11-12 handbook live

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Camberwell College of Arts

UNIT 9 CONTEXT 2011/2012

BA HONOURS LIVE PROJECT


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INDEX

INTRODUCTION..............................................................................................3

SUPPORT: Supervisor & Context staff.........................................................3-4

ASSESSMENT EVIDENCE FOR UNIT 9........................................................5

ASSESSMENT..............................................................................................5-6

LEARNING OUTCOMES.................................................................................7

ASSESSMENT MARKING CRITERIA..........................................................7-9

ASSESSMENT DEADLINES..........................................................................10

EXTENUATING CIRCUMSTANCES.............................................................10

ACCOMMODATED ASSESSMENT..............................................................11

WHAT IS ACADEMIC MISCONDUCT......................................................11-13

LIBRARY SERVICES................................................................................13-15

FINDING WRITING HARD?...........................................................................16

RISK ASSESSMENT & INSURANCE............................................................17

WORK PLACEMENT AS RESEARCH DONE PRIOR TO YOUR LIVEPROJECT.......................................................................................................17

UAL GENERAL RISK ASSESSMENT FORM..........................................18-19

MATRIX TABLE EXPLAINED........................................................................20

RESPONSIBILITIES AND ENTITLEMENTS OF STUDENTS

RELATING TO WORK PLACEMENT LEARNING...................................21-22

HEALTH AND SAFETY CONSIDERATIONS WHILE WORKINGAWAY FROM COLLEGE + FORMS.........................................................23-28

WORK PLACEMENT FEEDBACK FORM.....................................................28

CONTEXT Blackboard Site login for information & announcements 2


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INTRODUCTION

Context Unit: Live Project requires you to initiate and complete a work placement that is

relevant to the focus of your Individual Programme of Study.

You will be expected to submit a report that records your reflection and evaluation of your

live project experience, relating the professional and critical issues to your Individual

Programme of Study.

Live Project is an opportunity to extend and test your critical position in a professional

context specific to your Individual Programme of Study.

SUPPORT: Supervisor & Context staffSelect one of the following options for your live project:

- Summer 2-3 weeks is often the optimum period for the live project.

- One day per week* throughout the Autumn term.

- Autumn term 2-3 weeks*

*Make sure you attend your3 supervisor sessions + 3 Context TALKS.

Week 1 Course Briefing: How units 9 and 10 work together.

Week 2 or 3 Student led seminarSupervisor and peer group:

Use this opportunity to present (5 minutes) and get feedback (10 minutes) on your

progress to date as detailed in your 1,000 word Draft. You will meet your supervisor and

s/he will give you advice for the RevisedDraft 1 and further research.

*Remember to include your (working) question and bibliography to date this will help the

group focus their feedback.

Week 3 Friday 21st October WILSON ROAD MAIN HALL 2pm TALK given by

Context Staff:

This will consider how to harness your developing research, what needs to be in Revised

Draft 1; there will be advice on how best to prepare for Tutorial 1 and getting the most out

of this one to one with your supervisor.



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Week 4 Upload RevisedDraft 1 to CONTEXT Blackboard site:

Deadline Wednesday 26th October 5pm to include your question, introduction,

structure/account of experience/chapter headings and bibliography to date.

Weeks 5 or 6 Tutorial 1 with your supervisor:

Focussed advice and further research suggestions; Your supervisor will discuss how you

should approach Draft 2 (3,000 words) in terms of your subject analysis and writing plan.

Week 7 Friday 18th November WILSON ROAD MAIN HALL 2pm TALK given by

Context Staff: This builds on the writing/thinking done since Tutorial 1 and supports you

as you develop Draft 2 (3,000 words: 1,500 Critical Review + 1,500 Account of

experience). There will be a focus on using your database, images and correspondence

effectively, and a recap on Harvard, using primary/secondary sources effectively + Q&A.

Week 8 Upload Draft 2 to CONTEXT Blackboard site:

Deadline Wednesday 23rd November 5pm must include Draft 2 (3,000 words) and

bibliography. Your supervisor will read these and prepare detailed written feedback to

discuss in Tutorial 2.

Week 10 TWO IMPORTANT DIARY DATES:

(1) Tutorial 2: your supervisor will go through Draft 2 (3,000 words), explain their feedback

and give advice for the final write-up.

(2) Friday 9th December WILSON ROAD MAIN HALL 2pm TALK given by Context

Staffafter Tutorial 2: Sorting/editing text; using appendices effectively; submission

requirements and the assessment process; Q&A - Harvard/bibliography/citing & quoting;

structure/content; image usage etc.

Week 11 SIGN-UP / 15 minute tutorial will answer queries; course staff.

Week 12 HAND-IN on Wednesday 18th January 2012

10am to 12 noon and 2pm to 4pm. Peckham Road Seminar Room.

Week 15 Accommodated Assessment HAND-IN Wednesday 8th

February 201210am to 12 noon. Peckham Road Seminar Room.



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ASSESSMENT EVIDENCE FOR UNIT 9

Two bound copies* and a CD Rom, (Binding can range from being professionally perfect

bound or spiral bound to DIY with pages hole-punched and contained in a ring binder.

Please plan this sensibly to hand-in on time). To include the following::

Critical Review, 3,000 words, word-processed.

Primary research/Account of experience maximum 3,000 words; word-processed.

Bibliography

Appendix to include relevant information e.g. database, C.V., appropriate examples of

correspondence and other supportive material.

N.B. Harvard academic writing conventions must be used when evidencing research in

your text i.e. citing and quoting.

*The college will retain one copy

ASSESSMENT

Formative and Summative Assessment

Assessment is divided into 2 main types:

Formative assessment focuses on giving you informal feedback on your progress in order

that you are informed of your strengths and weaknesses and to give guidance on forward

planning and how you may improve your work and learning. Formative assessment is a

continuous feature of the course, occurring through tutorial discussions, peer assessment,

formal and informal critique and self evaluation.

Summative assessment is concerned with making objective judgments about the standard

of your work in relation to unit or course learning outcomes. Summative assessment

occurs at the end of a unit of study where tutors review and record your achievement

against each of the Marking Criteria for the unit. Following summative assessments, you

will receive written feedback on your work, indicating your achievement against the unit

Marking Criteria.



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THE RELATIONSHIP BETWEEN THE COURSE LEARNING OUTCOMES AND THE

UAL MARKING CRITERIA

The course is designed to enable you to demonstrate the learning outcomes by completing

the assessments. Your work will be assessed through the UAL marking criteria, (see

Assessment Marking Criteria Matrix p.9), which have been developed to help tutors give

you clear and helpful feedback on your work. Each unit descriptor has a table that shows

which marking criteria relate to the learning outcomes for that unit.

The unit description should be checked to ensure that all the correct work is handed in,

and that what has been submitted meets the learning outcomes for the unit.

Refer to your Course Handbook for further information on Assessment.



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LEARNING OUTCOMESOn successful completion of this unit you will be able to effectively demonstrate:

Camberwell Learning OutcomesUnit 9

UAL Assessment Criteria

A coherent critical position in

relation to detailed awareness and

understanding of key historical and

contemporary debates/contexts within

art/design

Subject Knowledge

Understanding and application of subject

knowledge and underlying principles

Analysis

Examination and interpretation of resources

Independence in planning and

organising your own learning, in

relation to all aspects of your work,

through a process of analysis,

reflection and self-evaluation

Personal and Professional Development

Management of learning through reflection,

planning, self direction, subject engagement

and commitment

The deployment of a range of

transferable skills such as

communication, initiative and problem-

solving to equip you for professional

practice, further study, employment

Communication and Presentation

Clarity of purpose; skills in the selected media;

awareness and adoption of appropriate

conventions; sensitivity to the needs of the

audience

Collaborative and / or IndependentProfessional Working

Demonstration of suitable behaviour for

working in a professional context alone, or with

others

MARKING CRITERIA

There are eight standard UAL marking criteria:

- Research - Technical competence- Analysis - Communication and presentation- Subject knowledge - Personal and professional development- Experimentation - Collaborative and/or independent professional working

These will be applied to your work to help you understand what you have accomplished,how any grade given was arrived at, and how you can improve your work in future. Not allthe criteria will be relevant to every course unit or assignment. Any criteria which do notapply will be marked as such. See the standard UAL marking criteria matrix and thestandard assessment feedback form (below).

The Marking Criteria Website includes more information about assessment andresources for you to download: www.arts.ac.uk/assessment/marking criteria



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University of the Arts London

Undergraduate Marking Criteria

UALv8 2011 (Word)

Criteria Level of Achievement Indicators

Fail

F

Marginal Fail

E

Pass

D C B A

1 Research

Systematic identification

and investigation of

appropriate sources Not assessed in this unit

F E D C B A

2 Analysis

Examination and

interpretation of

resources

Little or no evidence of

examination of source

material

Constituent elements

may be incorrectly

identified; analysis may

be attempted but not

justified

Key elements within

relevant information are

identified, but may lack

accurate interpretation

Accurate interpretation

of the relationships

between constituent

elements

Accurate interpretation

and evaluation of

relationships between

elements

Accurate and perhaps

personally based synthesis

and evaluation of elements

F E D C B A

3 Subject Knowledge

Understanding and

application of subject

knowledge and

underlying principles

Unable to evidence or

articulate basic principles

and knowledge related to

the subject

Limited knowledge

of the subject and its

development

Evidence of

understanding key

aspects of the subject

context, in current

debates and / or

historical background.

References to some

relevant movements /people

Accurate

understanding of

subject context.

References to key

movements and

people

Accurate, extensive

understanding of subject

context.

Evidence of appreciation

of the relative

significance of

movements and people

Contributes to the subject

debate by assimilating

knowledge into a personal

hypothesis (or elements of /

the beginnings of one)

F E D C B A

4 Experimentation

Problem solving, risk

taking, experimentation

and testing of ideas and

materials in the

realisation of concepts

Not assessed in this unit

F E D C B A

5 Technical

Competence

Skills to enable the

execution of ideas

appropriate to the

medium

Not assessed in this unit

F E D C B A

6 Communication and

Presentation

Clarity of purpose; skills

in the selected media;

awareness and adoption

of appropriate

conventions; sensitivity to

the needs of the

audience

Ineffective use of

visual / oral / written

communication

conventions in the

production and

presentation of ideas

Partial lack of awareness

and observance of

conventions and

standards; lack of clarity

in structure selection and

organisation of

information; lack of

awareness of audience

Conventions and

standards are applied;

structure is clear;

information selection and

organisation shows


requirements and

preferences

Communication media

have been selected /

used with good

judgement; standards

and conventions of

use have been fully

adhered to; decisions

show awareness of

the audience and the

context

The nature and strengths

of appropriate

communication media

have been exploited;

information has been

selected, organised

and presented showing


and context

Message and medium are

unified with personal style;

the communication is

persuasive and compelling;

it takes full account of

diverse audience needs

F E D C B A

7 Personal

and Professional

Development

Management of learning

through reflection,

planning, self direction,

subject engagement and

commitment

Consistent lack of

evidence of reflection or

planning for learning. No

awareness of personal

strengths and

weaknesses in relation to

task

Sporadic evidence of

reflection and planning

for learning but not

followed through

consistently. Incomplete

awareness of personal

strengths and

weaknesses

Evidence that reflection

and planning have led to

increased subject

engagement

and commitment.

Developing an

awareness of strengths

and weaknesses

Evidence that a cycle

of reflection and

planning has been

iterative and

productive. Actively

works to develop

strengths and mitigate

weaknesses

Reflection and planning

is self directed, iterative,

habitual and evidenced

clearly. Strengths have

been built on,

weaknesses have been

mitigated

Takes full responsibility for

own learning and

development through

iterative cycles of well

articulated purposeful

analysis and planning,

supported by extensive

evidence

F E D C B A

8 Collaborative and / or

Independent

Professional Working

Demonstration of suitable

behaviour for working in

a professional context

alone, or with others

Does not collaborate with

others; unproductive

working alone; shows no

knowledge of related

profession

Collaborates reluctantly;

struggles to produce

work alone; has

unrealistic view of

professional life

Awareness of main

standards required of

relevant profession.

Able to work both

collaboratively and

independently

Aware of and able to

meet most standards

required of relevant

profession in

simulated or real

professional situations.

Productive when

working in a team or

working alone

Aware of and able to

meet most standards

required of relevant

profession in simulated or

real professional

situations. May work well

in a team, provide

effective leadership, and

demonstrate a well

rounded profile working

alone

Integrates a sense of own

identity productively into

real or simulated

professional situations. Can

work comfortably as a team

member, in a leadership

role, or alone



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University of the Arts LondonUndergraduate AssessmentFeedback Sheet

Student Name Course Unit Title / Code

Type of Assessment

Staff Assessment

Self Assessment

Peer Assessment

Formative

Summative

Name of Student Text

Date of Assessment Student ID Course Unit Level

Date AA 000000 0

Assessment Title Course and College Assignment / Project Title

Text Course

College

Text

Marking Criteria Level of Achievement Criteria Specific Comments (optional)

Fail Pass Where criteria do not apply, write n/a in the comments box

1 Research

Systematic identification and

investigation of a range of academic

and cultural sources

Text hereTo indicate achievement level, highlight the grey bullet inthe text box below the relevant grade and change the fontcolour to black

F E D C B A



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2 Analysis

Examination and interpretation of

resources

Text here

F E D C B A

3 Subject Knowledge

Understanding and application of

subject knowledge and underlying

principles

Text here

F E D C B A

4 ExperimentationProblem solving, risk taking,experimentation and testing of ideas

and materials in the realisation of

concepts

Text here

F E D C B A

5 Technical Competence

Skills to enable the execution of ideas

appropriate to the medium

Text here

F E D C B A

6 Communication and Presentation

Clarity of purpose; skills in the selected

media; awareness and adoption of

appropriate conventions; sensitivity to

the needs of diverse audiences

Text here

F E D C B A

7 Personal and Professional

Development

Management of learning through

reflection, planning, self direction,

subject engagement and commitment

Text here

F E D C B A

8 Collaborative and / or Independent

Professional Working

Demonstrates suitable behaviour for

working in a professional context alone

or with others in diverse teams

Text hereF E D C B A

The feedback you are given should be

informed by the criteria and should

help you plan and execute work in

the future as well as understand how

your grade was arrived at. Grades are

arrived at through markers holistic

judgement informed by the criteria

General comments and advice on how to improve your work in the future

Text

Marker(s)

Name(s) of Marker(s)

Signature(s)

Date Grade This is an indicative grade which is subject to moderation and ratification by the Board ofExaminers.

Internal verification complete / pending / not required

Date

UALv8 2011

ASSESSMENT DEADLINES

Planning, time management and meeting of deadlines are part of the professional skills

expected of students. For this reason, and to avoid students building up a backlog of work

and to be fair to all students, no extensions beyond the notified submission date

(Wednesday) are allowed. Students who submit work late will be deemed to have f18th January

2012ailed that particular assessment. The procedures regarding extenuating circumstances

(see next) apply. Students should contact their Course Director and the Academic Leader-



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Context at the earliest opportunity if a deadline is missed. Course Directors have the discretion

to act appropriately in cases of exceptional emergency.

EXTENUATING CIRCUMSTANCES

There may be exceptional circumstances that affect your ability to meet an assessment

deadline or affect the level of your performance in an assessment. Extenuating

Circumstances are normally defined as circumstances which are unexpected, significantly

disruptive and beyond your control, and which may have affected your academic

performance.

You should complete an Extenuating Circumstances claim form and lodge this with the

Academic Services Office, Peckham Road, together with written evidence to support yourclaim, as per University of the Arts London guidelines (these guidelines, along with the

form, are available from the College or on the website of the University of the Arts London

Secretary). The Students Union is also available to advise you in this matter.

It is your responsibility to make any Extenuating Circumstances known to the Course

Director and to submit the appropriate documentation within the deadlines set (see Course

Handbook, Regulations).

Extenuating Circumstances relating to late submissions will not be accepted without a

copy of confirmation that the work has been handed in from the respective School/Course

team. You are advised to submit work at the earliest opportunity on your return to College,

even if as a result of the Extenuating Circumstance, it is incomplete.



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ACCOMMODATED ASSESSMENT

The University is fully committed to ensuring parity of treatment for all students. As part of

this it recognises that disabled students may have an entitlement to support and need

reasonable adjustments made whilst on course and at assessment. These adjustments

can include accommodated assessment. For example: a deaf student, for whom spoken

English is not their main language, may make use of a communicator or a dyslexic student

may be offered the opportunity to do a viva voce when required to present written work.

In order to ensure that the correct reasonable adjustments are put in place and an

appropriate level of support is being provided you should discuss your individual needs

with your Course Director and a member of the Academic Support team. This should be

done as soon as you can and preferably no later than 14 days before the deadline of any

assessed work.

Please note that a disability itself does not constitute an extenuating circumstance in

assessment (see above).

WHAT IS ACADEMIC MISCONDUCT?

Academic Misconduct refers to any form of academic cheating. Examples include:

Plagiarism (presenting the work of others as if it were your own)

Submitting assignments downloaded from the internet

Commissioning another person to produce a piece of work without acknowledgement

Cheating in examinations

Colluding with others to submit work (including friends or family who work with you

unacknowledged)

Plagiarism is the commonest form of cheating and is defined as stealing another person's

ideas and presenting them as though they were your own. Some examples include:

Copying from a text-book, journal article, thesis, essay or website without providing

adequate reference to the author



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Reproducing original artwork, designs, film, sound or performance and presenting

them as though they were your own

Copying someone elses programme, database, web-page or multimedia

presentation without acknowledging their work

Throughout your studies, you will be encouraged to reference the work of other artists,

writers, designers or performers in your work. Tutors will expect to find reference to the

sources of your ideas in supporting documentation such as sketchbooks or initial drafts.

This is an essential and valuable part of your education. As long as the source of the

ideas is acknowledged, this is not plagiarism.

How to avoid Academic Misconduct and Plagiarism

Make sure that, for any assignment, you refer to the Universitys guidance on accepted and

acceptable forms of referencing. This lists the correct way to reference any source, from

books, journals and essays to works of art, computer programmes and web pages.

Always acknowledge anyone else's ideas that you use in your work by quoting the source of

the information. There are different ways of doing this, for example:

In an essay orassignment, when quoting another person's words "put their words in

quotation marks" and properly reference the author within the text and in the

bibliography

In computer software show where the information has come from in the

acknowledgements or credits, e.g. programme design - A Brown, or Graphics - J

Smith

When using an artefact, put a caption against the object, e.g. "original photograph by

Cartier-Bresson";

If presenting an original piece of work based on an existing design or work of art,

quote the source, e.g. "after Rodin", "after Eckersley"



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If using a strategy of `appropriation' (i.e. the deliberate and conscious use of the style

and images of another artist) make sure you tell your tutors what you are doing and

why and acknowledge the strategy when submitting work for assessment

In a group project make sure all the members of the group are listed. If individuals

undertake specific work within the project, make sure that this is acknowledged

In examinations do not copy another person's work. Do not quote passages from a

text-book or journal without acknowledging the source

Failure to acknowledge the use of another person's ideas in your work may be considered a

breach of the University of the Arts London's academic regulations; it may also constitute a

breach of intellectual property rights, e.g. copyright. Such an offence is likely to lead to failure

of that assignment and/ or unit and serious or repeated offences may lead to failure of the

whole stage of the course, suspension or even expulsion. In addition a breach of copyright

may lead to legal action.

LIBRARY SERVICES

Guide to finding information

The Library has a wide range of information resources to help you with your research.

Books, videos/dvds & cds held in the library can be found using the library catalogue

http://voyager.arts.ac.uk

When doing a search on the library catalogue it is good practice to have a list ofkeywords

and terms that describe your research subject or topic and search using those different

key words.

When you find a record of a title you want to look at you need to note down the

shelfmark number which tells you on which shelf you will find the item in the library.

Books are arranged using a subject classification system, organised by the shelfmark

numbers so that books on the same subject can be found in the same section. There are

signs to guide you around the collection, or ask a member of library staff for help.



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Books are usually 3 week loans, DVDs and videos are 1 week loans. Please remember to

return or renew your books on time or you will have to pay a fine!

You can access My Accountvia the Library Catalogue to see what you have on loan,

renew books (up to 4 times), check reservations and requests, and look at your loan

historyto see what you have previously borrowed. To use My Account you need the

barcode number on your ID card.

You can borrow from all the libraries in the university Camberwell, Central Saint Martins,

Chelsea, London College of Fashion, London College of Communication and Wimbledon.

Periodicals. The library at Camberwell has about 200 periodical (magazine) titles for up-

to-date information, and back issues of many for in depth research. It is good practice to

regularly browse through the latest issues of periodicals to keep up to date with your

subject and areas of interest.

The e-library http://www.arts.ac.uk/library/e-library.htm gives access to a wide range of

electronic resources :-

E-journal articles accessed via databases such asArt Full Text,Academic Search Elite,

and JSTOR

References to articles can be found using database indexes such asArt Bibliographies

Modern and Design and Applied Arts Index

News archives such as Nexis good for exhibition reviews and current awareness

Online still and moving image and sound resources

Web based resources and subject gateways such as Intute

http://www.intute.ac.uk/artsandhumanities/

Researching from home The Library Services home page http://www.arts.ac.uk/library is

a gateway to the library catalogue and the e-library. Many of the databases are available

for you to also use outside college, wherever you have access to the internet. More

information can be found at:http://www.arts.ac.uk/off-campus-access.htm

Some other information sources Use the indexes and bibliographies in the books you read.



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For information about specialist organisations check the Directory of British

Associations (in the library at 062 QREF).

The National Art Library for art and design history (http://www.vam.ac.uk/nal/)

The British Library for humanities and science and technical information

(http://www.bl.uk/)

You can also use other universities libraries using SCONUL Access. Ask at the Issue

Desk and check http://www.access.sconul.ac.uk

Other specialized libraries are listed on the other libraries page of the Library Services

home page at http://www.arts.ac.uk/library/other.htm

Inter-library loans you can request books or periodical articles that you cannot find

anywhere else through the inter-library loan service.

Harvard referencing help sheets on the Harvard system for referencing information

sources and a guide to avoiding plagiarism can be found at

http://www.arts.ac.uk/library/skills.htm

Extra help Students who are registered with a disability including dyslexia are entitled to

extended loan periods for books, dvds and videos. The Library also has assistive software

and adapted pcs for you to use in OACC. Please ask at the Issue Desk if you need any

particular help finding and using the library or accessing online resources.

Library opening times

During term time the Library and Open Access Computer Centre (OACC) at Peckham

Road are open

Monday 9.30 7.30

Tuesday 10.00 7.30

Wednesday, Thursday and Friday 9.30 7.30

Please check with the library for the opening times during vacations.

Details of all Library services can be found at www.arts.ac.uk/library



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FINDING WRITING HARD?

Academic Support: Christine Bowmaker - [email protected]

Study Support: Wednesday afternoons in the Library at the roundtable.

Drop-in 2-4pm

ForEnglish Language Support please check the CONTEXT Blackboard site for current

information

Live/Work Support with Fran Cottell: Wednesday afternoons in the CONTEXT office,Room 214, South Block Peckham Road. Check the CONTEXT Blackboard site for tutorial.

Bookable Study Support tutorials with Yvonne Kulagowski (usually on Wednesday); in

the CONTEXT office, Room 214, South Block Peckham Road. Check the CONTEXT

Blackboard site for tutorial times and availability.

Academic Leader - Context: Yvonne Kulagowski

[email protected]

Live Project Work Placement Coordinator: Fran Cottell

[email protected]



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RISK ASSESSMENT & INSURANCE

It is important that ALL live project students are covered by insurance and should complete

a Risk Assessment Form.

This should be filled out and given to your subject tutor, a minimum of 14 days in advance,

in order to make sure everything has been checked and agreed.

Please read the following three pages, pages 14 to 16 carefully and fill out the forms as

instructed.

Additional forms are available in hard copy from course staff, Yvonne Kulagowski and Fran

Cottell.

WORK PLACEMENT AS RESEARCH DONE PRIOR TO

YOUR LIVE PROJECT

In the event of your doing a work placement as research prior to your live project a Health

& Safety and Insurance Form must be completed, please see pages 19 to 23.

Please take time to read through the sections titled RESPONSIBILITIES AND

ENTITLEMENTS OF STUDENTS RELATING TO WORK PLACEMENT LEARNING and

HEALTH AND SAFETY CONSIDERATIONS WHILE WORKING AWAY FROM

COLLEGE.



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University of the Arts General Risk Assessment Form

1. Id. Code

College / Pro-Rectorate School / Dept.

Name/s of Assessor/s Location

Date of Assessment Review Date

Risk Assessment of:

2. Description of task / activity / area

3. Identification of hazards and risks

Identification of hazards and risks Risk rating

4. Existing Control Measures

Are the control measures adequate? Yes No

5. Overall risk rating

Multipledeaths

Singledeath

Major injury Lost time Minor injury Delay

Certain Intolerable Intolerable Substantial Substantial Significant Significant

Very likely Intolerable Intolerable Substantial Substantial Significant Moderate

Likely Intolerable Substantial Substantial Significant Significant Moderate

May happen Substantial Significant Significant Significant Acceptable Acceptable

Unlikely Significant Moderate Moderate Acceptable Acceptable Trivial

Very unlikely Moderate Moderate Acceptable Trivial Trivial Trivial

6. Additional Control Measures Required

Will additional control measures reduce the risk to an acceptable level? Yes No

CONTEXT Blackboard Site login for information & announcements

Likelihood Severity Total rating

With current control measures

With additional recommendations

19


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7. Actions

Action Person responsible Acknowledged Time scale Date completed

Has a safe system of work been completed? Yes No Notrequired

Risk assessment accepted by (manager)..(print name).(signature)Date.



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Matrix Table explained

Multipledeaths

Singledeath

Major injury Lost time Minor injury Delay

Certain Intolerable Intolerable Substantial Substantial Significant Significant

Very likely Intolerable Intolerable Substantial Substantial Significant Moderate

Likely Intolerable Substantial Substantial Significant Significant ModerateMay happen Substantial Significant Significant Significant Acceptable Acceptable

Unlikely Significant Moderate Moderate Acceptable Acceptable Trivial

Very unlikely Moderate Moderate Acceptable Trivial Trivial Trivial

A guide to relating damage to injury for the above matrix(taken from Croner risk assessment , may 2004)

Multiple deaths < 1000,000 damage

Single death < 100,000 damage

Major injury < 10,000 damage

Lost time < 1000 damage

Minor injury < 100 damage

Delay No damage

Action prioritisation table following a risk assessment (taken form Croners risk assessment)

Risk Level Action and timescale

Trivial No action is required to deal with trivial risks, and no documentary records need bekept

Acceptable No further preventive action is necessary, but consideration should be given to morecost-effective solutions, or improvements that impose no additional cost burden.Monitoring is required to ensure that controls are maintained.

Moderate Efforts should be made to reduce the risk, but the cost of prevention should becarefully measured and limited. Risk reduction measures should normally beimplemented within three to six months, depending on the number of people exposed

to the hazardSignificant If an extremely harmful situation may arise, even if highly unlikely, a specific re-

evaluation of the task should be undertaken to establish more stringent controls.Work should be closely monitored until the risk has been significantly reduced. Thisreduction in risk should be achieved in a short time period.

Substantial Work should not be started until the risk has been reduced. Considerable resourcesmay have to be allocated to reduce the risk. Where the risk involves critical work inprogress, the problem should normally be remedied as soon as reasonably practicablebut within one to three months, depending on the number of people exposed to thehazard.

Intolerable Work should not be started or continued until the risk level has been reduced. Whilethe control measure selected should be cost-effective , legally there is an absolute dutyto reduce the risk. This means that if it is not possible to reduce the risk even withunlimited resources, then the work must not begin or must remain prohibited.



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RESPONSIBILITIES AND ENTITLEMENTS OF

STUDENTS RELATING TO WORK PLACEMENT

LEARNING

Students undertaking work-based or placement learning have entitlements as

individuals, as well as obligations and responsibilities towards the awarding

institution, learning provider, and to others such as customers, clients, service

users, other employees and the general public. Students have a responsibility

to meet the norms and expectations for professional conduct in the particular

field of work or study that they are undertaking through the work-based or

placement learning including those students who are on an overseas

placement. For example, students on health-related practice must conduct

themselves and practice within an ethical framework. For those students

using their existing workplace for their work-based learning, such norms,

expectations and responsibilities are often covered in an employment contract

and may be more obvious than for students joining a workplace to undertake

a placement.

It is helpful for students if these norms, responsibilities and expectations are

clearly stated and understood at the outset of the work-based or placement

learning opportunity. Students should be made aware of their entitlements to,

for example, work in a safe environment and to be treated in accordance with

applicable legislation, as well as being fully informed of their responsibilities,

including those under statutory legislation covering, for example, the need for

client or patient confidentiality, intellectual property rights and data protection.

It is important that the partners involved in the work-based or placement

learning agree how they will provide each other with an early warning of

potential problems that may prevent students' progress or satisfactory

completion of their learning outcomes. Students should be informed of the

procedures that they should follow and whom they should contact if problems

occur.



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Information, support and guidance for work placement.

There is a wide range of information, support and guidance on work-based or

placement learning opportunities that can be selected according to both the

nature and type(s) of opportunities being provided and the students involved.

All students, whether full- or part-time, undertaking distance learning or on an

overseas placement, benefit from having information about the level and

amount of guidance and support available to them, how they can access it,

who will be providing it, the frequency that such support may be available and

who to contact in the case of an emergency.

(Source QAA Code of practice for the assurance of academic quality standards in higher

education. Section 9: Work-based and placement learning - September 2007)

Health & Safety and Insurance

It is important that ALL work placement students are covered by insurance.

- NO WORK PLACEMENT should begin without appropriate

insurance cover.

- For UK placements forms must be completed (and signed by your

course director) a minimum of 3 weeks prior to start.

- For Overseas placements forms must be completed (and signed by

your course director) a minimum of 6 weeks prior to start.

*Forms will be sent to the email address you gave subject staff in the Summer

Term. IF THIS IS INCORRECT EMAIL YOUR CURRENT EMAIL ADDRESS

TO: [email protected]

Health & Safety and Insurance

Please read the following five pages carefully and fill out the forms as

instructed.

Additional forms are available in hard copy from course staff, Yvonne

Kulagowski or Fran Cottell



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HEALTH AND SAFETY CONSIDERATIONSWHILE WORKING AWAY FROM COLLEGEThe University has detailed procedures to ensure that your health and safety is not put at risk while

you are on the College premises. As far as is reasonably practicable, the College aims to ensure

you are not placed in a situation that would put your health and safety at risk when you are working

off site, away from the College. You will need to be aware of what questions to ask and what to do,

to help ensure your health and safety. On the next page there is a questionnaire for your guidance.

Do not be afraid to ask the people you will be working with if you are not sure of how to work

safely. If you require clarification or help on any health and safety concern while working away

from the college, you can contact me for advice. Dont wait until you get back to the

college!

Abigail Dickinson, CCW Health and Safety Advisorcan be reached on Tel No: 020 7514

7868 or by E-mail:[email protected]

Live Project / Work Placement Health and Safety / Insurance Form

To be completed at least3 weeks in advance of your project/placement ifin the UK.For students working outside the UKto be completed at least 6 weeks in advance of yourproject/placement.

Student Name:Contact details Mobile/Tel: Email:

BA Hons Course Subject:

Client/Host organisation:

Name and Position of Client / Host:

Postal address of Client / Host:

Postcode: Country:

E-mail address:

Telephone number:

Project / Placement dates:

From: To:

Course Director :

Live project / Work placement supervisor :

mailto:[email protected]:[email protected]:[email protected]


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Please read all sections carefully

Health and Safety Guidance for Live Project or WorkPlacement.

The following information should be established on your first day working in new/ unfamiliar

premises:

To whom do you communicate that you are a visitor on the premises? Making your

presence and departure known can help ensure your safety especially in the event of

an emergency.

What are the companies/ premises emergency procedures? i.e. fire evacuation

procedures, bombs procedures, flooding, earthquake, hurricane procedures.*

What does the fire alarm sound like and where is the assembly point?*

What escape routes are available from the premises? You should walk all escape

routes so you are familiar with all alternative means of escape and how to operate the

exit doors in an emergency.*

What are the first aid arrangements (including names of first aiders/ location of first

aid box)?

What is the procedure for raising safety concerns?

What is the accident reporting procedure?

*These points should also be applied to any accommodation that you stay in.

Safety in your work activities Points to consider:

Are any of the materials that you will be using or in contact with likely to harm your

health? Warning labels on packaging can normally identify if a material is hazardous.

If materials are hazardous ask what can be done to reduce the likelihood of harm. Do

you need personal protective equipment i.e. safety gloves, safety glasses? Is good

ventilation required?

Can any of the equipment or tools that you will be using cause personal injury? Is it

possible to come into contact with or get trapped or entangled in moving parts of

machinery? Could materials be ejected from machines such as grinding wheels?Does equipment present any non-mechanical hazards such as electrical hazards,

noise, vibration, dust, fume, or does it have ergonomic (layout) faults. Are there

safety features on the equipment? How do you use the equipment safely? Training

should be provided before using unfamiliar machinery and equipment. Training

should identify any hazards and explain how the equipment can be used safely.

Will you be required to lift, move, and support loads by hand or by bodily force? If yes

you should be shown how to do it safely.



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Will you be required to work at height? Is it appropriate to use a ladder for the task or

is a working platform or other equipment required? Is equipment free from damage?

Have you been instructed how to use the equipment safely? Never work beside

unprotected edges where there is a possibility of falling.

The use of computers or other display screen equipment for continuous long periods

can cause fatigue, stress and potentially physical aches and pains. You can help

avoid these problems by taking frequent breaks from the equipment and maintaining

a good posture when using the equipment.

Do you need to remove jewellery, tie back hair to work safely? Dress appropriately for

the work environment and activities i.e. open sandals should not be worn in

workshops, loose fitting clothing should not be worn when using machinery, to avoid

entanglement with moving parts.

If you feel that there is a risk of injury do not undertake the task.

Personal Safety points to consider:

Be aware of your personal safety. Remove yourself from any situation that makes you

feel vulnerable. Immediately report any such situations to the College. Do not take

chances with your personal safety.

Does somebody you trust know where you are at all times when out and about? Do

you know where you are going and how to get there? If you return home after dark

have you considered possible risks (e.g. where you parked the car, availability of

public transport etc)? If using public transport wait in well lit areas. Do not use

unlicensed cabs. Avoid sitting in empty carriages.

Take care of your personal possessions. Is there a secure place that you can store

personal items?

Further safety information is available on the Heath and Safety Executive Website:

www.hse.gov.uk

Our Health and Safety Regulations are based on European wide standards. Outside

of the European Community standards can vary considerably. Additional Guidance

and Questions to Consider when your Live Project or Work Placement is outside the

United Kingdom:

Never change your travel plans without confirming the change with the College.

Make sure you are aware of local conditions that may affect your health and safety

i.e. climatic extremes, contaminated food and water, crime.

Well in advance of your travel date investigate whether vaccinations or medication is

required for travel to your proposed destination. Seek advice from your GP.

Alternatively the Department of Health can provide advice.

http://www.hse.gov.uk/http://www.hse.gov.uk/


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The Foreign and Commonwealth Office can provide advice on risks in countries

subject to political change, internal disorder or natural disasters. You should check

these details before booking work placements in and travelling to politically or

geographically volatile areas.

Unsafe working practices i.e. no guards on machines, use of hazardous materials,

lack of protective, equipment may be the norm is some countries, but do not take

risks with your safety.

I have read and understood the questions and guidance and have supplied all the requiredinformation to cover my live project/work placement.

Student Name: BA Hons Course:

Student to sign and date:

Course Director to sign and date:

Additional notes and recommendations to the above Health and Safety Guidance, inthe light of the students particular placement/project attached YES / NO

PLEASE RETURN COMPLETED FORMS DIRECT TO THE ACADEMIC SERVICES

TEAM, ADMINISTRATION OFFICE PECKHAM ROAD

NB: If the student is taking up more than one work placement a fully completed formwill be required for each work placement.

Abigail Dickinson CCW Health and Safety Advisor. On completion, duplicate and retain a copy foryour files.

Health and Safety

Addition information required for students working outside of the UK

To be completed once your project/placement has been agreed by college administration/course

director. This form should be given to college administration .

Travel plans:

Flight information:

Outward Journey Flight number:

Destination:

Departure time: Arrival time:

Return Journey Flight number:

Destination:

Departure time: Arrival time:



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Accommodation address:

Telephone: E-mail address:

Name of next of kin:

Address:

Telephone: E-mail address:

Check list

Health and Safety / Insurance Form to be completed at least 3 weeks (if in UK) or6

weeks (if Abroad) in advance of your project / placement.

Work Placement to be returned to the Academic Services Team a minimum of3 weeks

(if in UK) or6 weeks (if Abroad) in advance of your project / placement.

Please carefully check all the information on your forms

Please check that you and your Course Director have both signed the forms

Unsigned forms will not be accepted

Email copies will not be accepted

Please return completed forms direct to the Academic Services Team, Administration

office room Peckham Road

Additional notes and recommendations to the above Health and Safety Guidance, in the light

of the students particular placement/project

Send by post to:

Academic Services Team / Administration Work Placement Insurance Form

Camberwell College of Arts

Peckham Road

London

SE5 8UF

On completion, duplicate and retain a copy for your records.



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WORK PLACEMENT FEEDBACK FORM

Name of student:

Course:

Name of work placement provider:

Dates of work placement: From To

QuestionsHow would you rate the health and safetystandards at your work placement? i.e.Excellent/ Good /Fair /Poor

Did you have any safety problems orconcerns during you work placement? Pleaseexplain.

Did you raise your safety concerns with theemployer?

Were your safety concerns resolved?

Did you receive all necessary training?

Were you provided with all necessaryprotective equipment?

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