Lab work

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

If lab work is essential to programme learning outcomes or PSRB requirements, programme directors ensure that this is clearly communicated to all potential applicants via the programme specification, course webpage and open days. 

Teaching Teams consider alternative activities that will enable students to meet programme learning outcomes. For example, through engagement with virtual activities. 
 
Provide opportunities for potential applicants to visit and interact with lab environments. 

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Tutors provide clear instructions, digitally at least 48 hours in advance. This will include lab protocols and experimental details, contact details for key staff members, what kind of equipment students need to bring and relevant health and safety requirements.​

If group work is expected, clarify how to work with a lab partner and the expectations of different roles. For example, direct students to swap tasks so each person gets a turn.​

Students may not be allowed late entry to labs due to missing key health and safety information at the start of the session. If this is the case, clearly explain this to students.​

Schools complete a needs assessment, risk assessment and/or personal emergency evacuation plan (PEEP) as required.​

Clarify what assistive technologies students are permitted to use in the lab, for example, recording devices, specialist software, laptops, tablets, mobile phones, fidget toys, stress balls, earphones, headphones, tinted glasses, overlays, back rests, or cushions. If any of these are not permitted due to a genuine health and safety concern as identified by a risk assessment, this should be clearly communicated to all students in advance.​

Where a student needs support from a non-medical helper (lab support worker) clarify what they can do, and what competencies the student must demonstrate in order to meet module or programme learning outcomes, or PSRB requirements.​

Head of School to consider requests to allow assistance dogs into laboratory environments on student request and in line with University guidance on assistance dogs in the workforce.​

Arrange a visit to the lab to allow familiarisation of the environment.​

Offer 1:1 Q&A drop-in sessions to allow students to discuss any concerns they may have.​

Provide a glossary of key terminology.​

Explain how students should record results.​

Tutors ensure that demonstrators are fully prepared by sharing relevant materials, deadlines, and expectations for students at least 48 hours in advance. Outline how demonstrators can support student learning by linking to related lectures and discussing what questions students might typically ask, and what challenges they might encounter.​

Consider alternative arrangements for students unable to attend the lab, particularly if there are implications for summative assessment.​

Provide content warnings for sensitive content, including details of ethical approval where appropriate.​

Offer training in allyship and mentoring to support effective group work.​

Provide short induction or simulation videos that show the layout of the lab, introduce key pieces of equipment, and demonstrate each of the different techniques to be used throughout the class.​

Module Managers/Leads decide how students are allocated to pairs or groups (where relevant) but ensure that students are encouraged to let them know if this raises concerns.​

Design short, formative quizzes that test student understanding of key activities and any health and safety requirements.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Teaching activities to start at the time indicated on the timetable and should finish 10 minutes before the timetabled end.​

Tutors introduce themselves, how they can be contacted, a summary of planned activities, key health and safety information and how students can raise questions or interact throughout. 

Tutors introduce all demonstrators and technicians where appropriate.

Explain expectations for rest breaks and toilet breaks. Typically, students would be allowed a short rest break for every 45 minutes of activity. This could be a safe area to sit down within the lab. Students should also be allowed to use the toilet and return to the class unless there are explicit health and safety reasons why this cannot be allowed, in which case this should be identified by a risk assessment and clearly communicated to students in advance.​

Tutors agree to wear aids that support hearing when asked to do so by students. If this is not possible, inform students in advance.

Allow students to alternate between sitting and standing without comment. If seats are not available due to a genuine health and safety concern, then this should be identified by a risk assessment and clearly communicated to students in advance. Alternative arrangements should be made, for example, a seating area in a safe space that students can access throughout the activity.

Tutors highlight what skills are being developed in this activity, how they relate to the wider curricula, graduate attributes, and employer expectations.

Plan scheduled touch points at regular intervals to check how students are progressing, remind students of the general timeline given for the activity and provide opportunities for students to ask questions​

Provide an opportunity for all students to participate in a friendly and caring manner through positive encouragement.

Tutors clarify the expectation that all participants are responsible for the health and safety of themselves, their colleagues, and the environment.  

Demonstrate key techniques before asking students to complete them, ensuring that all students can clearly see and hear the technique being demonstrated.​

Recap learning at the end of the event so that each student knows what the key outcomes should have been, regardless of whether or not their experiment was successful, and any further actions that may be required.

Set realistic time frames for completion that considers common experimental or technical setbacks that students might encounter. Be clear and specific in outlining what you expect students to have completed at each stage, and how long that should typically take.

Provide opportunities for students to give anonymous feedback in terms of delivery style or points of confusion.

Take a note of all questions asked before, during and immediately after the event. Circulate these questions and answers to all students after the event.

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Clarify how students will be assessed, including any links to coursework and individual competencies where appropriate.

Clarify how students that were unable to attend the lab class, or who may have been unsuccessful in generating appropriate data, can still complete any linked assessment.

Provide activities after the event that help consolidate learning and explain any data analysis that is required. This could be a timetabled in-situ session, or bespoke materials designed for asynchronous delivery.

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Ordinarily, students would not be working unsupervised in labs. However, there may be exceptions to this such as Level 6 or Level 7 independent research projects. Where this is the case, the academic supervisor will ensure that: ​

1. Supervisors have completed a full risk assessment and made that available to the student.
2. Students are familiar with relevant health and safety requirements.
3. Tutors have demonstrated all key techniques and watched students attempt each technique to ensure competence
4. Students have contact details of key staff.
5. Students are encouraged to carry a mobile phone and shown how to use the Safe Zone App to ask for help in an emergency.