Understand how to lift and handle materials safely in food operations — City and Guilds of London Institute QCF Manufacturing & Engineering Revision

    This element covers the critical principles of safe manual handling within food production environments, focusing on preventing injuries and contamination

    Topic Synopsis

    This element covers the critical principles of safe manual handling within food production environments, focusing on preventing injuries and contamination while moving materials such as ingredients, trays, and equipment. Learners must understand relevant health and safety legislation, risk assessment, and correct lifting techniques specific to the baking industry to ensure compliance and maintain a safe workplace.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Understand how to lift and handle materials safely in food operations

    CITY AND GUILDS OF LONDON INSTITUTE
    vocational

    This element focuses on the application of health and safety legislation and best practices for manual handling within baking and food production environments. Learners will explore how to safely lift, move, and handle materials such as ingredients, equipment, and finished products, while integrating food safety considerations to prevent contamination. The topic also clarifies the boundaries of personal authority and the importance of effective communication to maintain a safe workplace.

    24
    Learning Outcomes
    33
    Assessment Guidance
    36
    Key Skills
    23
    Key Terms
    38
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 2 Certificate for Proficiency in Baking Industry Skills
    City & Guilds Level 2 Award for Proficiency in Food Industry Skills
    City & Guilds Level 2 Award For Proficiency in Meat and Poultry Industry Skills (QCF)
    City & Guilds Level 2 Diploma for Proficiency in Food Industry Skills
    City & Guilds Level 2 Certificate for Proficiency in Food Industry Skills
    City & Guilds Level 2 Diploma for Proficiency in Meat and Poultry Industry Skills
    City & Guilds Level 2 Certificate for Proficiency in Meat and Poultry Industry Skills
    City & Guilds Level 2 Certificate for Proficiency in Fish and Shellfish Industry Skills (QCF)
    City & Guilds Level 2 Award for Proficiency in Baking Industry Skills

    Topic Overview

    The City & Guilds Level 2 Award for Proficiency in Baking Industry Skills is a vocational qualification designed to equip students with the essential practical skills and theoretical knowledge required to work effectively within the baking industry. This award focuses on developing competence in fundamental baking techniques, understanding ingredient functions, and adhering to critical health, safety, and hygiene standards specific to a food production environment. It serves as an excellent entry point for individuals aspiring to a career in bakeries, patisseries, or other food manufacturing settings, providing a solid foundation for further specialisation.

    This qualification is highly practical, emphasising hands-on experience in producing a range of baked goods, from breads and cakes to pastries. Students will learn about the different types of flour, fats, sugars, and leavening agents, and critically, how they interact during the baking process to achieve desired outcomes. A significant component involves mastering various mixing methods, fermentation control for yeast products, and correct oven management. The curriculum is structured to ensure that graduates are not only skilled in production but also possess a strong awareness of quality control and fault identification.

    Fitting into the wider Manufacturing & Engineering sector, this award specifically targets the food manufacturing sub-sector, bridging the gap between raw ingredients and finished products. It underpins the principles of efficient production, quality assurance, and adherence to industry regulations, which are paramount in modern manufacturing. By understanding the 'why' behind baking processes, students develop problem-solving skills crucial for adapting recipes, troubleshooting issues, and maintaining consistent product quality, making them valuable assets in any professional baking operation. It's a stepping stone towards more advanced qualifications or direct employment in a dynamic industry.

    Key Concepts

    Core ideas you must understand for this topic

    • →Ingredient Functionality: Understanding the specific roles of flour (gluten development), yeast (fermentation), sugar (sweetness, colour, tenderising), fats (shortening, moisture), and liquids in different baked products and how their interactions affect texture, flavour, and appearance.
    • →Baking Processes & Techniques: Mastery of fundamental methods such as creaming, rubbing-in, all-in-one, and various dough development stages (mixing, kneading, proving, shaping, baking) for different product categories like bread, cakes, and pastry.
    • →Food Safety & Hygiene (HACCP Principles): Strict adherence to personal hygiene, cross-contamination prevention, safe storage temperatures, cleaning schedules, and waste management to ensure food safety and compliance with industry regulations (e.g., Food Safety Act 1990, EU Food Hygiene Regulations).
    • →Equipment Operation & Maintenance: Safe and effective use of a range of bakery equipment, including mixers, ovens, proofers, and specific tools, along with basic cleaning and maintenance procedures to ensure longevity and operational efficiency.
    • →Product Quality & Fault Finding: Ability to assess the quality of baked goods based on sensory attributes (appearance, texture, aroma, taste) and identify common faults (e.g., dense bread, collapsed cakes, tough pastry), understanding their causes and potential remedies.

    Learning Objectives

    What you need to know and understand

    • Identify the key health and safety standards and legislation governing manual handling in food operations
    • Explain the biomechanical principles of safe lifting, moving, and handling to reduce the risk of musculoskeletal injuries
    • Demonstrate correct manual handling techniques for common loads in a baking context, such as ingredient sacks and mixing bowls
    • Assess manual handling risks in a given scenario and select appropriate control measures including mechanical aids
    • Describe the limits of an individual’s authority when faced with unsafe manual handling tasks and the correct procedures for escalation
    • Outline effective verbal and non-verbal communication methods used during team lifting and hazard reporting
    • Identify the key requirements of the Manual Handling Operations Regulations 1992 as applied to food industry tasks.
    • Demonstrate correct lifting and carrying techniques to prevent musculoskeletal injuries.
    • Conduct a basic risk assessment of a manual handling task using the TILE (Task, Individual, Load, Environment) framework.
    • Explain the potential consequences of unsafe manual handling on food safety and personal wellbeing.
    • State the limits of own authority when identifying and responding to unsafe manual handling situations.
    • Describe effective communication methods for reporting hazards and requesting assistance in a food production environment.
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Identify key health and safety legislation and standards applicable to manual handling in food operations.
    • Demonstrate correct posture and techniques for lifting and moving materials safely.
    • Explain the procedure for reporting manual handling incidents and near misses.
    • Recognise the limits of one's own authority when faced with hazardous manual handling tasks.
    • Apply effective communication methods to coordinate safe material movement in a food production area.
    • Conduct a basic risk assessment for a manual handling task in a food environment.
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly referencing the Manual Handling Operations Regulations 1992 and relevant HSE guidance
    • Award credit for demonstrating a stable base, straight back, and load held close to the body during practical assessments
    • Award credit for identifying when a load requires a mechanical aid (e.g. sack truck) or team lift and stating the criteria
    • Award credit for describing how manual handling risks can be minimized through task, load, environment, and individual capability (TILE) assessments
    • Award credit for explaining the appropriate person to report a hazard to (e.g. supervisor) and the rationale for not exceeding own authority
    • Award one mark for naming the Health and Safety at Work etc. Act 1974 or Manual Handling Operations Regulations 1992.
    • Award credit for demonstrating a stable base, straight back, and use of leg muscles when lifting a load in a practical observation.
    • Credit identification of at least two potential hazards in a given manual handling scenario (e.g., slippery floor, heavy load, restricted space).
    • Accept responses that clearly distinguish between tasks within learners' authority and those requiring supervisor intervention.
    • Award marks for describing a clear communication method such as using a standardised reporting form or verbal handover protocol.
    • Award credit for demonstrating correct kinetic lifting technique when handling a load, including assessment of weight, stable base, and keeping the load close to the body.
    • Award credit for correctly identifying when assistance or mechanical aids are required based on load weight or nature.
    • Award credit for clearly describing the reporting procedure for unsafe conditions or accidents, including who to inform and the limits of personal authority.
    • Award credit for demonstrating understanding of food safety implications during material handling, such as preventing contamination by using appropriate PPE and segregated handling.
    • Award credit for correctly explaining the hierarchy of control for manual handling.
    • Credit for demonstrating a safe lift with stable base and straight back.
    • Award marks for identifying when to seek assistance or use mechanical aids.
    • Credit for describing the communication signals used when moving materials with a colleague.
    • Award credit for correctly identifying and applying the hierarchy of control measures (avoid, assess, reduce, review) in a given manual handling scenario.
    • Evidence must demonstrate proper body mechanics: straight back, bent knees, load close to body, and no twisting during a lift.
    • Expect learners to clearly state when a task exceeds their personal capability or authority and to use appropriate communication channels (e.g., reporting to supervisor, using signage).
    • Award credit for demonstrating knowledge of key health and safety standards, such as MHOR 1992, and their application in a food safe manner (e.g., preventing cross-contamination during handling).
    • Award credit for correctly assessing the load's weight, stability, and travel path before moving, and for selecting appropriate manual or mechanical handling methods.
    • Award credit for showing correct lifting technique: spine in neutral alignment, bending at knees, keeping load close to body, and avoiding twisting motions.
    • Award credit for identifying when to stop work and escalate issues beyond your authority, using standard communication channels (e.g., reporting hazards to supervisor, using hand signals).
    • Award credit for demonstrating correct lifting posture: back straight, feet apart, load close to body.
    • Expect evidence of selecting appropriate mechanical handling aids for specific tasks, such as using a pallet truck or hoist for heavy carcasses.
    • Look for clear identification of when to seek assistance or refer to a supervisor based on load weight or complexity.
    • Evidence of effective communication, e.g., verbal warnings to colleagues when moving through passageways or using hand signals.
    • Award credit for demonstrating a correct lifting technique: bending the knees, keeping the back straight, and holding the load close to the body when handling boxes of fish or shellfish.
    • Award credit for identifying and applying appropriate manual handling risk assessments (e.g., TILE – Task, Individual, Load, Environment) before moving materials.
    • Award credit for clearly stating the limits of one's own authority (e.g., not attempting to lift loads beyond personal capability without assistance or mechanical aid) and using the correct reporting channel for safety concerns.
    • Award credit for describing the safe use of mechanical handling equipment (e.g., pallet trucks, trolleys) and the importance of pre-use checks in a wet and cold food processing environment.
    • Award credit for explaining the importance of maintaining personal hygiene and the potential cross-contamination risks when handling food products during manual handling operations.
    • Award credit for correctly identifying the key principles of the Manual Handling Operations Regulations (MHOR) as they apply to food operations.
    • Award credit for demonstrating safe lifting technique: keeping back straight, using leg muscles, and holding load close to body.
    • Award credit for explaining the importance of checking load weight and stability before lifting.
    • Award credit for recognising when manual handling is beyond their capability and describing the correct procedure for seeking assistance or mechanical aid.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always link theoretical knowledge to specific bakery tasks—for example, explain how you would safely lift a 25kg bag of flour
    • 💡Use the acronym TILE (Task, Individual, Load, Environment) to structure risk assessment answers in written assignments
    • 💡In practical assessments, verbalise each step of the TILE assessment before lifting to demonstrate safety awareness
    • 💡If asked about communication, mention clear verbal commands (e.g. ‘1, 2, 3, lift’) and the use of hand signals in noisy environments
    • 💡Remember that ‘limits of authority’ means knowing when to stop and seek help—never promise actions beyond your job role
    • 💡In practical assessments, verbally articulate each step of your lifting technique to demonstrate understanding beyond muscle memory.
    • 💡When answering written questions, always link your response back to specific legislation or workplace policies to show depth.
    • 💡Before any manual handling, pause to visually assess the task and surroundings; this simple habit is often rewarded by assessors.
    • 💡In assessments, always refer to the hierarchy of control measures: eliminate, reduce, inform, instruct, and use PPE as a last resort.
    • 💡When describing safe handling, mention specific regulations such as the Manual Handling Operations Regulations 1992 as best practice.
    • 💡Be prepared to give examples of mechanical aids relevant to the meat industry, like hoists, trolleys, or pallet trucks, and explain their proper use.
    • 💡Emphasize that knowing one's limits includes both physical capability and training; never exceed what you have been authorized and trained to do.
    • 💡When describing safe lifting, always mention the TILE acronym (Task, Individual, Load, Environment).
    • 💡In practical assessments, narrate your actions to show understanding, especially when checking the load weight and stability.
    • 💡Remember that communication is key: always confirm understanding with hand signals or verbal cues when team lifting.
    • 💡In practical assessments, verbalize each step of the manual handling process as you perform it to showcase your knowledge of safety checks.
    • 💡For written tasks, always reference the employer's specific manual handling policy and the Manual Handling Operations Regulations (MHOR) 1992 to demonstrate regulatory awareness.
    • 💡Use the acronym TILE (Task, Individual, Load, Environment) as a structured approach to risk assessments in your answers.
    • 💡During practical assessments, verbally explain your actions (e.g., 'I am bending my knees, keeping the load at waist height, and avoiding contact with my street clothes') to demonstrate underlying knowledge.
    • 💡Relate every handling step to both food safety (preventing contamination) and personal safety (avoiding musculoskeletal injury); assessors look for integrated thinking.
    • 💡Know the specific reporting procedures for your site: always mention that you would immediately report damaged packaging, spillages, or machinery defects to the designated person.
    • 💡Revise the key principles of TILE (Task, Individual, Load, Environment) and be ready to apply them to a given scenario within a meat and poultry context.
    • 💡In practical assessments, verbalize your risk assessment before initiating any lift or movement to demonstrate conscious safety behavior.
    • 💡For written assignments, reference specific regulations like the Manual Handling Operations Regulations 1992 to show technical knowledge.
    • 💡Always explain the hierarchy of control measures, prioritizing elimination or mechanization over manual handling.
    • 💡Use correct terminology such as 'TILE' (Task, Individual, Load, Environment) when describing manual handling risk assessments.
    • 💡When answering assessment questions, always reference the Manual Handling Operations Regulations 1992 and relate them to specific fish industry scenarios (e.g., handling ice-laden containers).
    • 💡In practical assignments, narrate your actions during a lifting task to demonstrate conscious application of TILE risk assessment, mentioning factors like cold floor surfaces or uneven deck gratings.
    • 💡For oral questioning on limits of authority, provide concrete examples: 'If a load exceeds 25kg and no mechanical aid is available, I would inform my supervisor immediately and not attempt the lift.'
    • 💡Use industry terminology such as 'cross-contamination risk', 'slip hazard', and 'load stability' to show depth of contextual understanding.
    • 💡In practical assessments, verbally explain each step of your risk assessment before lifting to demonstrate understanding.
    • 💡When answering questions on authority limits, refer to company policy and the role of supervisors in manual handling decisions.
    • 💡Use specific examples from a baking context, such as lifting sacks of flour or moving racks of dough, to show application of theory.
    • 💡Demonstrate Understanding, Not Just Skill: When performing practical tasks, verbally explain *why* you are taking certain steps (e.g., 'I'm kneading to develop gluten' or 'I'm chilling the pastry to relax the gluten'). This shows a deeper understanding beyond mere execution and can earn higher marks.
    • 💡Prioritise Health, Safety & Hygiene: Examiners rigorously assess adherence to food safety and hygiene protocols. Ensure your workstation is clean, use appropriate PPE, manage waste effectively, and prevent cross-contamination at all times. These are non-negotiable aspects of professional baking and will be heavily weighted.
    • 💡Practice Time Management and Efficiency: Practical assessments are often timed. Regular practice will improve your speed and efficiency without compromising quality. Plan your workflow, prepare all ingredients ('mise en place') before starting, and ensure you can complete tasks within the allocated time while maintaining high standards.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing manual handling regulations with food hygiene legislation, leading to irrelevant answers
    • Twisting the spine while lifting, especially when placing loads onto high shelves or countertops
    • Assuming all heavy loads can be lifted alone without first assessing weight, stability, and distance
    • Failing to plan a route before moving materials, resulting in trips or collisions in a busy bakery
    • Exceeding own authority by attempting to resolve a manual handling hazard independently instead of reporting it
    • Bending from the waist rather than using the legs to lift, increasing back strain risk.
    • Forgetting to check the load for sharp edges or contamination before handling, compromising food safety.
    • Assuming all manual handling tasks are permitted without first assessing personal capability or seeking help.
    • Assuming that all loads can be lifted manually without risk assessment, leading to potential back injuries.
    • Forgetting to check the integrity of packaging before lifting, which could result in spills or contamination of meat products.
    • Not wearing appropriate personal protective equipment (e.g., gloves, non-slip footwear) when handling materials in a wet or cold environment.
    • Failing to communicate with team members when moving large or awkward loads, causing collisions or dropped items.
    • Confusing manual handling regulations with general health and safety law without referencing specific legislation like the Manual Handling Operations Regulations 1992.
    • Demonstrating lifting with a rounded back, failing to engage leg muscles.
    • Overlooking the need to check the route for obstacles before moving a load.
    • Misunderstanding that reporting is only required for injuries, not for near misses.
    • Overestimating their own strength leading to unsafe one-person lifts instead of using team lifts or equipment.
    • Forgetting to assess the load for stability, sharp edges, or temperature hazards before handling, risking injury or contamination.
    • Ignoring the need to clear the pathway of obstacles and communicate with others in the area before moving materials.
    • Students often forget to check for slip, trip, or contamination hazards on the floor (e.g., meat juices, fat) before starting a lift in a food processing area.
    • A frequent error is using incorrect personal protective equipment (e.g., soiled or torn gloves, no grip gloves) or not washing hands before handling food-contact materials.
    • Many learners underestimate the importance of team lifting communication, leading to uncoordinated movements that risk injury or dropping product.
    • Misidentifying the limits of own authority is common; students may attempt to move excessively heavy loads without proper training or equipment instead of calling for assistance.
    • Assuming all loads can be lifted manually without assessing weight and stability first.
    • Overlooking the importance of personal protective equipment (PPE) when handling materials, such as safety boots or gloves.
    • Not bending the knees and lifting with the legs, instead using the back.
    • Failing to check the route for obstacles before moving loads.
    • Learners often twist their back while lifting, instead of moving their feet to turn, which increases injury risk when moving crates of iced fish.
    • Misjudging the weight of wet or frozen seafood boxes, leading to overloading and poor body mechanics.
    • Not inspecting handling equipment for damage or contamination before use, such as trolleys with rusty wheels that could introduce foreign matter.
    • Assuming that mechanical aids are always safer without considering the additional risks in slippery or confined processing areas.
    • Ignoring early signs of personal fatigue or discomfort, which is critical in cold environments where muscle stiffness can accelerate injury.
    • Assuming all materials in a bakery are lightweight, leading to overestimation of ability.
    • Failing to assess the route before moving materials, ignoring slip or trip hazards like flour spills.
    • Not using mechanical aids (e.g., trolleys) when available, risking injury.
    • Lifting with a twisted or bent back, a common error under time pressure.
    • "Baking is just following a recipe exactly every time." Correction: While recipes are a guide, successful baking requires understanding the underlying science of ingredients and processes. Factors like ambient temperature, humidity, and ingredient variations necessitate adaptation and problem-solving, not just rote following. True proficiency comes from knowing *why* something works, not just *how* to do it.
    • "Food hygiene is mainly about washing your hands." Correction: Hand washing is crucial, but food hygiene in a professional bakery is a comprehensive system. It encompasses personal protective equipment (PPE), clean work surfaces, correct storage temperatures, pest control, equipment sanitation, and preventing cross-contamination between raw and cooked products. It's a holistic approach to maintaining a safe food environment.
    • "Any flour will do for any baked good." Correction: Different flours have varying protein contents, which directly impacts gluten development. Strong bread flour (high protein) is essential for chewy breads, while weaker cake flour (low protein) is needed for tender sponges. Using the wrong flour can drastically alter the texture and structure of the final product.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Theoretical Foundations & Ingredient Focus: Dedicate time to understanding ingredient functions (flour types, yeast action, sugar roles, fats). Review food safety regulations, HACCP principles, and personal hygiene. Create flashcards for key terms and definitions. Practice converting recipes and scaling ingredients.
    2. 2Week 1: Foundational Practical Skills: Focus on mastering basic techniques: accurate weighing and measuring, different mixing methods (creaming, rubbing-in), and dough handling (kneading, shaping). Practice making a simple shortcrust pastry and a basic sponge cake repeatedly to build muscle memory and consistency.
    3. 3Week 2: Bread & Fermentation Mastery: Dive into bread making. Understand the stages of fermentation, proofing, and baking. Practice making a standard white loaf and perhaps a simple enriched dough. Pay close attention to temperature control and its impact on yeast activity and final product quality.
    4. 4Week 2: Pastry & Cake Refinement: Extend practical skills to more complex pastries (e.g., choux, puff) and various cake types. Focus on achieving desired textures and finishes. Practice decorating techniques if applicable to the award. Simulate exam conditions for practical tasks, timing yourself and self-assessing against quality criteria.
    5. 5Throughout: Review & Self-Assessment: Regularly review theory notes and practical observations. Document successes and failures in a baking journal, noting what went well and what could be improved. Engage in peer learning if possible, and seek feedback on your baked products to identify areas for development.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Multiple Choice Questions (MCQs): These will test your knowledge of ingredient functions, food safety regulations, equipment identification, and basic baking terminology. Advice: Read each question carefully, eliminate obviously incorrect answers, and ensure you understand the 'why' behind the correct choice, not just memorising facts.
    • 📋Short Answer Questions: Expect questions requiring you to explain processes (e.g., 'Explain the proving stage of bread making'), describe ingredient roles, or outline hygiene procedures. Advice: Provide concise, accurate answers using specific industry terminology. Use bullet points where appropriate for clarity and to ensure all parts of the question are addressed.
    • 📋Practical Assessments: This is a significant component, requiring you to demonstrate specific baking skills, such as preparing a dough, baking a cake, or producing a pastry item, often within a set timeframe. Advice: Focus on precision, adherence to recipe specifications, efficient workflow, and impeccable hygiene. Practice regularly to build speed, accuracy, and confidence under pressure.
    • 📋Scenario-Based Questions / Fault Finding: You might be presented with a scenario (e.g., 'A batch of bread has come out dense and crumbly. What could be the causes?') and asked to identify problems and suggest solutions. Advice: Apply your theoretical knowledge to practical situations. Think systematically through ingredients, processes, and environmental factors to pinpoint potential issues and offer logical remedies.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic Numeracy and Literacy: Essential for accurately reading recipes, measuring ingredients, calculating yields, and understanding written instructions and safety guidelines.
    • •An Interest in Food Preparation and Baking: A genuine enthusiasm for working with food and creating baked goods will make the learning process more engaging and help in mastering the practical skills required.
    • •Basic Understanding of Kitchen Safety: Familiarity with fundamental kitchen safety practices, such as safe knife handling and awareness of hot surfaces, will provide a good starting point for the more specific safety protocols taught in the course.

    Key Terminology

    Essential terms to know

    • Manual Handling Legislation
    • Safe Lifting Techniques
    • Risk Assessment
    • Food Safety Integration
    • Authority and Escalation
    • Team Communication
    • Manual Handling Legislation
    • Safe Lifting Principles
    • Risk Assessment in Food Operations
    • Personal Authority and Limitations
    • Communication for Safety
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Manual handling regulations
    • Safe lifting techniques
    • Risk assessment in food operations
    • Communication and reporting
    • Limits of authority
    • Food safety integration
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods
    • Know the health and safety standards for lifting, moving and handling materials, Knows how to move and handle materials, Know the limits of ones authority and communication methods

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