Induction Support

This is a great ice-breaker which I've used or participated in a few times and it works just as well with young people aged 11-16, students and creative industry leaders!

Best used with groups of people who have only just met so ideal for induction week or the first week of term when a cohort of students have just come together.

Catherine Hawes

This is one of the first exercises we do in the first week of the PG Dip Broadcast Journalism. The students are shown how to use their recording equipment. They are then asked to break into pairs and interview each other about what they have done during the summer.

First day's are hard. Nigel Bents has a number of activities up his sleeve for easing the tension such as giant games of twister or london bus tours or x factor typography songs - the list goes on. but here's a regular of his we do every year...

lcftech.com is an online technical resource for students and staff at London College of Fashion.

It contains information about the availability of technical resources, spaces and staff across all LCF sites :

Locations, opening times, access and induction requirements for equipment, health and safety information, staff who can help and contact information.

The site also contains technical videos and documents supporting various technical processes.

ICE BREAKER!

I use an ‘ice breaker’ introduction exersise at the start of a workshop or a series of sessions in a unit. It gives students an opportunity to express their interests, experience and any aims they might have with reference to the subject being studied so I can better meet their needs and requirements. It also gives them an opportunity to meet me and understand where I am coming from.

Students gain a huge amount from working in groups, but assessing group work fairly can be challenging. This resource captures the experiences of UAL staff who have successfully incorporated group work and assessment into their courses.

This short publication covers five themes; Forming groups, Training students for collaborative working, Whose work is it? Dealing with student illness, referrals and groups that fall out and Is it worth it?

http://cltad-web.arts.ac.uk/teaching-enhancement/

UAL’s new Student Charter has been developed by representatives of the university together with students and the Students’ Union. The charter is broken down into three sections (Your Education; Your Student and Professional Life; Your Ideas and Concerns) and describes the commitments the University, students and the Students Union should undertake to ensure the best possible experience for everyone studying and working at UAL.

Each year the Course Regulations are revised to ensure that they are current, accurate and appropriate. A number of changes have been made for 2012-13 to ensure that the University meets our own expectations on assessment and those of the wider sector. These changes have been summarised in a pdf titled Assessment Briefing Autumn 2012. The powerpoint slides for the autumn 2012 Assessment Briefings are available below. These give an overview of assessment changes for 2012/3, and list those which have been implemented since 2009.

All first year undergraduate students are given an initial screening for dyslexia, and other literacy based issues which may have an impact on their writing development across the course. The aim is to flag up students very early in their course so that they can be referred for further assessment or targetted for in-studio support for units 1 and 3.