1. 0
CommunityArchaeologyToolkit
A resource pack for community
buildings archaeology projects
Museum of London Archaeology
Mortimer Wheeler House
Eagle Wharf Road
London
N1 7ED
0207 410 2200
www.mola.org
2013
2. 1
CONTENTS
Community archaeology – an introduction 2
Why buildings archaeology? 4
The role of English Heritage 5
Designing a project 8
Activity ideas 9
Templates and forms 15
Resources 30
How to use this pack
This resource pack is provides materials that can be used for running a community buildings
archaeology project. These resources are designed to be copied and modified as fits the individual
project. They can also be added to as new resources are created.
The guidance provided in this pack is general and introductory by nature. For detailed advice,
support and guidance please contact the MOLA Community Archaeology team before planning any
community work.
For digital copies of all the templates and references resources see:
P:MULTI1221naFieldIFA Bursary Project 2013Community Toolkit
3. 2
COMMUNITY ARCHAEOLOGY – AN INTRODUCTION
Community archaeology is a broad term that covers a wide range of archaeological projects
involving the public. Done well, community archaeology projects can be engaging and incredibly
rewarding for all involved. However, many projects suffer from a lack of clear purpose or, worse,
they end up becoming something that is done to the community rather than being a genuinely
collaborative effort.
Before embarking on a community archaeology project, consider the following questions:
Why do you want to engage?
What is the objective?
What do you expect to achieve?
What impact will it have?
What level of engagement is appropriate?
How much time do you have and how long will it take to complete?
Then:
Plan the process out using the tools available
Take advice from others
Monitor and review as you go along and provide feedback constantly
Evaluate the process and its impact at the end
If you are engaging with specific groups, do your research. Different groups have different needs and
you will need to tailor your project accordingly.
Bear in mind capacity building. Throughout the project participants develop their skills and
confidence to participate within this project but also with community engagement in the future. This
is how to build a sustainable community team.
Project based engagement and capacity building does take planning, both short-term and long-term:
Identify what sort of project you want to do and why.
Plan the scale of it, who it will be with and where it will be.
Identify how you will carry out monitoring and evaluation.
Set out a communications plan. Always communicate with clarity and be honest.
Identify how you will contact people who will be involved.
Be clear on the benefits for them to be involved. What are they going to get out of it? What
will you get out of it? Why are you doing this?
Identify the need for any assistance e.g. will you need any skilled facilitators in particular
areas for training and capacity building?
Will your project be long-term or a one-off initiative and how will this be communicated to
participants?
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What budget will be needed and, especially if the project is long term, how will it be
sustainable?
Once these first steps are done, then specific planning will need to be carried out, bearing in
mind what you want to achieve. Always:
Have clear lines of communication.
Remember accessibility, jargon-free language and why the project was set up in the first
place.
Be flexible and listen to people involved in the project.
Informing people – have a distribution plan. Are you going to have posters or leaflets? Or a
newsletter? Will you use email? A website?
Overall, it is important that the group involved maintains a sense of ownership over the project as
this will help make it more sustainable. There should be a continuous dialogue with the community.
Consider appointing a key member of the community who is involved in the project every year.
HADAS and the Hendon School Project is a good example of a sustainable community project. They
advocate a “bottom up” rather than “top down” approach. The Hendon model of a community
partner, a local archaeological society and a university department is a strong and replicable
combination.
Sources:
Halton Partnership toolkit for community engagement
http://www.haltonpartnership.net/communityengagement/images/stories/engagement_toolkit.pdf
Building Sustainability in Community Archaeology: the Hendon School Archaeology Project
www.ai-journal.com/article/view/ai.1317/75
Evaluating Community Archaeology in the UK
http://www.archhighland.org.uk/userfiles/file/Community%20Archaeology/evaluating%20communi
ty%20archaeology%20paper.pdf
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WHY BUILDINGS ARCHAEOLOGY?
Buildings archaeology is a broad subject but one that everybody can relate to in some way since we
all use buildings/built structures on a daily basis. The reasons for creating buildings are the same as
they have always been which means by drawing on our own experiences, we can begin to interpret a
building without really knowing anything about it. We have a ready-made connection to our historic
buildings because they are familiar and understood.
In addition to that, the UK
has a rich built heritage.
Most of our towns and cities
contain buildings which
could be considered historic,
whether it is a row of
Victorian terraces or
something more obvious like
a Norman cathedral.
Buildings archaeology is
literally all around us. This
makes it perhaps the most
accessible form of
archaeology and therefore
an excellent basis for
community projects.
Buildings archaeology also has the potential to be a multi-disciplinary subject. It covers a wide range
of curriculum areas from art and history to technology and materials science. Photography projects,
creative writing projects, art projects – buildings can provide inspiration for all of these. You could
study a whole street or town, or focus on just one building. You could concentrate on one period of
history or study how a building or area has changed over time. You could look at interiors or
exteriors, design features or structural features. The result might be a tangible report or something
more intangible like a new understanding of the local area. The ideas and examples in this resource
pack are just a few of the many ways in which to approach the topic of buildings archaeology. They
are there to be used, adapted and added to, as befits the project.
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THE ROLE OF ENGLISH HERITAGE
English Heritage is the principal advisor to the Government on the preservation of the historic
environment. One way to protect our heritage is through national designation. Buildings and
structures which meet the criteria for national protection are listed.
To be listed, a building must have architectural or historic special interest. When assessing each
case, English Heritage uses the following criteria:
Age and rarity.
Architectural interest, including design, decoration, craftsmanship and examples of
particular building types and techniques.
Historic interest, including buildings which illustrate important aspects of the nation’s social,
economic, cultural or military history.
Close historical association with nationally important people or events.
Group value, especially where buildings are part of an important group or are fine examples
of planning e.g. squares and terraces.
The criteria become tighter with time so that buildings built within the last 30 years have to be
exceptionally important, and under threat too.
English Heritage uses these criteria to make a recommendation on whether or not a building will be
listed. The final decision rests with the Secretary of State for Culture, Media and Sport.
For further information on how buildings are chosen for listing, see the English Heritage selection
guidelines which cover 20 different types of buildings and structures: http://www.english-
heritage.org.uk/caring/listing/criteria-for-protection/selection-guidelines/.
English Heritage Recording Guidelines
As well as advising on the preservation of the historic environment, English Heritage has also
produced a set of guidelines for the recording of standing buildings. English Heritage describes four
main recording levels, plus the photographic survey. Each level represents a minimum specification,
to which additional elements may be added as required. When selecting which level of record to use
it is important to consider the nature of the building and the purpose of the record. Some examples
are provided in the table at the end of this section.
Level 1
This is essentially a basic visual record plus the location, age and type of building. Typically, a Level 1
survey will be undertaken when basic information about a large number of buildings is required e.g.
for area assessments or a pilot project. It can also help to identify buildings requiring more detailed
attention at a later date.
Level 1 surveys will usually be of exteriors only, unless significant features exist inside. Photographs
will consist of a general view(s) of the building. If any drawings are produced at all, they will likely be
just sketches.
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Level 2
This is a descriptive record, made when more information is needed than would be found in a Level
1 survey. Both the interior and exterior will be viewed, described and photographed. The record will
present conclusions about the building’s development and use but will not discuss in detail the
evidence on which the conclusions are based. A plan and sometimes other drawings may be made,
depending on the scope of the project.
Level 3
This is an analytical record and will comprise and introductory description and a systematic account
of the building’s origins, development and use. It will include an account of the evidence on which
this has been based, as well as all drawn and photographic records required to illustrate the
building’s appearance and structure to support the analysis. Some historical documentary sources
may be used but detailed documentary research will not normally be done. The record will not
discuss the stylistic or historical context and importance in any depth.
Level 4
This is a comprehensive analytical record and is appropriate for buildings of special importance. A
Level 4 survey will draw on the full range of available resources and discuss the building’s
significance in terms of architectural, social, regional or economic history. The range of photographs
and drawings will be greater than for the other levels.
Photographic Survey
A photographic survey provides a very full visual record, accompanied by a brief written account, but
normally without an analytical or drawn survey. It may be appropriate for a building that has
complex and important decoration but which is under no threat or for which there is no immediate
need for detailed analysis.
These levels cover most eventualities but there will be circumstances in which more detailed records
are desirable. For example, it might be appropriate to record a whole building at the simplest level
but to do detailed analysis of a part of the structure. Or in a group of buildings, some may merit
more detailed recording than others. The point is that the purpose of the record should always
determine its nature and content.
For further information and guidance see Understanding Historic Buildings: A guide to good
recording practice, produced by English Heritage.
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Examples of when to use which level of record:
Taken from Understanding Historic Buildings: A guide to good recording practice by English Heritage.
Circumstance Principal Need Level of Record Form of Record
Strategic heritage
planning at national,
regional or local level.
Studies of landscapes,
common building
types, areas and larger
settlements.
Pilot projects.
Information on distribution, variation,
significance and survival of large
building populations, defined
geographically, typologically or
chronologically, and an understanding
of their evolution, to inform national or
local policy initiatives, to underpin
heritage-management decisions or as a
contribution to academic knowledge.
Generally low-level
record. Building-
specific information
may be highly
selective or variable.
Typically Level 1 or 2.
May make extensive use of
external photography,
supplemented by written accounts
of individual buildings and/or
synthetic text providing
background or context. Drawn
element may be omitted,
simplified, limited to maps or
restricted to key examples.
Management planning
for property portfolios
and for individual
buildings or sites.
Baseline information on the nature and
significance of buildings, providing a
foundation for long-term decision-
making and identifying where further
information is required.
For portfolios, a
medium-level record
(Level 2 or 3). For
single buildings or
sites the level may be
higher (3 or 4).
Measured drawings may form an
important and cost-effective
component. Where buildings form
a tight geographical group or
belong to an historic estate, more
extensive documentary research
may be needed.
Proposed alterations to
a significant building.
An understanding of the fabric at risk
within the context of the building as a
whole, and an assessment of its
significance, allowing proposals to be
formulated and evaluated, and loss
minimalized. Also a record of what is to
be lost, where significant.
Variable, depending
on the significance of
the fabric at risk, and
both the complexity
and current
understanding of the
building as a whole
and of the class to
which it belongs (2-4).
An account of the building as a
whole with detailed discussion of
affected areas. Measured drawings
are more likely to be required for
major alterations.
Extensive repairs or
alterations to a
significant building
with complex
stratigraphy.
In addition to the above, detailed
information on the nature and
development of the building’s fabric, in
the context of its significance and that
of its various parts.
Medium to high (3 or
4).
The drawn record may be more
detailed than the norm, to inform
step-by-step decision making.
Catastrophic damage
to a significant building
e.g. major fire.
Where not a prelude to demolition, an
understanding of the nature and
development of the building’s fabric, in
the context of its significance and that
of its various parts.
Variable, depending
of the significance of
the building, the
extent of loss and
safety considerations.
Attention will focus initially on
areas most vulnerable to loss,
which may be recorded in greater
detail than norm to assist
reconstruction.
Dismantling prior to re-
erection.
Detailed understanding of the fabric of
the building, and of the craft processes
which shaped it.
Medium to high (3 or
4).
The drawn and photographic
record is likely to be extensive and
will be made both prior to and
during dismantling. Any proposed
reconstruction, including
departures from traditional
practices and materials, may also
be documented. In special
circumstances and where resources
permit, it may be appropriate to
undertake additional recording
during dismantling or to elucidate
the site’s context or earlier history
through excavation.
Proposed demolition. Assessment of the significance of the
building and a record of what is to be
lost.
Variable, depending
on the significance of
the building. Other
things being equal,
the level will be
higher than for
buildings of
comparable
significance which are
not similarly at risk.
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DESIGNING A PROJECT
Buildings archaeology is a vast subject spanning centuries of history. Therefore, it is helpful to break
the topic down into broad themes to create a modular course:
MODULE CONTENT
Introduction What is buildings archaeology? Why do we do it? What can buildings tell
us? The planning process and conservation of built heritage.
Materials What materials are used in buildings? When were different materials
used? Why are certain materials chosen? What can materials tell us
about a building and its history?
Techniques How are buildings constructed? What are the links between
construction techniques and materials? How have techniques changed
over time?
Styles How has the appearance of buildings changed over time? What are the
main architectural periods and styles? What can the appearance/style of
a building tell us? Features to look out for (can be interior and exterior,
depending on your focus).
Recording Techniques How do we record a building? English Heritage levels of survey and
which to choose. Using photographs to record a building. Using
drawings to record a building.
Research How else can we find out about a building’s history? What supporting
information is out there? Where to find it?
The idea of the modules is not to provide a prescriptive syllabus but to act as a framework upon
which to build your own project. The modules can be used in isolation or put together as a whole
course.
The themes are broad and flexible, allowing them to be tailored to a wide range of different groups
and to whichever level of detail is appropriate. Each theme could be a session in itself or several
themes could be combined into one session e.g. materials and techniques. Alternatively, for more in-
depth courses, a theme could span several sessions.
Once you have decided on the structure for your course, it is a good idea to produce plans for each
session. The session plan template is based on the format used by teachers to plan their lessons and
is a useful tool for planning the timings and content of your session. In addition, there is space for
you to reflect on and evaluate the session so that you can feed this back into other sessions. The
template is only a suggestion. If you choose not to use it, it is recommended that you at least have
an idea of what you want to tell people and how long each bit will take, otherwise it is very easy to
go off-topic and to run out of time.
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ACTIVITY IDEAS
Buildings Archaeology is a rich subject that provides inspiration for a wealth of activities. In this
section you will find examples of activities that have been tried with other groups. Some of them
can be used at any point in the course; others are tied to a particular theme. The Buildings Resource
Pack contains supporting material for some of the activities.
General Activities
Activity Buildings Pub Quiz
Materials Questions plus images, answer sheets
Purpose This activity is to re-cap building materials, techniques and styles. Can be done
at various points in the course but is most challenging if done at the end.
Instructions Split into quiz teams.
Ask questions relating to materials, dates, styles, historical periods.
Team with most points wins.
Activity Architecture Scrapbook
Materials Scrapbook, camera
Purpose This activity gets participants to think about architecture outside the classroom
and is a creative way of getting them to look at buildings. They also have
something tangible to keep at the end.
Instructions Can be done individually or in small groups, if you are running the
course over several sessions.
Ask group to take photographs and cut out images of buildings they
like, compiling a scrapbook.
You can discuss the buildings with them throughout the course,
reinforcing ideas learned in each session.
Activity My Building
Materials Participants can bring pictures of their chosen building if they wish
Purpose This activity gets participants to start applying what they’ve learnt to actual
buildings. Therefore, it can be done at any point in the course or even
repeatedly with each new theme.
Instructions Ask the group to think about their chosen building and prepare a few
sentences about it.
Starting with yourself, ask everybody to introduce their chosen
building. This might be their house or a building that they like or that is
important to them in some way.
Ask for one or two sentences to describe the building, using the new
information they have learned in that session.
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Introduction to Buildings Archaeology
Activity Debating Built Heritage
Materials Some suitable case studies
Purpose This activity introduces the concept of planning and development and the
impact on built heritage by asking participants to argue why a building should
or should not be developed.
Instructions Divide group into ‘for’ and ‘against’.
Introduce the case studies and give groups 10 minutes to prepare their
arguments.
Each team presents their argument, followed by a Q&A session and
summing up from each team.
Adjudicator decides which team has most compelling argument
You can follow this up with a discussion about why some
developments go ahead and others don’t and ask the participants to
come up with a set of criteria for preservation (compare to the criteria
English Heritage use)
Activity Buildings Observation 1
Materials PowerPoint slides (or hard copies) of different buildings, whiteboard and
markers
Purpose This activity reinforces the idea that different features can tell us different
things about a building. It introduces the process of interpreting observations
and it links to other sessions about features, techniques and materials.
Instructions Show the group a series of images of buildings and ask them to list 3 or
4 things they notice about each building. It can be anything at all, as
long as it is about what they can see. Have a mix of buildings and
include some tricky ones.
Write down their answers as you go along so that you can discuss and
interpret the group’s observations.
Activity Why do we study buildings?
Materials Post-it™ Notes, pens, whiteboard and markers
Purpose This activity is a good ice-breaker. It introduces the idea that buildings can tell
us a lot about the past. It leads on to the idea that different features can tell us
different things and links to discussions about style, form and function.
Instructions Ask the group to think about why we study buildings and what they
can tell us.
Get them to write their answers on a Post-it™ Note (one idea per note)
and stick them on the whiteboard at the front. They can either do this
individually or in small groups. Allow around 5 minutes for this.
As a whole group discuss the suggestions and draw up a list of reasons
for studying buildings and what we can learn from them.
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Activity Planning Role Play
Materials Whiteboard (if you want to write any of the suggestions down)
Purpose This activity introduces the concept of planning and development and the
impact on built heritage by asking participants to think about future uses of
historic buildings.
Instructions Assign the role of Planning Officer to someone.
Can divide class into small groups or ask them for ideas individually.
Ask students to come up with suggestions for the future of a chosen
heritage building.
Each person/team presents their case to the planning officer. The
other people/groups must ask questions about each plan. The
planning officer makes their decision once all cases have been heard.
Materials
Activity Materials Handling Session
Materials Handling Collection
Purpose This activity introduces some of the materials used in buildings and the idea
that many different materials can be used. It introduces the idea of materials
properties being linked to building function, status etc. It starts the group
thinking about changes over time and links to discussions about building
techniques (techniques differ according to material used).
Instructions Depending on class size you may need to split into smaller groups.
Pass the different materials around and discuss properties, where in a
building different materials might be used, what buildings different
materials are used in, whether or not the material is expensive, when
different materials were used etc.
Activity Buildings Observation 2
Materials PowerPoint slides (or hard copies) of different buildings, whiteboard and
markers
Purpose This activity highlights the different materials that buildings can be made from.
It can be done as an ice-breaker or to test knowledge, depending on whether it
is done at the start or end of a session.
Instructions Show the group a series of images of buildings and ask them to list the
materials they can see.
Can be expanded to talk about what materials are used where etc.
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Activity Brick Identification
Materials Sequence of bricks of different ages
Purpose This activity is an introduction to changes in bricks and brickwork over time. It
provides experience that can be applied in the field when observing brick built
buildings.
Instructions Jumble up the bricks.
Ask the group to put them into date order. Ask them to explain their
reasoning.
See how many they got right, then use the correct sequence to talk
about dating buildings with brick.
Building Techniques
Activity Brick Bonds
Materials Lego™ bricks
Purpose This activity introduces some of the techniques used in the construction of
brick buildings. It links to discussions on changes in technique over time.
Instructions Ask participants to see how many different ways they can find to put a
brick wall together.
You can give them a target e.g. 6 different bonding patterns or you can
just see what they come up with.
Alternatively, construct a poorly-built wall i.e. no over-lapping bricks
and ask participants to build a better one.
Use the results to discuss brick bonds, changes over time, regional use
etc.
Activity Timber Framing
Materials Lollipop sticks, sellotape
Purpose This activity introduces some of the techniques used in the construction of
timber-frame buildings. It links to discussions on changes in technique over
time.
Instructions Either get the group to build a timber-frame building of their own
design from the lollipop sticks.
Or give them pictures to copy. Each group could try a different
technique. Or one group could focus on the wall frames and another
on the roof structure.
Use the results to discuss the pros and cons of each technique. You
can talk about use of space, quantity of materials, ease of construction
etc.
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Architectural Styles & Periods
Activity Style Timeline
Materials Pictures of buildings and features from various periods in history, a dateline
Purpose This activity reinforces the fact that buildings have changed over time and
introduces the idea that certain features and styles belong to a particular
period of history. It links to discussions on phasing.
Instructions Give the group a dateline and a pile of buildings and features.
Ask them to arrange them in historical order to create an architectural
timeline.
You can discuss their choices at the end and see how many they got
right.
You can use the set from the toolkit or provide the group with paper
examples that they can use to create a reference timeline (particularly
good for children)
Recording Techniques
Activity Spot the Feature
Materials PowerPoint slides (or hard copies) of different buildings, whiteboard and
markers
Purpose This activity tests knowledge about architectural features.
Instructions Show the group a series of images of buildings and ask them to spot
features e.g. balustrade, pediment etc.
Could be done as a competitive game, with the winners being the
group that finds the most features.
Bonus points for linking features to architectural periods or styles.
Activity Phasing
Materials Pictures of buildings with multiple phases, marker pens
Purpose This activity introduces the idea that buildings are altered through their
lifetime and that these changes are often visible in the fabric of the building. It
reinforces and builds upon interpretive skills from the observation activity.
Instructions Split into groups and give each group one or two building pictures to
analyse.
Ask them how many phases they think they can see. Then get them to
number them in order from earliest to latest.
You can also do this using drawings of buildings so that participants
can colour-in the phases.
15. 14
Activity Interpreting Buildings
Materials Bags of materials/finds
Purpose This activity reinforces ideas about materials, status etc. It encourages the
group to relate what they see to what they know about buildings history.
Instructions Split into groups and give each group a bag of materials/finds.
Ask them to examine the finds and work out what sort of building they
are from, wealth/status of occupants, age of building etc.
Get each group to present their findings to everyone else.
Research & Historical Sources
Activity Map Regression
Materials Maps of the same area from different periods
Purpose This activity introduces the idea of using historical maps for research. It links to
discussions about producing buildings surveys and reports.
Instructions Split into groups and give each group a different map.
Get them to locate the building you are studying and ask them to think
about what the area looked like at the time, based on what they can
see on the map.
Questions to think about: who lived here? What jobs they were doing?
Who might have used the building at the time? What did they use it
for?
Ask each group to present their findings to the rest of the class. Use
these findings to compile a timeline for the building. Or ask them to
describe a walk through the area at the time of their map.
Activity Historical Sources
Materials Source material for chosen building, Post-it™ Notes, pens, whiteboard
Purpose This activity introduces the process of historical research in buildings
archaeology. It leads on to discussions about producing surveys and reports. It
is also a good introduction to the chosen site, prior to any fieldwork.
Instructions Draw a basic timeline on the whiteboard – leave plenty of space to add
to it.
Split class into small groups and give each group a selection of sources
relating to the chosen building and surrounding area.
Ask them to find out what they can from the sources, writing the
information on a Post-it™ and adding it to the timeline in the right
place.
Summarise the findings and discuss as a whole group.
16. 15
TEMPLATES AND FORMS
The following section contains a selection of templates and forms that will be useful when
undertaking a community standing buildings project.
1. Building Record Sheet – a form to facilitate collection of information about a building/group
of buildings.
2. Example Evaluation Form – this example form was used at the end of a project with English
for Speakers of Other Languages (ESOL) students.
3. Example Risk Assessment 1 – example of a full MOLA Risk Assessment for a standing
buildings project (interior and exterior survey).
4. Example Risk Assessment 2 – example of an abridged Risk Assessment for a standing
buildings project (exterior observation only).
5. Photo Consent Form – must be completed by anybody that will be photographed by MOLA
during the course of the project.
6. Photo Record Sheet – for keeping a record of photographs taken as part of a buildings
survey.
7. Session Plan Template – a template to help plan the content and timings of a session.
17. Building Record Sheet
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SITE DETAILS
Site name: Date of record: Recorded by:
Location: Designation (if any):
Building type: Number of floors: Drawings:
Photographs:
EXTERIOR
DOORS WINDOWS ROOF
Use this space to record quantity,
construction and any decorative features:
Use this space to record quantity,
construction and any decorative features:
Material(s):
Type:
Decorative features:
FEATURES (tick all that apply)
[ ] Balcony [ ] Cornice [ ] Porch [ ] Other (please list)
[ ] Chimney(s) [ ] Date Stone [ ] Quoins
[ ] Columns [ ] Plaque [ ] String Course
MATERIALS (tick all that apply)
[ ] Brick [ ] Glass [ ] Steel [ ] Tiles
[ ] Concrete [ ] Plaster [ ] Stone [ ] Timber
[ ] Other (please list)
ADDITIONAL DETAILS (complete as necessary)
Brick Stone Timber
Type: Type: [ ] Structural
[ ] Decorative
Bond: Coursing: Description:
Markings (if any): Markings (if any):
INTERIOR
Surveyed? (Y/N) No. of rooms Room record sheets:
19. Building Record Sheet
18
Site name: Date of record:
Location: Recorded by:
ROOM RECORD SHEET Number:
Room name: Function:
CEILING FLOOR WALLS
Use this space to record materials,
construction and any decorative features:
Use this space to record materials,
construction and any decorative features:
Use this space to record materials,
construction and any decorative features:
OTHER FEATURES
Use this space to record features not already mentioned e.g. fireplace
Notes:
20. Building Record Sheet
19
How to complete the Building Record Sheet:
Site Details:
Site name – name of building or site (if multiple buildings)
Date of record – date that the form was completed
Recorded by – name of the person who recorded it
Location – the address of the building (can include OS Grid Reference if you have it)
Designation – is the building listed, part of a conservation area etc.?
Building type – e.g. school, warehouse, shop etc.
Number of floors – how many levels does the building have?
Drawings/Photographs – are there any drawings/photographs to go with the form? If so, how many?
Exterior:
Doors – use this box to record details about exterior doors e.g. quantity and decorative features
Windows – use this box to record details about exterior windows e.g. type and decorative features
Roof – use this box to record what the roof is made of, what type it is and any decorative features
e.g. finials
Features – use this section to record details of exterior features (a selection have been listed but
there is space to add any not on the list)
Materials – what is the building constructed from (pick from list and/or write in any not listed)
Additional details – some materials require additional information to be recorded about them so this
section provides space for this e.g. bond types for brick, or coursing method for stone
Interior: (this section is brief as detailed information will be recorded on the room record sheet)
Surveyed – did you survey the interior (answer yes or no)
No. of rooms – how many rooms are there?
Room record sheets – how many room record sheets did you complete? Typically there will be one
for each room surveyed.
Interpretation:
Condition – what state is the building in?
Age – how old do you think the building is?
Style or period – can you assign it to a particular architectural style or period?
Can you tell if the building has been altered? – answer yes or no
Evidence of alteration – describe and/or sketch details of any alterations you have noticed
Notes – use this space to record any other information that you think will be useful in the recording
of your building/site
Room Record: (complete one for each room surveyed and attach to building record sheet)
Site details – record the name, location, date of record and name of recorder so that it can be
identified if it gets lost (there is a space to put the number of the sheet e.g. 1 of 4)
Room name – the name you are using to identify that particular room
Function – what do you think the room was used for (e.g. kitchen)
Ceiling – use this box to record details about the ceiling e.g. materials & decorative features (if any)
Floor – use this box to record details about the floor e.g. materials & decorative features (if any)
Walls – use this box to record details about the walls e.g. materials & decorative features (if any)
Other features – use this space to record details of any features not already mentioned such as
staircases and fireplaces
Notes – use this space to record any other information that you think will be useful in the recording
of the room
21. Example Evaluation Form
20
1) Did you have any previous experience of/interest in historic buildings before this
course?
……………………………………………………………………………………………………………………………………………….
2) Please rate the following statements about the course:
Strongly
Agree
Agree Neither Disagree Strongly
Disagree
The course was interesting
I discovered some new information
I gained some new skills
The course has interested me in historic
buildings
The course has encouraged me to find
out more about my local area
I have shared what I have learned on the
course with others
3) What did you enjoy most about the course?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4) What did you enjoy least about the course?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5) Was there anything that you experienced or learned about that you found
particularly interesting/enjoyable?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
6) Thinking about the sessions themselves:
a) Were there enough sessions? …………………………………………..
b) Were they long enough? …………………………………………..
c) Was the content interesting? …………………………………………..
d) Was there enough variety or did they all feel the same? …………………………………………..
7) Which session did you enjoy the most?
………………………………………………………………………………………………………………………………………………
8) Which session did you enjoy the least?
22. Example Evaluation Form
21
………………………………………………………………………………………………………………………………………………
9) Was there anything that you would have liked to have done more of?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
10) The level of English used on the course was: (please circle one answer)
Too easy About right Challenging but ok Too hard
11) Did the course offer enough chances for you to practice your: (please answer yes or no)
a) reading skills? ……………………..
b) writing skills? ……………………..
c) speaking skills? ………………………
12) Please rate the following statements about the course:
Strongly
Agree
Agree Neither Disagree Strongly
Disagree
The tutors presented the
information clearly
I felt I could ask for help when I
needed it
The tutors were happy to explain
things to me
I could understand the materials
and hand-outs used in class
The course has helped me to
improve my English skills
The course has helped me to
improve my communication skills
13) How could we improve the course for the future?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Thank you for completing this evaluation form.
Your help in improving the course is much appreciated
23. Example Risk Assessment 1
22
Site Name
Street
Town
Postcode
HEALTH & SAFETY RISK ASSESSMENTS
Prepared by [Your Name Here]
Museum of London Archaeology Ltd
Mortimer Wheeler House, 46 Eagle Wharf Road, London N1 7ED
tel 0207 410 2200 fax 0207 410 2201 email Generalenquiries@mola.org.uk
Company number 7751831; Charity number 1143574
21 March 2016
24. Example Risk Assessment 1
23
MOLA RISK ASSESSMENTS SITE: Clapton Old Schoolhouse
APPROVAL (Name and Title) SIGNATURE DATE
Prepared by: 30/4/13
Approved by:
RA NO
ACTIVITY Hazards RISK Risk
Class
L/M/H
No
at
Risk
Control Measures Final Risk
L/M/H
Action by
0001 ACCESS Slips Trips
falls
Personal
Injury
M Keep clear of debris and
obstructions.
Keep well lit.
Keep dry if practicable.
Inspect daily and after adverse
weather, or when altered.
L Supervisor
and staff
0008 SLIPS/TRIPS/
FALLS
Falls of
persons
Personal
injury
M Assess work in adverse
weather and suspend if
appropriate.
Keep all surfaces level and dry
where practicable.
Keep all areas free of
unnecessary obstruction and
debris.
Keep all areas well lit.
Staff to be physically fit for the
conditions on site.
No running or horseplay.
Be cautious moving about site.
L Supervisor
and staff
0018 WIELS DESEASE
(leptospirosis)
RATS
Rat (and
Cattle) faeces
and urine
Personal
injury
Illness
L Brief staff on hazard.
Carry HSE G 406 instruction
card
Wear gloves.
Clean and cover any cuts or
abrasions promptly with a
waterproof plaster.
Wash hands before eating,
drinking, smoking.
No eating drinking and smoking
outside designated areas.
Keep Welfare facilities dry, tidy
and secure.
Keep food covered and secure.
Basic surveillance of staff for flu
like symptoms.
Report ill health.
L Supervisor
and staff
0019 PSITTACOSIS
(Ornithosis)
Inhalation of
bacteria in
dry
conditions
From
Pigeon
faeces/urine/
discharges
Illness L Identify any pigeon (or similar)
infestation or potential
infestation within enclosed
spaces
Remove hazard before work
commences (if possible)
Structure work to avoid hazard
where practicable.
Ensure adequate washing
facilities are available
Do not disturb droppings if
possible.
Wear gloves: do not touch
pigeon droppings or pigeons
(alive or dead) with
L Supervisor
and staff
25. Example Risk Assessment 1
24
unprotected hands.
Wash hands before eating or
smoking.
Do not eat, drink or smoke in
the contaminated area.
Simple visual health
surveillance
Report ill health.
Wear P3 dust masks and
disposable overalls
0023a EMPTY PREMISES Inability to
summon help
Unsafe
conditions
Personal
injury,
entrapm
ent,
M No lone working – at least two
operatives will undertake all
work in empty buildings.
Induct on layout and specific
hazards and control measures
prior to entry.
Arrange for access with client
/agent for specified time – if
possible arrange for client or
similar escort.
Check identity of escort.
Supervisor to be aware of
work- use ‘whiteboard’ or
similar to log details of work:
staff, time duration, location,
mobile, nature of task,
monitoring
Agree system of monitoring
and emergency procedures
Issue mobile phone – check
charged, has coverage in
building - or radio or alarm will
be issued
Charged torch and First Aid kit
L Supervisor
and staff
0035 PUBLIC SAFETY Uncontrolled
public
access/
visitors
Personal
injury,
damage
to
equipme
nt or
property
L Site hoarding is solid panel
hoard 2 metres high
No works will take place
outside the hoarding or over a
public carriageway.
The only site entrance is the
main gateway in the hoarding.
Site entrance(s) will be closed
when not required for
access/exit and will be locked
outside working hours.
There will be a signing in and
out book at the entrance.
All visitors will receive a visitor
induction.
All visitors will be required to
report to the site office
All visitors will be accompanied
at all times.
All plant, offices, tool stores
and canteens etc will be locked
or otherwise secured outside
working hours or when not in
use
L Supervisor
and staff.
0041 ADVERSE
WEATHER
Slips trips
and falls
Snow, sleet,
hail, rain, -
Frozen
ground
Ice covered
ponds holes
freezing
temperatures
,
Personal
Injury,
equipme
nt
damage,
lost time
L Monitor weather forecasts.
Ensure staff can get to and
from work safely in reasonable
time – send home early if
necessary.
Cancel work in advance if
necessary consider remote
sites/ poor transport links.
Ensure drying and heating in
welfare facilities.
Assess site conditions before
commencement.
Keep walk ways and pedestrian
route clear of ice and snow,
mud.
L Supervisor
and Staff
26. Example Risk Assessment 1
25
high winds -
Check barriers/warning signs in
place around all deep holes.
Rotate staff tasks.
Do not use hand tools on
heavily frozen ground or in
heavy rain.
Report unwell symptoms.
Wear warm clothing.
0047 NON IONISING
RADIATION
Sun Personal
injury,
illness
L Sun – wear long sleeve
protective clothing, hydrate
properly, take breaks, use
sunblock.
L Supervisor
and staff
0055 SITE WALK OVER Slips, trips
falls,
Falls from
height
Assault
animal
attack
In ability to
summon
help
Personal
injury,
disease
M No lone working
Induct on layout and specific
hazards and control measures
prior to entry.
Arrange for access with client
/agent for specified time – if
possible arrange for client or
similar escort.
Check identity of escort.
Supervisor to be aware of
work- use ‘whiteboard’ or
similar to log details of work:
staff, time duration, location,
mobile, nature of task,
monitoring.
Agree system of monitoring
and emergency procedures.
Issue mobile phone – check
charged, has coverage.
Be vigilant for hazards.
Leave site/area if threatened
by individual or animal.
Use defined pedestrian
routes/public walkways where
applicable.
First Aid kit
L Supervisor
and staff
All persons affected by these hazards must be made aware of the contents of this Risk Assessment
27. Example Risk Assessment 2
26
Site/Project Name: site visit risk assessment
Volunteer name……………………………………………………Package Number………. …………………………………………..Date of visit:……………
Completed by:………………………………………………..……Named person approval signature:……………………………………
Possible hazards Anticipated level of risk Control Measure Remaining risk
Insignificant Low Medium High
1 Assault / aggression X
2 Entrapment/unable to call/ use mobile for help X
3 Animal attack X
4 Slips and Trips on level X
5 Fall from height X
6 Injury when climbing over gate/fence X
7 Contact with contaminants (incl. asbestos) X
8 Dangerous traffic / crossings X Due care crossing roads, not working at
roadside
None
9 Extreme wet weather X Dress appropriately, do not work if too
dangerous
None
10
11
12
Procedure
You must complete this form for every work package.
Print and complete the form with your own details when you download the documents for your work package.
Inform Named Contact (contact number) at the beginning and end of EVERY period of survey
Phone Named Contact to confirm arrival at your survey site. They will ‘sign you in’.
Phone Named Contact when you leave your survey site. They will ‘sign you out’.
If a site or area looks unsafe or dangerous for any reason, stay away.
Do not enter any property. For all sites stick to public rights of way – do not trespass
If threatened by anyone remove yourself immediately from property/vicinity if possible and report to Named Contact.
If assaulted call police immediately.
Hand over valuables (ie camera, mobile) if threatened by physical violence – do not resist. Call police and report to Named Contact.
Take high factor suncream where necessary
Ensure you have suitable clothing to match weather conditions (waterproof, warm winter clothing, hat/sleeves for hot summer) . Do not work in extreme weather conditions.
Ensure you have suitable footwear (sturdy, waterproof).
Do not enter any site where there are aggressive/unsecured dogs/other animals. If bitten wash wound as soon as possible, report to nearest A&E. Ensure you have a tetanus jab if bitten by an animal or have a major
cut
Do not enter any area that has no means of safe access/egress.
On public property/highways etc be aware of vehicles/traffic.
28. Photo Consent Form
27
Model release form
Session/activity to be photographed/ filmed
Location
Date
Purpose and use of photography
I (the model or parent/ guardian of the model) explicitly grant to the photographer and to
his/her assignees and licensees the absolute right and permission to use the photograph(s)/
film footage to promote and publicise MOLA (Museum of London Archaeology), throughout
the world, without any restriction whatsoever.
I understand that I waive the right to approve of any finished product. I understand that I do
not own the copyright of the photograph(s)/ film footage.
I certify that I am over 18 years of age and that I have the full legal right to execute this
agreement.
Name of model
Name of parent/ guardian (if applicable)
Signature of model (or parent/ guardian)
Date
31. Session Plan Template
30
Topic Content Activities Time Aids Notes
Introduction
BREAK
(X mins)
Conclusion
Evaluation Notes:
32. 31
RESOURCES
The following section contains a selection of resources that can be used for sessions on buildings
archaeology. This section is split into three parts:
1. Information Sheets
A series of information sheets covering various topics related to buildings archaeology such
as building materials, recording techniques and historical research.
2. Activity Sheets
Instructions and resources relating to some of the activities listed in this pack.
3. Reference Pictures
A set of reference pictures showing buildings and features from various periods and styles.
