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MFNQUJOINR/F221A
NQ Carpentry and Joinery level 6.
There were 23 who enrolled, there are now 19 left on course - two 16 or under; thirteen between 17 and 18; two between 21 and 22; and two 25 and over. There are 22 units on the course. With these being some but not all of the units

Construction Safety Practices.

Bench Joinery Skills.

Site Joinery Skills.

Carpentry and Joinery.

Repair and Maintenance.

The course prepares you for a career in the construction industry.

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Carpentry and Joinery - NPA (SCQF level 5) or
Carpentry and Joinery - city & guilds (SCQF 5) or
Practical woodworking/metalworking - national 5 or
other equivalent qualifications or experience

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Of the 13 Students that have taken the quiz the average rating of experience in the subject is 2.92. Five of them said they had a low experience and put a score of 2 down. Five of them said they had average experience and put a level of 3 down, while two were above average with a level of 4 and 1 said they had a high experience of 5. No one said they had no experience - which ties in with the min. entry requirements.

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I can see from the quiz that most of the experience of learning came from school at 67%. The other two options had a 50 - 50 split of other college courses and onsite work experience.

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I have one carer in my class who is 16. I used the Scot Gov website to gain information on the areas my cohort live in. They are split 1 to 10 with 1 being the most deprived area and 10 being the most affluent area. I have three students whose area is in category 1, four in category 2, one category 3, one in category 4, two in category 5, three in category 6, one in category 7, one in category 8 and two in category 9. There is no issues regarding the social/cultural findings in my class.

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I sent the students a quiz to find out what motivates them, with multiple choice answers of intrinsic and extrinsic reasons. They could pick more than one answer. 10 of them chose I want to be a carpenter and joiner, 5 said they liked to build make things, 4 said it was a personal challenge to improve themselves, 2 said for money and 2 chose other but did not specify. From that I gathered that the majority are doing it because they are intrinsically motivated.

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From my quiz I was able to ascertain what the mindset of my class was by asking them what they would do if they failed the course? It was 50 50 split on whether they would want to resit or try a different course. This is backed up by observing them in workshop and how they respond to things like critical feed-back and being asked to redo things. When I hear things like 'it's too hard' or 'it will do' this indicates a fixed mindset compared to others who see it as a challenge by answering 'yes' when asked if they are going to do it better next time.
Since the first unit where the class had a big split in it on who was understanding the instructions and had the better hand skills. I have since paired some up, and others have paired themselves, so the weaker ones are working alongside the stronger ones. The class has kept together much better in pace and I don't have to repeat the instructions as often. This could be a sign of Vygotsky ZPD in action.

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Six of the 19 pupils have a PLSP.

Student A has been diagnosed with dyslexia.

Student I has disclosed to me they have dyslexia, dyspraxia, dyscalculia and anxiety. Their anxiety is so bad that they are on medication for it. They have notified me that they wish to change their name and are non-binary. We have come up with ways to help them in the workshop when using things like saws and chisels when they need to cut in straight lines because of their dyspraxia and anxiety which can make their hands shake at times.

Student L has ADHD have not engaged with student liaison so has been archived. The info they had on him he struggles to concentrate.

Student G has dyslexia and struggles with numeracy. They have no evidence and have been archived.

Student F could have one or more of the 3: dyslexia, dyspraxia and ADHD. They could have other needs and is still pending.

Student J dyslexia and has been archived because they haven't responded to student liason.

I have had a 1 to 1 chat with some of the students that have been archived to let them know that there is help for them if they want it. All feel they are managing fine and do not want it.

I could still help those with Dyslexia by showing them assistive technologies like immersive reader.
The students with ADHD I could help by not pairing them together; keeping instructions simple, clear and direct; breaking tasks up and praising good effort. I could also make sure all my material I use falls under the WCAG guidelines.

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Student A could benefit from extra time reading, a reader/scribe in formal exams and different accommodation for formal exams.
With student I and F still pending I do not know if they will get any associated assistance for assessments. The other three students will not as they do not want help.