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In order to assess the students' prior knowledge and experience in Furniture Polishing, I used several several methods, including a class questionnaire and information- provided to me by the college via Enquirer. These diagnostic tools enabled me to understand more fully the students' level of previous learning.
The responses to the student questionnaire demonstrated a vast range of prior skills and experience ranging from "none" (15.8%) to "lots of experience" (5.3%), the rest had only hobby experience or school work experience. This revealed to me that I must adapt and adjust lessons to suit varying capabilities of my students.

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Within my questionnaire i tried to gauge the learning experience of my students. Again there was a range of responses, with the largest group (57.9%) having been to college more than once. However all of the students had undertaken some prior learning whether at school or at university. The results gave me assurance that I could successfully develop peer to peer learning within the class. Moreover, this allowed me confidence that the students can cope with the theoretical aspects of the course, but that in terms of their varied experience I will have to adjust my hands on delivery.

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In order to determine any social and cultural issues I firstly looked at Enquirer and I also included a question in my questionnaire. From Enquirer I discovered that eight of my students are of Scottish origin, three are from England with three European students as well. In terms of their accommodation six out of fourteen students live in areas of deprivation, however there are no issues at present and all of the students are supported by parents, family or student services. Within the questionnaire I asked what course support each of my students require and the majority responded to say that they would prefer one to one support as well as group learning. From my observations I have three really outgoing students with two that are reserved and quiet. However all of the students participate well.  I do task the more reserved students to ensure equal class participation from all.
With regards to accessible learning I have identified several issues in my class: One has no computer / laptop and this makes it difficult to learn from another location or from home. I  referred this person to student services to access the loan of a laptop. Additionally, one of the European student's spoken English is poor and sometimes creates a barrier. Her flat mate helps her with her english and I have had a quiet word with her to ascertain what other support she needs. This has resulted in a referral to student services. I also confirm with the student that she understands what is being taught, this is done in a quiet one to one surrounding so as not to embarrass the student.

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Again, referring to my questionnaire I asked what had inspired the students to enroll on the course. The majority (68.44%) cited a passion for furniture making with the rest split equally between a passion for design or a change of career. At the beginning of the  course as part of my icebreaker get to know each other session we discussed what had inspired the students to come on this course. The responses were predictably positive but I did glean enough information for me to assess their motivation, which was positive and has been evident within block one. This encourages me for a positive outcome all round.

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Due to the nature of the course and its 90% hands on, it attracts a certain kind of student. These students have come from an academic background where they would have struggled with mental aspects of schooling but excelled at physical subjects. I am also familiar with this type of schooling however I have learned how to learn and how to approach teaching the students. When I was first introduced to the class. I observed three different levels. this with confidence, those willing to try and those with no confidence. The confident students had a positive mindset, willing to try also had a positive mindset but were more nervous, and the no confidence students required a step by step approach from me with quick wins to install confidence in their ability, which I know they have. I have encouraged the more experienced students with confidence to engage in peer to peer teaching.

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One of the student has Asperger's Syndrome. This was identified at the very beginning of the course before he attended college and as a result he gets support from Student Services.

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5 of the students within my class have PLSPs which can be viewed on Enquirer. These students have a range of learning issues such as Asperger's, Dyslexia and Dyspraxia. At the beginning of the course I read through each PLSP in order to fully understand any impact their protected characteristics would have on learning. I try to incorporate this into each lesson plan, as well as ensuring I allocate enough one two one teaching time with the students to offer further support.

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ENTRY REQUIREMENTS

NC Furniture Making; OR

Higher Craft and Design at Grade C or above AND National 5 English at Grade C or above; OR

Other equivalent qualifications or experience.

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OVERVIEW

This course will allow you to develop your skills in furniture analysis and practical solutions, through workshop activities. You’ll study the history of furniture design and materials as well as the construction, upholstery and finishing of period furniture. You’ll also restore items of furniture throughout this course.

This course is placed on the Scottish Credit Qualifications Framework at Level 8.

Course: CAHNDFRNRS/F222A: HND Furniture/HND Furniture Restoration, Start: 29-AUG-22, End: 16-JUN-23

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With regards to the student with Asperger', a support worker has been appointed to him to help him in the class with note taking and following instructions. As a result, I have adapted my hands on presentations to enable him to understand what is required. The demonstration is broken down to smaller chunks with regular checks. When it comes to written work, I discuss the learning outcomes with him which he feels more comfortable with. The other 4 students with a PSLP also benefit from the actions taken for the student with Asperger's. If they want, they can do audio or video presentations, and if they are not comfortable with doing that, they can also discuss their learning outcomes with me in lieu of a written assessment.

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Specific alternative assessment arrangements.

If the students with PLSPs can't or don't have the time to complete the assessment. I have arranged an alternative assessment where the student can prepare for a meeting with me and explain to me verbally and or demonstrate in their own fashion how to answer the learning outcomes. I will also offer a alternative questionnaire with the materials in the class to help the student answer the questions in an alternative format.