CURRICULUM, TRAINING AND

ASSESSMENT GUIDE

Competency Unit : Conduct Work At Height Training

Version Number : 2.0

Effective Date : 21 Jan 2022

Review Date : Jan 2027

Developer : WDA/SSG

Custodian : WSHC

Copyright © 2022 WSH Council

All rights reserved. This document is provided for the explicit use and guidance of parties approved by WSHC
as information resource only. Any other use of this document or parts thereof, including reproduction,
publication, distribution, transmission, re-transmission or public showing, or storage in a retrieval system in
any form, electronic or otherwise, for purposes other than that expressly stated above without the express
permission of WSHC is strictly prohibited.
 Contents

Purpose of Guide ............................................................................................... 4

PART I:
Chapter 1 Overview of the Manufacturing Industry
1.1 Skills Gaps and Key Challenges facing the sector / industry ............ ..6
1.2 Expected attitudes of workers in the sector ……………………………...7

Chapter 2 WSQ Conduct Work At Height Training

2.1 Overview .................................................................................................. 8
2.2 Key Features ........................................................................................... 8
2.3 Importation of Elective Credits from Other WSQ Frameworks or
Recognised Equivalent ........................................................................... 8
2.4 Target Audience ....................................................................................... 9
2.5 Recommended Learning Hours (RLH) ................................................... 9
2.6 Recommended Class Size, and Learner-Trainer Ratio ......................... 9
2.7 Recommended Assessor to Candidate Ratio ..................................... 10

Chapter 3 Types of Programme

3.1 Programme Structure………………………………………………………...11

Chapter 4 Key Delivery Advice

4.1 Content Coverage .................................................................................. 13
4.2 Sequence of Coverage .......................................................................... 14
4.3 Recommended Learning Strategies and Methods .............................. 15
4.4 Trainer's Guide and Learner's Guide and Handouts .......................... 19
4.5 Training Resources ............................................................................... 20
4.6 Training Venue Requirements .............................................................. 21

2
Chapter 5 Key Assessment Advice
5.1 Recommended Assessment Strategies and Methods…………………23
5.2 Industry Requirements………………………………………………………23
5.3 Assessment Instruments and Tools………………………………………24
5.4 Assessment Plan………………………………………………….…………..24
5.5 Conduct of Assessment………………………………………….………….26
5.6 Briefing to Candidate………………………………………………………...26
5.7 Recording and Reporting of Assessment Outcome………...………….27
5.8 Issuance of Certificate………………………………………………..………28

Chapter 6 Adult Educator Requirements

6.1 Trainer and Assessor Requirements…………………….……..………….29
6.2 Developer Requirements…………………………………………...……..…29

Chapter 7 Summary of Mandatory Sections / Information…………………….30

Chapter 8 Resource Information………………………………………….………..31

PART II:
1 Glossary of Terms………………………………………………….………….33
2 Version Control Record………………………………………………………35

Annex A - Instructional Strategy Selection Chart……………………..…………36

Annex B - Examples of Cross Reference Matrix

and assessment instruments and tools……………………………….37

Annex C - Format of Safety Pass…………………………………………………....53

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Purpose of Guide

This Guide is designed for SSG’s Approved Training Organisations (ATOs) and Adult
Educators who are responsible for the design and delivery of WSQ Conduct Work At
Height Training under the Generic Manufacturing Skills (GMS) WSQ Framework. This
Guide aims to provide essential curriculum, training and assessment design advisory
information, to guide developers, trainers and assessment in the interpretation and
translation of competency standards into training and assessment programme. The
Guide also contains training and assessment requirements stipulated by industry, and
WSQ accreditation information for compliance. It is divided into 2 parts:

Part I - Details specific recommendations and advice for programme developers of

“Conduct Work At Height Training”

Part II - Provides a broad spectrum of information about WSQ and related

components relevant to the “Conduct Work At Height Training” programme.

4
 PART I

WSQ
Conduct Work At Height Training

5
CHAPTER 1: OVERVIEW OF THE INDUSTRY

The Generic Manufacturing Skills (GMS) WSQ framework aims to raise the
professionalism of the workforce. This Competency Unit aims to equip Adult
Educators of Work At Height courses with the knowledge and skills to train the
workforce to work at height safely.

“Conduct Work At Height Training” is a Competency Unit under the Manufacturing

WSQ Framework. The Performance Statements covered are:

PS1. Apply WAH legislation and guidelines

PS2. Assess financial and non-financial impacts to business resulting from a
fall accident, and conduct cost analysis of a comprehensive fall
prevention plan
PS3. Demonstrate proper use of WAH equipment
PS4. Apply safe selection and use of WAH systems and temporary access
systems across key industry sectors
PS5. Demonstrate proper techniques for safe work at heights
PS6. Develop rescue plans
PS7. Evaluate the effectiveness of Fall Protection Systems
PS8. Implement a Fall Prevention Plan

1.1 Skills gaps and key challenges facing the sector/industry

1.1.1 To streamline safety training and reduce repetitive training, MOM

Workplace Safety and Health related courses will be transited to the
WSQ System. These mandated safety courses will equip the workers
and supervisors with the essential competencies to work safely in the
construction and other related industries.

1.1.2 Specifically, the objectives of this initiative are:

• To equip all personnel with the relevant safety competencies to work
at height;
• To reduce the gestation period before the worker can start working by
harmonising the regulatory requirements with the industry endorsed
WSQ training; and
• To provide clear progression pathway and address the necessary
skills required to move up to the next level of responsibility

1.2 Expected attitudes of workers in the sector

A competent worker must have a sense of “safety awareness” and is expected to take
personal responsibility for his own safety as well as look out for the safety of his co-
workers.

6
CHAPTER 2: Conduct Work At Height Training

2.1 Overview

On completion of this unit, learners will have advanced WAH knowledge and skills
required to competently deliver approved WAH training courses to Worker, Supervisor,
Assessor and Manager Levels in Singapore.

2.2 Key Features of WSQ Conduct Work At Height Training

The Performance Statements (PS) covered are:

PS1. Apply WAH legislation and guidelines
PS2. Assess financial and non-financial impacts to business resulting from a fall
accident, and conduct cost analysis of a comprehensive fall prevention plan
PS3. Demonstrate proper use of WAH equipment
PS4. Apply safe selection and use of WAH systems and temporary access
systems across key industry sectors
PS5. Demonstrate proper techniques for safe work at heights
PS6. Develop rescue plans
PS7. Evaluate the effectiveness of Fall Protection Systems
PS8. Implement a Fall Prevention Plan

Why this Course?

The “Conduct Work At Height Training” course aims to provide learners with advanced
WAH knowledge and skills required to deliver approved WAH training courses to
Worker, Supervisor, Assessor and Manager Levels in Singapore.

2.3 Importation of Elective Credits from Other WSQ Frameworks or

Recognised Equivalents

Not Applicable.

2.4 Target Audience

2.4.1 The “Conduct Work At Height Training” is a training course for all trainers
who want to deliver approved WAH training courses to Worker,
Supervisor, Assessor and Manager Levels in Singapore.

2.4.2 Learners are assumed to:

• Possess Specialist Diploma in Workplace Safety and Health
• Possess Advanced Certificate in Training and Assessment (ACTA),
Advanced Certificate in Learning and Performance (ACLP) or Diploma in
Adult and Continuing Education (DACE)
• 3 or more years of working experience as Project Manager / Operations
Manager or equivalent

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 • 3 or more years of relevant Work-at-Height experience
• Be physically fit and able to complete all practical activities, including some
strenuous climbing and work-positioning tasks

2.5 Recommended Learning Hours (RLH)

• RLH = 32 Hours (Training Hours: 22.5, Assessment Hours 9.5)
• The RLH takes into account the time required for direct learning activities.
Direct learning is broadly defined as trainer/assessor-directed & involves
purposeful instructions given to trainees to complete as part of instructional
design of a structured facilitated training and assessment programme

Activity Duration Remarks

nnnnnnn
nnnn Theory: 15.5 hours (930 mins)
Facilitated Learning 19.5 hours
Practical: 4 hours (240 mins)

Written: 1 hour (60 mins)

Practical: 6.8 hours (350 mins)
Inspection Checklist & Log: 1 hour (60
Assessment 9.8 hours
mins)
System Evaluation Assignment: 1 hour
(60 mins)

• Facilitated training and assessment

• E-learning1 and assessment

2.6 Recommended Class Size, and Learner-Trainer Ratio

• Recommended Class Size: 12

• Trainer Learner ratio: 1: 12 (class room) 1:6 (Practical)
• Attendance Requirements: 96% for classroom and practical sessions

2.7 Recommended Assessor to Candidate Ratio

• Written Assessment: 1: 12
• Practical Performance: 1: 1

1 For E-learning to be considered as “directed learning”, the learning progress of trainees should be
tracked via audit trail, progress reports, etc.
8
 CHAPTER 3: TYPES OF PROGRAMME

3.1 Programme Structure

3.1.1 This unit covers the following underpinning knowledge item which could
be taught in the classroom via a combination of lectures, discussions and
case-studies.

UK1. WSH legislation and guidelines

UK2. Roles and responsibilities of all stakeholders under WSH
(WAH) Regulations
UK3. Permit-to-work System
UK4. Alternatives to WAH
UK5. Local and international standards to WAH and Fall Protection
Equipment
UK6. Financial and non-financial impacts to business resulting from a
fall accident
UK7. Conditions for safe work at height
UK8. WAH Systems
UK9. WAH hazards across industries
UK10. Descent systems for particular WAH and Confined Space
activities
UK11. Common unsafe practices whilst using twin lanyard
UK12. Legislative requirements for rescue from height
UK13. Industrial rescue systems and techniques
UK14. Key rescue from height techniques
UK15. Basic casualty management
UK16. Effectiveness of Fall Protection Systems

3.1.2 The unit also covers the following Performance Statements: These would
best be taught via a combination of lecture, demonstrations and
hands-on practice.

PS1. Apply WAH legislation and guidelines

PS2. Assess financial and non-financial impacts to business resulting
from a fall accident, and conduct cost analysis of a
comprehensive fall prevention plan
PS3. Demonstrate proper use of WAH equipment
PS4. Apply safe selection and use of WAH systems and temporary
access systems across key industry sectors
PS5. Demonstrate proper techniques for safe work at heights
PS6. Develop rescue plans
PS7. Evaluate the effectiveness of Fall Protection Systems
PS8. Implement a Fall Prevention Plan

9
CHAPTER 4: KEY DELIVERY ADVICE

4.1 Content Coverage

In developing the programme for any “Conduct Work At Height Training” competency
unit, ATOs should always make cross references to the Performance Statements (PS),
Underpinning Knowledge (UK), Range and Application and Evidence Sources sections
as stipulated in the “Conduct Work At Height Training National Competency Standard.

The components of the Competency Standard and the interpretations are briefly
explained here.

For example,

The Range and Application and Evidence Sources reference to the Performance
statements and/or Underpinning Knowledge is usually accompanied by the instructions
“may include” or “must include":

“May include”
- Indicates that training providers are required to cover some (to indicate
percentage if relevant) of the suggested Range and Application items listed
when developing the “Conduct Work At Height Training” programme.

- The training provider may choose to add more Range and Application items
related to the corresponding Performance Statements and/or Underpinning
Knowledge as part of their “Conduct Work At Height Training” programme
development.

“Must include”
- Indicates that training providers are required to cover all of Range and
Application items listed when developing courseware.

- The training provider may choose to add more Range and Application items
related to the corresponding Performance Statements and/or Underpinning
Knowledge as part of their “Conduct Work At Height Training” programme
development.

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4.2 Sequence of Coverage

The following sequence is recommended:

Lesson Content Instructional Duration

No. Mode (Hours)
PS1 Apply WAH legislation and guidelines
1 • Apply individual worker’s responsibility and
accountability for WAH
• Identify and apply alternatives to WAH
• Apply local and international standards to
WAH and Fall Protection Equipment
UK1 WSH legislation and guidelines
• WSH (WAH) Regulations
• WSH (RM) Regulations
• WSH (Construction) Regulations
• WSH (Shipbuilding and Ship-repairing)
Regulations
• WSH (General Provisions) Regulations
• Enhanced ACOP
• WSH Guidelines for WAH

UK2 Roles and responsibilities of all stakeholders

under WSH (WAH) Regulations
• Personal responsibility and accountability Theory 2hr 20 mins
for WAH

UK3 Permit-to-work System

UK4 Alternatives to WAH

• Design for Safety
• Engineering out the hazard
• Ground assembly

UK5 Local and international standards to WAH and

Fall Protection Equipment
• SS
• PSB
• ANSI
• EN/CE
• ASNZS
• Other International Standards

PS2 Assess financial and non-financial impacts to

2 business resulting from a fall accident, and
conduct cost analysis of a comprehensive fall
Theory 25 mins
prevention plan
UK6 Financial and non-financial impacts to
business resulting from a fall accident
PS3 Demonstrate proper use of WAH equipment
3 • Demonstrate logged inspection of a non- Theory 3hr 30mins
certified anchorage connector, vertical
lifeline, horizontal lifeline, full body harness,
shock absorbing lanyard and Self Practical Training 1hr 40mins
Retracting Lifelines (SRLs)
o Key inspection areas Practical
o Faults Assessment 2hr 40mins
o Checklist & Log

11
 • Demonstrate safe design, installation & use
of a temporary horizontal lifeline system for
fall arrest
o Selection of anchorage &
connector
o Calculation of effective fall
clearance
o Tensioning/De-tensioning
o Connection and horizontal
movement
o Drops protection
• Demonstrate safe use of a permanent
vertical lifeline system
o Application of sleeve
o Safely ascend/descend
o Bypass a cable guide
o Safe transition from ladder-way
maintaining 100% connection
o Drops protection
• Demonstrate safe design, installation and
use of a temporary vertical lifeline system
o Pre configure equipment at ground
level
o Climb safely to install location
o Work-Position
o Haul equipment to install location
safely
o Install/Dismantle System
o Connection & vertical movement
o Drops protection
• Demonstrate safe design, installation and
use of a SRL & Tagline System
o Pre-configure equipment at ground
level
o Climb safely to install location
o Work-Position
o Haul equipment to install location
safely
o Install/Dismantle System
o Connection & vertical movement
o Drops protection
UK7 Conditions for safe work at height
• Conditions of safe anchorages
o Strength and Condition
o Position
o Connecting device
• Conditions of safe vertical lifelines
o Temporary Fall Arrest Systems
o Permanent/Engineered Fall Arrest
Systems
• Conditions of safe horizontal lifelines
o Restraint Systems
o Temporary Fall Arrest Systems
o Permanent/Engineered Fall Arrest
Systems
• Conditions of safe full body harnesses
o Style/Design
o Features/Materials
o Size
• Conditions of safe shock absorbing
lanyards
o Style/Design
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 o Features/Materials
o Length
o Connections to other systems
• Conditions of safe Self Retracting Lifelines
(SRLs)
o Style/Design
o Features/Materials
o Length
o Connections to other systems
o Specific application requirements
• Conditions of safe descent and work-
positioning systems
o Style/Design
o Features/Materials
o Fall Protection during confined
space access and egress
PS4 Apply safe selection and use of WAH systems
4 and temporary access systems across key
industry sectors
UK8 WAH Systems
• Fall arrest/fall prevention/travel restraint
equipment (FAE) materials, components &
systems for WAH across key industry
sectors
o Construction Industry FAE
o Shipyard & Marine Industry FAE
o PetroChem & Process Industry
FAE
o Maintenance & Servicing Industry
FAE
o Transport Industry FAE
o Utilities Industry FAE
Theory 2hr 25mins
o Tower & Telco Industry FAE
• Fundamentals of Fall Arrest Systems
o Primary & secondary connections
o Free-fall
o Falling force
o Shock absorption
o Swing fall
o Obstructions
o Fall clearance calculations
o Evaluating system effectiveness
o Inspection & maintenance
requirements
• Temporary access systems
o Advanced ladder systems
o Ladder platform systems
o Temporary scaffold systems
PS5 Demonstrate proper techniques for safe work
5 at heights
• Specify descent systems for particular
WAH and Confined Space activities
Theory 2hr 30mins
• Identify hazardous and unsafe conditions
whilst WAH across key industry sectors
• Demonstrate sizing and fitting of a full body
Practical Training 1hr
harness & lanyard
o Vest style fall arrest harness
Practical
o Rescue style harness
Assessment 1hr 15 mins
• Demonstrate safe connections to full body
harness
o Shock Absorbing Lanyard
o Lanyard stowage points
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 o SRL
o Vertical Lifeline Sleeve
o Positioning Lanyard (Waist)
o Positioning Carabiner (Chest)
• Identify common unsafe practices whilst
using twin lanyard
• Demonstrate safe movement with 100%
connection whilst using twin lanyard
o Horizontal
o Vertical
o Transitions
• Demonstrate a “first man out” technique
using a positioning lifeline & rope grab
system
o Selection of anchorage and
connector
o Installation & movement with
lifeline and manual rope grab
o System diversion to minimize
swing fall
o Drops protection
UK9 WAH hazards across industries
• Construction
• PetroChem & Process
• Maintenance & Servicing
• Transport
• Utilities
• Tower & Telco

UK10 Descent systems for particular WAH and

Confined Space activities
• Tripod systems
• Specialised vertical entry systems
• Specialised side entry systems
• Tanker access & entry systems

UK11 Common unsafe practices whilst using twin

lanyard
• Shock absorber bypass variations
• Unsafe lanyard stowage
• Back-hooking
• Dual user
PS6 Develop rescue plans
6 • Apply (i) legislative requirements, (ii) site
pre-operational planning, (iii) rescue
fundamentals, (iv) conditions of shock and
suspension trauma and (v) industrial
rescue systems and techniques to rescue Theory 35mins
from height
• Identify the roles and responsibilities of
rescue team members Practical Training 1hr 20mins
• Demonstrate response to a fall emergency
o Importance of the first responder in Practical
rescue success Assessment 2hr 55mins
o First response steps
• Demonstrate key rescue from height
techniques
• Demonstrate effective post-rescue casualty
management

14
 • Identify & apply specific equipment &
systems for rescue from height across key
industry sectors
UK12 Legislative requirements for rescue from
height
• WSHA
• ACOP
• WSH (WAH) Regulations
• Roles and responsibilities of rescue team
members
o Rescue team coordinator
o Rescue team leader
o Rescue team anchor crew 1 & 2
o Medic & support teams

UK13 Industrial rescue systems and techniques

• Self rescue
• Assisted self rescue
• Mechanically aided rescue
• Unmanned rescue kits
• Manned rescue kits

UK14 Key rescue from height techniques

• Assisted self rescue (rescue ladder)
• Unmanned rescue (descending)
• Vertical rescue with work positioning &
guideline systems
• Conditions of shock and suspension
trauma
o Stages of a fall emergency
o Shock (fight or flight syndrome)
o Suspension trauma onset and
management
• Fundamentals of rescue from height
o Simple & Safe (Hierarchy of
Rescue & Backup Systems)
o No Knots – No Knives
o (Pre-configured release-recovery
systems & devices)
• Equipment & systems for rescue from
height across key industry sectors
o Construction Industry rescue
o Shipyard & Marine Industry rescue
o PetroChem & Process Industry
rescue
o Maintenance & Servicing Industry
rescue
o Transport Industry rescue
o Utilities Industry rescue
o Tower & Telco Industry rescue

UK15 Basic casualty management

PS7 Evaluate the effectiveness of Fall Protection
7 Systems (Assessor)

UK16 Effectiveness of Fall Protection Systems

• Edge Protection Theory 30mins
• Fall Protection Systems (MEWP etc.)
• Fall Prevention Systems inc. Travel
Restraint Systems
• Fall Arrest Systems

15
 PS8 Implement a Fall Prevention Plan (Manager)
Theory 30mins
8
Written Assessment 1hr
Practical Performance 2hr
(excluding
practical
assessment
durations
indicated above

4.3 Recommended Learning Strategies and Methods

4.3.1 Curriculum developers are recommended to adopt the following structure

for thinking about and planning a learning strategy:
• Summarise the learning strategy
• In this learning strategy, what learning principles are being applied?
• What learning theories or learning design theories underpin this
strategy?
• How will this strategy resolve the identified learning problems? What
is it about the learning strategy that will cause people to change in a
way that resolves the learning problem?
• How would you describe the experience that learners will go
through? How will this experience support their learning?
• What methods or tactics are most likely to be used to support this
strategy?
• How will interface and media support this strategy?
• How will this strategy engage learners’ interests?
• How will this strategy assess learners’ progress or increased
competence?
(Extracted from [Link], accessed19 Sep 2010)

4.3.2 An example of instructional strategy selection for cognitive, affective and

psychomotor domains is given in Annex A.

4.3.3 A non-exhaustive list of recommended delivery methods is provided

below.

• Demonstration
• Practice
• Observation
• Lectures
• Role play
• Group Discussion
• Written Exercise
• Case Study

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 • Workplace Practice
• Presentation
• Action Learning
• Coaching / Mentoring

4.3.4 Where relevant and appropriate, the learning activities for the unit should
be designed to shape or cultivate the expected attitudes of the
candidates and to prepare them for their role in the sector.

4.3.5 To enhance the transfer of learning, an andragogical or adult-learning

approach to learning is encouraged in the development and delivery of
the Competency Unit. Andragogical instructional techniques are
designed with these factors in mind:

• Adults are self-directed

• Adults have acquired knowledge and experience through the
workplace that can be utilised as a resource for learning
• Adults show a greater readiness to learn tasks that are relevant to
their work roles
• Adults are motivated to learn in order to solve problems and address
needs
• Adults expect to be able to apply what they learn
• Adults need to be challenged with varied strategies that maintain
interest

4.3.6 This unit may be delivered in a combination of simulated environment

and off-the-job.

• Content relating to underpinning knowledge and principles may be

delivered off-the-job. Off-the-job delivery can be face-to-face in the
classroom in a training organisation, or at a workplace venue.
Classroom delivery should be interactive and learner-centred, using
a range of activities and instructional methods.
• The practical aspects of the Competency Unit, however, should be
delivered in simulated workplace settings.

4.3.7 All training delivery should be related to the normal work process and
every effort should be made to link the acquisition and application of the
knowledge, skills and attitudes to the workplace.

17
4.3.8 Suggestions for delivery of this Competency Unit are given below:

Competency Instructional Remarks

Methods
Underpinning Lectures, The knowledge component of this course is
Knowledge discussions, case primarily focused on the requirements of:
studies, problem- • WSH regulations and guidelines
based learning, • Enhanced ACOP
videos, e- learning • Roles and responsibilities of all
resources stakeholders under WSH (WAH)
regulations
• Permit-to-work System
• Impacts to business resulting from a
fall accident
• Personal responsibility and
accountability when WAH
• Design for safety
• WAH hazards across industries
• WAH systems

These can be delivered in a classroom

using models and slides.

Performance Lectures, The demonstration and practice may

Statements demonstrations, include the following key skills:
practice • Apply WAH legislation and
guidelines
• Assess financial and non-financial
impacts to business resulting from a
fall accident, and conduct cost
analysis of a comprehensive fall
prevention plan
• Apply individual worker’s
responsibility and accountability for
WAH
• Identify and apply alternatives to
WAH
• Identify hazardous and unsafe
conditions whilst WAH across key
industry sectors
• Define systems used for WAH and
identify their benefits, limitations,
and common unsafe practices

Attributes Discussions, A competent construction worker must

modelling, have a sense of “safety awareness” and
sharing is expected to take personal responsibility
for his own safety as well as look out for
the safety of his co-workers.

18
4.4 Trainer’s Guide and Learner’s Guide and Handouts

4.4.1 The ATO is required to prepare a trainer’s guide for the course. The
guide provides the trainer with information on the course including:

• Course aim
• Learning objectives
• Target audience
• Assumed skills and knowledge
• Course duration
• Class size and trainer /Learner ratio
• Lesson plan
• Course contents and instructional materials according to the course
requirements
• Training methodologies
• Training resource requirements
• Course administration instruction

4.4.2 The ATO shall also facilitate the learning process by providing each
learner with a learners’ workbook/handouts to summarise (with
illustrations, where possible) key learning points of all the topics covered
in the syllabus. This may be in the form of drawings/illustrations rather
than words.

4.4.3 The ATO is required to submit a cross reference matrix (see Annex B)
to show that the courseware submitted is aligned to the requirements of
the competency standard.

4.4.4 The ATO is to ensure that materials used for the training does not
infringe on patent, design, copyright and intellectual property rights.

4.4.5 The ATO shall maintain a version control of updates made to the course
materials for verification by the relevant authorities.

19
4.5 Training Resources

4.5.1 Training Requirements:

• Training site emergency evacuation route – to be briefed at start of

course
• Training SOP must be available before the conduct of the course
• Photos/slides of the various types of WAH hazards
• Local case studies, where possible, relating to incidents/accidents
related to WAH in the various industries
• Appropriate and relevant PPEs and equipment for classroom
demonstration and assessment shall be made available during the
course

4.5.2 Practical Training Requirements:

• Equipment and setup shall be designed to simulate various WAH
activities, such as working safely on roofs, formwork construction
or other relevant WAH working environment. The area for
practical activities should contain a structure with, at least, the
following features:

i. At least 2x Ladders or climbing structures of 4.5m+ w/

permanent vertical lifelines & O’head SRLs, preferably Auto-
Descent Type.
ii. At least 2 Catwalks at 4.5m+ (w/ safe means of anchorage
along entire length and at least 1 w/ horizontal lifeline).
iii. Rescue Tower (w/ platform at 4.5m+ and safe means of
overhead anchorage enabling suspended rescue and/or descent
activities).
iv. Confined Space (w/ access ladder(s), vertical and side entries).

• The following fall protection equipment/systems must be available for

practical performance:
i. At least 4x Adjustable Tie Off Adaptor(s)
ii. At least 2x Choker Tie Off Adaptor(s)
iii. At least 4x Round Tie Off Adaptors 0.6m
iv. At least 4x Round Tie Off Adaptors 1.2m
v. At least 8x Lg & Sm 16kN Carabiners
vi. At least 2x Proprietary 10m Rope Lifeline(s)
vii. At least 4x Permanent Vertical Lifeline Sleeve.
viii. At least 2x Independent Shock Absorbers
ix. At least 2x Dual Auto/Manual Rope Grab(s)
x. At least 2x Proprietary Temporary Horizontal
xi. Lifeline(s)
xii. At least 2x SRL(s) (1.8m)
xiii. At least 4x SRL(s), preferably with Auto-Descent Feature (10m)
xiv. At least 4x Tag Line(s) (10m)
xv. At least 2x Materials Handling Haul-Kit(s)
xvi. At least 1x Tripod w/ Primary Winch and Secondary Retrieval
SRL
xvii. At least 2x Rescue Dummies w/ Full Body Harness & Lanyard
xviii. At least 2x Rescue Ladder
xix. At least 2x Un-Manned Rescue Kits (Pole/1 Person Rated)
20
 xx. At least 2x Rescue Kits capable of Vertical Rescue (2 Person
Rated)
xxi. At least 2x Positioning Lanyard(s)

The equipment must be inspected pre-use and quarterly by a

competent person, or as prescribed by the manufacturer.

• The following fall protection equipment/system samples are required

for classroom display and discussion:
i. Broad Range of Certified Style Anchor Points for
Concrete & Steal
ii. Broad Range of Tie-Off Adaptor Styles
iii. Broad Range of Beam Anchor Styles
iv. Broad Range of other Specialized Non-Certified
Anchorage Devices
v. Broad Range of Safety Belts and Full Body Harnesses
(Types & Materials)
vi. Broad Range of Shock Absorbing Lanyards (Types &
Materials)
vii. Broad Range of SRLs
viii. Range of Rope Grab Systems
ix. Range of Temporary Horizontal Lifeline Systems
x. Range of Specialized Descent Systems for Confined
Space Access/Egress

4.5.3 Total WSH Presentation Slides

• Total WSH presentation slides will be issued upon approval of the

Training Provider.
• The materials are provided strictly for the explicit use and guidance
of training providers for the conduct of this course.
• Any other use of the materials or parts thereof, reproduction,
publication, distribution, transmission, re-transmission, or storage in
a retrieval system in any form, electronic or otherwise, for purposes
other than that expressly stated above without the express
permission of WSHC is strictly prohibited.

4.6 Training Venue Requirements

4.6.1 ATO is required to be equipped with sufficient and relevant practical

training equipment such as scaffold materials and accessories, PPEs,
fire-fighting equipment etc.

4.6.2 For the theory training, this is to be conducted in a classroom with

supporting training slides, videos, local case studies on incidents and
accidents, and where possible, actual equipment/PPEs to enhance
learning.

4.6.3 ATO shall ensure the classroom has adequate chairs and writing tables
to be comfortably spaced for a class of up to 20 Learners for
conduciveness to the learning process. There must also be adequate
land space to comfortably conduct the practical training and assessment
21
 safely. A time device e.g. clock, lightings and ventilation must be
adequate for classroom instruction. Emergency exit routes must be
clearly marked out and briefed to the course learners at the start of the
course. Necessary equipment such as projectors, multimedia player,
whiteboards, flipcharts and any other equipment essential for instruction
purpose must be made available.

4.6.4 ATO is to adhere to the conditions stipulated in the CTAG Part I and Part
II at all times, where applicable. Adequate safety control measures must
be undertaken to ensure the safety of the learners and trainers during
the conduct of the course/training at all times.

22
CHAPTER 5: KEY ASSESSMENT ADVICE

This chapter describes the following components:

A description on the general guidelines and requirements for conducting assessment

is given in the reference WSQ resource websites in Part II of this document.

5.1 Recommended Assessment Strategies and Methods

5.1.1 There shall be a 1-hour written and an 8.8-hour practical assessment at

the end of the course.

S/N Assessment Activity Method/Format Duration

(1 pax)
1 Inspection Checklist & Log – Demonstration of 1 hour
individual competence using the
Inspection Checklist & Log
Form
2 Practical Performance – individual Demonstration of skills 6.8 hours
3 System Evaluation Assignment – Demonstration of 1 hour
individual competence using the
System Evaluation
Assignment
4 Written Assessment 1 hour
(Closed book) – individual
Total Assessment Time 9.8 hours

5.2 Industry Requirements

• The learner must pass BOTH written and practical assessments in order to be
issued with the certificate of successful completion. Failure to pass either of the
assessments shall render a ““Not Yet Competent” outcome for the Learner and
he must then re-attempt the course and assessments.
• Apart from the annual surveillance audit carried out by the SSG, MOM/WSHC
officers may also conduct no notice audits, as necessary, on WSQ ATOs.
• To facilitate marking of the assessment papers, ATOs shall install the
Automated Marking System (AMS) and its associated hardware.
• The ATO personnel who is authorised to use the AMS to scan and mark the test
via AMS must also ensure that the assessment results are updated in SSG’s
Skills Connect system.
• ATOs are to upload the test results to MOM/WSHC within 5 working days
following the completion of the course assessment. All errors must be rectified
within 24 hours for re-submission of the affected results to MOM/WSHC via
WSH TRS. This is in addition to the uploading of assessment results to SSG via
Skills Connect.
• Authorities (i.e. MOM/WSHC) may request from ATOs information on the
course. ATOs are to ensure that the information given to the Authorities are
accurate and updated.
23
 Note: For system(s) or requirement(s) administered by the relevant authorities,
i.e. MOM/WSHC, the ATO shall fulfil the requirements and follow up with the
agencies accordingly.

5.3 Assessment Instruments and Tools

5.3.1 Assessments instruments and tools will be required to conduct the

assessment planned. Examples of such templates include:

• An Evidence Sources Checklist to serve as a reporting snapshot of the

types of evidence gathering that may be used.
• A Verbal Assessment Checklist to record answers to questions
concerning Underpinning Knowledge if this is used as an alternative to
written exercise.
• Written Assessment Checklists as an instrument for the recording of
answers to questions concerning the performance statements and
underpinning knowledge.
• A Recording and Reporting Assessment Table Format as an instrument
for the concise recording of competency and re-assessment information
concerning the Competency Unit.

5.3.2 Learners should wear their own (comfortable) long trousers/jeans and shirt.
They should also wear tight-fitting safety shoes/boots.
Each learner (Up to 12) should be equipped with:
• Brimmed Helmet with Chin Strap.
• Safety Glasses.
• Safety Gloves.
• Vest-Style 5-Point Adjustable Full Body Harness w/ Rear, Front &
Side
• D-Rings, equipped with Suspension Trauma Straps and Lanyard
Keepers. A variety of Sizes from Sm to Lg should be provided.
• Twin Leg Shock Absorbing Lanyard (Factor 2 S/A, 16kN
Connectors).
This equipment should be inspected pre-use and Quarterly by a competent
person, or as prescribed by the Manufacturer. Helmets and Gloves should
be sanitized following each class.

5.4 Assessment Plan

5.4.1 General Guidelines on Assessment

The assessment plan shall comprise the following:

24
 • Overview of the assessment tools and its duration
• Clear instructions on the conduct of the assessment (inclusive of emphasis
on Safety for Learners)
• SOP on the upkeep of the confidentiality of the practical/written assessment
questions
• Instruments or tools of the practical/written assessment (e.g. question paper,
scaffold checklist)
• Practical/written assessment summary record

5.4.2 Principles of Assessment

The assessment plan should be valid, reliable, fair and flexible.

• Valid – Are the assessment methods and tools appropriate and effective?
Are the evidence collected relevant to the training?
• Reliability – Are the results consistent from one assessment to another?
• Fair – Are the assessment criteria clear? Do all the trainees know what to
expect from the assessment? Will the assessment disadvantage any
trainee? Do the trainees have any recourse for appeals?
• Flexibility – Can the assessment be used for multiple assessments? Are
the assessment tools and methods uniform across different approaches
and drawing on a range of different methods? Can they be used
appropriately to the context, task and individual under assessment?

5.5 Conduct of Assessment

5.5.1 The learner shall be assessed either “Competent” or “Not Yet

Competent”. All PS and UK MUST be assessed as ‘Competent’ to be
deemed to competent in the unit; AND The candidate must answer at
least 80% of the questions correctly in the closed book written test.

5.5.2 The practical assessment must be conducted strictly in accordance

with the practical assessment plan. Each Learner is expected to
complete and pass ALL the assessment requirements within the
stipulated assessment time allocated.

5.5.3 Practical Performance

The following fall protection equipment/systems must be available for PPs:

• At least 4x Adjustable Tie Off Adaptor(s)

• At least 2x Choker Tie Off Adaptor(s)
• At least 4x Round Tie Off Adaptors 0.6m
• At least 4x Round Tie Off Adaptors 1.2m
• At least 8x Lg & Sm 16kN Carabiners
• At least 2x Proprietary 10m Rope Lifeline(s)
• At least 4x Permanent Vertical Lifeline Sleeve.
• At least 2x Independent Shock Absorbers
25
 • At least 2x Dual Auto/Manual Rope Grab(s)
• At least 2x Proprietary Temporary Horizontal Lifeline(s)
• At least 2x SRL(s) (1.8m)
• At least 4x SRL(s), preferably with Auto-Descent Feature (10m)
• At least 4x Tag Line(s) (10m)
• At least 2x Materials Handling Haul-Kit(s)
• At least 1x Tripod w/ Primary Winch and Secondary Retrieval SRL
• At least 2x Rescue Dummies w/ Full Body Harness & Lanyard
• At least 2x Rescue Ladder
• At least 2x Un-Manned Rescue Kits (Pole/1 Person Rated)
• At least 2x Rescue Kits capable of Vertical Rescue (2 Person Rated)
• At least 2x Positioning Lanyard(s)

This equipment should be inspected pre-use and Quarterly by a competent

person, or as prescribed by the Mfg.

5.5.4 ICL Assessment

The following equipment must be available for the ICL assessment, and it is
strongly advised that these should be faulty, and tagged-out as such. Specific
faults per product should be noted for cross-reference during inspection debriefs:

• At least 2x Non-Certified Anchorage Devices (Synthetic)

• At least 2x Non-Certified Anchorage Devices (Steel)
• At least 2x Vertical Lifeline & Rope Grab Systems
• At least 2x Horizontal Lifeline Systems
• At least 2x Full Body Harnesses
• At least 2x S/A Lanyards
• At least 2x SRLs

5.5.5 Classroom Display and Discussion

The following fall protection equipment/system samples are required for
class-room display and discussion:

• Broad Range of Certified Style Anchor Points for Concrete & Steal
• Broad Range of Tie-Off Adaptor Styles
• Broad Range of Beam Anchor Styles
• Broad Range of other Specialized Non-Certified Anchorage Devices
• Broad Range of Safety Belts and Full Body Harnesses (Types &
Materials)
• Broad Range of Shock Absorbing Lanyards (Types & Materials)
• Broad Range of SRLs
• Range of Rope Grab Systems
• Range of Temporary Horizontal Lifeline Systems
• Range of Specialized Descent Systems for Confined Space
Access/Egress

5.6 Briefing to Candidate

5.6.1 The briefing to candidate is to explain the purpose and context of

assessment so as to ensure that there are no surprises during the

26
 conduct of assessment

5.6.2 The briefing to candidate shall include the following:

• The assessment requirements and process, including clear

instructions on each of the assessment adopted
• Candidates’ rights and the appeal process for assessment outcome

5.6.3 During the briefing, assessors are to establish any special needs and how
such needs will be addressed during the assessment.

5.6.4 Assessor must seek feedback and ascertain candidates’ understanding

of the assessment requirements before the commencement of the
assessment

5.7 Recording and Reporting of Assessment Outcome

5.7.1 All assessment outcomes must be accurately recorded in the assessment

summary record form.

5.7.2 Assessment outcome will be communicated to the candidate at the end

of the assessment.

5.7.3 The ATO shall maintain a record of the assessment results for 2 years
for audit purposes.

27
5.8 Issuance of Certificate

5.8.1 A Statement of Attainment (SOA) will be issued by SSG for candidates

who have been assessed as “Competent”.

5.8.2 ATOs are to issue safety passes in accordance to the format shown in
Annex C to every candidate who is assessed “Competent” in this
Competency Unit.

28
CHAPTER 6: ADULT EDUCATOR REQUIREMENTS

A developer / trainer / assessor for this module shall possess all of the following:

6.1 Trainer and Assessor Requirements

A trainer and assessor of this course should possess all the following:

• Specialist Diploma in Workplace Safety and Health

• Advanced Certificate in Training and Assessment (ACTA) or Advanced
Certificate in Learning and Performance (ACLP) or Diploma in Adult and
Continuing Education (DACE) or Diploma in Design and Development of
Learning for Performance (DDDLP)
• 5 years of relevant industry experience
• 2 years of Managerial experience
• Have at least one-year experience in conducting rescue for WAH or 1 year
• experience in conducting rescue training for WAH

6.2 Developer Requirements

In addition to the requirements for trainer and assessor above, the developer should
possess all the following:
• WSQ curriculum developer pedagogic requirement: The developer must
have attained a WSQ Advanced Certificate in Training and Assessment
(ACTA) or its equivalent. With effect from 1 October 2015, a WSQ Diploma
in Adult and Continuing Education (DACE) or Diploma in Design and
Development of Learning for Performance (DDDLP) is required;
• WSQ curriculum developer experience: The developer should preferably
possess a minimum of one-year experience in WSQ-related courseware
development; AND
• Language proficiency: WPL level 7 or equivalent.

A qualified and experienced developer can work with a Subject Matter Expert with
relevant domain qualifications and work experience in developing the courseware.

29
CHAPTER 7: SUMMARY OF MANDATORY SECTIONS / INFORMATION

This chapter summarises all the mandatory sections and required information, for
easy reference. ATOs / Adult Educators are expected to note the information
indicated in the following Sections and to comply with the stated requirements, where
appropriate:

Section Title
2.5 Recommended Learning Hours (RLH)
2.7 Recommended Class Size and Learner-Trainer Ratio
2.8 Recommended Assessor to Candidate Ratio
4.1 Content Coverage
(On percentage of items under Range and Application and Evidence
Sources to be covered)
4.5 Training Resources
4.6 Training Venue Requirements
5.2 Industry Requirements
5.4 Assessment Plan
5.5 Conduct of Assessment
6.1 Trainer and Assessor Requirements
6.2 Developer Requirements

30
CHAPTER 8: RESOURCE INFORMATION

This chapter indicates the various literatures, journals, articles and researched
information on the competency unit “Conduct Work At Height Training”.

Related WSH legislations, industrial code of practice and other references (list is not
exhaustive)

• Workplace Safety and Health Act

• WSH (WAH) Regulations
• WSH (WAH) Regulations Amendment 2014
• WSH (General Provision) Regulations
• WSH (Risk Management) Regulations
• WSH CP:1 Code of Practice for Working Safely at Height
• Singapore Standards SS 528:2006 – Personal Fall Arrest Systems
• Singapore Standards SS 570:2011- Specification for personal protective
equipment for protection against falls from a height
• WSH Guidelines: Working Safely on Roofs
• WSH Guidelines: Anchorage, Lifelines, and Temporary Edge Protection
Systems
• WSH Guidelines: Personal Protective Equipment for Working at Height
• Ladder Safety Kit

31
 PART II

WSQ
&
Supporting Resources

32
Glossary

ATO ATOs are training organisations accredited under the WSQ to

offer training programmes and assessment services leading to
WSQ certification
Assessment A systematic process of collecting evidence and making
judgements as to whether an individual has achieved a certain
level of competency.
Assessment Criteria Provides the context and conditions, under which the
and marking assessment will be conducted, what evidence the assessor
scheme must collect and the grading criteria used.
Assessment The process or technique used to gather evidence.
method (Bresciano & Fackler, 2005)
Assessment plan A document which outlines when the evaluation will take place
and how it will be conducted. An assessment plan includes the
“ programme mission or course/activity purpose,
goals as appropriate, in/ended outcomes, methods for
gathering, analysing data, and interpreting data for providing
evidence to inform decision making.” (Bresciano & Fackler,
2005)
Assessment The series of steps which a candidate undertakes within the
process enrolment, assessment, recording and reporting cycle of
assessment.
Assessment tool An instrument or resource used in association with a given
assessment method. It may include a questionnaire, test
paper, interview questions, structured report template and
record sheet.
Assumed skills and Assumed skills and knowledge are what learners ought to have
knowledge and are assumed to have before they attend the training
programme.
Competency A competency is a measurable set of knowledge, skills and
attitudes that drives and individual’s performance to perform at
his/her job effectively.
Competency A competency category refers to broad occupational or
category industry area or function, competency units (CU) that are
inter-related are grouped by competency categories.
Competency A competency element is the sub-division of a CU.
elements Competency elements encompasses performance criteria,
underpinning knowledge, range and context as well as
evidence sources.
Competency level The competency level reflects the level of complexity and
depth of learning required by the competencies in the
standard. It is outlined in the competency standards.
Competency Map A document that captures the type of competencies needed
(CM) in an industry. The competencies are expressed as CU and
these are grouped into competency categories and pegged
to occupational levels.
Competency A competency standard documents expected work
Standards (CS) performance outcomes, expected level of performance,
knowledge that supports the delivery of work performance

33
 outcomes and work contexts under which the
work performance outcomes are to be delivered.
Competency Unit A CU describes a particular work role, duty or function,
(CU) which forms the smallest group of skills, knowledge and
abilities set able to be recognized separately for certification.
The certification requirements of a CU are detailed in a CS.
Continuing Continuing Education and Training (CET) refers to
Education and educational programmes for adults, usually at the post-
Training (CET) secondary level and offered as a part-time or short courses
in occupational subject areas. Also see Pre-employment
Training (PET).
Credit A unit of measure assigned to courses or course of equivalent
learning.
Curriculum, Training The CTAG is a document that provides training and
and Assessment assessment advice to achieve effective training and
Guide (CTAG) assessment leading to WSQ certification of a CU.
Dimensions of The dimensions of competency cover all aspects of work
competency performance. The five dimensions of competency are:
- TASK skills
- TASK management skills
- Contingency management skills
- Job and role management skills
- Transfer skills
Evidence sources The evidence source section in a CS gives examples of
tasks, observations, documents etc. that can be used as
evidence for assessing the particular competency element
or list of performance statements.
Learning outcomes The work performance that a learner should be able to
demonstrate as a result of having undertaken training and/or
assessment. It must be measurable, clear and observable.
Performance Performance criteria or performance statements refer to the
criteria / statements expected work performance or behaviours and expected
(PC / PS) level of performance to be demonstrated by a competent
individual.
Pre-employment Pre-employment Training (PET) refers to educational
Training (PET) programmes that prepare individuals for entry into
the workforce. This includes secondary, pre-
university, polytechnic and university education.
Qualifications Qualifications are formal certifications issued by a relevant
approved body, in recognition that an individual has
achieved learning outcomes identified by the industry.

Range and context Range and context provides the type of situations under
which the performance criteria / statements apply. Range
and context cover items that are achievable or to be
performed across by competent individuals, such as types of
equipment, products and services, types of customers.
Underpinning Underpinning knowledge states the knowledge that an
knowledge individual needs to know and understand in order for
him/her to perform competently at work.

34
Version Control

Version Effective Date Changes Author Approved By

1.0 31 Oct 2019 Initial version SSG-MOM SSG-MOM

2.0 21 Jan 2022 Update WSHC WSHC

35
 Annex A
Instructional Strategy Selection Chart

Instructional Strategy Cognitive Affective Psychomotor

Domain Domain Domain
(Bloom, 1956) (Krathwohl, (Simpson,
Bloom, & 1972)
Masia, 1973)

Lecture, reading, audio/visual, 1. Knowledge 1. Receiving 1. Perception

demonstration, or guided phenomena 2. Set
observations, question and
answer period

Discussions, multimedia CBT, 2. Comprehension 2. Responding 3. Guided

Socratic didactic method, 3. Application to phenomena response
reflection. Activities such as 4. Mechanism
surveys, role playing, case
studies, fishbowls, etc.

On-the-Job-Training (OJT), 4. Analysis 3. Valuing 5. Complex

practice by doing (some response
direction or coaching is
required), simulated job
settings (to include CBT
simulations)

Use in real situations. Also 5. Synthesis 4. Organise 6. Adaptation

may be trained by using values into
several high level activities priorities
coupled
with OJT.
Normally developed on own 6. Evaluation 5. Internalising 7. Origination
(informal learning) through self- values
study or learning through
mistakes, but mentoring and
coaching can speed the
process.

The chart does not cover all possibilities, but most activities should fit in.
For example, self-study could fall under reading, audio visual, and/or
activities, depending upon the type of program you design.

(Extracted from [Link] accessed19

Sep 2010)

36
 Annex B

Cross Reference Matrix for WSQ Competency Unit

Assessment
Reference
Methods
Underpinning Knowledge

Oral Questioning
& Assessment Criteria Assessment

Performance
Performance Statement

Assignment

Learner’ s
Trainer’ s
(State what is expected and required from the candidate) Instruments/Tools

Practical
Written

Slides
Guide

Guide
Range & Application

PS1 Identify the needs and expectations of customer populations to develop customer profiles.
UK 1 Tell Me (Knowledge)
PS 1
1.1 techniques for conducting List three techniques for conducting customer
Identify the needs and
expectations of customer
Sample Format for reference to develop the Cross Reference Matrix
customer research;
1.2 techniques for interpreting
research.
o interviews;
populations to develop information on customers; o observations;
customer profiles. o surveys; X
Range & Context o questionnaires;
Research techniques may o database analysis;
include: o interpreting third party research
o interviews; output; and
o observations; o Use of business excellence tools 10 9 10
o surveys;. such as Voice of Customer, Quality - - -
Function Deployment (QFD). 28 32 62
Research may focus on
areas which may include:
Identify the needs and expectations of your
o individual influences
customers.
on customer behavior;
o social influences on
Show Me (Process)
customer behavior; &
Research the demography of your customers
o Lifestyle influences
by:
on customer behavior.

37
I. Overview of Assessment for the Competency Unit

Competency unit:

Purpose of assessment

Context of assessment Details

Organisational
requirement
Operational environment
Industry requirement
Legal requirements

Assessment venue:

Description of candidates: (at least four characteristics)

Special needs of candidates (at least one special need)

Any other special requirements :( at least one special requirement)

Stakeholders in AP development team and their role:

Title Name Support in Developing Assessment

Plan

Competency Elements Methods

Ratio of
Method Duration assessor to Remarks
candidate

Total -- --

38
II. Assessment Matrix

Mapping of Assessment Methods with Performance and Knowledge

Requirements

Content Lecture Practical Assessment Total

(Hour) (Hour) Mode (Hour)
Day 1
Theory
PS1 Apply WAH legislation and guidelines
UK1 WSH legislation and guidelines
UK2 Roles and responsibilities of all
stakeholders under WSH (WAH)
Regulations
UK3 Permit-to-work System
UK4 Alternatives to WAH
UK5 Local and international standards to 2h 2hr 45
Written
WAH and Fall Protection Equipment 45mins mins

PS2 Assess financial and non-financial

impacts to business resulting from a
fall accident, and conduct cost
analysis of a comprehensive fall
prevention plan
UK6 Financial and non-financial impacts to
business resulting from a fall accident
Practical:
PS3 Demonstrate proper use of WAH 3hr 5hr
1hr 40mins Practical
equipment 30mins 10mins
UK7 Conditions for safe work at height
Day 2
Theory
PS4 Apply safe selection and use of WAH
2hr 2hr
systems and temporary access Written
25mins 25mins
systems across key industry sectors
UK8 WAH Systems
Practical
PS5 Demonstrate proper techniques for
safe work at heights
UK9 WAH hazards across industries 2hr 3hr
1hr Practical
UK10 Descent systems for particular WAH 30mins 30mins
and Confined Space activities
UK11 Common unsafe practices whilst
using twin lanyard

PS6 Develop rescue plans

UK12 Legislative requirements for rescue
from height 1hr
35mins 1hr 20mins Practical
UK13 Industrial rescue systems and 55mins
techniques
UK14 Key rescue from height techniques
UK15 Basic casualty management
Day 3
WRITTEN /PRACTICAL ASSESSMENT
TOTAL (Hours) – Written Assessment 1hr
TOTAL (Hours) – Practical Assessment 8.8hr
TOTAL (Hours) 28.3hr
WA = Written Assessment PA = Practical Assessment
Practical duration is for cohort of 12 Learners

39
III. Assessment Specifications for Inspection Checklist & Log

Specification Item Details on Specifications

Learning outcome Demonstrate logged inspection of a non-
certified anchorage connector, vertical lifeline,
horizontal lifeline, full body harness, shock
absorbing lanyard and Self Retracting Lifelines
(SRLs)
Duration 1 hour
Venue LSP Premises
Setup Classroom setup for 12 learners.
Tables & chairs for individual learners.
Inspection Checklist & Log Form distributed to
all learners.
Pens provided.

The following FAE, with known faults listed,

should be distributed around the class.
Sufficient units of each product should be
available to allow 1 piece per max 5 learners:
• Tie-Adaptor
• Steel Beam Anchor
• Full Body Harness
• Shock Absorbing Lanyard
• Temporary Vertical Lifeline System
(Proprietary)
• Temporary Horizontal Lifeline System
(Proprietary)
• Self Retracting Lifeline (SRL)

List of known inspection sample faults.

Learner Assessment Summary Record.
Course Summary Record “Class Assessment
Record” sheet.

Conduct of the Assessment Inform learners that the inspections carried out
and recorded in the checklists and log are an
assessment, and that around 5mins per
inspection will be allowed, followed by 10 mins
to finalise the assessment document. It is a
group activity and the Learner Guide and any
Handouts may be referenced.

Conditions of competency are that the learner

finds and records, at least, the listed faults per
sample item, as well as each item key
identifying data, then the overall inspection
result in the Log.
Recording of the Result Record C or NYC result attained in the
individual Learner Assessment Summary
Record, providing comments where

40
 necessary, as well as the Course Summary
Record “Class Assessment Record” sheet.
Feedback Inform and advise learner on weaknesses and
how to overcome such weaknesses. Inform
learner on the final results of the assessment.

IV. Assessment Specifications for Practical Performance

Specification Item Details on Specifications

Learning outcome Demonstrate sizing and fitting of a full body
harness & lanyard

Demonstrate safe connections to full body

harness

Demonstrate safe movement with 100%

connection whilst using twin lanyard

Demonstrate a “first man out” technique using

a positioning lifeline & rope grab system

Demonstrate safe design, installation & use of

a temporary horizontal lifeline system for fall
arrest
Demonstrate safe use of a permanent vertical
lifeline system

Demonstrate safe design, installation & use

of a temporary vertical lifeline system

Demonstrate safe design, installation & use

of a SRL & Tagline System

Demonstrate response to a fall emergency

Demonstrate key rescue from height

techniques

Demonstrate effect post-rescue casualty

management

Duration 6.8 hours

Venue Practical training area
Setup Assessment area should include the following
structures, all PE-certified to at least 2:1 safety
factor for fall arrest anchorage:

• At least 2x Ladders or climbing

structures of 4.5m+ w/ permanent

41
 vertical lifelines & O’head SRLs,
preferably Auto-Descent Type.
• At least 2 Catwalks at 4.5m+ (w/ safe
means of anchorage along entire length
and at least 1 w/horizontal lifeline).
• Rescue Tower (w/ platform at 4.5m+
and safe means of overhead anchorage
enabling suspended rescue and/or
descent activities).
• Confined Space (w/ access ladder(s),
vertical and side entries).

Each learner should be equipped with:

• Brimmed Helmet with Chin Strap.

• Safety Glasses.
• Safety Gloves.
• Vest-Style 5-Point Adjustable Full Body
Harness w/ Rear, Front & Side D-Rings,
equipped with Suspension Trauma
Straps and Lanyard Keepers. A variety
of Sizes from Sm to Lg should be
provided.
• Twin Leg Shock Absorbing Lanyard
(Factor 2 S/A, 16kN Connectors).

The following fall protection

equipment/systems should be available:

• At least 4x Adjustable Tie Off

Adaptor(s)
• At least 2x Choker Tie Off Adaptor(s)
• At least 4x Round Tie Off Adaptors
0.6m
• At least 4x Round Tie Off Adaptors
1.2m
• At least 8x Lg & Sm 16kN Carabiners
• At least 2x Proprietary 10m Rope
Lifeline(s)
• At least 4x Permanent Vertical Lifeline
Sleeve.
• At least 2x Independent Shock
Absorbers
• At least 2x Dual Auto/Manual Rope
Grab(s)
• At least 2x Proprietary Temporary
Horizontal
• Lifeline(s)
• At least 2x SRL(s) (1.8m)
• At least 4x SRL(s), preferably with
Auto-Descent Feature (10m)
42
 • At least 4x Tag Line(s) (10m)
• At least 2x Materials Handling Haul-
Kit(s)
• At least 1x Tripod w/ Primary Winch and
Secondary Retrieval SRL
• At least 2x Rescue Dummies w/ Full
Body Harness & Lanyard
• At least 2x Rescue Ladder
• At least 2x Un-Manned Rescue Kits
(Pole/1 Person Rated)
• At least 2x Rescue Kits capable of
Vertical Rescue (2 Person Rated)
• At least 2x Positioning Lanyard(s)

The structure shall be inspected every 7 days

by MOM-approved scaffold supervisor (only
when the structure is in use).

Learner is to pass 100% in all the stations.

Learner Assessment Summary Record

Course Summary Record “Class Assessment

Record”

Conduct of the Practical Learners must be pre-briefed on safety

Performance considerations per Practical Performance
Activity, as well as the allowable time to
complete the activity. Learners maybe
coached during the activity by the assessor to
amend practical errors, providing that the
activity is still completed in the allowable
timeframe.

At no time should a learner be left alone going

through the circuit without the supervision of a
facilitator/assessor.

Approved Facilitator and Assessor cannot be

the same person for the same course, not
even as an assistant approved facilitator or
assessor.
Recording of the Result Record competency attained in the individual
Learner Assessment Summary Record,
providing comments where necessary, as well
as the Course Summary Record “Class
Assessment Record” sheet.

A register shall be created to account for all

inspections carried out on all equipment
including PPEs to be used by the learners.

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 Feedback Inform and advise learner on weaknesses and
how to overcome such weaknesses. Inform
learner on the final results of the assessment.

V. Assessment Specifications for System Evaluation Assignment

Specification Item Details on Specifications

Learning outcome Implement a fall prevention plan
Duration 1 hour
Venue LSP Premises
Setup PPT Slides
System Evaluation Assignment Form
Pens
Spare Paper
3x un-safe fall arrest system “stations”

Conduct of the Assessment Brief learners at the commencement of the

System Evaluation Activity, on the requirement
to complete each section of the System
Evaluation Assignment (1, 2, 3 & 4).

Encourage candidates to work in pairs or

groups where possible.

Candidates must complete the entire

assignment to be considered competent, and
should have noted all key System Faults from
each section.
Recording of the Result Record final marks attained in the individual
Learner Assessment Record, providing
comments where necessary, as well as the
Course Summary Record “Class Assessment
Record” sheet.
Feedback Inform and advise learner on weaknesses and
how to overcome such weaknesses, Inform
learner on the final results of the assessment.

VI. Assessment Specifications for Written Assessment (Closed-book)

These instructions concern the written assessment of the Learner’s competency.

Specification Item Details on Specifications

Learning outcome Fulfil the course learning objectives for all
topics to be assessed
Duration 1 hour
Venue Classroom
Setup • Classroom setup for 12 Learners
• Tables & chairs for individual seating
• Test Paper 1 & Test Paper 2 distributed
alternatively

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 • Projector and monitor
• Whiteboard & markers of different colours
• Whiteboard duster
• 2B pencil and eraser for each Learner
• Printed answer sheet
• Common Clock
• Learner Assessment Summary Record
• Course Summary Record “Class
Assessment Record” sheet
Conduct of the Written Test • Brief Learners to check if they have been
given the correct test set
• Brief Learners on the time allocated for the
test
• Brief Learners on the close book test
format
• Brief Learners that they cannot refer to any
material or notes or discuss the questions
with any other Learners during the test
• Brief Learners that they are allowed to ask
the assessor to explain the question/s
• Brief Learners on the 80% passing mark
requirement
• The written test should not be conducted
on the first day of training.
Recording of the Result Record final marks attained in the individual
Learner Assessment Summary Record,
providing comments where necessary, as well
as the Course Summary Record “Class
Assessment Record” sheet.
Feedback Inform and advise learner on weaknesses and
how to overcome such weaknesses. Inform
learner on the final results of the assessment.

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 VII. Assessment Record for Practical Performance (PP)

Candidate’s
Name: End Time :

Candidate ‘s ID
Number : Start Time :

Assessor’s Name:

PERFORMANCE CHECKLIST
Performance • Assessment Criteria
Statement/Underpinning Selection of anchorage &
Knowledge connector
• Calculation of effective
fall clearance
• Tensioning/Detensioning
• Connection and
horizontal movement
Drops protection

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 VIII. Assessment Record for Written Assessment

Candidate’s
Name: End Time :

Candidate’s ID
Number : Start Time :

Assessor’s Name:

KNOWLEDGE CHECKLIST
Underpinning Assessment Criteria Tick Evidence of
Knowledge ‘C’ and
C NYC ‘NYC’ must
be recorded
UK 1 … • Sample Questions……..
• Suggested Answers…

UK 2 … • Sample Questions……..
• Suggested Answers…

UK 3 … • Sample Questions……..
• Suggested Answers…

UK 4 … • Sample Questions……..
• Suggested Answers…

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VIII. SUMMARY ASSESSMENT RECORD

Assessment
Centre :
Competency
Unit :
Candidate
Name :
Candidate ID
No. :
Assessor
Name :
Inspection System
Practical Written
Assessment Checklist Evaluation
Performance Assessment
Method : & Log Assignment
(PP) (WA)
(ICL) (SEA)
Assessment
Date :
Start Time :
End Time :

Summary

Assessment Method Result

Performance Statement
ICL PP SEA WA

This candidate has been assessed as:

❑ COMPETENT
❑ NOT YET COMPETENT

Assessor signature:____________

Candidate signature:_______________

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Feedback on outcome by assessor/feedback by candidate:

In the event of “NYC” result:

❑ Candidate does not wish to appeal

❑ Candidate wishes to appeal

Candidate signature:

__________________________________________________

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X. Assessment Tools Required and other Related Documents

▪ Other required Assessment Tools for this assessment plan

e.g. case studies, role play scenarios, written test papers, logistics checklist

▪ Pre-Assessment Briefing Checklist

▪ Appeal Process

▪ Version Control Record

Effective
Version Changes Author
Date
1.0 New release

▪ Other required Assessment Tools for this assessment plan

e.g. case studies, role play scenarios, written test papers, logistics checklist

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 CODE OF PRACTICE FOR ASSESSORS

Assessment specialists have developed an international code of ethics and practice

(The National Council for Measurement in Education (NCME)). The Code of Practice
below is based on the international standards.

1. The differing needs and requirements of the person(s) being assessed, the local
enterprise(s) and/or industry are identified and handled with sensitivity.

2. Potential forms of conflict of interest in the assessment process and/or

outcomes are identified and appropriate referrals are made, if necessary.

3. All forms of harassment are avoided throughout the planning, conduct,

reviewing and reporting of the assessment outcomes.

4. The rights of the candidates (s) are protected during and after the assessment.

5. Personal or interpersonal factors that are not relevant to the assessment of

competency must not influence the assessment outcomes.

6. The candidate(s) is made aware of rights and processes of appeal.

7. Evidence that is gathered during the assessment is verified for validity, reliability,
authenticity, sufficiency and currency.

8. Assessment decisions are based on available evidence that can be produced

and verified by another assessor.

9. Assessments are conducted within the boundaries of the assessment system

policies and procedures.

10. Formal agreement is obtained from both the candidate(s) and the assessor that
the assessment was carried out in accordance with agreed procedures.

11. Assessment tools, systems, and procedures are consistent with equal
opportunity legislation.

12. The candidate(s) is informed of all assessment reporting processes prior to the
assessment.

13. The candidate(s) is informed of all known potential consequences of decisions

arising from an assessment, prior to the assessment.

14. Confidentiality is maintained regarding assessment result.

15. Results are only released with the written permission of the candidate(s).

16. The assessment results are used consistently with the purposes explained do
the candidate.

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17. Self-assessments are periodically conducted to ensure current competencies
against the assessment and Workplace Training Competency Standards.

18. Professional development opportunities are identified and sought.

19. Opportunities for networking amongst assessors are created and maintained.

20. Opportunities are created for technical assistance in planning, conducting and
reviewing assessment procedures and outcomes.

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 Annex C

Format of Safety Pass

The safety pass is to be issued by SSG Approved Training Organisations to all

trainees who are certified competent.

Do note that the reference below is intended only to present the format of the pass,
and should not be used as an actual template for direct printing.

Front

Approved Training Organization Logo

WSQ Course Title: WSQ Conduct Work-At-Heights (WAH) Training

WSQ logo
Name: Tan Ah Boon
ID: E12345678
Serial Number: ABC- WP–PR–308E-1-001-[R#]
Issued Date: 01/07/2013
CPD Approval Code: XXX

Company
Stamp over
photo

--------------------------------------
Ang Boon Chuan
General Manager
ABC Training Centre

53
Back

• Use of card is governed by terms and conditions of < Name of Approved Training
Organization>
• < Name of Approved Training Organization> is a SkillsFuture Singapore Agency’s
Approved Training Organization at the date of issuance of the pass
• This card is not transferrable.
• Holder of the card has been certified competent in the WSQ Course on the issued date
as indicated in front.
• This card will expire <xx> years from the date of issue.*
• This card is the property of < Name of Training Organization> and must be returned
on request.
• *For
Note: Cardcourses
shall be retained
with if it has requirements
no recertification been tampered
, thiswith, misused
sentence or replaced.
can be omitted
• This card is issued by < Name of Training Organization>. If found, please return to
<Name of Training Organization> at < Address of Training Organization>.
• For enquiries, please contact < Name of Approved Training Organization> at
<hotline>

Note: *For courses with no recertification requirements , this sentence can be omitted

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Instructions to ATOs for filling in of information on the safety pass

• The company stamp has to be over the trainee’s full face photo for laminated
paper passes
• ID can be FIN, NRIC, Passport Number or any unique official identifier
• Course Title will be the corresponding WSQ Competency Unit title as indicated
in SkillsConnect
• Serial Number will be the number issued by the Approved Training
Organisation (ATO) after the uploading of the results into SkillsConnect.
Please see the explanation of the abbreviation below:
o ABC: ATO initials
o Corresponding WSQ course code
o 001: Running order of the trainees who are being certified competent
which must be a unique number for each individual. ATO may also
include the class intake/ batch number in addition
o R[ #] : For reissuance of cards, R1 = first replacement, R2 = second
replacement
• The Continuing Professional Development (CPD) Approval code is an optional
field if the course is approved by CPD Board for Safety Development Units
points.
• The issued date will be the date of assessment where the trainee is certified
competent
• Depending on MOM requirements, the expiry date will vary and it will be from
the date of assessment where the trainee is certified competent.
o If MOM has no requirements for the particular course to have an expiry
date, this field may be omitted.

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