TEACHERS’ PACK - Wellcome Collection · PDF fileteachers’ pack tuesday–sunday (until 18.00), closed monday late-night thursday (until 22.00) 183 euston road, london nw1 euston,

TEACHERS’ PACK

TUESDAY–SUNDAY (UNTIL 18.00), CLOSED MONDAYLATE-NIGHT THURSDAY (UNTIL 22.00)183 EUSToN RoAD, LoNDoN NW1 EUSToN, EUSToN SqUARE

Wellcome Collection is part of the Wellcome Trust. The Wellcome Trust is a charity registered in England and Wales, no. 210183. Its sole trustee is The Wellcome Trust Limited, a company registered in England and Wales, no. 2711000 (whose registered office is at 215 Euston Road, London NW1 2BE, UK).PE-5403.4/08-2012/PE

www.wellcomecollection.org A free destination for the incurably curious

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IntroductIon

‘Superhuman’ examines the extraordinary lengths people go to in order to enhance or improve their lives. Incorporating a wide range of different perspectives from the scientist to the supermodel and from the athlete to the fictional superhero, the exhibition explores how human ability has been enhanced in the past, examines contemporary approaches to the subject, and asks what those working at the forefront of human enhancement anticipate in the future.

The exhibition will raise questions and will leave people with lots of food for thought. This subject - despite being grounded in history - is predominantly speculative.

Linking to the science, art, English/literacy and citizenship curriculums, questions posed across the activities in this pack are: What is enhancement? How is enhancement used in sport? Is enhancement always what people want? How have science and medicine enhanced our lives? What happens when science gets it wrong? How do different artists and film makers use the idea of human enhancement in their work? Can enhancement go too far?

For specific curriculum links, please refer to Appendix 1 at the end of this document.

SenSItIve materIalTeachers are advised to visit the exhibition before bringing a group and should be aware that the exhibition contains material that some students might find challenging. Teachers will need to use their professional judgement and knowledge of their students in determining the suitability of the material for individual groups and whether they wish to seek parental consent. You may also wish to prepare your students for this before their visit.

There are two specific images of female nudity: ‘Cut Through the Line’ by Regina Jose Galindo, a performance that asks questions about the culture of cosmetic surgery, and ‘Cycle’ by Francesca Steele, which challenges the idea of female beauty within the culture of body building. These are not sexualised images. They raise interesting questions about body image and enhancement within the context of the exhibition. There are activities connected to these particular exhibits, which encourage students to look beyond what they see and consider the issues being raised. These are in Trail 3 and Trail 5. Teachers should use their professional judgement when allocating these trails.

TEACHERS’ PACK thIS pack contaInS:• Pre-visit activities to introduce the key themes and ideas of ‘Superhuman’• A gallery map • A gallery pack of trails and materials with instructions for teachers• Post-visit ideas and activities to consolidate learning• General guidelines and health and safety information for visiting Wellcome Collection

SUPERHUMAN

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The exhibition also includes an 18th-century ivory dildo; an Indian miniature of a woman using a dildo; and the ‘Whizzinator’ - a device, including a false penis, used by athletes to give ‘clean’ urine samples.

Two videos, in which artists use a ‘pseudo-documentary’ style, have the potential to be unsettling. ‘Cremaster 3’ by Matthew Barney contains some violent images. However, because this film is three hours long, it is likely that these violent scenes will pass your students by.

‘I Need a Hero’, a six-minute film by Charlotte Jarvis, responds to modern reality shows where contestants compete for plastic surgery. It is in the form of a mock reality show in which a contestant competes for a series of enhancement procedures to become the ultimate superhero. These include neurosurgery and the addition of a bionic arm, a bionic eye and prosthetic legs. For this reason, and because some of the dialogue is hard to hear, we recommend that teachers watch the film before the visit. http://vimeo.com/9333546

The gallery pack

The gallery pack offers five different gallery trails to allow students to engage with different sections of the exhibition. Each trail is designed for students to work in small groups. No trail covers the whole exhibition. The idea is that groups can return to school and pool ideas. The post-visit section of this pack offers suggestions for doing this. Once a trail has been completed, there will be time for students to have a more general look at the exhibition.

Because you are likely to bring more than 20 students, we suggest that you have more than one group using Trail 3 and start them at different points in the exhibition.

Gallery trails and worksheets

Each trail begins with a whole class activity, which focuses on the story of Icarus, before the class splits into small groups. Each trail lasts for between 30 and 60 minutes, depending on the ability and level of engagement of each group. Discussion is a key part of each trail. Activities include information gathering, short writing tasks and creative tasks to consolidate and extend the learning. You are advised to bring clipboards with you.

Teachers should match the trails to suit student groupings. Guidance for this can be found in the learning outcomes and curriculum links in Appendix 1.

Worksheets and maps must be printed before your visit, as these will not be available on the day. Some students might wish to follow more than one trail; please print sufficient copies to allow this.

Learning outcomes

All trails cover these generic leaning outcomes:

• knowledge and understanding of subject matter in relation to human enhancement

• skills in research gathering, information processing, building on existing knowledge

• challenging existing attitudes and questioning values

• enjoying and being inspired by the physical experience of a gallery visit.

This gallery pack contains the following sections:

• Pre- and post-visit activities, including a Superhuman Questionnaire

• Superhuman Glossary

• Gallery map

• Trail 1: Missing Parts (30-40 minute trail, mixed ability)

• Trail 2: Sporting Chances and Superheroes (60 minute trail, mixed ability)

• Trail 3: Gallery Investigators (covers more of the exhibition, suitable for independent learners; can be set for more than one group, starting at different points)

• Trail 4: Gallery Detectives (suitable for EOL, SEN; TA support may be useful)

• Trail 5: Art Trail

• Visiting Wellcome Collection Guidelines

• Risk Assessment

http://vimeo.com/9333546

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Before your vISIt

Please contact us to let us know that you are bringing a group of students by phoning 020 7611 2222 or emailing [email protected].

You can find guidelines to help you make the most of your visit at the end of this pack. We advise you to complete your own risk assessments, but have also included a Wellcome Collection risk assessment to help you.

In this section, you will find four pre-visit activities suitable for all abilities. They aim to:

• introduce students to the major themes and issues of ‘Superhuman’

• provide a framework of prior knowledge that can be built on and that will enhance the learning during the visit.

pre-vISIt actIvItIeS1 The ‘Superhuman’ questionnaire

If there is only time for your students to do one of these activities, this is the one to choose! It’s quick and will get students thinking about human enhancement and what it means to be superhuman. You could set the questionnaire and follow-on questions for homework, and share students’ responses in class.

PDF to download: The ‘Superhuman’ questionnaire

2 Prostheses and disability: Aimee Mullins video and discussion questions

Allow 30 minutes for this activity.

‘Superhuman’ explores ideas about disability and enhancement by looking at prosthetics in many ways. You can prepare your students for this aspect of the exhibition by showing this video. www.ted.com/talks/aimee_mullins_prosthetic_aesthetics.html

The video features Aimee Mullins, who was born without fibulae (calf bones). She is a model and Paralympian. In the video, she expounds her ideas about ‘the opportunity of adversity’ and displays her remarkable collection of prosthetic legs.

Questions for post-viewing discussion for KS3 and KS4:

a. What surprised or pleased you about what Aimee Mullins said? Why?

b. What message is she giving about disability and body image?

c. How might Aimee Mullins’ experience change the way humans think about prosthetics or body enhancement in the future?

d. How has this video made you think differently about disability and enhancement?

e. How has technological progress impacted on the development and design of prostheses?

A post-viewing activity for older students would be to divide the class into groups and ask them to present their views on the following quotes from Mullins’ talk:

“From an identity standpoint, what does it mean to have a disability? Pamela Anderson (an actress from the TV programme ‘Baywatch’) has more prosthetic in her body than I do. Nobody calls her disabled.” – Aimee Mullins

“It’s no longer a conversation about augmentation. It’s a conversation about potential. A prosthetic limb doesn’t represent the need to replace loss anymore. It can stand as a symbol that the wearer has power to create whatever they want to create in that space. People society once considered to be disabled can now become the architects of their own identity and continue to change these identities, designing their bodies from a place of empowerment.” – Aimee Mullins

Art teachers: For more images of Aimee Mullins, see http://blog.metmuseum.org/alexandermcqueen/tag/no-13/.

3 Sporting chances brainstorm

One section of the exhibition looks at the ways science and technology have enhanced human achievement in sport. Divide your class into groups.

a. Groups should brainstorm all the ways that science and technology have enhanced sporting achievement.

b. Each group should sort their ideas to show acceptable (✓) and unacceptable (✗) enhancements, but they must be prepared to give reasons for their choices.

c. Share ideas between groups and discuss the different views.

http://www.ted.com/talks/aimee_mullins_prosthetic_aesthetics.html

http://www.ted.com/talks/aimee_mullins_prosthetic_aesthetics.html

http://blog.metmuseum.org/alexandermcqueen/tag/no-13/

http://blog.metmuseum.org/alexandermcqueen/tag/no-13/

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4 Transhumanism: sixth-form activity

www.youtube.com/watch?v=yj_-sBNQKcQ

This five-minute video takes a sceptical look at the ideas of transhumanism, new realities, nanotechnology, cyborgs, artificial intelligence and the potential of immortality. Students could watch this for homework, choosing one point they agree with and one they disagree with, and write a short paragraph giving their reasons.

Watching this video will give students a context for the Future of Humanity, Superheroes, and Man and Machine sections of the exhibition.

5 Pre-visit teacher activity: I Need a Hero: Film by Charlotte Jarvis (6 minutes)


We recommend that all teachers watch this video before bringing their class to the gallery.

poSt-vISIt actIvItIeS• Teachers select a student from each trail to work

together and prepare an assembly about their visit to the exhibition.

• Groups use the ideas about enhancement gleaned from the exhibition to make posters for display.

• Watch the Channel 4 ‘Meet the Superhumans’ trailer (http://www.youtube.com/watch?v=tuAPPeRg3Nw). See how many different links students can make between it and the exhibition.

• Give students this article about Oscar Pistorius: http://www.time.com/time/specials/2007/article/0,28804,1733748_1733756_1735285,00.html. What questions does this article ask about our changing views of disability and enhancement?

• Science: ask students how the exhibition linked with or enhanced their understanding of science. Present ideas as a mind map.

• Art: research the work of one artist from the exhibition (Rebecca Horn, Regina Jose Galindo, Francesca Steele, Revital Cohen or Fritz Kahn). Are there other pieces by them you like? Make copies for your sketchbook.

• Make a superhuman collage. Provide students with a large outline of a body. Students can collage images and words to show their own interpretation of what it means to be superhuman.

• English: ask groups to debate these topics:

– Prosthetic technology has become so sophisticated that athlete Oscar Pistorius can now compete in Olympic Games against able-bodied athletics using his ‘blade’ legs. Some say these legs create an advantage over able-bodied athletes. Others say he is a good athlete who trains hard.

– Advances in technology could mean that in the future there will be no need for separate Olympic and Paralympic Games.

– Microchip technology should be used to tag schoolchildren, either to enhance their intelligence or to allow their parents to keep track of them.

• Drama: In the future, able-bodied athletes might not buy special running shoes but might opt instead for a pair of new prosthetic legs. Role play this situation.

• Drama: Act out ‘A day in my life with my identical android’.

Reading

‘The Avengers Help You Understand Your Fears About Transhumanism’ http://blogs.discovermagazine.com/sciencenotfiction/2011/03/17/let-the-avengers-help-you-understand-your-fears-about-transhumanism/

‘Superhero Science’ by James Lloyd (pages 6-9) http://gurumagazine.org/wp-content/downloads/Guru06-spreads.pdf

‘Frankenstein’ by Mary Shetlley

‘Brave New World’ by Aldous Huxley

‘Do Androids Dream of Electric Sheep?’ by Philip K Dick


http://www.youtube.com/watch?v=tuAPPeRg3Nw

http://www.youtube.com/watch?v=tuAPPeRg3Nw

http://www.time.com/time/specials/2007/article/0%2C28804%2C1733748_1733756_1735285%2C00.html



http://blogs.discovermagazine.com/sciencenotfiction/2011/03/17/let-the-avengers-help-you-understand-your-fears-about-transhumanism/




http://gurumagazine.org/wp-content/downloads/Guru06-spreads.pdf

http://gurumagazine.org/wp-content/downloads/Guru06-spreads.pdf

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the ‘Superhuman’ queStIonnaIre Do you wear glasses or contact lenses?

Do your running shoes give you an edge over other competitors?

Do you use an electric wheelchair for mobility?

Were you put in an incubator as a baby?

Have you had laser eye surgery to see ‘better than perfect’?

Are you wearing false eyelashes?

Do you sometimes choose to wear ridiculously high shoes?

Are you lifting weights to get the perfect body?

Have you been vaccinated against disease?

Do you wear goggles when you go swimming?

Have you ever worn braces on your teeth?

Have you been bitten by a radioactive spider?

Were you conceived through in vitro fertilisation (IVF)?

Do you know someone who has taken drugs to boost their brainpower?

Do you rely on your smart phone to keep your memories?

Are you likely to live longer than your great-grandparents?

Are you wearing false nails?

Did you answer YES to any of the above? Then you could be Tiger Woods, Rebecca Adlington, Spider-man, superhuman or an everyday 21st-century human benefitting from the many enhancements that science and technology offer us.

Can you think of any other ways your life has been enhanced by science?

Is human enhancement always a good thing? Are there potential dangers or downsides? If so, what might these be? Talk to people in your class about your ideas.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Tick the box that applies

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‘Superhuman’ gloSSary Enhancement Improving something – making it more beautiful, more

effective, more efficient and/or more durable.Human enhancement Improving the human body or mind by adding or changing

something.

Aesthetic The way something looks; an idea of a type of beauty, or look, that is particularly pleasing. An accepted or ideal look.

Prosthesis An artificial body part – such as a limb, tooth, eye or heart valve – that is used to replace a missing or poorly functioning one.

Immortal Someone who lives forever.

Immortality The ability to live forever.

Nanotechnology Technology based on new materials made of very small units.

Cyborg A being that is part person and part machine.

Transhumanism Technology applied to humans to make them more than human – even superhuman. An idea often used in science fiction.

Pseudo-documentary A film that uses a documentary style to present fiction.

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Superhuman traIl 1: mISSIng partS

the story of Icarus is very old. this is the story of Icarus. (Read aloud to the whole group.)

Icarus and his father were trapped on an island. The only way to escape was through the air. Icarus’s father was an inventor. He made two pairs of wings from feathers and wax. He fitted these

wings onto his son and himself with strong leather straps. He warned Icarus not to fly too near to the sea. He warned Icarus not to fly too near to the sun.

Icarus took no notice. He flew closer and closer to the sun. It got hot. The wax started to melt. The wings fell apart. There was nothing Icarus could do. He fell to his death.

Look at the statue of Icarus flying.

enhancement (Read aloud to the whole group.)

‘Enhancement’ is the key word in this exhibition. When Icarus was given wings, his body was enhanced (changed, improved, made better) so that he could fly. This exhibition is about the many different ways humans enhance their bodies and minds with the help of science and technology. When Icarus had wings, he chose not to use them carefully, and he died.

This exhibition also makes us think about why we should be careful about the way we use enhancement.

Whole class activity

What material is the statue made from?

When was it made?

Do you think humans will ever be able to fly like birds?

What superhuman power would you like to have?

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Work in a group or with a partner for the rest of this trail.

Before you start on this trail, discuss the following questions with a partner:What would it mean for your daily life to lose an arm or a leg? Which would be worse to lose? Why? Could there be anything positive about it?

When you have discussed these questions, briefly note down your individual ideas:

I think it would be worse to lose because

With your partner, use the map to find the missing parts section of the exhibition.Find the Waterloo teeth. Read the object labels to find more information.

When were these teeth made?

What are they made of?

Talk about these questions with your partner.

• What would it feel like to wear these prosthetic (false) teeth?

• Would you want to wear these teeth? Why? Why not?

Write your answer in the speech bubble.

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go to the thalidomide section. look at the sets of artificial limbs made for children.What are your first impressions of these objects? Share your thoughts with your partner.

Read the wall label and some of the object labels to find out more.

Watch the three films about thalidomide children.

Collect all the information you have read, seen and heard about thalidomide.

Label the thalidomide legs below. Ideas to help:

• made in: 1800s, 1960s, 1970s, 1990s

• materials

• design: what you notice/think

• reasons they were made

• reasons thalidomide children chose not to wear them

• your thoughts on the attitudes the thalidomide children had about their disabilities

• something that surprises you

Add your own ideas

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Material: Hard leather? uncomfortable

Design: Old-fashioned children’s shoes from mid-20th century

Design: I haven’t seen legs this colour

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Watch the film kandaharRead these statements with your partner. Tick the statements you both agree with.

The husband knows his wife, he is right to want the smaller legs.

The husband is ashamed and wants his wife to look ‘normal’.

The doctor is moved by the husband’s behaviour.

The doctor is annoyed by the husband’s behaviour.

The wedding shoes show the doctor is wrong about the leg size.

The wedding shoes show the doctor is right about the leg size.

The loss of a limb doesn’t stop you being strong and determined.

The men don’t care if the airlifted legs fit them, they just want one.

Money spent on weapons, especially the use of land mines, creates a huge need for prosthetic limbs.

The legs are for the wife – she should be there.

What would the wife say?

use her words.

find these other prostheses in the exhibitionWhen you find the object, tick the box.

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I would like to say...

A prosthetic toe

An iron arm A bionic i-limb hand

Flex-Foot Cheetah blades

An acoustic headband

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Remember, you can read the labels to find out more. Choose the prosthesis you find most interesting. Write a couple of sentences to explain the reasons for your choice.

The object I have chosen is

I think it is the most interesting because

design a prosthetic limb (arm or leg), a new type of eye or hearing device, or even sci-fi false eyelashes! Challenge the idea that having ‘something missing’ is limiting. Enable the wearer to be remarkable, superhuman or ‘super-able’.

• Draw your design… it can be as beautiful, functional or fanciful as you like!

• Label it to explain the choices you have made. Include:

– Your object’s function and purpose. How it will enhance the wearer’s life?

– The message the object’s appearance suggests. How will it challenge ideas about ability and disability?

– Your choice of materials and the reasons for your choice (be as imaginative as possible: invent new materials, or use familiar ones in unfamiliar ways).

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finally, spend some time investigating other exhibits. Then pair up with someone you haven’t worked with today.

Show this person ONE object you have seen that shocked you, excited you or puzzled you.

Talk about this object. What does your partner think?

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Superhuman traIl 2: SportIng chanceS and SuperheroeS











When was it made?



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cheats?Currently, taking drugs to enhance performance is against the rules; however, 100 years ago, there were no limits on doping, but training for the Olympics was restricted to four weeks!

Are there any modern athletes you’ve heard of who have used drugs to enhance their achievements? Write their names on this blister pack.

go to the photographs of tom hicks and dorando pietri. read the text about these athletes. find out why tom hicks wasn’t disqualified and why dorando pietri was. Why wasn’t Hicks disqualified?

Why was Pietri disqualified?

Would you have disqualified Pietri? Yes No

Why?

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look at the information about British tour de france cyclist tom Simpson (text boxes, newspaper article and film clip).

What message does his experience give about drugs and sport?

drugs in sport Fill in the fact boxes for Hicks, Pietri and Simpson on the image below.

Find out more about drugs in sport and complete the rest of the boxes. The information you need is on the text boxes on the wall and the object labels in the display case to the left of the Simpson film.

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Did you know? When Tom Simpson raced in the Tour de France, cyclists weren’t allowed to be given water during the race. His death led to the introduction of drink stations.

Athlete Tom HicksDate 1904Sport Wanted to improve enduranceDrug Brandy and Result Won a medal

Athlete Ben JohnsonDate 1988Sport Wanted to Drug Result

Date From the 1960s to presentSport BodybuildingDrug Result

Athlete Tom SimpsonDate Sport CyclingWanted to Drug Result

Athlete Dorando PietriDate Sport Olympic marathonWanted to Drug Result Disqualified for

Athlete Date 1990sSport Wanted to Drug Result

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go to the ‘daley can’ lucozade advert. Read the text box.

Would this make you buy the drink? Yes No

Why?

What are the main ingredients of sports drinks? Fill in the ingredients label below. (If you don’t know the answer, just read the label next time you buy a sports drink!)

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Many elite athletes train at high altitude to enhance the capacity of red blood cells to produce oxygen. This enhances endurance. Some athletes (e.g. Mo Farah before the 2012 Olympics) even sleep in oxygen tents to maintain this benefit when they return to compete at sea level. Is this cheating or enhancement?

Some elite athletes take ice baths after competing, and some even use cryogenic (freezing) containers to enhance their body’s ability to recover. Is this cheating or enhancement?

If athletes can use these methods to enhance their body’s ability, wear special clothing or trainers, or work with a sport psychologist to help their performance, should they be allowed to take drugs?

What do you think?

Talk with a partner. What enhancements should and shouldn’t be allowed in sport today?

Why did they use me to advertise Lucozade?

Ingredients:

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What do sports drinks claim to do for our performance? Why do we need to be careful about these claims?

Think about this: The London 2012 Olympics were sponsored by Coke and McDonald’s. Is this a good thing or a bad thing?

find the display of sporting footwear. This display shows how science, technology and design have helped athletes get faster, higher and stronger.

Read the case and wall labels to find out more.

Individual activity: Sketch the waffle trainer or the Cheetah® blades.

Label your sketch to explain how this piece of sportswear improves performance. Don’t forget to comment on the materials and design.

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There can be downsides to these hi-tech products. For example, a lightweight football boot can lead to a broken metatarsal.

Can you think of any other downsides?

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go to the Superheroes section. Watch the film ‘I Need a Hero’. Remember, this film is fiction. It is a response to an American reality TV show in which ‘ugly’ contestants competed for plastic surgery.

What did you think?

‘I Need a Hero’ is fiction. But COULD this happen?

go to the man and machine section. read the text box with a partner.8

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This film made me feel worried because…

I thought the film was cool because…

This film made me angry because…

This film surprised me because…

The film made me wonder…

Find Professor Kevin Warwick’s microchip in the display case. Read the text label that tells you about this.

Find the i-limb ultra prosthetic hand. Read about the i-limb and look at it carefully.

Would you want to be microchipped? If you lost the use of your hand, would you want to have it amputated and have an i-limb fitted?

Discuss your ideas with a partner.

finally! Pair up with someone you haven’t worked with today.



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Superhuman traIl 3: gallery InveStIgatorS











When was it made?



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Now explore ‘Superhuman’ to find out more about human enhancement. Work in a team.

STAGE 1

Your teacher will tell you where to start. Visit at least FOuR sections of the exhibition.

1 What is enhancement?

Investigate the display case with the Vivienne Westwood shoes and the images behind the case.

Watch some of Regina Jose Galindo’s film ‘Cut Through the Line’, which is next to the shoes.

Find the Francesca Steele film ‘Cycle’ and the photographs called ‘Routine’ in the Sporting Chances section.

These questions might help you think about their work:

What type of human enhancement are these artists exploring in their work?

What is each artist’s attitude to the use of enhancement to improve the way our bodies look?

2 Man and Machine

Look for these objects in the display case and on the wall:

the i-limb hand, the iron arm and the Fritz Khan lithograph.

3 Thalidomide

Read the wall panel, look at the artificial limbs and watch the films.

4 Superheroes

Watch the film ‘I Need a Hero’. Remember, this film is fiction.

5 Missing Parts

Look at photographs of women wearing James Gillingham’s artificial legs.

Read the labels.

Watch the film ‘The Thieving Hand’.

6 Sporting Chances

Investigate this section.

use the map to find your way or ask one of the gallery staff to help you.

DON’T FORGET to complete the chart after each section.

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Superhuman detective chart

Fact about ONE object+TWO key messages this object gave us about human enhancement

The way this part of the exhibition made you feel about human enhancement (draw an emoticon)

Questions this part of the exhibition made you ask or want to ask.

Section of exhibition

What we looked at

Fact

Key messages

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2


What we looked at

Fact

Key messages

1

2


What we looked at

Fact

Key messages

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What we looked at

Fact

Key messages

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Now do stage 2

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STAGE 2

Work with a partner. Find somewhere quiet in the exhibition and talk about these questions.

How and why do humans enhance their bodies and their minds?

Does technology always improve things?

Should we always be trying to be the best versions of ourselves?

Can human enhancement go too far? If so, where should it stop? If not, what next?

What do we know about human enhancement now that we didn’t know when we arrived?

Why did this exhibition start with Icarus?

and finally… Before you leave the exhibition, pair up with someone you haven’t worked with today.



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Superhuman traIl 4: gallery detectIveS











When was it made?



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use the map to find the exhibit called ‘the Immortal’.

To be immortal means to live forever.

This exhibit is made up of several life-support machines. Hospitals use these to help keep us alive when we are very ill. These machines mean that people live longer now than in the past.

1 Can you spot the infant (baby) incubator? If you aren’t sure, ask one of the gallery staff or your teacher.

2 Does anyone in your group know how incubators work or what they are used for? Were you put in an incubator when you were a baby?

3 Sketch the incubator, with a baby inside! Will it be BIG or SMALL?

5 Discuss this superhuman question: Why did this artist call this collection of machines ‘The Immortal’?

4 I’m in this incubator because

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prosthesis huntProsthesis is the word we use for an object used to replace a missing limb or other part of a body.

i-limb hand STAMP SIZED IMAGE

Choose the prosthesis you found most interesting. Write a sentence to explain why it is interesting.

The object I have chosen is

I think it is the most interesting because

eyemaker use the map to find the film ‘Eyemaker’.

Watch this film. Why do people who have lost an eye choose to wear a false one?

Use these comments to help you talk about this.

How many of the following prostheses can you find in the gallery?

Work as a team. Split into pairs. Who will find them all first?

When you find the object, tick the box. Remember, read the labels to find out more.

i-hand iron arm ear trumpets

waterloo teeth

thalidomide legs

glasses

I wear a false eye to look like other people.

I wear a false eye because people get upset if they see me without one.

I wear a false eye because it makes me feel more normal.

I wear a false eye because it’s better than wearing a patch and looking like a pirate.

F-4

An android is a robot made to look and behave like a person.

finally, spend some time investigating other exhibits. Then pair up with someone you haven’t worked with today.



A match a person’s real eye

B break if you drop them

C are made from muscles, blood vessels and much more!

D look good but don’t help you see

E come in different colours

Superhuman question What do you know about glass eyes and real eyes?

= glass eyes = real eyes

androids

use the map to find the large colour photograph by Yves Gellie called ‘Human Version (2.01) China’.

This is a picture of Professor Zou Renti and the android he built to look like him. Discuss the following:

1 Is Professor Zou sitting on the left or the right? How do you know?

2 Would it be easier to tell if they were moving? Why?

3 Would it be good or bad to have an android that looked like you?

Tell your partner one good thing and one bad thing about having an android that looks like you.

cyborgsFind this microchip in the Man and Machine display case.

A cyborg is part person and part machine. This idea is used in films and science fiction.

Kevin Warwick is a scientist. He put (implanted) this chip in his arm. It let him open electronic doors and windows by waving his arm. Doing this made him like a cyborg.

1 How does this make you feel? (draw an emoticon)

G-1

Superhuman traIl 5: art traIl











When was it made?



G-2

explore the exhibition with a partner for ten minutes.Choose ONE artwork or exhibit that interests you.

make a sketch on the next page.Imagine this artwork will disintegrate in 5 minutes.

Start drawing! Don’t worry about mistakes. Keep drawing!

Annotate your sketch (make notes around it). Include:

• Artist. Title of artwork. Date it was made.

• How was it made? Painting/printmaking/other

• Materials used to make it. Watercolour/cloth, lithograph/other

• Your ideas about use of colour/composition

• Why you chose it

• Your reactions/opinions/feelings

• Why you think it was chosen to be in this exhibition

• How you think this art might inspire your work in the future

Or, if you chose a film, sketch ONE image you think is important, surprising or shocking.

Annotate your sketch (make notes around it). Include:

• Artist and title of work. Date it was made.

• Your ideas about use of colour/composition

• Why you chose it

• Your reactions/opinions/feelings

• Why you think it was chosen to be in this exhibition

• How you think this art might inspire your work in the future

1

2

G-3

and finally…Before you leave the exhibition, pair up with someone you haven’t worked with today.



H-1

Trail 1 Missing Parts

• Build your knowledge and understanding about prosthetics.

• Examine how attitudes to this type of human enhancement have changed over time.

• Explore the ways that science and technology have contributed to this type of human enhancement.

• Develop your own views and opinions.

Trail 2 Sporting Chances and Superheroes

• Develop your knowledge and understanding of how human enhancement is used in sport.

• Research information and build on existing knowledge.

• Think about issues of fairness, cheating and health involved around this area of enhancement.

Trail 3 Gallery Investigators

• Get information by looking at objects, reading labels and interpreting these ideas, from watching films and listening to narrative.

• Speak to other students from your school to get information about sections of the exhibition you don’t have time to visit. Steal their ideas!

• Record your ideas as you go round.

• Put your ideas together at the end and use them to decide what you think about human enhancement.


Trail 4 Gallery Detectives



• Enjoy being in a gallery environment.

Trail 5 Art Trail


• Record your ideas as you go round.

• Develop your own views and opinions about different artistic responses to human enhancement.

traIl 1 Suitable for mixed ability groups.

KS3 Citizenship

• Debate, in groups and whole class discussions, topical and controversial issues.

• Take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues.

KS4 Citizenship

• Use and interpret different media and ICT, both as sources of information and as a means of communicating ideas.

KS3 Science

Organisms, behaviour and health

• Conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

KS4 Science

Societal aspects of scientific evidence

• Scientific knowledge gained through investigations can be used for technological developments.

• Developments in science and technology have ethical, social and economic or environmental consequences, which should always be taken into account when evaluating the impacts of new developments.

• Advancements in science can have ethical implications.

• Decisions are made by individuals and by society on issues relating to science and technology.

Biology

• Scientists are continually developing new drugs.

appendIx 1: SpecIfIc learnIng outcomeS and currIculum lInkS

H-2

• When new medical drugs are devised, they have to be extensively tested and trialled before being used. Drugs are tested in a series of stages to find out if they are safe and effective.

• Thalidomide.

KS3 English

Reading for meaning

• Understand how meaning is created through the combination of words, images and sounds in multimodal texts.

Writing/composition

• Present material clearly, using appropriate layout, illustrations and organisation.

• Use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect.

• Summarise and take notes.

KS4 English

Speaking and listening

• Listen to complex information and respond critically, constructively and cogently in order to clarify points and challenge ideas.

• Synthesise what they hear, separating key ideas from detail and illustration.

• Judge the intentions and standpoint of a speaker.

• Take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts.

Reading for meaning

• Analyse and evaluate information, events and ideas from texts.

• Select, compare, summarise and synthesise information from different texts and use it to form their own ideas, arguments and opinions.

Writing

• Support and strengthen their own views by incorporating different kinds of evidence from a range of sources.

KS3 Art and Design

Range and content

• Study of a range of artefacts from contemporary, historical, personal and cultural contexts.

• Engage with contemporary art, craft and design, working with creative individuals and in creative environments where possible.

KS4 Art and Design

Knowledge, understanding and skills

• How ideas, feelings and meanings can be conveyed and interpreted in images, artefacts and products.

traIl 2Suitable for mixed ability groups.

Curriculum links: Citizenship, English, Art and Design, Science as Trail 1, plus:

Biology

Movement of molecules in and out of cells

• Evaluate the claims of manufacturers about sports drinks.

Dissolved substances

• Sports drinks contain sugars to replace the sugar used in energy released during activity. They also contain water and ions to replace the water and ions lost during sweating.

• Some athletes take drugs to improve performance. People cannot make sensible decisions about drugs unless they know their full effects.

• Evaluate the use of drugs to enhance performance in sport and consider the ethical implications of their use.

traIl 3 Suitable for more able students, or mixed ability groups who enjoy more open-ended tasks. This trail is the most flexible: activities are less structured and encourage students to draw their own conclusions.

Curriculum links: As Trails 1 and 2, depending on the exhibits students focus on.

traIl 4 Suitable to support EAL and SEN students.

Curriculum links: As above, also:

H-3

Biology

• Evaluate the development of artificial aids to breathing, including the use of artificial ventilators.

• Evaluate the development and use of artificial aids to breathing, including the use of artificial ventilators.

traIl 5 art traIl

KS3 Art and Design

Range and content

• Study of a range of artefacts from contemporary, historical, personal and cultural contexts.

• Engage with contemporary art, craft and design, working with creative individuals and in creative environments where possible.

KS4 Art and Design

Knowledge, understanding and skills

• How ideas, feelings and meanings can be conveyed and interpreted in images, artefacts and products.

• How knowledge and understanding of the work of others can develop and extend thinking and inform their own work.

• How images, artefacts and products relate to social, historical, vocational and cultural contexts.

• A variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures and their contribution to continuity and change in society.

• Recording experiences and ideas in appropriate forms when undertaking research and gathering, selecting and organising visual, tactile and/or sensory materials and other relevant information.

• Organising, selecting and communicating ideas, solutions and responses, and presenting them in a range of appropriate visual, tactile and/or sensory forms including the use of new technologies.

• Working both as individuals and in collaboration with others in a range of situations.

H-4

Image Credits

C-1, D-1, E-1, F-1, G-1, Statue of Icarus, © The Trustees of the British Museum

C-2, F-3, Waterloo teeth, British Dental Association Museum

C-3, E-2, F-3, Artificial legs, Wellcome Library, London

C-4, Prosthetic toe, © The Trustees of the British Museum

C-4, F-3, Iron artificial arm, Wellcome Library, London

C-4, F-3, i-limb ultra prosthetic hand, 2011, Touch Bionics

C-4, E-2, Flex-Foot Cheetah blades, Wellcome Library, London

C-4, F-3, Acoustic headband, Science Museum, London

D-2, The Marathon (Dorando Pietri), Illustrated London News Ltd/Mary Evans

D-2, Tom Hicks wins the Olympic marathon, St Louis, 1904, Online Content Kft

D-3, ‘Cycling Ace Tommy Dies in the Cruel Sun’, Daily Mirror, Friday July 14th 1967

D-4, ‘Daley Can’, Lucozade poster with Daley Thompson, Image courtesy of The Advertising Archives

D-6, E-2, Stills from ‘I Need a Hero’, Charlotte Jarvis, Photographer: James Read

D-6, F-4, Microchip, Science Museum, London

E-2, ‘Super Elevated Ghillie’ shoes by Vivienne Westwood, 1998, The Shoe Collection, Northampton Museums and Art Gallery

E-2, El hombre como palacio industrial (Man as a palace of industry), Fritz Kahn, c. 1930, Wellcome Library, London

E-2, Woman wearing an artificial leg, © Science Museum/Science and Society Picture Library

F-2, The Immortal, 2011, Revital Cohen

F-3, Folding tortoiseshell spectacles, Science Museum, London

F-3, Still from ‘Eyemaker’, Dorothy Cross, 2000, Courtesy the artist and Frith Street Gallery

F-4, ‘Human Version 2.01’, Yves Gellie, 2008, Yves Gellie/Galerie Baudoin Lebon, Paris

GETTING HERE

Public transport: The nearest mainline stations are Euston, St Pancras and King’s Cross. We are a short walk away from four tube stations: Euston, Euston Square, Warren Street and King’s Cross. Several bus routes pass near Wellcome Collection. Please check live travel information from Transport for London: www.tfl.gov.uk. By coach: Wellcome Collection cannot accommodate coaches, so you will need to make your own parking arrangements if you are planning on bringing a group by coach. The nearest coach drop-off point is outside the Bloomsbury Theatre at 15 Gordon Street, a few minutes’ walk away. Please see our group visits page – www.wellcomecollection.org/visit-us/your-visit/group-visits.aspx – if you are planning to bring a group of eight or more people to visit Wellcome Collection. By car: We have a limited number of parking bays available to book for visitors who are Blue Badge holders – see www.wellcomecollection.org/visit-us/your-visit/accessibility.aspx. There are also several parking meters nearby, with a maximum stay of two hours. At Euston station, there is a 230-space APCOA underground car park. Wellcome Collection is situated on the A501, Euston Road. For satnav users, our postcode is NW1 2BE. ARRIVAL

On arrival, please go to the Information Point in the ground floor reception area. If you are having a tour, your guide will meet you there. Free cloakroom and toilet facilities are on the ground floor, with additional toilets on the first floor. However, please travel light because the cloakroom might not be able to fit lots of items from large groups. Please also note that we are currently checking bags on entry to Wellcome Collection, due to heightened security levels in London.

BEFORE YOUR VISIT

If you are planning to bring a group of eight or more to look around on your own, or if you would like to arrange a private guided tour, please complete our group visit enquiry form: www.wellcomecollection.org/visit-us/your-visit/group-visits/group-visit-booking-form.aspx. A member of our Groups team will personally respond to you as soon as possible. Please make sure you contact us about your group’s visit, even if you are not having a guided tour. Please keep your booking confirmation form for your own records, and let us know if any of the details change before visiting – for example, if your group size changes. If you are bringing a group of Year 10 students or older, please let us know about any specific learning outcomes you want to get from your visit. With enough notice, we may be able to tailor our tour to your subject area. You should also be aware that the permanent exhibitions and many of our special exhibitions contain human remains, objects of a sexual nature and images of graphic surgical procedures. Please contact us if you would like to discuss this in more depth. Please let us know if you are running late or unable to make it for your allocated slot by calling us on 020 7611 2222.

VISITING GUIDELINES

WARREN STREETSTATION

TO BAKER STREET

EUSTON SQ. STATION

TO KING’SCROSS

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EUSTON ROAD

ST.PANCRASINTERNATIONAL

EUSTON STATION

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WELLCOME COLLECTION

183 EUSTON ROADLONDON NW1 2BE

MANAGING YOUR GROUP

Due to the size and nature of the exhibition spaces, please ensure that large groups are divided into agreed group sizes before arrival (maximum 20 people per group). School groups must be accompanied by a teacher or responsible adult at all times. We require a minimum ratio of one accompanying adult to 20 students. Please note that all children under the age of 14 must be accompanied by an adult. If you need to make your own risk assessment, please email [email protected] to get a copy of our guidance notes. INSIDE THE EXHIBITIONS

Photography for personal use is allowed in our two permanent exhibitions, Medicine Man and Medicine Now; we just ask that you refrain from using a flash or a tripod. In our temporary exhibitions, all photography is prohibited due to copyright restrictions. Sketching in the galleries is encouraged, but only with dry materials. Please make sure that your group are aware of the gallery rules: no touching the objects, no leaning on glass cases and no running. Please also be aware that other tours may be taking place. EDUCATIONAL RESOURCES

We do not provide any educational resources to support guided tours. However, you can find a host of information relating to themes and objects on display – including videos and interactive displays – in the ‘Explore’ section of the Wellcome Collection website: www.wellcomecollection.org Teachers or educational group leaders may find the following additional materials useful: • Big Picture, the Wellcome Trust’s science magazine for young adults (16+) • The Wellcome Library’s resource pack for the GCSE course ‘Medicine Through Time’. Audio guides: We offer an audio guide for our Medicine Man exhibition, taking in highlights of objects around the gallery. You will hear from our own team of Visitor Services Assistants, as well as curators, researchers and other experts. There are 25 guides, available in English, French and British Sign Language with subtitles. Please ask a member of staff if you wear a hearing aid and would like an induction loop.

ACCESSIBILITY

Wellcome Collection is wheelchair-accessible and offers a range of services for users with disabilities, including Blue Badge parking spaces and induction loops. Please see the Wellcome Collection website for further information about accessibility – www.wellcomecollection.org/visit-us/your-visit/accessibility.aspx – and feel free to contact us if you would like to talk about any particular needs you have: [email protected] EATING

Wellcome Collection does not have a dedicated area for eating packed lunches, and only food purchased on the premises can be eaten within the designated café area. Food and drink may not be consumed in any other areas of the building. In warmer months, you might like to consider visiting the nearby parks, including Gordon Square and Tavistock Square, which are a few minutes’ walk away. Wellcome Collection includes a Peyton & Byrne café, which serves a range of drinks, snacks and light meals. Please be aware that it is not possible to book tables in the café and there is limited seating during busy periods.

SHOP

Wellcome Collection houses a Blackwell’s bookshop that stocks a wide variety of books and an exciting range of merchandise relating to medicine, science, history and art. Please make sure that students visit the bookshop in small, supervised groups. CONTACT US

If you require any further advice before visiting, please contact the Visitor Services team by emailing [email protected] or by telephoning 020 7611 2222. Further information about all our exhibitions and events is available on the Wellcome Collection website: www.wellcomecollection.org

VISITING GUIDELINES

Wellcome Collection is a free visitor destination for the incurably curious. Through a diverse programme of contemporary exhibitions, historical collections and lively public events, it explores the connections between medicine, life and art in the past, present and future – helping us to root science and biomedicine in the broad context of health and wellbeing.

In addition to our two permanent exhibitions, Medicine Man and Medicine Now, on the ground floor there is a large gallery space for temporary exhibitions, accommodating two or three per year. More information about past, current and forthcoming exhibitions can be found on the Wellcome Collection website.

GALLERY CONTENT

MEDICINE MAN

Medicine Man displays approximately 500 items from the million-strong collection amassed by Henry Wellcome during his lifetime (1853–1936). For the first time, the exhibition reunites a cross-section of extraordinary medical-themed objects from Wellcome’s forgotten museum. The main themes in the exhibition are ‘Beginning of Life’, ‘Understanding the Body’, ‘Seeking Help’, ‘Treating Yourself’ and ‘End of Life’, allowing us to explore both the striking similarities and the vast differences between people’s reactions to these themes across time and culture. In addition, several cases focus on a single type of object he collected – ranging from paintings to amputation saws to artificial limbs.

Beginning of Life: Sex, fertility, conception and birth have given us some of our most profound images and metaphors, and contradictory attitudes to sex are reflected in several of the objects in this case.

Understanding the Body: Our bodies are simultaneously familiar and mysterious, and they are something that humans have always attempted to understand. These exhibits from around the world explore the ways in which the human body has been observed, described and understood in both health and illness.

Seeking Help: Societies have always had healers, and these exhibits demonstrate that people have appealed to a variety of sources when things go wrong.

Treating Yourself: We all ‘treat ourselves’ in various ways on a daily basis. These items explore the ways in which people have treated themselves – not always in the best interests of their health, but often in line with larger social norms.

End of Life: Seen as either the end of a journey or the beginning of a new one, death has always been of vital concern to the living. The variety of objects in this case explore how humans have responded to their own mortality in both a spiritual and a material sense.

MEDICINE NOW

This exhibition presents a range of ideas about science and medicine since Henry Wellcome’s death in 1936. It reflects the experiences and interests of scientists, doctors and patients – including a mixture of scientific technology, items from everyday life, contemporary artwork and interactive displays. Within the huge field of medicine, the exhibition chooses to focus on a few key topics: ‘The Body’, ‘Genomes’, ‘Malaria’, ‘Obesity’ and ‘Living with Medical Science’.

In The Body, we examine new techniques and ways of looking at our internal biological structures and functions, with a focus on developments in medical technologies that have dramatically increased our ability to see inside our bodies in ways unparalleled before 1936.

In Genomes, we look at the scientific study of DNA (the ‘chemical code of life’), as well as its social and cultural significance.

In Malaria and Obesity, we look at two very different ways in which we can become ill. We explore obesity, a condition predominantly affecting high-income nations, and compare it with malaria, a disease mostly associated with low-income countries.

In Living with Medical Science, we explore the impact of medical science on the lives of those who experience it.

Medicine Now also contains a browsing area, full of the experiences of patients, doctors and scientists. We encourage you to take a seat, browse through books, pull open the drawers and contribute to the ‘art wall’.

Health & Safety Risk Assessment

Version 3, July 2012 1

Location Wellcome Collection, 183 Euston Road Date 19.7.2012 Ref No A0071

Event or task being assessed

Educational group visits to the Wellcome Collection temporary and permanent exhibitions.

People involved (type and number) Children, other visitors, members of public, staff and contractors.

Hazard checklist This list is NOT exhaustive – there may be other significant hazards present.

Hazard Ref Hazard Ref

Road traffic accidents/collisions • Traffic on Euston Road • Other pedestrians on footpaths

A

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F

Slips, trips and falls • Potentially wet steps • Hard, smooth limestone surface

B

Content • Graphic images • Inappropriate content for under-14s • Fainting

G

Collisions with fixed objects • Large glass walls • Corners of cases • Art works • Free-standing signage/displays

C Fire H

Electricity • Heat • Shock

D

Using gallery furniture (stools, chairs etc.) • Heavy furniture • Moving furniture

E

Estimating risk levels

Likelihood of harm happening Severity of harm

1 Low - Where unlikely anyone will be harmed

1 Slight – Minor injury or illness

2 Medium - Where possible someone will be harmed

3 Serious – Injury or illness causing short-term disability

3 High - Where it is certain or near certain that someone will be harmed

3 Major – Death, major injury or illness causing long-term disability

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rs

• La

rge

glas

s w

alls

•

Cor

ners

and

edg

es

of c

ases

•

Art

wor

ks

• Fr

ee-s

tand

ing

sign

age/

disp

lays

•

Oth

er v

isito

rs

Chi

ldre

n an

d ot

her v

isito

rs

Chi

ldre

n ex

pect

ed to

beh

ave

with

in th

e ga

llery

are

as.

App

ropr

iate

adu

lt su

perv

isio

n re

quire

d at

all

times

. G

alle

ries

and

exhi

bitio

ns d

esig

ned

to e

nsur

e su

ffici

ent s

pace

to

allo

w fo

r mov

emen

t aro

und

exhi

bits

. A

ll ca

ses

and

cabi

nets

are

fit f

or p

urpo

se a

nd w

ell m

ade.

A

ll ca

ses

chec

ked

thro

ugho

ut d

ay fo

r dam

age

and

appr

opria

te

actio

n ta

ken

if fo

und

to b

e un

safe

. Te

ache

rs/g

roup

lead

ers

requ

este

d to

adv

ise

child

ren

to ta

ke

extra

car

e.

Gal

lery

num

bers

mon

itore

d.

Sch

ools

adv

ised

to s

plit

clas

ses

into

sm

all g

roup

s to

pre

vent

ov

ercr

owdi

ng.

Vis

itors

inst

ruct

ed n

ot to

touc

h an

y op

en e

xhib

its. S

igna

ge

clea

rly in

pla

ce in

stru

ctin

g th

is.

Obj

ects

sec

urel

y fa

sten

ed to

sta

ble

surfa

ce.

2 1

2 Low

N

one

requ

ired.

2 Low

D

Elec

tric

ity

• H

eat

• S

hock

Chi

ldre

n, o

ther

vi

sito

rs, s

taff

and

cont

ract

ors

Pow

er c

able

s hi

dden

from

vie

w a

nd in

acce

ssib

le.

All

equi

pmen

t is

regu

larly

PA

T te

sted

. E

quip

men

t che

cked

thro

ugho

ut th

e da

y to

ens

ure

no d

amag

e ha

s oc

curr

ed a

nd th

at e

xhib

its a

re n

ot to

o ho

t. U

se o

f hea

dpho

nes

by c

hild

ren

shou

ld b

e su

perv

ised

by

an

adul

t.

1 3

3 M

ed

Non

e re

quire

d.

3 M

ed

E

Man

ual h

andl

ing

(sto

ols,

cha

irs e

tc.)

• H

eavy

furn

iture

•

Mov

ing

furn

iture

Chi

ldre

n an

d ot

her v

isito

rs

Gro

ups

aske

d no

t to

mov

e ga

llery

furn

iture

from

thei

r loc

atio

ns

and

to ta

ke e

xtra

car

e w

hen

mov

ing

arou

nd th

e ga

llery

are

as.

Chi

ldre

n to

be

supe

rvis

ed b

y ad

ults

at a

ll tim

es.

1 2

2 Low

N

one

requ

ired.

2 Low

F Pa

ssin

g th

roug

h he

avy

door

s/ex

pose

d hi

nges

•

Cru

sh in

jurie

s

Chi

ldre

n, a

nd

othe

r vis

itors

Hea

vy d

oors

hel

d op

en b

y m

aglo

cks.

Mos

t doo

rs a

utom

atic

. S

uita

ble

adul

t sup

ervi

sion

requ

ired

whe

n go

ing

thro

ugh

all

door

s.

Gro

ups

aske

d no

t to

loite

r in

door

way

s to

allo

w fr

ee

1 2

2 Low

N

one

requ

ired.

2 Low

Hea

lth &

Saf

ety

Ris

k A

sses

smen

t

Ver

sion

3 (p

ublic

acc

ess)

, Jul

y 20

12

4

Ref

W

hat i

s th

e H

AZA

RD

? W

ho is

at r

isk?

W

hat a

re th

e cu

rren

t con

trol

s?

L W

ith

curr

ent

cont

rols

S W

ith

curr

ent

cont

rols

RL

With

cu

rren

t co

ntro

ls

Add

ition

al c

ontr

ols

to

rem

ove

or fu

rthe

r red

uce

the

risk

to a

n ac

cept

able

le

vel

Indi

cate

if n

o fu

rthe

r co

ntro

ls a

re n

eces

sary

RL

With

ad

ditio

nal

co

ntro

ls

• Tr

appe

d fin

gers

•

Kno

cks

and

brui

ses

mov

emen

t.

All

door

s m

aint

aine

d on

a re

gula

r bas

is.

Sha

ded

iden

tific

atio

n do

ts p

lace

d on

larg

e gl

ass

surfa

ces.

G

Con

tent

•

Gra

phic

imag

es

• In

appr

opria

te

cont

ent f

or u

nder

-14

s •

Fain

ting

Chi

ldre

n an

d ot

her v

isito

rs

App

ropr

iate

adu

lt su

perv

isio

n re

quire

d at

all

times

. S

igna

ge in

pla

ce fo

r exh

ibits

/tem

pora

ry e

xhib

ition

s th

at c

onta

in

grap

hic

imag

es/c

onte

nt.

Web

site

and

pro

mot

iona

l mat

eria

l inc

lude

s w

arni

ngs

whe

re

cont

ent o

f exh

ibiti

ons

is g

raph

ic.

Boo

king

s fo

r tem

pora

ry e

xhib

ition

s ar

e no

t acc

epte

d fo

r you

ng

child

ren

if ex

hibi

tion

cont

ains

gra

phic

con

tent

. S

eatin

g av

aila

ble

in M

edic

ine

Now

and

tem

pora

ry e

xhib

ition

sp

ace.

Fi

rst-a

ider

on

call

at a

ll tim

es.

Tem

pera

ture

in g

alle

ries

mon

itore

d.

1 2

2 Low

N

one

requ

ired.

2 Low

H

Fire

C

hild

ren,

oth

er

visi

tors

, sta

ff an

d co

ntra

ctor

s

Trai

ned

fire

mar

shal

s w

ithin

the

build

ing.

A

larm

s te

sted

wee

kly.

A

nnua

l fire

dril

l of b

uild

ing.

Fi

re d

etec

tion

and

firef

ight

ing

equi

pmen

t mai

ntai

ned.

E

vacu

atio

n ch

airs

ava

ilabl

e at

var

ious

loca

tions

for e

vacu

atio

n of

thos

e w

ith m

obili

ty is

sues

.

1 3

3 M

ed

Non

e re

quire

d.

3 M

ed

Ass

essm

ent b

y H

ealth

and

Saf

ety

Man

ager

(P

rint n

ame)

A

Bal

lard

Si

gn

D

ate

Documents

TEACHERS’ PACK - Wellcome Collection · PDF fileteachers’ pack tuesday–sunday (until 18.00), closed monday late-night thursday (until 22.00) 183 euston road, london nw1 euston,