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1. Evaluation and justification of the practical tasks

2. Ask more directed questions to get the verbal responses and to build the confidence

3. Feedback, group profiles, progress points,

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🫡Helping them:

‘Learn’ the students from group profile, know their background.

Training cycle 👉🏼 give more attempts to them, revisit topics over&over

Teaching style 👉🏼 students detect your passion and they follow you

🤫Recording the gaps:

quality team to analyse data of progress points

Feedback report of prior assessments from EQA

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I gave all learners a PowerPoint, a sheet with worked examples, a sheet with scaffolded questions, a link to a YouTube video. This was an attempt to triple code and give my learners every opportunity to succeed. Getting my learners to act on this and engage? That's another hurdle. Low stakes formative assessment help me find gaps in knowledge but as for recording this............

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Areas that my learners struggle the most and what I do to help them.

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Areas that my learners struggle the most and what I do to help them.

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Measuring - I tell the learners to find their measurements and draw them on paper and label them (100mm etc) so that they can go back to them and use their steel rule to find their reference points..

I do we do you do - before most practical task I'll complete the task in front of the learners to show that it is achievable, this also give opportunities for them to ask questions as we go along.

Videos - I have made videos of some of the simpler practical task for the learners to reference in their own time.

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1. IT skills - Microsoft pakage

2. Basic knowledge such as component of computer systems

3. Computational thinking/logical thinking

4. Basic programming skills

5. Maths

My student struggle with (Technical Terms and Logical thinking )

I overcome this through (Demonstration and teacher-lead activities )

I Record knowledge gaps in my notes and use them for my future teaching plans

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Microsoft package(60%)

Basic Maths (40%)

English (60%)

Using computers and basic knowledge in computing concepts like networking, security, software that they use daily.(30%)

Testing and Analysis and application of concepts.(30%)

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Students to be able to carry out more complex tasks such as cable calculation!🥸

Students to build complex electrical rigs with at least 3 circuits

Students to carry out testing on a ring power circuit

Overall, around 20 students are at this level from the 120! 😬(~16%). They are capable for either an apprenticeship or L3 progression

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Measuring - enables correct tolerance of work

Terminology - enables correct communication

The ability to use basic tools - this ties in with measuring .. correct marking out using a spirit level etc

Being prepared - when learners start to arrive prepared their overall success rate, quality and understanding improves

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Materials properties and characteristics 70%

Basic maths principles 50%

Safe working practices 95-100% (due to work)

Electrical principles 50%

Where there qualifications will take them in their career 30%

Experimentation mentality is learning from failure - 20%

Concept that they struggle with is formula transposition . I check this with worksheets that are formative assessment and by talking to the students regarding their confidence levels with maths . To help bridge this gap I do a worked example on the board and might try creating a video of me working a sum as well as posting YouTube videos that are helpful . In the lesson I have some learners that are A levels maths and some are entry level so pairing these as an MKO helps .

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Metallurgy.

Maths.

Welding theory.

Fabrication techniques ( sheet metal, thick plate)

Engineering drawing.

Measuring, testing, inspection.

20% of my learners will not be able to "get" one section. I feel due to the environment they are in and the work they do at present. When they move onto bigger better things learners will start to understand some of the theory we have covered.

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-Infection control

-Basic physiological observations

-Personal centred care

-Professional standards & behaviours

Often these link together and build upon/ complement each other. E.g Once you understand how to do basic obs, you understand where infection control fits whilst doing them; if you understand how to deliver personal centred care, you can see how your professional behaviour improves its delivery.

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Understanding soldering techniques (30%)

Pipe bending (40%)

Pipe fabrication (40%)

Basics of computing (10%)

GCSE Computing Knowledge (10%)

English & Maths (40%)

Real World/Daily usage of Technology (5%)