Health Guide PDF

Integrated Health & Safety for Architecture Students in the Design Studio
Briefing notes for design tutors in schools of architecture
Prepared for the Special Interest Group for Health and safety in Design Education by Tim Gough RIBA Funded by the Centre for Education in the Built Environment
Contents
Integrated Health & Safety for Architecture Students in the Design Studio 1 Contents 1.0 2.0 3.0 4.0 5.0 Context and Introduction The Principles Application in the Design Studio design tutorials Application in the Design Studio crits and reviews Application elsewhere in the architecture school other teaching methods Application at Part Three Summary and feedback 2 3 5 6 10
11 13 14
6.0 7.0
Appendix I: Use of 3rd Party Video to introduce Health and Safety Issues into Undergraduate Architecture Programmes. 15 Appendix II: Use of student led case-studies to introduce Health and Safety Issues into Part 2 Architecture programmes. 19 Appendix III: Role play for Health and Safety
Health & Safety Scenario Version A Health & Safety Scenario Version B
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Appendix VI: Additional Material
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briefing notes for design tutors in schools of architecture
1.0
Context and Introduction

This briefing note is: to aid the teaching of health and safety in the design studios of schools of architecture for the teaching of Part One and Part Two of the RIBA/ARB criteria for validation of architecture courses (the Criteria) intended to be of use to full-time, part-time and visiting staff that is, both those who remain in architectural practice and those who do not
focused on regulation 13 of the Construction (Design and Management)
Regulations (CDM Regulation 13), which is a European-wide piece of legislation requiring designers in the construction industry to take account of - and if possible reduce - risks to construction workers when they are designing The Criteria set out the requirements for architecture courses in respect of health and safety as follows: Part One At Part 1 students will demonstrate, within coherent architectural designs and academic portfolio, the ability to integrate knowledge of. the impact on design of . health and safety both during the construction and occupation of a project Part Two At Part 2 students will demonstrate, within coherent architectural designs and academic portfolio, the ability to integrate understanding of. the impact on design of . health and safety both during the construction and occupation of a project Ability, Knowledge and Understanding are defined within a modified Blooms taxonomy of Awareness, Knowledge, Understanding and Ability, representing increased levels of achievement. The full Criteria definitions are given in the appendix. For the purposes of this briefing note it is helpful to emphasise:
the importance of integration of health and safety into coherent designs by the student that at Part 1, knowledge of this is required; and at Part 2 understanding is required This briefing note will therefore concentrate on the integration of the principles of CDM Regulation 13 into students design studio work at Part 1 and 2. This briefing note will not cover other possible parts of architecture courses in respect of health and safety.
2.0
The Principles
The principles of CDM Regulation 13 are straightforward: 1. whilst designing, designers are to try to reduce or remove hazards to construction workers which would occur if the design were built 2. designers should give collective measures priority over individual measures. [A good example of this is a flat roof from which someone could fall. Putting a guardrail around it is a collective measure which will protect anyone who goes onto the roof; putting a harness system on the roof is a less good solution to the hazard of falling, since it is an individual measure which people probably will not use.] 3. drawings and reports showing the design should give information about hazards where these remain part of the design For the purposes of the teaching of architecture, it is important to note that: these principles are not deterministic these principles are not prescriptive; there is no one prescribed solution but rather an infinity of possible solutions hazard reduction must be balanced against other design matters. Other technical issues, the requirements of the brief, the context, the design philosophy, aesthetics and other factors should all be taken into account in an integrated fashion by the student these principles can be applied in the context of any design strategy, from a unit or course which espouses a classical, beaux-arts, traditional or vernacular philosophy to one which champions a recourse to virtual networked worlds or installation art It is suggested that these principles can in the first instance be introduced to students outside the design studio in the context of technical lectures or technical seminars. This is discussed briefly at the end
3.0
Application in the Design Studio design tutorials

The Criteria require health and safety to be woven into students designs in an integrated fashion. The most appropriate and effective way in which this can happen is if ordinary design tutorials can occasionally incorporate a discussion of one or two of the principles given above. A way of achieving this is: for design tutors to make themselves familiar with the above principles for discussion of the principles to occur little and often during a sequence of tutorials as designs develop for a balance to be struck between this issue and the myriad of others which it is necessary for students to address in their designs. This means that in percentage terms the amount of time devoted to the issue will be small It is vital that application of the principles is not regarded by students as deterministic of design, or as an excuse for poor and badly integrated designs
Examples of matters which could be discussed and then addressed by students as their designs progress include: the siting of their building or design. Matters which students could consider and which can be known (at Part 1) or understood (at Part 2) include: i. location near railways, tramways, airfields or water. If a water-front location is proposed, has the potential drama of this been used by the student in the design? If not, then the building could either be relocated away from the water front to make construction less hazardous; or the student could be encouraged to make use of the drama and note in a design report that the hazard of water-front construction has been balanced against this benefit ii. location of the building within the site. If the design does not allow much space around it, that could prove a problem for the siting of cranes or the movement of materials around the site. This may encourage a more dense building leaving more of then site area free, or if not then the issue could be flagged in a design report
the basic method of construction. Matters which students could consider and which can be known (at Part 1) or understood (at Part 2) include:
i.
prefabrication? Prefabrication can reduce the hazards of construction work, since more of the work is done under controlled factory conditions. Obviously, such an initial design decision will effect all stages of the students design progress
ii.
traditional or innovative? If traditional, then this could be linked to the use of sustainable building materials; if innovative, this could be linked to automated methods of building construction
iii.
standardised components? Standardisation and repetition as a design strategy can reduce risks to construction workers by allowing them to work in familiar conditions
iv.
a unique and non-repetitious design? In an innovative design this can be linked to issues of prototyping and one-offs using CAD-CAM and CNC to reduce hazards. In more traditional design this could be linked to a use of non-repetitive craft skills which are potentially ergonomically more healthy than repetative tasks
Overall spatial configuration. Matters which students could consider and which can be known (at Part 1) or understood (at Part 2) include:
i.
flat, curved or sloping roofs.
If flat, is a guardrail incorporated
and can that provide terraces, roof-gardens and therefore safe access to external windows for cleaning and maintenance? If there is no guardrail, is this flagged up in a design report? If curved or sloped, does this provide an opportunity to incorporate a hydraulic access platform into the design? Or is the roof of traditional long-lived materials? ii. is the building tall? Does this provide the opportunity for innovative building techniques (prefabrication? robot construction?) to reduce the hazards of working at height? iii. does the building have a basement? This may give the opportunity for the student to consider modern methods of forming retaining walls, such as robotic sheet piling machines
In schools of architecture where there is an emphasis on technical knowledge, or where individual students have a particular interest, reference can be made to the two or three standard industry sources of information on reducing hazards whilst designing (see appendix)
4.0
Application in the Design Studio crits and reviews

Given the limited amount of time available for crits and reviews of students work and the range of other issues which must be covered, it may not be feasible or appropriate to address the principles of hazard reduction in that context. This will depend on the degree of emphasis within the school on technical matters, the nature of particular crits and students work, and the stage at which the review is occurring. Having a specific time set aside for technical crits where these issues can be addressed might be feasible, but has the danger of splitting off health and safety issues from other aspects of design work thus mitigating against the integration of them into coherent architectural designs
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5.0
Application elsewhere in the architecture school other teaching methods

The integration of the principles of hazard reduction into design work is the most effective way of ensuring that the issue is integrated into designs in a non-deterministic and non-limiting fashion. Other methods of teaching can be combined with studio teaching: lectures lectures or a lecture on the topic, as part of technical teaching, may be appropriate, particularly as an introduction to the principles and as a link to more complex applications of the principles in the construction industry. Such lectures could be carried out by technically aware members of staff, or by visiting lecturers specialising in the issue. However, it may be inappropriate to use health and safety experts who are not designers for this purpose, since their understanding of designing may not be adequate seminars case-studies staff- or student-led seminars may be appropriate case studies related either to a specific students work or to examples from outside the architecture school may be appropriate workshops where an intensive discussion of particular aspects of students designs can take place, perhaps with tutors from outside the school, may be appropriate history-based work Lectures, seminars or case studies could incorporate illustrative material taken the history of architecture, particularly if the architecture school has a strong tradition of history teaching. Examples could be taken, for instance, from Michelangelo as Genius and Entrepreneur which discusses in detail his concern for safe and practical building methods for San Lorenzos faade; or from discussions of the technology of French gothic cathedrals where it has been shown that the transition from sexpartite
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to quatripartite vaulting provides a safer construction method with less risk of progressive collapse theory-based work Lectures, seminars or case studies could incorporate illustrative materials taken from theories of architecture, where appropriate. For instance, Bernard Tschumis work on constraints at the AA in the late 1970s, inspired by the writings of Bataille, Perec and Hollier, could be used to show how increasing the constraints on design (such as in relation to health and safety) can act as a stimulus to creative action
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6.0
Application at Part Three

Application of the principles of health and safety at Part 3 is outside the scope of this briefing document. Nevertheless, work at Parts 1 and 2 needs to be seen in context. Not all students will progress through the three parts, and the aim of this briefing note in promoting the teaching and integration of straightforward methods of risk reduction is to help provide knowledge and tools to students which may prove useful outside the field of architecture practice. If the emphasis at Parts 1 and 2 were to be placed on the learning of the prescriptive health and safety rules of the construction industry, this would not be the case. If the principles of hazard reduction are included in Part 1 and 2 teaching, this should provide a good basis for the requirement of Part 3 that students show an ability to demonstrate that health and safety matters are integral to every stage of the design process (Criteria, page 10). The other requirement of Part 3 in respect of health and safety matters is a knowledge of legislation on health and safety and its application to design and construction. The acquisition of this knowledge will mesh with the understanding gained at Parts 1 and 2 of the principles
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7.0
Summary and feedback

This briefing paper has shown ways of integrating the principles of health and safety hazard reduction into design studio teaching in a nondeterministic manner. Knowledge and understanding of these principles is now integral to the architects work across the EU, and is part of the ARB/RIBA Criteria for Validation. This is the first edition of this briefing note. The authors welcome comments and criticism of it and suggestions of improvements to it. Please email us at caringforquality@kingston.ac.uk
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Appendix I: Use of 3rd Party Video to introduce Health and Safety Issues into Undergraduate Architecture Programmes.
The Problem
Traditionally the consideration of health and safety has been dealt with within the lecture based elements of the curriculum such as Management, Practice and Law or Technology teaching. The integration into design has therefore been perceived as a weakness. The other problem, is that health and safety has been taught from the perspective of the problematic, rather than as something which if approached positively, as part of the design process, can enhance the quality of the end product and contribute to meeting the KPIs of Sustainabilty and Respect for People.
The Aims
One of the main aims of this project was to attempt to make the consideration of health and safety in design, exciting, interesting and relevant to students of architecture.
Teaching : Methods
This project used a 3 rd Party Video to introduce Health and Safety issues into Level 2 of an undergraduate architecture programme. The Channel 4 series, Power to Art was used. Students had undertaken a visit to the Tate Modern, at Level 1 and therefore had a tangible experience of the building as an experience and an important architectural project. The use of an iconic building, lauded for its architectural qualities and its public significance helped to reinforce the message that all projects need to have the consideration of health and safety as an integral part of the design parameters and that the more innovative and high profile the project the greater the need to make the right choices at the right times. This video was thought to be particularly useful as it concentrated upon the human and dramatic progress of a large scale, public project. Being designed for use on network TV, it is non technical and moves with narrative drive.
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Over a series of weeks, episodes from the video were used at the start of a lecture or seminar and a series of questions and issues were then formulated to direct students to specific issues. The following are examples of the issues addressed: Problems about the use of existing buildings and the likelihood of the presence of dangerous structures, materials and substances e.g. asbestos, rot etc Issues relating to existing buildings where opening up reveals a need for more demolition than originally envisaged designing in uncertainty, The project was part of initiative to give employment opportunities to local unemployed, many of whom had little or no experience on site. Should the designer take note of this? The extraordinary processes involved in this type of construction project e.g. the diver who had to block the inlet pipe. General observation during the video of people on site, especially at high level, and whether they had appropriate protective clothing and/or equipment, General observation of the multitude of simultaneous processes undertaken in complex projects and the effect of design changes on the construction process. Emphasis was placed upon observation, the ability to reflect and the possibility for prediction. The sessions were run so as to encourage as many students as possible to contribute and after the first one or two sessions, students were primed to be looking out for issues and raising questions. A general quiz about what could be considered risk factors in terms of health and safety was included in the sessions, guided by a staff member. Evidence of success The sessions were deliberately run to be enjoyable as well as informative. The key was to keep the initial video clip sufficiently long to engage
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student interest but not too long to allow them to loose sight of the task in hand. No specific assessment was linked to these sessions but there is no reason why a continual assessment regime could not be used to allow students to answer a few specific questions each week. Suggestions for further use and similar projects. By using iconic or otherwise noteworthy buildings in this context reinforces the fact that the processes involved in achieving design excellence include far more than having a good design proposition. It makes obvious the team nature of architectural production. It also raises the interesting issue of how responsibility comes with authority, and that there are many consequences to every design decision. Publications such as the Technical Guidance Note T20.005, available from the Safety in Design website, can be introduced. This identifies in general terms, many of the issues which will have been elicited by watching the video. (www.safetyindesign.org ) There are other videos which might be used e.g. Grand Designs; Skyscraper etc. Where resources allow it might be possible to double up with other members of staff , e.g construction technologists, history/theory staff, so that the consideration of risk can be discussed within a broader discussion of design intent, design development, technical resolution and design quality. Example provided by Greenwich University School of Architecture and Construction
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Appendix II: Use of student led case-studies to introduce Health and Safety Issues into Part 2 Architecture programmes.
Project case-study.
After an intensive introduction to Professional Studies, including a session on Health and Safety, students are asked to look at a trophy project and see how a range of professional and administrative matters were considered. Emphasis is put on how the project developed from original design intent to realisation, and how aspects such as cost buildability, risk assessment etc impacted on the project. It also allows students to see how the responsibility for key issues within a project is defined by contractual agreements but how this becomes obscured by events and custom and practice reactions. Groups of students prepare Powerpoint or similar presentations and these and these are then presented to the assembled cohort. This develops team-working skills and goes towards meeting the Criteria in this area. It also encourages an atmosphere of critical peer review, essential to the development of reflective practice. Projects which have been used need not be limited to standard architectural projects. From experience, students may be more open to taking a critical stance when projects are led by other construction design professionals ie. Engineers, landscape architects. Successful studies might include the Millennium Bridge, the London Eye, the Millennium Dome, the GLA building and Swiss Re. The Constructing Experience website, www.constructingexcellence.org.uk may offer other projects. Most schools however, have easy access to projects through their own networks at regional, national or international level. There will be extensive coverage of the Olympic Projects and issues of health and safety have already been raised in connection with these projects. Whilst only 1 life was lost during the construction of venues for the Sydney Olympics, more that 35 lives had already been lost in Athens, with the final month of the project still to run. Radio and television programmes will be available. Face the Facts a R4 programme highlighted the health and safety problems in a broadcast on July 23 rd
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2004. Transcripts are available for the programme and some programmes are available digitally
Practice Case-study
A variation on this approach requires groups of students to choose an architectural practice to carry out an appraisal of its ethos, basic management structure and organisation. They then look at one project the practice has completed and see whether the organisation and ethos of the practice supported or impeded the successful competition of the project. Students are given a checklist of the aspects to review. This includes how health and safety is dealt with in the office and where it is fully integrated into the design process and supported by the QA system. In several cases, there were quality issues during construction which could be traced back to a lack of awareness of how a construction detail was to be constructed on site. This could be highlighted as a failure in risk assessment. In other cases, there were accidents on site during construction. A discussion about whether these were design related in any way could not be initiated.
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Appendix III: Role play for Health and Safety

The Problem
Due to the necessarily limited extent to which design intent can be carried through to realisation within architectural education, it is difficult for students to appreciate the impact of their design decisions on the construction process and the whole life of the project. This is a particular problem in demonstrating how risk assessment and design decisions relate to the health and safety of others during the construction phase of a building and beyond into maintenance and use.
The Aim of the project.

The design studio still forms the centre of architectural education, and learning by doing the key learning strategy employed. The aim of this project was to devise a learning vehicle which used the learning by doing strategy but was sufficiently self sufficient to be used outside a specific studio project.
The Learning Vehicle.

A role play exercise was devised and has now been used at a variety of levels in architectural education. It was first used as part of the Learning to Work:Working to Learn interdisciplinary research project to bring together practitioners and students, from across the construction disciplines, to consider a subject which concerned them all. The role play is scenario based and concerns the report of an accident on a construction site which has injured two members of the site staff and a member of the general public, who was in proximity to the site. Each participant is given a role and a brief personal context for the project and a specific piece or pieces of information, which, if revealed, will contribute to an understanding of how the accident occurred. The scenario is deliberately melodramatic and the individual roles caricatures. The exercise is devised to be enjoyable as well as informative and thought provoking.
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In the initial exercise, the named professionals e.g. architect, landscape architect, quantity surveyor etc. were played by members of the respective professions. These were either visiting practitioners or members of faculty. The assistants were students at the appropriate level - Level 3 and Diploma level Landscape students and Level 3 and final year Diploma students from Architecture. The exercise was undertaken over a full day and participants were provided with a base room, access to key H & S information and a very limited amount of additional project information. The participants were given no previous information and each character briefing was issued at the start of the session. As this initial project trial was to be filmed and linked to another room where facilitators were able to manage the input of information throughout the day, each professional office eg. architects or landscape architects were issued a home area for their private meetings but were able to initiate discussions with other groups with their mutual agreement.. Lunch was provided for the participants and no specific instructions were given to them as to whether they could step out of character. In the event, they all chose not to discuss the exercise and tended to keep to their respective groups. A deadline of 2.30pm was given for the Meeting with the Client, when all the participants were brought together. The person undertaking the role of the Client was briefed to hold the meeting with due formality, their main task during the morning being to establish a series of questions and key issues as the basis for the meeting. At the end of the day a debriefing session was held and participants were able to look at their performance during the exercise by reference to the video footage. The facilitators had been making notes throughout the day and this was fed back into a further appraisal of the scenario. Subsequent use of the role play, in a modified and simplified form was made at the RIBA Professional Practice Forum in 2002. In this case, an introductory Powerpoint presentation was made, introducing the need for further consideration of how matters relating to health and safety could be
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strengthened in the design element of architectural education. The participants were divided into groups and roles given to individuals. In this case, as the participants were more experienced and knowledgeable they were asked to identify the key issue for their individual character , have a discussion between the group to exchange information and after period of only 30 minutes be prepared to identify the key issues which had contributed to the reported incident on site and offer suggestions as to how it might have been avoided. The scenario has been used in a further modified form for 3 further groups, Diploma students as part of their Management Practice and Law module, Year out students, as part of the study days for students returning to the university whilst undertaking periods of professional experience, Part 3 students as part of a revision day which also included a scenario based dispute resolution exercise.
Assessment.
No specific assessment was attributed to the use of this role play. This was important to allow everyone involved to focus on the activity and not on any personal or competitive performance. In some cases however, students enthusiastically entered into the spirit of their character. This was particularly noticeable where architecture students were being asked to fill the roles of other construction professionals. As a result, issues about the stereotyping of fellow professionals and the barriers to team building could be usefully addressed.
The Outcomes
Although the focus of the role play was a matter of health and safety, the scenario raised a range of issues about team working, communication styles and effectiveness, risk awareness and risk management as well as giving the participants an opportunity to test knowledge and the application of knowledge of health and safety in relation to design. Issues raised by the initial running of the role play included,
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The importance of understanding the roles and responsibilities in a construction project The way risk assessments are carried out and how these might need to be re-addressed after design changes had been agreed. The importance of clear communication within a practice situation, The importance of communication between the wider design team and the need for structures to support this, The importance in recognising when a design decision is being made ie. When a specification is changed or an alternative construction method accepted, The importance of appropriate training for any staff going on site and the requirement for appropriate feedback of information within the practice, The need for time out reviews of a project as it progresses to identify new issues which are emerging and to verify that previously identified matters have been appropriately resolved. The exercise was the most successful when supported by a facilitator who was familiar with the individual roles and who could join in with groups for brief periods of time to suggest lines of enquiry, and guide the discussions. One of the key roles was that of the Client and this was best undertaken by a member of staff or experienced practitioner, who could respond to the other characters within the final meeting with a view to exposing as many of the issues as possible. This proved more successful than relying upon an extensive debriefing session. It is important to allow the participants to offer their own solutions and to react to the scenario. Matters of fact can be corrected during the debriefing and opportunities for further learning offered. Participants are encouraged to recognise the extent of their own skill and knowledge and to reflect on how this might be improved. Because the format requires individuals to exchange information and to identify the salient points in their individual stories and those of others, it reinforces the importance of clear communication between all members of the team and all levels. This
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has prompted discussions about the experience of working in practice and how improvements might be made. A key issue is address is how risk can be identified and appropriately managed. Practitioners reported that they found the exercise useful as CPD and that it had highlighted the importance of health and safety as an ongoing design issue rather than as a discrete procedural activity. In several cases, they considered it had highlighted other important issues about communication within practice and the need for all team members to be aware of their responsibilities and how their individual tasks fitted together within a project. Students tended to approach the scenario by looking to apportion blame or establish innocence, rather than taking time to look at the issues. Key pieces of information within the individual character briefings tended to be overlooked and so where younger and less experienced students were involved, it was found to be better to give an individual character to a pair of students rather than a single student. Further improvement could be made by mixing more experienced students with less experienced and by ensuring that there was adequate support from the facilitator. In some cases, students were keen to accept responsibility for matters outside their control. This offered an ideal opportunity to put health and safety into perspective and discuss how appropriate attention to risk identification and management, when integrated into the design process, could not only protect the interests of those involved in the construction process but also serve to protect design quality. The discussion of what constituted a design decision and who had responsibility for design was a common theme. The relationship between authority and responsibility was raised and tended to initiate heated discussion. Resources. Two versions of the Role Play have been attached. Version A is a complex
scenario, which requires a good level of contractual knowledge. This was devised for use with practitioners and students, to simulate a practice
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environment and was run as an interdisciplinary project with Quantity, Building and Valuation Surveyors, and Landscape Architects. Version B is simpler and demands only basic knowledge of a traditional construction contract process. The main roles are restricted to an architect, two assistants, a quantity surveyor, a project manager and a client. Elements of the scenario have been used in other schools and as scenario based questions at Part 3 level. Summary The role play is still evolving and it is our intention to construct a series of shorter scenarios, with resources, to focus on particular aspects of risk assessment in the design process. This does not substitute for its integration into studio based design projects but can be used to support learning and develop awareness. The most useful overall outcome has been to bring the subject of health and safety to life and to provide a way of generating awareness and encourage a need to know principle in relation to the subject.
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Health & Safety Scenario Version A

The Project:
A large commercial and residential project in a prestige area of the South East.
The Contract context:

The project started as a Developer led project with the involvement of an Architect, Structural Engineer, QS and Landscape Architect. In the initial phase the Architect was the main Client contact. However, there was a Client Representative from a Project Management firm who had been advising the Developer Client on the initial stages of the project. A Planning Supervisor was appointed. The initial scheme design was completed and whilst the scheme was in for Planning Approval, the Developer Client decided to opt for a Design & Build procurement method. The initial designs were taken up to Stage C with indicative details and a basic, generic specification completed to form the Employers Requirements. A D & B Contractor was appointed and the Architects and Landscape Architects were switched to work for the Contractor to complete the design work. The contract is JCT98 WCD. The Architects have been appointed on an initial SFA99 then a D&B SFA99, with Contractor Client. The Project Manager, a Building Surveyor by education is now acting as the Employers Agent.
The incident:
The project is within 3 months of completion after a 15 month construction period. It is May. A concrete floor finish had been specified to extend outside the perimeter of the building as part of the landscaping and then into the foyer and common parts of the building. There are external balconies on the upper floors and a similar detailed configuration is used there.
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A telephone call is received from the Project Manager informing the Architect and Landscape Architect that they are to attend a meeting to discuss a serious accident on the site. A site worker who was working on one of the balconies has slipped on the external floor finish and the pane of toughened glass, which he was about to fix to the inside of the balustrade, has fallen injuring another site worker and a member of the public. The site worker on the balustrade has also sustained a back injury. There are several issues to address: It appears that the external concrete floor finish to the balcony has developed an algae like growth in certain areas. This appears to be predominantly on the North and East sides of the property. The finish, as installed may have been the subject of a Change Order. The initial specification was a performance Specification and an or other approved statement. There was a basic risk assessment of the material but this related to the size and weight of the slabs. There were some late amendments to the balustrade details and the toughened glass panels were late arriving on site. As these were to be fitted to the inside face of the balustrades, the scaffold had already been struck. The glass panel was about to be fixed at the time of the accident. The Client has a Pre-let on the ground and 1st floor of the property for September and several of the residential properties on the upper floor have been sold subject to contract. The initial aim of the Exercise is for the various participants to decide what are the key issues for them and to agree an approach. They are to attend the meeting. No additional information will become available during the role play. The aim of the exercise is to illustrate; The integrative nature of the design and construction process
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The importance of a working knowledge of the relevant legislation The importance of a working knowledge of the relevant contractual and procedural matters The implications of design and construction decisions in relation to Health & Safety and upon the final use and value of a construction project. The following resources are included A copy of a character briefing for each character A copy of the letter received from the Contractor An indicative drawing of the project
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The Architect:
You are the Director of a large architectural practice. You have just taken over this project after a colleague resigned to take up a post overseas. The project is a Design and Build (JCT With Contractors Design). However, your practice was formally employed by the Employer/Client but was switched to the Contractor. You may not agree with this type of transfer of allegiance but, the Client is an important one for the firm and it is essential that you protect the interests of the practice. You do not feel that you have had as much contact with the Client as you would have liked. The Client appointed a Project Manager to act on their behalf and this has placed a barrier between your practice and the Client. The project has not been without problems. The contractor is clearly trying to reduce the specification and as you have no administrative role within the Contract (there is a Building Surveyor acting as the Employers Agent), you feel the design intent is being compromised. The Contractor has been hounding you for information throughout the project but you have no inspection role. However, you have been on site recently in order to attend meetings and deal with some problems with the co-ordination of information. From your visits, it appears that the Contractor is struggling to complete the project by the Completion Date. The site looks rather a mess and there are many different subcontractors vans parked on the site. You have worked with both the Landscape Architect and the QS before and get on quite well with them. However, you are relatively new to this project and will therefore rely on them to fill in some of the information about the design decisions. As a Director, you are obviously concerned about liability. Health & Safety is high on the government agenda and your practice is part of a high profile Consortium close to securing a series of Healthcare projects under a Partnering type agreement. These could secure the workload for the practice for at least the next 5 years. The Landscape Architect is part of that Consortium and so is the Contractor on this project. You have some young and inexperienced staff working on the project who are just out of college. They have been enthusiastically working on the
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design drawings and trying to keep the Contractor happy. However, as ever - not all information has been supplied in accordance with the Schedule of Information. In this scenario you are the most experienced member of the group and feel you should take a lead and calm the situation down.
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The Part 1 Architectural Assistant:

You have been in your present job for about 9 months and it has been a steep learning curve. University did not really prepare you for the technical issues you have been confronted with. You have been restricted to detailing and the overall project was designed long before you came on the scene. You are working in conjunction with a Part 2 Assistant. She is very
pleasant and has helped you a lot. There are a couple of students in the Landscape Architects practice and you have met up with them for a drink on a couple of occasions. The only area you have had some design input into has been in relation to the balustrading. You were asked to draw up the sketch done by the Project Architect who has now left. You are a bit scared of the Director who has taken over the project. You spend most of your time on the computer and are rather disappointed that you have not had the chance to design anything yet. You did get on site a couple of times. In fact you were on site when the accident happened. The Contractor needed some information quickly and you needed to take some as built measurements to check that the cloakroom fittings you were drawing up, as you knew some changes had been made. You were rather upset to see that your balustrade detail had been changed. It did not look as good as you had hoped. There seemed to be fewer vertical elements but the metal work was of a larger section. The site was drying out after a really rainy April. There were puddles on the upper balconies and they looked a mess. One of guys on site told you that they were waiting for them to dry out before they could seal them. You are horrified when you hear of the accident on site. Your friend at work seems worried that it was her specification that was at fault. You dont really know what to say. You dont feel you can help much.
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You have been in your present job for about 9 months and it has been a steep learning curve. University did not really prepare you for the technical issues you have been confronted with. You have been restricted to detailing and the overall project was designed long before you came on the scene. You are working in conjunction with a Landscape Assistant who you knew at college. She works for the Landscape Architects and is very good. She is a forceful character and you respect her judgement. The only area you have had some design input into has been in relation to the finishes. The Contractor seemed to really like the idea you came up with for the floor finish running seamlessly from the exterior of the building into the internal public spaces. At college your tutor was very keen on continuity of material. Your friend, the Landscape Assistant and you worked on the idea together. She concentrated on the exterior landscaping and planting and you specified the same material for the external balcony areas and living rooms of the apartments on the roof. The floor finish material as specified was cast concrete slabs with a coloured aggregate and a surface sealant. You really liked the idea of the concrete. The Contractor has spoken to you on the telephone on many occasions (usually asking why he didnt have the information he needed). You heard from the QS that the Contractor was not going to purchase the slabs from the manufacturer you specified but, as there was a substantial area of this floor finish, was having it made by a Subcontractor. The idea was to get it supplied as a basic slab and then have it polished and sealed on site. That seemed quite a good idea to you as that way the final finish would look pristine. You are horrified when you hear of the accident on site. You are of course worried that it was your specification that was at fault. You hate the idea that you might have caused any problems.
33
The Landscape Architect:

You are in a medium sized practice which you co-founded some 3 years ago. This is an important project for your practice. It is one for a major Client. It is one in which you are working with the Contractors and Architects who are part of a Consortium bid for HM Government Healthcare projects. You have two young staff working on this project who have been working with you since graduation and have been with you 9 months. The Part 3 student is a forceful personality and a very interesting designer and you like her ideas. The Year Out student is very eager but not very experienced. This is a large mixed use development on a landscaped parkland with lakes. You have been designing the hard landscaping and planting in relation to the architectural project. You are not very happy with the contractual arrangements. This has ended up as a Design and Build Project. You are now working for the Contractor who has employed a specialist groundworks and landscape subcontractor to carry out the works. They are used to working without independent designers and have continually suggested other specifications and alternative construction methods and details. The hard paving material as specified was cast concrete slabs with a coloured aggregate and a surface sealant. This is not a material that you have used before in this way. You are also unsure as to its overall durability. The weather has been terrible and the planting has been delayed until some of the areas have dried out. It is now May. You are horrified when you hear of the accident on site. You are very concerned about people friendly working conditions. The member of the public who was hurt was there, outside the site fence, helping with a wildlife project related to the lake. You are very concerned that your practice may be implicated in this accident. You hate the idea that you might be in some way responsible although you had nothing to do with the architectural
34
specification. Your staff are upset and there is a palpable tension within the wider design team.
35
The Part 2 Landscape Assistant:

You have been in your present job for about 9 months and it has been a steep learning curve. You have only been on this project half of the time. You have been given a very limited role and the overall project was designed long before you came on the scene. Your main job has been to draw up the hard landscaping details. You are working in conjunction with a Landscape Assistant who you knew at college. She is very good but very demanding. She is a very interesting designer and you like her ideas. You detailed the junctions between some of the external finishes and have also detailed some concrete seating areas in external public areas designed by your friend. The floor finish material as specified was cast concrete slabs with a coloured aggregate and a surface sealant. You do not really liked the idea of the concrete, you prefer brick, stone or timber. The weather has been terrible and the planting has been delayed until some of the areas have dried out. You have just been told about the accident on site. Surely the Contractor is responsible for site safety and so it cannot have anything to do with you but everyone else looks worried. Your friend is very concerned and so is your boss.
36
The Part 3 Landscape Assistant:

You have been in your present job for about 9 months and it has been a steep learning curve. University did not really prepare you for the technical issues you have been confronted with. You have been given a very responsible role and although the overall project was designed long before you came on the scene you have been made responsible for all the external planting and hard landscaping. You are working in conjunction with an Architectural Assistant who you knew at college. She works for the Architects and is very good. She is a very interesting designer and you like her ideas. She suggested using polished concrete slabs instead of the stone which had been the initial proposals. The Contractor seemed to really like the idea you both came up with for the floor finish running seamlessly from the exterior of the building into the internal public spaces. You concentrated on the exterior landscaping and planting and she specified the same material for the external balcony areas and living rooms of the apartments on the roof. You have also designed some concrete seating areas in external public areas. The floor finish material as specified was cast concrete slabs with a coloured aggregate and a surface sealant. You really liked the idea of the concrete. Your friend told you that she heard from the QS that the Contractor was not going to purchase the slabs from the manufacturer as specified but, as there was a substantial area of this floor finish, was having it made by a Subcontractor. The idea was to get it supplied as a basic slab and then have it polished and sealed on site. That seemed quite a good idea to you as that way the final finish would look pristine. However, the weather has been terrible and the planting has been delayed until some of the areas have dried out. You are horrified when you hear of the accident on site. You are very concerned about people friendly working conditions. The member of the public who was hurt was there, outside the site fence, helping with a wildlife project related to the lake. You hate
37
the idea that you might be in some way responsible although you had nothing to do with the architectural specification. Your friend is very upset.
38
Client Representative:
You have worked hard to develop a relationship with this Client. You are a mature Surveyor with considerable experience of the commercial property market. You are now a Director of a Project Management Company. Your role has been to advise the Client about the initial stages of the project. You helped with the choice of location and the acquisition of the site and despite an initial resistance, you eventually persuaded the Client that a D & B route would be better than a traditional procurement route. The Architects are good. However, although their basic design was very
good and it enabled the Client to get the Planning Permission, they are renowned for being over zealous at the detailed design stage. You have a very clear view of the market value of this scheme. It is not prime and will appeal to a limited market. You have helped find and arrange a prelet for the Commercial elements but the tenants are up against a tight time scale and must leave their existing accommodation in September. They require at least a 2 month fit-out period prior to moving in. You have a colleague who is acting as the Employers Agent for this contract. He is a sound chap and knows his business. The Contractor is a large well known company with a ferocious legal department. They have been difficult to deal with. You have received a telephone call from the Contractor informing you of the accident. This looks a messy one. Site accidents are always difficult but this also involves a member of the public. You are very concerned about effect of this accident on the programme and whether it will affect the pre-let. Your Client might well loose the tenant and incur a claim for damages. As yet, it is difficult to judge what has caused the problem and what the repercussions might be. You are also rather concerned about your colleague who is acting as Employers Agent and whether your company could be in any way implicated. You are advising the Project Manager to call a meeting with the Design Team.
39
Project Manager:
You are an employee of Project Management Company and are acting as the Employers Agent for this D & B contract. You were only brought in after the scheme had obtained Planning permission and the Employers Requirements had been put together and invitations to Tender were out. You work with a mature Surveyor from the Valuation side of the company. He is a sound chap and knows his business. The Contractor is a large well known company with a ferocious legal department. They have been difficult to deal with. The Architects and Landscape Architects were originally directly employed by the Client but have now been switched to the Contractor. He was reluctant to take them on at first. He had not worked with Landscape Architects before and thought that the Architects had over-specified the design. The Contractors Proposals, as agreed, had turned out to be a minefield! Many of the detailed specifications had been reworded and this had not been picked up early enough. They had in fact built quite a lot of leeway into the Proposals to allow for alternative specifications. The Architects have had a recent change of Project Architect and there have been several occasions when you have attended meetings and there has been an issue about the information flow from the Architects. There is always a problem with role of Employers Agent in that you have no real quality control mechanism. You have received a telephone call from the Contractor informing you of the accident. This looks a messy one. Site accidents are always difficult but this also involves a member of the public. You will be checking whether you might be implicated in the accident. You are not sure how - but the Contractors lawyers are always very quick to spread the blame as wide as possible.
40
The QS:
This project has been something of a baptism of fire for you. You started it on the basis of traditional full-service agreement and worked with the Design Team and the Client Representative in the early stages. It then went rather pear-shaped. The Client Representative, with whom you thought you had a good relationship, followed your suggestion of using D & B. The Architects were not very pleased. However, you didnt see the next move coming. Instead of appointing your practice as the Employers Agent, they used a Project Manager a Building Surveyor by profession from the Client Representatives firm. Your are still involved but as advisors to the Project Manager. You are not too impressed by the way he has carried out his role. He has been far too understanding with the Contractor. You would have been far tougher! The Contractors rode a coach and horses through the Employers Requirements and because of the Consultant Switch, no-one who really knew the project was left in a position of influence on the Client side. The Architects and Landscape Architects ended up with the Contractor and although you still meet them, they are relatively powerless in terms of influencing the quality or progress of the works. You go to site with the Project Manager and in your opinion the Contractor was well behind the original programme. There were definite signs of things getting out of sequence and a general sense of chaos on site. You had been on site yourself the day before the accident. It was a warm day one of only a few recently and you too had slipped on the external paving. The Site Agent had told one of the site staff to ,get a stiff brush and some water and brush over the slabs.
41
The Client:
You are a Director of a Development Company but, have only recently taken on a role of overseeing particular projects. This is your first large project. There are 4 main issues as far as you are concerned. What is the liability situation for your company? What will be the impact on the project and what liabilities / penalties may follow? Who is to blame? How will you deal with the problem internally within your company and externally in terms of PR? You will be looking for an ally in this. Your first reaction will be to talk to the Client Representative. He may then refer you to the Project Manager. You had good relations with the Architects at the beginning but the man you met initially has left the practice and there is a new Director on the project who you have only met on one previous occasion. You do know the Landscape Architect they did some work on your HQ building and you are personally very interested in plants and are a member of the RHS and a friend of Kew.
42
Health & Safety Scenario Version B

The Project:
A large commercial and residential project in a prestige area of the South East.
The Contract context:

The project is a Developer led project with the involvement of an Architect, Structural Engineer, QS and Landscape Architect. In the initial phase the Architect was the main Client contact. However, a Project Manager has now been appointed to represent the Client in all construction related matters. A Planning Supervisor was appointed.
A Contractor was appointed following a competitive tender process. The contract is JCT98 Private with Quantities.. The Architects have been appointed on an SFA2004. They are acting as Contract Administrators as well as primary designers. The Project Manager is a Building Surveyor by education.
The incident:
The project is within 3 months of completion after a 15 month construction period. There have been problems with cost and the Project Manager has been looking for cost savings in the later stages of the contract and many of the final finishes have been reduced or modified. It is May. A concrete floor finish had been specified to extend outside the perimeter of the building as part of the landscaping and then into the foyer and common parts of the building. There are external balconies on the upper floors and a similar detailed configuration is used there. A telephone call is received from the Project Manager informing the Architect and Landscape Architect that they are to attend a meeting to discuss a serious accident on the site. A site worker who was working on one of the balconies has slipped on the external floor finish and the pane of toughened glass, which he was about to fix to the inside of the balustrade, has fallen injuring another site worker and a member of the public. The site worker on the balustrade has also sustained a back injury.
43
There are several issues to address: It appears that the external concrete floor finish to the balcony has developed an algae like growth in certain areas. This appears to be predominantly on the North and East sides of the property. The finish, as installed may have been the subject of a Variation due to the need for cost savings. The initial specification was a performance Specification and an or other approved statement. There was a basic risk assessment of the material but this related to the size and weight of the slabs. There were some late amendments to the balustrade details and the toughened glass panels were late arriving on site. As these were to be fitted to the inside face of the balustrades, the Contractor wanted to proceed with the external works and so the scaffold had already been struck. The glass panel was about to be fixed at the time of the accident. The Client has a Pre-let on the ground and 1st floor of the property for September and several of the residential properties on the upper floor have been sold subject to contract. The initial aim of the Exercise is for the various participants to decide what are the key issues for them and to agree an approach. They are to attend the meeting. No additional information will become available during the role play. The aim of the exercise is to illustrate; The integrative nature of the design and construction process The importance of a working knowledge of the relevant legislation The importance of a working knowledge of the relevant contractual and procedural matters The implications of design and construction decisions in relation to Health & Safety and upon the final use and value of a construction project.
44
The following resources are included A copy of a character briefing for each character A copy of the letter received from the Contractor A copy of a risk assessment for the concrete paving An indicative drawing of the project
45
The Client:
You are a Director of a Development Company but, have only recently taken on a role of overseeing particular projects. This is your first large project. There are 4 main issues as far as you are concerned. What is the liability situation for your company? What will be the impact on the project and what liabilities / penalties may follow? Who is to blame? How will you deal with the problem internally within your company and externally in terms of PR? You will be looking for an ally in this. Your first reaction will be to talk to the Project Manager. You had good relations with the Architects at the beginning but the man you met initially has left the practice and there is a new Director on the project who you have only met on one previous occasion. You do know the Landscape Architect they did some work on your HQ building and you are personally very interested in plants and are a member of the RHS and a friend of Kew.
46
The QS:
This project has been something of a baptism of fire for you. You are employed on the basis of traditional full-service agreement and have worked with the Design Team and the Client from the early stages. The Project Manager a Building Surveyor by profession is not very easy to deal with. The contingency has not been enough and the costs are over budget. Because the full drawings were not complete prior to the writing of the Bills of Quantity, there were some anomalies within the contract documents. You had to guess quite a lot from the information provided and so left room for it to be approved later. You are not too impressed by the way the Project Manager has carried out his role. He has been far too understanding with the Contractor and is not very supportive of the Architect in matters of quality. He clearly just wants to get the project finished and let . The Architect is administering the contract but they seem to be under pressure to keep up with the Variations and maintain the information flow. You would have been far tougher with the Contractor! The Contractor has been suggesting lots of alternatives to the Architects to save time and money and they have had to look at these and get them costed by you. There are no more fees and you are keen to get this project finished. You go to site for fortnightly site meetings. In your opinion the Contractor is well behind the original programme. There were definite signs of things getting out of sequence and a general sense of chaos on site. You had been on site yourself the day before the accident. It was a warm day one of only a few recently and you too had slipped on the external paving. The Site Agent had told one of the site staff to ,get a stiff brush and some water and brush over the slabs.
47
The Architect:
You are the Director of a large architectural practice. You have just taken over this project after a colleague resigned to take up a post overseas. The project is a traditional JCT98 contract. The Client appointed a Project Manager to act on their behalf and this has placed a barrier between your practice and the Client. The project has not been without problems. The Contractor is a large company with an aggressive legal department. The Contractor has been hounding you for information throughout the project as there was Client pressure to go out to tender without complete production information. There have also been anomalies between the Bill of Quantities and the drawings. Many of the items in the Bills were put in as generic specifications and things like the finishes had many phrases with .or other approved. in them. You have fortnightly site meetings and the main issues have been late information, cost and time over runs. From your visits, it appears that the Contractor is struggling to complete the project by the Completion Date and he is always offering alternatives which are easier and cheaper. The Project Manager attends the site meetings and he seems to think the Contractors suggestions are good ideas. You have been having to make lot of changes recently and carry out a lot of abortive work. The Variations are now substantial. The site looks rather a mess and there are many different subcontractors vans parked on the site. You have worked with both the Landscape Architect and the QS before and get on quite well with them. However, you are relatively new to this project and will therefore rely on them to fill in some of the information about the design decisions. As a Director, you are obviously concerned about liability. Health & Safety is high on the government agenda and your practice is part of a high profile Consortium close to securing a series of Healthcare projects under a Partnering type agreement. These could secure the workload for the
48
practice for at least the next 5 years. The Landscape Architect is part of that Consortium and so is the Contractor on this project. You have some young and inexperienced staff working on the project who are just out of college. They have been enthusiastically working on the design drawings and trying to keep the Contractor happy. However, as ever - not all information has been supplied in accordance with the Schedule of Information. In this scenario you are the most experienced member of the group and feel you should take a lead and calm the situation down.
49

You have been in your present job for about 9 months and it has been a steep learning curve. University did not really prepare you for the technical issues you have been confronted with. You have been restricted to detailing and the overall project was designed long before you came on the scene. You are working in conjunction with a Landscape Assistant who you knew at college. She works for the Landscape Architects and is very good. She is a forceful character and you respect her judgement. The only area you have had some design input into has been in relation to the finishes. The Contractor seemed to really like the idea you came up with for the floor finish running seamlessly from the exterior of the building into the internal public spaces. At college your tutor was very keen on continuity of material. Your friend, the Landscape Assistant and you worked on the idea together. She concentrated on the exterior landscaping and planting and you specified the same material for the external balcony areas and living rooms of the apartments on the roof. The floor finish material as specified was cast concrete slabs with a coloured aggregate and a surface sealant. You really liked the idea of the concrete. The Contractor has spoken to you on the telephone on many occasions (usually asking why he did not have the information he needed). You heard from the QS that the Contractor was not going to purchase the slabs from the manufacturer you specified but, as there was a substantial area of this floor finish, was having it made by a Subcontractor. The idea was to get it supplied as a basic slab and then have it polished and sealed on site. That seemed quite a good idea to you as that way the final finish would look pristine. You are horrified when you hear of the accident on site. You are of course worried that it was your specification that was at fault. You hate the idea that you might have caused any problems.
50

You have been in your present job for about 9 months and it has been a steep learning curve. University did not really prepare you for the technical issues you have been confronted with. You have been restricted to detailing and the overall project was designed long before you came on the scene. You are working in conjunction with a Part 2 Assistant. She/he is very
pleasant and has helped you a lot. There are a couple of students in the Landscape Architects practice and you have met up with them for a drink on a couple of occasions. The only area you have had some design input into has been in relation to the balustrading. You were asked to draw up the sketch done by the Project Architect who has now left. You are a bit scared of the Director who has taken over the project. You spend most of your time on the computer and are rather disappointed that you have not had the chance to design anything yet. You did get on site a couple of times. In fact you were on site when the accident happened. The Contractor needed some information quickly and you needed to take some as built measurements to check the cloakroom fittings you were drawing up, as you knew some changes had been made. You were rather upset to see that your balustrade detail had been changed. It did not look as good as you had hoped. There seemed to be fewer vertical elements but the metal work was of a larger section. The site was drying out after a really rainy April. There were puddles on the upper balconies and they looked a mess. One of guys on site told you that they were waiting for them to dry out before they could seal them. You are horrified when you hear of the accident on site. Your friend at work seems worried that it was her specification that was at fault. You dont really know what to say. You dont feel you can help much.
51
Project Manager
You have worked hard to develop a relationship with this Client. You are a mature Surveyor with considerable experience of the commercial property market. You are now a Director of a Project Management Company. Your role has been to advise the Client about the initial stages of the project. You helped with the choice of location and the acquisition of the site. The Architects are good. However, although their basic design was very
good and it enabled the Client to get the Planning Permission, they are renowned for being over zealous at the detailed design stage. You have a very clear view of the market value of this scheme. It is not prime and will appeal to limited market. You have helped find and arrange a pre-let for the Commercial elements but the tenants are up against a tight time scale and must leave their existing accommodation in September. They require at least a 2 month fit-out period prior to moving in. There have been cost over-runs and delays. You have had to be firm and tell the Architects that the specification will have to be reduced and the Contractor has been encouraged to look for ways of reducing delays. The Contractor is a large well known company with a ferocious legal department. They have been difficult to deal with. You have received a telephone call from the Contractor informing you of the accident. This looks a messy one. Site accidents are always difficult but this also involves a member of the public. You are very concerned about effect of this accident on the programme and whether it will affect the pre-let. tenant and incur a claim for damages. As yet, it is difficult to judge what has caused the problem and what the repercussions might be. The Client has called a meeting and you are about to call a meeting with the Design Team. You need to have a clear Agenda for the meeting and have prepared a set of questions. Your Client might well loose the
52
Edifice House 323 Kings Road London SW3 7HY
JUBILEE CONSTRUCTION PLC

12th May 2002, Perfect Project Managers 343 Castel Avenue Kingston upon Thames KT1 0OO Re : Moist Meadows Media Park Development Unit 5
Dear Sirs, We are writing to inform you of a serious accident which occurred on the above site yesterday. Whilst carrying out a specified task, one of our experienced craftsmen fell and due to a series of unforeseeable events, sustained substantial injury. Another operative, working at a lower level on the site was also injured. Regrettably a member of the public, outside the construction site, was also injured. In accordance with the Health and Safety at Work Act, these incidents have been notified to the HSE. We anticipate a visit from the HSE in the near future and we will be carrying out a full investigation and assisting the HSE in their enquiries. This letter is to inform you of the incident and that we anticipate that a delay will occur until we can ascertain the cause of the incident. Our initial investigations have identified an algae like growth on areas of the concrete slab flooring which has rendered the surface extremely hazardous.
We will of course keep you fully informed as to progress in this matter. Yours faithfully,
J.T. Teflon. Senior Contracts Manager
53
GENERAL RISK ASSESSMENT

Project: Moist Meadows Media Park Document Reference Number: 2005 Contractor: Jubilee Construction Assessed by: I M Scary Client: Moore Pro & Fit Date: 26/07/2000
Task/operation and location (including any tools/equipment in use): Laying 1.2 X 1.2M concrete slabs externally and internally at ground floor and externally and internally at roof terrace level. Hazards: Risk rating: Without controls: manual handling, back and muscular strain Damage to hands Harm: Muscular strain, damage to back and potential damage to hands. Persons in danger: site operatives Number of Persons in danger: 5 Medium Medium With controls: Low Low
Controls: Correct stacking of slabs, provision of lifting guidance. Personal protective equipment: Steel capped site footware, protective gloves. Additional assessments: None Method statement required? Yes
54
Is the task adequately controlled? Specific legislation: None HSE and other guidance:
Yes
Information, instruction and training:
Emergency procedures: Monitoring procedures: Site staff Other items:
Signature:
Date for review:
55
Appendix VI: Additional Material

1. The Criterias modified Blooms taxonomy: Awareness acquaintance with general concepts, topics, rules methods or procedures, without necessarily being able to paraphrase or summarise information. Students should be able to identify the limits of their awareness and be able to refer to source material for more in depth knowledge Knowledge familiarity with specific information, including facts, definitions, rules, methods, process or settings, without necessarily being able to see its fullest implication or application Understanding identification, assimilation and comprehension of information. Students can correctly paraphrase or summarise information and can relate it to other material, including its practical application. Ability skill in relating specific information to the accomplishment of tasks. Students can correctly select information that is appropriate to a situation and apply it to the solution of specific problems. 2. Suggested resources: The definitive printed guidance for designs is: CDM Regulations work sector guidance for designers ISBN 0-86017-604-5 published by CIRIA and available from RIBA Publications, RIBA Bookshop, Building Centre bookshop, CIRIA (www.ciria.org) and other construction industry booksellers. This publication is expensive (50 as of 2004) and it is suggested that it be made available in architecture school libraries 3. Web-based guidance is currently (as of 2004) less thorough, less graphic and probably less applicable to architecture students than the printed guidance. The two main resources are the Health and Safety Executive at
http://www.hse.gov.uk/ and www.safetyindesign.org The HSE site has a
56
special area for designers. Select Construction from the Industry drop down menu and use the link.. Downloadable resources include the red, amber. green, which are practical lists for designers of what to encourage and what to eliminate or reduce. There is research about the failure of designers to pay sufficient regard to risk reduction, but the definition of design is much wider under the CDM regulations, than architectural design and includes design of temporary works. A definition of what constitutes DESIGN under CDM is also available on this site.. 4. The Safety in Design site is specifically designed to offer guidance to designers. It has a range of downloadable Guidance Notes. Technical Guidance Note T20.012 considers Spatial Design, T20.005 considers Refurbishment. This site refers back to the CIRIA documentation.
57

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Integrated Health & Safety for Architecture Students in the Design Studio

Briefing notes for design tutors in schools of architecture

Appendix VI: Additional Material

briefing notes for design tutors in schools of architecture

Context and Introduction

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

Application in the Design Studio design tutorials

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

flat, curved or sloping roofs.

If flat, is a guardrail incorporated

briefing notes for design tutors in schools of architecture

Application in the Design Studio crits and reviews

briefing notes for design tutors in schools of architecture

Application elsewhere in the architecture school other teaching methods

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

Application at Part Three

briefing notes for design tutors in schools of architecture

Summary and feedback

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

Appendix III: Role play for Health and Safety

The Aim of the project.

The Learning Vehicle.

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

Health & Safety Scenario Version A

The Contract context:

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

The Part 1 Architectural Assistant:

briefing notes for design tutors in schools of architecture

The Part 2 Architectural Assistant:

briefing notes for design tutors in schools of architecture

The Landscape Architect:

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

The Part 2 Landscape Assistant:

briefing notes for design tutors in schools of architecture

The Part 3 Landscape Assistant:

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

Health & Safety Scenario Version B

The Contract context:

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture

briefing notes for design tutors in schools of architecture