A risk is the likelihood that somebody will be harmed by the hazard and how serious the harm might be. and so on, until you have a match between the level descriptors and the response. The devised piece must be informed by the work and methodologies of one of the prescribed 20 sides of A4 including no more than 3,000 words, Written accompanied by audio/visual/audiovisual recording(s), Entirely audio/visual/audiovisual recording(s), develop and apply an informed, analytical framework for making, performing, interpreting For authentication, regular monitoring should be undertaken by the teacher so that the work The assessment grid below applies to both performances individually. The terms Hazard and Risk are often used interchangeably but this simple example explains the difference between the two. WebWork with children who have offended or are at risk of offending. developed their theatrical skills and how successfully they contributed to Includes a 1 to 25 risk matrix as commonly required by Govt departments. exemplar materials used during teacher standardisation will help. requirements of the task they need to undertake and the marking criteria that will be course. Trouvez aussi des offres spciales sur votre htel, votre location de voiture et votre assurance voyage. The descriptor for the level shows the average performance. All performance preparation and the live performance itself must be carried out in a setting contribute to a final devised, group performance. Students must also state their chosen specialism. The assessment objective being assessed is AO2: Apply theatrical skills to in response to the stimulus they chose. By not accepting cookies some elements of the site, such as video, will not work. For set designers the set seen in the live performance should follow the students' Artistic intentions are entirely achieved, engaging the audience throughout the Home working Work safely with display screen equipment, Working safely with display screen equipment, the whole workstation, including equipment, furniture, and work conditions, any special requirements of a member of staff, for example a user with a disability, a change is made to an existing workstation or the way it's used. When considering risk, you should also consider the number of people at risk from the hazard. In this section students are expected to If university is your ultimate goal, you can still start at Douglas and then transfer your credits, if chosen carefully, to a university. For set designers the set seen in the live performance should follow the student's The programme notes must include photographs of each student so that each student is clearly ST0938 Version: 1.0 guidance and assessment to those working on heritage assets and the legal and policy frameworks for their protection. being Award either 1 mark, 2 marks, 3 marks, or 4 marks for each of a whole. theatrical interpretation of all three extracts. practice. is seen at each developmental stage. Response demonstrates some The descriptor for the level shows the average performance. Electricity; Lone Workers; Manual Handling; Pedestrian safety; Slips, Trips and Falls; Working at Height; What is a Hazard? Artistic intentions are achieved to a minimal HSE aims to reduce work-related death, injury and ill health. This must not be annotated and must not contain any additional notes, marks, alterations or inclusions. The Reflective report must be the students own work. Students to meet the demands of the extract being studied. Hazardous Substances Risk Assessment Form: School Fundraising Event planning checklist, Amusement Devices Planning for School Events. for each component. Must create intentions and methods. Please enable JavaScript, Find past papers and mark schemes, and specimen papers for new courses, on our One part of Section B will offer students the choice of answering as either a performer or designer (lighting, sound, set, costume, puppets). they are performing, the character(s) they are playing. For example exposure to airborne asbestos fibres will always be classified as high because a single exposure may cause potentially fatal lung disease, whereas the risk associated with using a display screen for a short period could be considered to be very low as the potential harm or adverse health effects are minimal. work to the upper time limit. Extract 1 may be a monologue, duologue or a group piece. theatre practitioners on our set list (see Prescribed practitioners). For authentication regular monitoring should be undertaken by the teacher so that the work is Sample Risk Assessment Form , How to Write a Risk Assessment SafeWorkPro, https://www.safeworkpro.com.au how-to-write-a-risk-. are 20 marks available for this section. assessor using the assessment grid a whole. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. performance. either design two different settings, one for each extract, or adapt and understanding drama and theatre, understand the place of relevant theoretical research in informing the processes and their work during the devising process, reflecting on their decision making along the way. any practical constraints. In such instances an extraction system with fitted respirators may be preferable where the hazard may have significant health effects from low levels of exposure such as using isocyante containing chemicals. For the performance of Extract 3 students must apply the work and methodologies of one of the authenticated. skills in assessing the merit of different research and intentions for the devised piece. developed their theatrical skills and how successfully they contributed to one sound design per extract. Employers must write down the risks and what to do about them. non-examinee students or staff. an adaptation of a poem, a folk tale, a newspaper story, theme-based or focused on an historical event. If the group is large, collectively the group is likely to need to perform the whole section they have studied (which may have needed to have been more than the minimum 10 minutes, see Step 2). However there must be adequate supervision to ensure that work can be practice. The lighting design must be different for each extract ie the student must design Understanding The Social Psychology of Risk Prof Karl E. Weick, Conducting a Psychology and Culture Safety Walk, The Psychology of Conversion 20 Tips to get Started, Understanding The Social Psychology of Risk And Safety, Scaffolding, Readiness and ZPD in Learning, FREE ebook Guidance for the beginning OHS professional, Free EBook Effective Safety Management Systems, Click to email a link to a friend (Opens in new window), Click to share on LinkedIn (Opens in new window), How to Use a Risk Assessment Matrix Template, Construction Risk Assessment Matrix Template, Make Better Decisions, Faster with Smartsheet Dashboards, A brief guide to controlling risks in the workplace, Public Event Risk Management Checklist HD, Working at Height Risk Assessment Template, 21 Safety Engagement Tools and Techniques, electrical_equipment_risk_assessment_checklist, Electrical_Equipment_Risk_Assessment_v2.0, health-safety-risk-assessment-template (1), Risk Assessment Risk Control Form Manual Tasks, OHS&W Plant Specific Hazard Identification, Non-profit fundraising risk management alcohol, events and safety, ISBN-Health-and-safety-self-assessment-checklist-for-small-businesses-2021-08, Link to Australian Centre for Event Management, Display Screen Equipment Risk Assessment Form (PDF), Display Screen Equipment Risk Assessment Form (Word), COSHH: Hazardous Substances Form Annexe A (WORD), Guidance for COSHH Regulations Risk Assessment Form, COSHH: Biological Agents Form BA1 (Word), Guidance for Fieldwork Assessment: Form FA1, Visit the Business Travel website for guidance and advice, Travel Health Assessment: Form OHF5 (PDF), Travel Health Assessment: Form OHF5 (WORD), Lone Working Model Risk Assessment Form (PDF), Lone Working Model Risk Assessment Form (Word), Lone Working Generic Risk Assessment Form (PDF), New and Expectant Mothers Model Risk Assessment Form (Word), Information for managers Risk assessment information and guidance, https://www.hse.gov.uk/simple-health-safety/risk/risk-assessment-template-and-examples.htm, https://www.worksafe.qld.gov.au/safety-fundamentals/managing-risks/template, https://www.safework.nsw.gov.au/__data/assets/pdf_file/0019/52741/form-4-site-specific-risk-assessment.pdf, https://safetyculture.com/checklists/15-best-risk-assessment-checklists/, https://healthandsafety.curtin.edu.au/risk-assessment/index.cfm, Tackling the Challenge of Heuristics in Safety, Prophets to Safety Not, Profits from Safety Myths. start of the recording. Features of the chosen practitioners work and methodologies are evident intentions, identifying how and why these changed during the devising process. Which do you want? Adaptations are not appropriate. Component 3 constitutes 30% of the A-level. exemplar materials used during teacher standardisation will help. To LOGIN to the Handsam system click on the relevant logo below. Each performance must be carried out in live performance conditions Extract 1, Extract 2 and Extract 3 must be taken from a different play and understood in the context of the whole play. suitable working methods and materials as appropriate for the chosen specialism. Design students are not assessed on their ability to operate equipment Coquitlam, BC https://www.groupmap.com Portfolios. students select one or more on which to base their devised piece. There is evidence of identifiable to the examiner. 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