills and techniquesA range of resources is available includingpresentations videos interactive gamesrecipes and much much more

Key Stage 1 and 2 Schemes of Work have alsobeen written to support primary teachers

Years 11-16The 11-16 years area on the Food ndash a fact of lifewebsite has recently been updated so thatresources are easier to find There are alsoadditional support resources including Foodroute ndash a journey through food (which arealso available for Key Stage 1 and 2) and thenumerous resources produced for theCommNet programme including commodityinformation sheets

There are also up-to-date Schemes of Workfor Key Stage 3 along with grids with links toFood ndash a fact of life resources to supportqualifications in England Wales and Scotland

Professional development

The Food Teacher Professional PortfolioProgramme

The Food Teacher Professional Portfolioprogramme was developed by BNF to enablefood teachers at all stages of their careers toaudit plan organise and record theirprofessional development

The programme formally started in January2016 and by the end of the second year (July2017) there have been over 1900registrations One member of the programmehas said

ldquoAs the only food teacher I have used theprogramme as my biblerdquo

Activity during 201718 will focus on thelsquoEssentials of teaching food successfullyrsquo Therewill be monthly support emails and six onlinetraining sessions There will also be anotherconference for new or less-experienced foodteachers in May 2018

In addition as part of the FTPP programmeBNF and the FTC propose to conduct researchinto the status quo of Initial Teacher Training(ITT) for secondary food teachers It isanticipated that this research will in thefuture lead to a strategy for ongoing supportfor ITT providers and the development ofguidelines for ITT based on the PHEframework

If you are not yet a member of the FTPPprogramme or know someone who mightbenefit from being involved you can findmore information herewwwfoodteacherorguk

Food ndash a fact of life from the British Nutrition Foundationby Frances Meek senior education officer BNF

Continued

9

Online training for primary schoolteachers

BNF believes that teachers play an importantrole in helping to shape childrenrsquos foodunderstanding This is why we are launchingour initiative to provide the free onlineteaching food in primary school course

The training forms part of our charitable workas well as lasting legacy for our 50th

anniversary ensuring that teachers areconfident competent and motivated indelivering fantastic lessons that inspirechildren and equip them for life

The course is being specifically created forinitial and practicing primary school teachersIt is based on the requirements of the NationalCurriculum (England) the PHE CoreCompetences for Children and Young Peopleand guidance to support primary schoolteachers deliver food teaching in schools(PHEDfE) A course for primary schools inNorthern Ireland Scotland and Wales will alsobe available

To register for the training when it becomesavailable click here (Currently open toprimary schools in England other areas will beavailable shortly)

Interactive Resources

Explore Food

Explore food is a user-friendly onlinenutritional analysis tool for school studentsavailable free from Food ndash a fact of life

Explore food has been designed to be easy touse guiding students through the analysis of arecipe or a dayrsquos diet It provides data for thestudent to analyse and draw conclusions awayfrom their PC or tablet further supportingtheir studies

Why use Explore food

bull It is free to accessbull It has been updated to the latest

McCance amp Widdowson databasebull Students can use it at school or at home

(great for homework)bull It is iPad friendly as well as PC and MACbull Students can save and print their workbull It supports what you teachbull It creates food labels

Explore food allows students tobull calculate the energy and nutrients

provided by a recipe or dietbull compare the energy and nutrients

provided by different food and drinksbull model different portion sizes for a recipebull compare a diet for a day to UK Dietary

Reference Values (DRVs)bull model different DRVs to a dietbull save work to continue another time

(saved as a file)bull export work to a spreadsheet file for

further analysis or graph productionbull print work

To access Explore food click here

Food ndash a fact of life from the British Nutrition Foundationby Frances Meek senior education officer BNF

Coming soon

The ever-popular Food Skills resources havebeen updated and were re-launched in earlySeptember Food Skills comprises 13 cookingmodules with PowerPoint presentations andrecipes to support food lessons and extra-curricular activities Students are challenged tomake three recipes learning about foodhygiene and safety healthier eating andcooking and budgeting whilst developingtheir practical and time management skillsThis could be an ideal resource for thoseteachers wanting to practice making threedishes in preparation for the GCSE FoodPreparation and Nutrition Non ExaminedAssessment Task 2

Food ndash a fact of life from the British NutritionFoundation comprises resources that areprogressive stimulate learning and supportthe curriculum throughout the UK Allresources are designed to ensure thatconsistent and up-to-date messages aredelivered Teachers across all stages andphases are supported through professionaldevelopment and are kept up to date throughmonthly emails and via social media ndash why notfollow us on Twitter foodafactoflife Be one of the first to find out about newresources CPD education news and research-sign up for our monthly email newsletter atwwwfoodafactoflifeorguk

10

The new GCSEspecifications do not havean explicit requirement todeliver programmesincluding 3D printingtechnology (additivemanufacturing) This is adisappointment to manymanufacturers and otherbusinesses as they seethis is a missedopportunity Therecontinues to be awidening gap betweenthe skills of school leaversand the requirements ofemployers in the additivemanufacturing industry

Teachers with access to3D printing can embedtheir use in the GCSEcurriculum Students canuse these newtechnologies to modeland modify their designideas The knowledge andpractical skills they gaincan help with furtherstudies in education oremployment

The benefits of embedding 3D printing withinthe GCSE Design Technology courses include

bull More meaningful development of studentsrsquo 3D CAD modelling skills Students are modelling designs with a purpose as they have the ability to print them

bull Real replication of industrial practices Students can undertake short projects such as making custom tools jigs and templates or making moulds for casting

bull Deeper understanding of the benefits of new and emerging technology and the hands-on experience which allows them to effectively and critically evaluate itrsquos impact

bull Real rapid prototyping technology allowing students to make multiple quickiterations during the development of theirproduct ideas simply by tweaking a CAD file and reprinting which was not possible with traditional workshop techniques

bull The ability to design and make custom parts for final prototypes that would not be possible with traditional workshop techniques

bull The ability to manufacture high quality final prototype products and parts to specific sizes and tolerances

3D printing allows students to develop uniquedesign solutions with a professional qualityfinish The ability to manufacture complexgeometries allows more sophisticated designsand solutions to be realised For examplestudents could develop a bespoke aid for auser with a specific difficulty or disability

Printed models can have various percentagesof internal structure and can even be hollowthis allows for lightweight models perfect forprojects that involve flight such as prototypegliders and drone projects

Students can also utilise 3D printing forcreating custom casings for electronics orintegrating electronics and micro-controllersdirectly into a 3D printed product such as arobotic device

A novel way of utilising the 3D printer is tomake instructional models For examplestudents can learn about the injectionmoulding process using the 3D printed modelof simplified injection moulding machineproduced by Lloyd Griffiths Design ampTechnology teacher at Newport High SchoolNormally a difficult process to understand themodel aids learners understanding of both theprocess and the materials used

If you are considering introducing 3D printingand donrsquot know where to start or you havethe technology and are looking for inspirationvisit the CREATE Education Project atwwwcreateeducationcom to download theFREE 3D Printing in the New DesignTechnology Guide and access lots more freeprojects resources and ideas You can alsoborrow a 3D printer for a month to run aproject in your school to try it out with its freeeducational loan scheme

Integrating 3D Printing into thenew Design Technology GCSE

by Sonya Horton Ultimaker

Dorset Studio School is a Y9 toY11 school which runs alunchtime science club Thestudents put forward theirideas for activities and theteachers then developstrategies to enable them to dothe activity

One such activity was to make edible water bottlesOne of the students had seen a video on Youtube ofa person mixing various materials to make smalllsquoblobsrsquo of water that were contained within skins ofa jelly-like substance The teacher watched thevideo and was a little concerned over how thiscould be done in schools so they contacted theCLEAPSS Helpline

Although this is a science club activity it is a processsometimes used in food lessons lsquospherificationrsquo andcan often be seen on TV in programmes like MasterChef or the Great British Menu

HelplineWe are planning to make some edible waterbottles with food grade materials (calcium lactateand sodium alginate from a food supplies site) forour science club Can these bottles be safelyconsumed by the students because although theingredients might be food grade we shall still bemaking them in the science lab and I cant see themgoing uneatenhttpwwwiflsciencecomchemistryhow-make-edible-water-bottles Thanks Dariel

ResponseAlthough this looks like fun we would recommendthat any activity involving food stuffs which may beeaten takes place in a designated food room wherethere is less likelihood of contamination

I would suggest you speak to the food specialist andsee if itrsquos something that they already do or howthey can enable access to the room for you to do theactivity It would probably help if you also workedwith the food teacher or technician to practice theactivity and have them with you in the room in caseyou need anything when working with the pupils

On further discussion Dariel explained that there isno food room or food teacher so the scienceteachers spent some time planning a way of carryingout the practical in a safe mannerAfter cleaning and disinfecting a work area andgetting the students to thoroughly wash their handsthe students weighed out the sodium alginate andliquidized it with drinking water (1g230ml ldquoWe didnot wait the recommended 15 mins to let the airbubbles settle as we didnt have timerdquo) The studentsthen weighed the calcium lactate and dissolved it indrinking water (5g900ml)

The alginate gloop was spooned up with small plasticscoop and carefully dropped into the calcium lactatesolution (a black background is quite helpful here(Note the balls form because of a reaction betweenalginate and the calcium ions and the resulting calciumalginate forms a semi-solid boundary around the sodiumalginate If your drinking water is very lsquohardrsquo it probablycontains a lot of calcium already and the activity maynot work Liquidize your alginate with distilled ordeionized water instead Ed)

After waiting a little while the ball of sodium alginatewas carefully lifted out by hand (ldquowe didnt have aslotted spoonrdquo) and rinsed in clean drinking waterSome of the students tasted the balls which wereflavourless but had a slimy texture

Another time we might try using cola squash orjuice

The balls are quite fragile so need to be handledgently or they burst

This is an example of CLEAPSS support helpingteachers to develop a safe method of carrying out apractical activity rather than being put off doingsomething because of lsquoElf and Safetyrsquo

Ediblewaterbottles atthe DorsetStudioSchoolby Dariel Anghilante

11

12

Food Safety in Classrooms by Barbara Rathmill FTC

continued

This flexible learning course is designed for all who teach and support in food activities in schoolincluding teachers technicians teaching assistants higher-level teaching assistants traineeteachers special needs support staff and cookery club leaders

Everyone who works with food has a responsibility for safeguarding the health and well-being oftheir learners The course also helps your school meet Ofsted requirements for lsquosafeguardingrsquo Itis designed for those working in schools as it delivers the Level 2 content with school examplesto make it relevant It also helps you teach elements of food safety confidently from KS3 to post-16

Objectives of the course

bull To understand the terminology related to food safety and realise itrsquos importance

bull To gain knowledge of the systems techniques and procedures involved in food safety

bull To realise the importance of strict time and temperature controls when dealing with food

bull To understand the concept of food hazards and how the risk of food poisoning can be contained

bull To be aware of the importance of good personal hygiene and the role of cleaning in preventing food contamination

bull To understand the need for high standards of structure and equipment in food premises

bull To understand plan and apply the standards for teaching food that relate to food safety

The course is delivered by experienced food teachers so instead of a generic course about lsquoFoodSafety in Cateringrsquo the content is delivered in the school context It includes essential planningand teaching information risk assessment and other documentation relating to safe workingpractices It explains food hygiene and safety personal hygiene and safety related directly toclassroom practice

Through a modular approach of short recorded presentations school focused activities on-linesupport and live on-line Skype group discussions those involved will

bull Share good practice to ensure a high standard of food safety and hygiene in the classroom

bull Gain confidence to work safely with pupils when delivering food activities

bull Implement safe working practices develop risk assessments and documentation

Food safety is crucial to all food education which is why Food Safety in Classroomsis an ideal way to achieve the required qualification for working safely with foodThe flexible learning course provided by the Food Teachers Centre includes theaward of Level 2 Food Safety and accreditation against the national recognisedframework for food teaching standards SECTION 91 to 96 lsquoImplementing goodhygiene and safetyrsquo (listed in lsquoFood teaching in secondary schools A framework ofknowledge and skillsrsquo 2015 Public Health England British Nutrition Foundation andDepartment for Education)

13

The pace of the course is defined by the learner there are 9 sessions and the assessment Taughtcontent and follow-up classroom activities take about 8 hours to complete with different routesto completion

bull Week by week for example doing one session a week for 8- 9 weeksbull Intensive for example doing all or most sessions over a weekend or half term

From the outset the course leader will keep in touch with learners to develop a plan of approachto the programme There is no time limit on completion of the course Learners can slow downand speed up to fit with the ebb and flow of the pressures of the teaching year Less experiencedteachers or those setting up safety systems from scratch may take longer than those simplyrefreshing and reviewing

The level 2 assessment and accreditation can be on-line or multi choice question paper twilightSaturday morning

If you are interested in this flexible approach you can register athttpswwweventbritecoukefood-safety-in-classrooms-on-line-autumn-2017-start-registration-38475893433

Cost pound80 + VAT (pound96)

If you would like to offer your school for a one-day training twilight session or assessment ordiscuss which route is best for you do get in touch

More info BarbaraRathmillfoodteacherscentrecouk

Food Safety in Classrooms by Barbara Rathmill FTC

Session 1

Session 2

Session 3a

Session 3b

Session 4

Session 5

Session 6a

Session 6b

Session 7

Session 8

Session 9

Keeping food safe

Hazards

Food Poisoning

High-risk foods

Allergens

Personal Hygiene

Premises

Pest Control

Cleaning

HACCP amp Risk Assessments

Legislation

Assessment

13

The pace of the course is defined by the learner there are 9 sessions and the assessment Taughtcontent and follow-up classroom activities take about 8 hours to complete with different routesto completion

bull Week by week for example doing one session a week for 8- 9 weeksbull Intensive for example doing all or most sessions over a weekend or half term

From the outset the course leader will keep in touch with learners to develop a plan of approachto the programme There is no time limit on completion of the course Learners can slow downand speed up to fit with the ebb and flow of the pressures of the teaching year Less experiencedteachers or those setting up safety systems from scratch may take longer than those simplyrefreshing and reviewing

The level 2 assessment and accreditation can be on-line or multi choice question paper twilightSaturday morning

If you are interested in this flexible approach you can register athttpswwweventbritecoukefood-safety-in-classrooms-on-line-autumn-2017-start-registration-38475893433

Cost pound80 + VAT (pound96)

If you would like to offer your school for a one-day training twilight session or assessment ordiscuss which route is best for you do get in touch

More info BarbaraRathmillfoodteacherscentrecouk

Food Safety in Classrooms by Barbara Rathmill FTC

Session 1

Session 2

Session 3a

Session 3b

Session 4

Session 5

Session 6a

Session 6b

Session 7

Session 8

Session 9

Keeping food safe

Hazards

Food Poisoning

High-risk foods

Allergens

Personal Hygiene

Premises

Pest Control

Cleaning

HACCP amp Risk Assessments

Legislation

Assessment

14

CLEAPSS small printWebsite changesYou may have already noticed the CLEAPSSwebsite has changed Over the past year or sowe have developed three distinct websitesscience primary and DampT These are accessedfrom the old wwwcleapssorguk address orvia their own URLs We would recommendthat you bookmark the new siteWe have developed a new area calledlsquoprojectsrsquo This includes some of the morecommon projects we see in schools For eachproject we have identified the guidance mostlikely to be of use to a teacher when planninga similar activity This should help teachers topull together the information they need todevelop their own HampS materials whenplanning or developing new or existing projectideas

CeramicsOver the summer we have gathered all of ourmaterials on the use of ceramics in schoolsincluding the use of equipment and kilns intoa single document This new document isdesigned to help schools set up and managethe teaching of ceramicshttpdtcleapssorgukResource-FileGL245-Ceramics-in-schoolspdf

If you are already delivering a ceramics coursein DampT or Art and Design you should ensurethat you are familiar with the guidance in thedocument Further advice is always availablevia the Helpline

AuditsOver the past year Dave has carried out over20 department audits across DampT and Art andDesign and has had the opportunity to meetwith lots of teaching and technician staff Some of the common issues arising from theaudits are

bull Staff with little or out of date HampS training

bull Equipment not installed correctly or notsuitable for use in school

bull Equipment not being used or maintained properly through lack of staff training

Following our work with HSE at the labs inBuxton we are revising our advice onventilation with 3D printers this will involve anupdate to the Model Risk Assessment 1088Additive Manufacturing 3D Printing Theupdated version should be available from thewebsite before the end of the autumn term

We recommend that schools carry out regularreviews of staff expertise and competence aswell as checking the installation andmaintenance of equipment G79 G79A andG79B are available from the website forschools to be able to carry out a self-audit Theresults from the review can be used to formthe basis of a staff development plan and helpwith keeping the practical working spaces safeWhen CLEAPSS carries out an audit we visitthe school go through the existingdepartmental HampS documentation anddiscuss staff training as well as checking therooms equipment and materials Followingthe visit CLEAPSS provides the school with adetailed report The report contains a numberof recommendations that the school can useto develop an action plan This can be used toimprove the facilities and help staff tocontinue to develop good practices

15

Electric Arc WeldingWe have recently had a couple of queries fromschools about the use of MIG and TIG weldingequipment It appears that some schools aredeveloping new activities to broaden theirDampT offer with the advent of the newqualifications across DampT One area isengineering and the associated use of electricarc welding We would remind staffconsidering working with such equipment thatthey need to be fully aware of the guidance inthe MRATs As with all equipment staff shouldbe adequately trained in the its use beforeattempting to use it or teach others to use it

Science updatesThe Department of Education has releasednew guidance on the safe storage and disposalof hazardous materials and chemicals Thisguidance is for school leaders staff andgoverning bodies and is available via a linkfrom the CLEAPSS science website

Primary updatesOur primary magazine has evolved from PST(Primary Science amp Technology) to ExploreThere are some interesting articles onengaging science and DampT activities withmany more planned for the future If you havelinks with primary schools or want to look atactivities you can do with younger pupils takea look at Explore and the materials on theCLEAPSS primary website

Motor vehicle inspection pitsWe have been made aware thatsome schools may still be usingvehicle inspection pits Whilst

this is not strictly prohibited under HampSregulation it should be borne in mind thatthere is compelling advice against it In theevent of an incident leading to investigationHSE inspectors would be very likely to takeenforcement action on any school that wasnot implementing effective control measuresBS41632014 clearly states

As they are not appropriate in schools andsimilar establishments inspection pits shouldnot be used

16

Health and Safety statistics in theeducation sectorThe HSE have recently published a range ofstatistics covering work-related illness andworkplace injury They show a considerablevariance across different industries and showsEducation as the 4th highest industry for self-reported work-related illness with 3630 per100000 workers and below average non-fatalinjury with 1630 per 100000 over the past 12months

These statistics reveal that 126000 workers inthe education sector suffered from a work-related illness each year while 54000 workerssuffered a non-fatal injury

httpwwwhsegovukStatisticsindustryeducationindexhtm

The most common reason for ill-health is citedas stress depression or anxiety with the mostcommon non-fatal injury being a slip trip orfall on the same level

This leads to 54000 cases of time away fromwork Over a quarter (26) of these casesresulted in absence from work for over 7 daysAcross the whole Public Services sector whichincludes education it is estimated that93million working days were lost each yearbetween 201415 and 201617 This isequivalent to 12 days per employee oraround 40000 full time employees beingabsent from the workplace for a whole year

The data behind all of this and many otherstatistics is available on the HSE site It hasbeen compiled from the Labour Forces SurveyRIDDOR and various other sources

You may have read in Futureminds 5 Summer 2017 that we attended the HSElsquoHelping Great Britain Work Wellrsquo and arecontinuing to work with HSE in developinggood practice in the health side of Health andSafety as well as our work on safety in schoolsWe will have more information on this infuture editions of FM

uture

CLEA

PSS

Des

ign

and

Tech

nolo

gy

minds

Summer 2017

Tomorrowrsquos world explored today

16

Health and Safety statistics in theeducation sectorThe HSE have recently published a range ofstatistics covering work-related illness andworkplace injury They show a considerablevariance across different industries and showsEducation as the 4th highest industry for self-reported work-related illness with 3630 per100000 workers and below average non-fatalinjury with 1630 per 100000 over the past 12months

These statistics reveal that 126000 workers inthe education sector suffered from a work-related illness each year while 54000 workerssuffered a non-fatal injury

httpwwwhsegovukStatisticsindustryeducationindexhtm

The most common reason for ill-health is citedas stress depression or anxiety with the mostcommon non-fatal injury being a slip trip orfall on the same level

This leads to 54000 cases of time away fromwork Over a quarter (26) of these casesresulted in absence from work for over 7 daysAcross the whole Public Services sector whichincludes education it is estimated that93million working days were lost each yearbetween 201415 and 201617 This isequivalent to 12 days per employee oraround 40000 full time employees beingabsent from the workplace for a whole year

The data behind all of this and many otherstatistics is available on the HSE site It hasbeen compiled from the Labour Forces SurveyRIDDOR and various other sources

You may have read in Futureminds 5 Summer 2017 that we attended the HSElsquoHelping Great Britain Work Wellrsquo and arecontinuing to work with HSE in developinggood practice in the health side of Health andSafety as well as our work on safety in schoolsWe will have more information on this infuture editions of FM

uture

CLEA

PSS

Des

ign

and

Tech

nolo

gy

minds

Summer 2017

Tomorrowrsquos world explored today

17

CLEAPSS DampT CLEAPSS_DT New chemical guidance forschools from educationgovukout today We are rather proudof this joint workgovukgovernmentpubhellip

CLEAPSS DampTCLEAPSS_DT Tesla presentation fromElonmusk with so manypoints for future discussions inDT youtubevzT0uNT0ds8

In FutureMinds 7

Updates from schools delivering thenew GCSE

Reports from CLEAPSS audits andtraining

The latest news from the Foodcommunity

Art and Design News

Textiles news

STEM activity

Donrsquot forget you will need the loginand password for the CLEAPSS websiteto be able to access the materials youshould alrady have this in school but if you are having difficultiescontact us 01895 251496 or via the websitewwwcleapssorguk

You can also follow us on twitterCLEAPSS_DT

HSE H_S_E Highlights from our annualconference were we introducedour revised sector plans amp crosscutting health prioritiesyoutubeN1LmjvJviG8

Some recent tweets

CLEAPSS DampT CLEAPSS_DT bbc click has lots of VR ideas good discussionpoints for DT including disaster relief robotbbccouknewsavtechnohellip

CLEAPSS DampT CLEAPSS_DT solarchallenge is underway good discussion for DT bbccouknewsworld-aushellip

CLEAPSS DampT CLEAPSS_DT Talking about market research inDT What about AI beingused to help customers get thebest dealforbescomsitesherbertrhellip

CLEAPSS DampTCLEAPSS_DT 3dprinting today thecarbon insets for theGM tube holder forCLEAPSS CLEAPSS DampT

CLEAPSS_DT 3DPrinting today aGM Tube holder forCLEAPSS radioactives

CLEAPSS DampTCLEAPSS_DT CLEAPSS_DT has beenbusy making a 3d printedgeiger muller tube holderusing conductive filamentKeep your eyes peeled atCLEAPSS

CLEAPSS DampTCLEAPSS_DT Made a3dprintedmicroscope atCLEAPSStoday

CLEAPSS DampTCLEAPSS_DT Made apressure boyleslaw device atCLEAPSStoday