Level 2 Onsite Trades Foundation Apprenticeship — Scheme of Work

FA0003 • 32 delivery days • combined theory, practical and tutorial/portfolio

192 planned hours28 teaching days4 assessment/review days1.5h theory4h practical0.5h tutorial/portfolio
Curriculum principle: generic construction theory is taught once at the most appropriate point and then reinforced in later trade contexts. Trade-specific technical theory is deliberately aligned to the practical block being delivered. Practical learning is blocked: Brickwork → Site Carpentry → Solid Plastering → Fibrous Plastering. Session detail: each strand now includes explicit learning outcomes, tutor activity, learner activity and resources/evidence expectations.
0 / 32 delivered View mode
DAY 1Induction

Induction Week – qualification, expectations, assessment & portfolio

THEORY / PROGRAMME INDUCTION1.5 hours

Understanding the Foundation Apprenticeship and how the programme works

Purpose of the Onsite Trades Foundation Apprenticeship; programme structure and 32-day delivery model; the four practical trade blocks; relationship between theory, practical development and tutorial/portfolio activity; provider and employer expectations; attendance, punctuality, professional conduct and communication; off-the-job learning; progression routes and the apprentice's responsibilities throughout the programme.

Learning outcomes

  • Describe the purpose and structure of the Onsite Trades Foundation Apprenticeship and explain how theory, practical learning, workplace experience and portfolio development contribute to successful completion.
  • Identify the four onsite trade areas experienced during the programme and explain how the blocked practical rotation supports occupational exploration and progression.
  • Explain the main assessment methodology, including observation, questioning, products of work, supporting evidence, portfolio requirements, review points and the importance of authentic evidence.
  • State key provider and employer expectations for attendance, punctuality, behaviour, communication, safe working, safeguarding, equality and respect, and personal responsibility for progress.
  • Identify progression opportunities and begin to recognise personal strengths, interests and areas for development.

Tutor activity

  • Introduce the qualification using the programme overview and visually walk learners through the complete 32-day sequence, four trade rotations and four assessment/review points.
  • Explain assessment and portfolio methodology using examples of acceptable evidence, annotated photographs, observation records, learner statements and questioning records; distinguish learning/practice from formal evidence.
  • Clarify provider, employer and apprentice responsibilities, including attendance, conduct, communication, safeguarding routes, equality and respectful workplace behaviours.
  • Use questioning and short scenarios to check understanding rather than relying on presentation alone.

Learner activity

  • Annotate a programme map showing the four trade blocks, assessment/review points and expected progression through the apprenticeship.
  • Examine sample evidence and decide what makes it valid, relevant, authentic and useful within a portfolio.
  • Complete an induction knowledge check covering programme structure, assessment, expectations and routes for support.
  • Record two initial questions or personal priorities to revisit during the first progress review.

Resources

Foundation Apprenticeship programme overview; 32-day Scheme of Work; qualification/assessment guidance; apprentice handbook; provider policies and expectations; example portfolio/evidence records; progression information; induction knowledge check.

PRACTICAL / WORKSHOP INDUCTION4 hours

Safe workshop orientation, trade familiarisation and initial practical diagnostic

Workshop/site orientation; emergency and welfare arrangements; PPE; safe movement and storage; manual handling; introduction to the four trade environments, common tools and materials; expectations for set-up, housekeeping and close-down; low-risk diagnostic activities to establish starting points without treating the day as formal competence assessment.

Practical learning outcomes

  • Locate and explain key workshop safety, emergency, welfare and reporting arrangements and follow provider rules when moving between practical areas.
  • Select and wear appropriate basic PPE and demonstrate safe behaviours when handling common construction tools and materials.
  • Recognise the broad purpose of typical tools, materials and work areas associated with brickwork, site carpentry, solid plastering and fibrous plastering.
  • Complete simple measuring, marking, handling and work-area tasks safely so the tutor can establish an initial practical starting point.
  • Demonstrate expected routines for preparation, housekeeping, care of resources and safe close-down.

Tutor activity

  • Lead a physical workshop orientation covering emergency procedures, restricted areas, welfare, storage, reporting arrangements and local workshop rules.
  • Demonstrate PPE expectations, manual-handling principles and safe introductory use/handling of selected common tools and materials.
  • Introduce each trade area without attempting to teach the trade block itself, highlighting similarities, differences and progression opportunities.
  • Observe diagnostic activities and record starting points for planning and support; make clear that unfamiliarity at induction is expected and is not a failure.

Learner activity

  • Complete the workshop induction checklist and demonstrate safe movement, PPE selection and work-area routines.
  • Rotate through short familiarisation stations for brickwork, carpentry, solid plastering and fibrous plastering.
  • Complete simple diagnostic tasks involving measurement, identification, handling and following instructions.
  • Participate in end-of-session housekeeping and identify one practical strength and one area they want to develop.

Tools / materials / resources

Workshop induction checklist; trade-appropriate PPE; emergency/welfare information; representative tools and materials from all four trade areas; simple measuring and identification activities; diagnostic observation sheet; housekeeping checklist.

TUTORIAL / PORTFOLIO30 minutes

Portfolio set-up, initial review and personal expectations

Set up the learner portfolio; explain evidence naming, storage, annotation and authenticity; complete an initial skills/knowledge self-assessment; confirm support routes; establish initial personal and employability targets.

Learning & portfolio outcomes

  • Set up an organised portfolio structure that can be maintained across all four trade blocks and assessment/review points.
  • Explain how evidence should be selected, named, dated, annotated and linked to relevant requirements.
  • Complete an honest initial self-assessment and agree meaningful starting targets for learning, attendance/professional behaviours and portfolio development.

Tutor activity

  • Model the required portfolio structure and demonstrate a strong annotated evidence example.
  • Review diagnostic information with each learner, identify support needs where appropriate and agree realistic first targets.

Learner activity

  • Create the agreed portfolio folder/section structure and add induction documentation.
  • Complete initial self-assessment, record support information and write specific targets to review at the first formal assessment/review day.

Evidence / resources

Portfolio template/structure; evidence naming and annotation guide; initial assessment and self-review form; individual learning plan/target sheet; provider support and safeguarding information; induction completion record.

K / S / AO mapping

Programme induction and diagnostic focus; introduces K1, K3, K4, K6 and S1/S9 in context. Detailed occupational mapping is developed through subsequent taught sessions.

Portfolio / AC focus

Portfolio set-up and evidence methodology. Induction/diagnostic evidence supports planning; it should not be relied upon as the sole evidence of later occupational competence.

English & maths

Reading programme and policy information; speaking and listening; asking for clarification; interpreting timetables and hours; basic measurement during diagnostic activity.

Employability

Professional expectations, attendance, punctuality, communication, teamwork, respect, responsibility and readiness to learn.

Suggested evidence

Completed induction checklist; programme knowledge check; workshop induction record; diagnostic observation; initial self-assessment; portfolio set-up; agreed targets.

Learning check

Learner explains how the programme is structured, how they will be assessed, what evidence they must build and what is expected of them by the provider and employer.

DAY 2Brickwork

Construction information & instructions

THEORY1.5 hours

Following construction information and work instructions

Written/verbal instructions; simple drawings, dimensions, symbols and specifications; checking understanding and asking for clarification.

Learning outcomes

  • Explain the main principles and terminology associated with following construction information and work instructions.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Measuring, setting out & dry bonding

Measure and mark a simple brickwork task; dry bond; use line, level and gauge principles; follow a supplied drawing/brief.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of measuring, setting out & dry bonding using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure and mark a simple brickwork task; dry bond; use line, level and gauge principles; follow a supplied drawing/brief.

TUTORIAL / PORTFOLIO30 minutes

Select evidence from practical; annotate what instructions were followed and where clarification was needed.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.5-1.6, AC1.9.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Select evidence from practical; annotate what instructions were followed and where clarification was needed.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Annotated drawing, measurement sheet, tutor observation.

K / S / AO mapping

K4, K9, K10; S3, S4, S9

Portfolio / AC focus

Brick AC1.5-1.6, AC1.9

English & maths

Reading drawings; mm/m; measuring; recording.

Employability

EB1, EB3, EB4, EB8

Suggested evidence

Annotated drawing, measurement sheet, tutor observation.

Learning check

Set out from the brief within stated tolerances and explain the sequence.

DAY 3Brickwork

Materials across onsite construction

THEORY1.5 hours

Common construction materials: properties, use and storage

Introduce common materials across masonry, timber and plastering once; focus this week on bricks, blocks, sand, cement and mortar constituents, selection, storage and protection.

Learning outcomes

  • Explain the main principles and terminology associated with common construction materials: properties, use and storage.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Mortar preparation & bedding

Select masonry materials; prepare/mix mortar to suitable consistency; practise spreading/rolling mortar and controlled bedding.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of mortar preparation & bedding using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Select masonry materials; prepare/mix mortar to suitable consistency; practise spreading/rolling mortar and controlled bedding.

TUTORIAL / PORTFOLIO30 minutes

Portfolio annotation: material choice, storage and safe handling; record feedback target.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.4, AC1.7-1.8, AC1.10.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Portfolio annotation: material choice, storage and safe handling; record feedback target.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Material ID record, mixing observation, photographs.

K / S / AO mapping

K7, K8, K11; S5, S7, S8

Portfolio / AC focus

Brick AC1.4, AC1.7-1.8, AC1.10

English & maths

Ratios/quantities; labels; material vocabulary.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Material ID record, mixing observation, photographs.

Learning check

Choose suitable materials/tools and justify storage and protection.

DAY 4Brickwork

Sustainability & waste

THEORY1.5 hours

Sustainability principles in construction — primary teaching

Environmental impact of construction; waste hierarchy; reduce/reuse/recycle; segregation; responsible material use. Taught as a core principle here and reinforced, not retaught, in later blocks.

Learning outcomes

  • Explain the main principles and terminology associated with sustainability principles in construction — primary teaching.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Bed and cross joints

Build short masonry runs focusing on consistent bed/cross joints, line, level and plumb; manage mortar efficiently and segregate waste.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of bed and cross joints using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Build short masonry runs focusing on consistent bed/cross joints, line, level and plumb; manage mortar efficiently and segregate waste.

TUTORIAL / PORTFOLIO30 minutes

Record waste-minimisation decisions and practical quality feedback.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.10-1.11, AC1.17-1.18.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record waste-minimisation decisions and practical quality feedback.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Waste record, practical observation, quality photographs.

K / S / AO mapping

K2, K10; S4, S10

Portfolio / AC focus

Brick AC1.10-1.11, AC1.17-1.18

English & maths

Estimate quantities/waste; compare measurements.

Employability

EB3, EB5, EB8

Suggested evidence

Waste record, practical observation, quality photographs.

Learning check

Inspect joints and explain two ways the task reduced waste.

DAY 5Brickwork

Building elements & trade interfaces

THEORY1.5 hours

How buildings work: walls, floors, roofs, openings and trade interfaces

Basic functional requirements of building elements; how masonry interfaces with floors, roofs, openings/fenestration, carpentry and plastering; sequencing of trades.

Learning outcomes

  • Explain the main principles and terminology associated with how buildings work: walls, floors, roofs, openings and trade interfaces.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Cutting & laying masonry

Safely cut bricks/blocks; build a simple wall/panel incorporating cut units; maintain line, level, plumb and bond.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of cutting & laying masonry using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Safely cut bricks/blocks; build a simple wall/panel incorporating cut units; maintain line, level, plumb and bond.

TUTORIAL / PORTFOLIO30 minutes

Identify where today’s masonry would interface with other trades; upload/label evidence.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.12-1.13.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Identify where today’s masonry would interface with other trades; upload/label evidence.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Cutting observation, completed panel, annotated interface sketch.

K / S / AO mapping

K4, K8, K10; S4, S8

Portfolio / AC focus

Brick AC1.12-1.13

English & maths

Dimensions, halves/fractions, tolerances; technical language.

Employability

EB1, EB3, EB4, EB8

Suggested evidence

Cutting observation, completed panel, annotated interface sketch.

Learning check

Quality check against line/level/plumb and explain one trade interface.

DAY 6Brickwork

Regulations, fire & quality

THEORY1.5 hours

Construction standards, fire safety and Building Safety

Core introduction to relevant standards/regulations, fire safety and Building Safety Act awareness; responsibility, compliance and escalation. Apply to masonry details without repeating later as separate generic lessons.

Learning outcomes

  • Explain the main principles and terminology associated with construction standards, fire safety and building safety.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Jointing, finishing & protection

Complete masonry task and joint to specified finish; protect work in progress/materials; maintain clean work area.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of jointing, finishing & protection using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Complete masonry task and joint to specified finish; protect work in progress/materials; maintain clean work area.

TUTORIAL / PORTFOLIO30 minutes

Reflect on quality: identify one strength, one defect risk and one action.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.14, AC1.16.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Reflect on quality: identify one strength, one defect risk and one action.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Finished-work photos, quality checklist, reflection.

K / S / AO mapping

K5, K10, K11; S4, S5

Portfolio / AC focus

Brick AC1.14, AC1.16

English & maths

Read specification; compare tolerances; written reflection.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Finished-work photos, quality checklist, reflection.

Learning check

Explain why finish/protection matters and identify a compliance concern.

DAY 7Brickwork

People at work

THEORY1.5 hours

Roles, communication, inclusion and customer service

Roles/responsibilities on site; professional communication; customer service; equity, inclusion and diversity. Core teaching once, then reinforced through team practical work.

Learning outcomes

  • Explain the main principles and terminology associated with roles, communication, inclusion and customer service.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Brickwork task from a team brief

Work in pairs/teams to plan and complete a simple masonry task from written/verbal instructions, rotating roles and checking each other’s work.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of brickwork task from a team brief using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Work in pairs/teams to plan and complete a simple masonry task from written/verbal instructions, rotating roles and checking each other’s work.

TUTORIAL / PORTFOLIO30 minutes

Peer feedback against communication, conduct and teamwork; portfolio update.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.5-1.6 plus consolidation.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Peer feedback against communication, conduct and teamwork; portfolio update.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Team observation, peer feedback, finished work.

K / S / AO mapping

K6, K13, K14; S3, S4

Portfolio / AC focus

Brick AC1.5-1.6 plus consolidation

English & maths

Speaking/listening; reading brief; concise written feedback.

Employability

EB1, EB2, EB4, EB5

Suggested evidence

Team observation, peer feedback, finished work.

Learning check

Tutor questions individual learners on role, instructions and customer expectations.

DAY 8Brickwork

Defects, repairs & consolidation

THEORY1.5 hours

Simple defects and repair principles

Recognising common defects; selecting a repair approach; matching materials; safe removal/replacement; revisit sustainability through repair rather than replacement.

Learning outcomes

  • Explain the main principles and terminology associated with simple defects and repair principles.
  • Apply those principles to the current brickwork context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Simple brickwork repair & block consolidation

Complete a simple masonry repair, then consolidate selected block skills including tools, materials, work-area control and waste segregation.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of simple brickwork repair & block consolidation using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Complete a simple masonry repair, then consolidate selected block skills including tools, materials, work-area control and waste segregation.

TUTORIAL / PORTFOLIO30 minutes

Prepare brickwork evidence for review; self-assess AC coverage and identify gaps.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Brick AC1.15 plus AC1.1-1.18 consolidation.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Prepare brickwork evidence for review; self-assess AC coverage and identify gaps.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Repair observation, before/after photos, self-assessment.

K / S / AO mapping

K11, K12; S5, S6

Portfolio / AC focus

Brick AC1.15 plus AC1.1-1.18 consolidation

English & maths

Measure repair area; sequence writing; evidence annotation.

Employability

EB3, EB4, EB7, EB8

Suggested evidence

Repair observation, before/after photos, self-assessment.

Learning check

Repair meets brief; learner explains cause, method and quality checks.

DAY 9Assessment & Review

Review 1 — Brickwork milestone

THEORY1.5 hours

Knowledge review: AO1 and early AO2/AO3

Structured knowledge check covering H&S, PPE, sustainability, building elements, regulations, materials, tools and brickwork techniques taught to date.

Learning outcomes

  • Recall and explain the key technical principles developed during the preceding trade block.
  • Use feedback and evidence to identify strengths, misconceptions and knowledge gaps requiring further development.

Tutor activity

  • Lead a structured retrieval and diagnostic review using questioning, short scenarios and evidence from previous sessions.
  • Clarify misconceptions and agree focused actions for any knowledge gaps.

Learner activity

  • Complete the review tasks independently before discussing and correcting responses.
  • Record two specific knowledge targets for consolidation.

Resources

Review questions; previous session materials; drawings/specifications where relevant; individual progress record.

PRACTICAL4 hours

Brickwork practical assessment / evidence check

Observed practical task sampling brickwork requirements; quality inspection; targeted reassessment/gap activity where required.

Assessment outcomes

  • Demonstrate the practical skills developed in the preceding block safely, methodically and to the stated quality expectations.
  • Explain key decisions, respond to feedback and correct work where this can be done safely.

Tutor / assessor activity

  • Brief the assessment task, conditions, evidence requirements and quality expectations without coaching the assessed performance.
  • Observe performance, record evidence against Brick AC1.1-1.18 review and provide developmental feedback after assessment.

Learner activity

  • Plan, prepare and complete the assessment/review task using appropriate PPE, tools, materials and information.
  • Check finished work, identify any defects and discuss corrective action.

Resources

Assessment brief; relevant tools/materials; PPE; drawings/job information; observation record; camera/device for evidence.

TUTORIAL / PORTFOLIO30 minutes

Formal progress review; portfolio audit; employer/workplace evidence discussion; targets for carpentry block.

Progress & portfolio outcomes

  • Audit portfolio evidence against Brick AC1.1-1.18 review and identify any missing or weak evidence.
  • Record feedback, progress and clear targets for the next block.

Tutor activity

  • Hold a focused progress conversation and verify that evidence is authentic, relevant and clearly labelled.

Learner activity

  • Select, annotate and file evidence; complete reflection and update the action plan.

Evidence / resources

Knowledge result, practical record, progress review, action plan.

K / S / AO mapping

AO1; AO2; AO3; K1-K15 as taught; S1-S10 as evidenced

Portfolio / AC focus

Brick AC1.1-1.18 review

English & maths

Knowledge questions; measurement; evidence writing.

Employability

EB1-EB8 review

Suggested evidence

Knowledge result, practical record, progress review, action plan.

Learning check

Agree clear achieved/gap/next-step record before rotation.

DAY 10Site Carpentry

Carpentry materials, tools & safe set-up

THEORY1.5 hours

Timber and site-carpentry materials

Build on the common materials lesson: timber types/forms, sheet materials, fixings, characteristics, defects, storage and protection; carpentry hand tools and equipment.

Learning outcomes

  • Explain the main principles and terminology associated with timber and site-carpentry materials.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Tool use, work-area set-up & basic marking

Identify/select tools/materials; prepare bench/work area; establish face side/edge; basic measuring and marking; safe storage.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of tool use, work-area set-up & basic marking using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Identify/select tools/materials; prepare bench/work area; establish face side/edge; basic measuring and marking; safe storage.

TUTORIAL / PORTFOLIO30 minutes

Map evidence to carpentry criteria; note transfer of H&S/PPE principles from brickwork.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.4-2.5, AC2.8-2.9, AC2.16.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Map evidence to carpentry criteria; note transfer of H&S/PPE principles from brickwork.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Tool/material ID, set-up observation, annotated photo.

K / S / AO mapping

K7, K8, K9, K11; S5, S7, S8, S9

Portfolio / AC focus

Carp AC2.4-2.5, AC2.8-2.9, AC2.16

English & maths

Timber dimensions; labels; measurement.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Tool/material ID, set-up observation, annotated photo.

Learning check

Select correct tool/material for scenarios and explain safe storage.

DAY 11Site Carpentry

Measurement & accuracy

THEORY1.5 hours

Carpentry measurement, marking and tolerances

Datum faces/edges; measuring/marking tools; accuracy and tolerances; transfer of drawing dimensions to timber.

Learning outcomes

  • Explain the main principles and terminology associated with carpentry measurement, marking and tolerances.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Measure, mark & cut timber

Measure and mark components from a simple brief; cut accurately to marked lines using safe technique.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of measure, mark & cut timber using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure and mark components from a simple brief; cut accurately to marked lines using safe technique.

TUTORIAL / PORTFOLIO30 minutes

Compare intended vs actual dimensions; record variance and improvement target.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.6-2.7, AC2.10-2.11.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Compare intended vs actual dimensions; record variance and improvement target.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Dimension sheet, cut components, tutor observation.

K / S / AO mapping

K10; S3, S4, S8

Portfolio / AC focus

Carp AC2.6-2.7, AC2.10-2.11

English & maths

mm, addition/subtraction, tolerances, reading brief.

Employability

EB3, EB4, EB8

Suggested evidence

Dimension sheet, cut components, tutor observation.

Learning check

Check three components and calculate/record variance from target.

DAY 12Site Carpentry

Cutting techniques

THEORY1.5 hours

Hand-tool technique: sawing, chopping and paring

Tool choice, body position, control, waste removal and working to marked lines; reinforce safe tool principles.

Learning outcomes

  • Explain the main principles and terminology associated with hand-tool technique: sawing, chopping and paring.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Sawing, chopping & paring practice

Progressive exercises cutting to line and chopping/paring recesses or simple joint components.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of sawing, chopping & paring practice using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Progressive exercises cutting to line and chopping/paring recesses or simple joint components.

TUTORIAL / PORTFOLIO30 minutes

Photograph best example and annotate what improved accuracy.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.11-2.12.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Photograph best example and annotate what improved accuracy.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Practical samples, photos, tutor feedback.

K / S / AO mapping

K8, K10; S4, S8

Portfolio / AC focus

Carp AC2.11-2.12

English & maths

Measurement; geometry/square; technical vocabulary.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Practical samples, photos, tutor feedback.

Learning check

Tutor samples accuracy and learner explains tool choice.

DAY 13Site Carpentry

Dry fitting & adjustment

THEORY1.5 hours

Fit, square and controlled adjustment

Purpose of dry fitting; checking fit/square; diagonals; identifying high spots; controlled adjustment before assembly.

Learning outcomes

  • Explain the main principles and terminology associated with fit, square and controlled adjustment.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Dry fit & adjust components

Dry fit prepared components; check square and fit; adjust by paring/planing as appropriate.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of dry fit & adjust components using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Dry fit prepared components; check square and fit; adjust by paring/planing as appropriate.

TUTORIAL / PORTFOLIO30 minutes

Record checks used and feedback acted upon.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.13.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record checks used and feedback acted upon.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Fit-check record, practical observation.

K / S / AO mapping

K10; S4

Portfolio / AC focus

Carp AC2.13

English & maths

Diagonals, comparison, tolerances.

Employability

EB3, EB4, EB7

Suggested evidence

Fit-check record, practical observation.

Learning check

Components fit without force and learner explains adjustment decisions.

DAY 14Site Carpentry

Assembly & fixings

THEORY1.5 hours

Fixings, assembly sequence and quality

Common fixings and selection; assembly order; avoiding damage; flush finish; protection of completed work.

Learning outcomes

  • Explain the main principles and terminology associated with fixings, assembly sequence and quality.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Assemble simple timber components

Assemble prepared components using suitable methods/fixings; check square; achieve flush finish; protect completed item.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of assemble simple timber components using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Assemble prepared components using suitable methods/fixings; check square; achieve flush finish; protect completed item.

TUTORIAL / PORTFOLIO30 minutes

Portfolio annotation links fixing choice to task and quality.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.14-2.16.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Portfolio annotation links fixing choice to task and quality.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Assembled item, quality checklist, photos.

K / S / AO mapping

K7, K10, K11; S4, S5, S7

Portfolio / AC focus

Carp AC2.14-2.16

English & maths

Sequence; measurement; concise justification.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Assembled item, quality checklist, photos.

Learning check

Finished assembly checked for square, fit and flush finish.

DAY 15Site Carpentry

Applied carpentry task

THEORY1.5 hours

Planning a simple carpentry task

Interpret brief; select materials/tools; sequence work; quality hold points; apply previously taught sustainability and waste principles rather than reteaching them.

Learning outcomes

  • Explain the main principles and terminology associated with planning a simple carpentry task.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Complete a simple site-carpentry task

From brief: set up, measure/mark, cut, prepare, dry fit, adjust and assemble a small item/component.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of complete a simple site-carpentry task using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: From brief: set up, measure/mark, cut, prepare, dry fit, adjust and assemble a small item/component.

TUTORIAL / PORTFOLIO30 minutes

Evidence selection; self-assess against carpentry ACs; record one sustainability decision.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carp AC2.1-2.18 consolidation.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Evidence selection; self-assess against carpentry ACs; record one sustainability decision.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Full task observation, product, waste/evidence record.

K / S / AO mapping

K7-K11; S1-S5, S7-S10

Portfolio / AC focus

Carp AC2.1-2.18 consolidation

English & maths

Material take-off; dimensions; reading and recording.

Employability

EB1-EB5, EB8

Suggested evidence

Full task observation, product, waste/evidence record.

Learning check

Independent completion with tutor questioning at quality hold points.

DAY 16Site Carpentry

Repair & consolidation

THEORY1.5 hours

Simple timber defects and repairs

Identify simple defects/damage; repair vs replacement; safe repair sequence; customer/quality considerations.

Learning outcomes

  • Explain the main principles and terminology associated with simple timber defects and repairs.
  • Apply those principles to the current site carpentry context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Simple carpentry repair & skills consolidation

Complete a simple repair/adjustment task and revisit any practical skills needing stronger evidence.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of simple carpentry repair & skills consolidation using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Complete a simple repair/adjustment task and revisit any practical skills needing stronger evidence.

TUTORIAL / PORTFOLIO30 minutes

Prepare carpentry evidence for review; update progression interests after two trades.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Carpentry repair evidence where required; AC2 consolidation.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Prepare carpentry evidence for review; update progression interests after two trades.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Repair evidence, reflection, gap record.

K / S / AO mapping

K12, K13; S6

Portfolio / AC focus

Carpentry repair evidence where required; AC2 consolidation

English & maths

Measure defect; explain repair; evidence annotation.

Employability

EB3, EB4, EB7, EB8

Suggested evidence

Repair evidence, reflection, gap record.

Learning check

Learner justifies repair method and checks finished quality.

DAY 17Assessment & Review

Review 2 — Site Carpentry milestone

THEORY1.5 hours

Knowledge review: cumulative core + carpentry

Cumulative knowledge check: retain core construction knowledge and assess timber/tools/carpentry techniques without duplicating previously secure content unnecessarily.

Learning outcomes

  • Recall and explain the key technical principles developed during the preceding trade block.
  • Use feedback and evidence to identify strengths, misconceptions and knowledge gaps requiring further development.

Tutor activity

  • Lead a structured retrieval and diagnostic review using questioning, short scenarios and evidence from previous sessions.
  • Clarify misconceptions and agree focused actions for any knowledge gaps.

Learner activity

  • Complete the review tasks independently before discussing and correcting responses.
  • Record two specific knowledge targets for consolidation.

Resources

Review questions; previous session materials; drawings/specifications where relevant; individual progress record.

PRACTICAL4 hours

Site carpentry practical assessment / evidence check

Observed practical task sampling carpentry requirements; evidence/gap activities as required.

Assessment outcomes

  • Demonstrate the practical skills developed in the preceding block safely, methodically and to the stated quality expectations.
  • Explain key decisions, respond to feedback and correct work where this can be done safely.

Tutor / assessor activity

  • Brief the assessment task, conditions, evidence requirements and quality expectations without coaching the assessed performance.
  • Observe performance, record evidence against Carp AC2.1-2.18 review; brickwork coverage retained and provide developmental feedback after assessment.

Learner activity

  • Plan, prepare and complete the assessment/review task using appropriate PPE, tools, materials and information.
  • Check finished work, identify any defects and discuss corrective action.

Resources

Assessment brief; relevant tools/materials; PPE; drawings/job information; observation record; camera/device for evidence.

TUTORIAL / PORTFOLIO30 minutes

Formal review; portfolio audit across brickwork + carpentry; targets for solid plastering block.

Progress & portfolio outcomes

  • Audit portfolio evidence against Carp AC2.1-2.18 review; brickwork coverage retained and identify any missing or weak evidence.
  • Record feedback, progress and clear targets for the next block.

Tutor activity

  • Hold a focused progress conversation and verify that evidence is authentic, relevant and clearly labelled.

Learner activity

  • Select, annotate and file evidence; complete reflection and update the action plan.

Evidence / resources

Assessment records, coverage audit, action plan.

K / S / AO mapping

AO1-AO3 cumulative

Portfolio / AC focus

Carp AC2.1-2.18 review; brickwork coverage retained

English & maths

Knowledge questions; measurement; written reflection.

Employability

EB1-EB8 review

Suggested evidence

Assessment records, coverage audit, action plan.

Learning check

No unresolved carpentry evidence gaps carried forward without a plan.

DAY 18Solid Plastering

Plastering materials, tools & backgrounds

THEORY1.5 hours

Solid-plastering materials and background types

Build on common materials: plasterboard, finishing plaster, beads/fixings as appropriate; suction/background condition; tool selection, storage and work-area preparation.

Learning outcomes

  • Explain the main principles and terminology associated with solid-plastering materials and background types.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Background inspection & work-area set-up

Identify tools/materials; assess simple backgrounds; prepare safe work area and plan task.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of background inspection & work-area set-up using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Identify tools/materials; assess simple backgrounds; prepare safe work area and plan task.

TUTORIAL / PORTFOLIO30 minutes

Map evidence; identify transferable safe-working habits from earlier blocks.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.4-3.5, AC3.9-3.11, AC3.17.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Map evidence; identify transferable safe-working habits from earlier blocks.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Background checklist, tool/material ID, observation.

K / S / AO mapping

K7, K8, K9; S7, S8, S9

Portfolio / AC focus

Solid AC3.4-3.5, AC3.9-3.11, AC3.17

English & maths

Area/dimensions; product information.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Background checklist, tool/material ID, observation.

Learning check

Select appropriate preparation for sample backgrounds and explain why.

DAY 19Solid Plastering

Plasterboard preparation

THEORY1.5 hours

Board layout, measurement and preparation

Board orientation/layout; measuring, marking and cutting principles; fixings awareness; minimising offcuts through planning.

Learning outcomes

  • Explain the main principles and terminology associated with board layout, measurement and preparation.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Measure, cut & prepare plasterboard

Measure and cut boards/components for a controlled area; prepare background and board for installation.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of measure, cut & prepare plasterboard using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure and cut boards/components for a controlled area; prepare background and board for installation.

TUTORIAL / PORTFOLIO30 minutes

Record board quantities/offcuts and one waste-reduction decision.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.6-3.8, AC3.12.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record board quantities/offcuts and one waste-reduction decision.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Cutting/layout record, waste note, photos.

K / S / AO mapping

K2 reinforcement, K10; S3, S4, S10

Portfolio / AC focus

Solid AC3.6-3.8, AC3.12

English & maths

Area, dimensions, optimisation of cuts.

Employability

EB3, EB4, EB8

Suggested evidence

Cutting/layout record, waste note, photos.

Learning check

Board preparation matches brief and dimensions.

DAY 20Solid Plastering

Installing plasterboard

THEORY1.5 hours

Fixing principles and quality

Fixing sequence/spacing; edges/joints; safe handling; quality checks; protect adjacent work.

Learning outcomes

  • Explain the main principles and terminology associated with fixing principles and quality.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Install plasterboard

Install plasterboard to simple frame/background; check fixings, joints and overall readiness for finish.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of install plasterboard using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Install plasterboard to simple frame/background; check fixings, joints and overall readiness for finish.

TUTORIAL / PORTFOLIO30 minutes

Annotate quality checks and tutor feedback.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.13.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Annotate quality checks and tutor feedback.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Installation observation, quality checklist.

K / S / AO mapping

K10, K11; S4, S5

Portfolio / AC focus

Solid AC3.13

English & maths

Spacing, measurement, reading instructions.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Installation observation, quality checklist.

Learning check

Inspect installation against brief and identify any correction needed.

DAY 21Solid Plastering

Preparation for finish

THEORY1.5 hours

Preparing boards/backgrounds for finishing

Cleanliness, joints, edges, beads as relevant, protection and sequence before applying finish; reinforce regulations/fire awareness where plasterboard systems contribute.

Learning outcomes

  • Explain the main principles and terminology associated with preparing boards/backgrounds for finishing.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Prepare area for finishing

Prepare installed board/background for finishing; protect surrounding work and organise tools/materials.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of prepare area for finishing using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Prepare installed board/background for finishing; protect surrounding work and organise tools/materials.

TUTORIAL / PORTFOLIO30 minutes

Short reflection on why preparation affects finish and customer quality.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.14.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Short reflection on why preparation affects finish and customer quality.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Prepared surface, observation, reflection.

K / S / AO mapping

K5 reinforcement, K10, K11; S4, S5

Portfolio / AC focus

Solid AC3.14

English & maths

Sequence writing; technical vocabulary.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Prepared surface, observation, reflection.

Learning check

Tutor inspection before permission to proceed to finish.

DAY 22Solid Plastering

Mixing finishing plaster

THEORY1.5 hours

Mixing, consistency and working time

Material characteristics; clean water/tools; proportions per manufacturer guidance; working time; avoiding waste; safe handling.

Learning outcomes

  • Explain the main principles and terminology associated with mixing, consistency and working time.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Mix finishing plaster

Measure water/material as directed; mix to suitable consistency; manage tools and work area safely.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of mix finishing plaster using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure water/material as directed; mix to suitable consistency; manage tools and work area safely.

TUTORIAL / PORTFOLIO30 minutes

Record mix process and timing; identify any adjustment made.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.10, AC3.15 part.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record mix process and timing; identify any adjustment made.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Mixing observation, timing record.

K / S / AO mapping

K7, K10; S4, S7, S8

Portfolio / AC focus

Solid AC3.10, AC3.15 part

English & maths

Ratios/quantities; timing; reading product guidance.

Employability

EB3, EB4, EB8

Suggested evidence

Mixing observation, timing record.

Learning check

Learner explains sequence and recognises suitable consistency.

DAY 23Solid Plastering

Application & finishing

THEORY1.5 hours

Applying finishing plaster

Application sequence; control, thickness, timing and finish expectations; defects caused by poor preparation/mixing/timing.

Learning outcomes

  • Explain the main principles and terminology associated with applying finishing plaster.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Apply finishing plaster

Apply finishing plaster to a controlled area; develop even coverage and finish; clean tools/work area.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of apply finishing plaster using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Apply finishing plaster to a controlled area; develop even coverage and finish; clean tools/work area.

TUTORIAL / PORTFOLIO30 minutes

Choose evidence and annotate technique/feedback.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.15.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Choose evidence and annotate technique/feedback.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Finished panel, observation, photos.

K / S / AO mapping

K10; S4

Portfolio / AC focus

Solid AC3.15

English & maths

Timing; area; descriptive quality language.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Finished panel, observation, photos.

Learning check

Tutor/learner inspect finish and identify cause of any defect.

DAY 24Solid Plastering

Repairs & consolidation

THEORY1.5 hours

Simple plastering defects and repairs

Identify damage/defects; repair sequence; compatibility; preparation; blending finish; repair as a sustainability strategy.

Learning outcomes

  • Explain the main principles and terminology associated with simple plastering defects and repairs.
  • Apply those principles to the current solid plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Simple solid-plaster repair & consolidation

Complete a simple repair and revisit practical skills/evidence gaps from the block.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of simple solid-plaster repair & consolidation using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Complete a simple repair and revisit practical skills/evidence gaps from the block.

TUTORIAL / PORTFOLIO30 minutes

Prepare solid-plaster evidence for review; self-assess coverage.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Solid AC3.16, AC3.18-3.19 plus consolidation.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Prepare solid-plaster evidence for review; self-assess coverage.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Repair evidence, self-assessment, waste record.

K / S / AO mapping

K12; S6

Portfolio / AC focus

Solid AC3.16, AC3.18-3.19 plus consolidation

English & maths

Measure repair; sequence; evidence annotation.

Employability

EB3, EB4, EB7, EB8

Suggested evidence

Repair evidence, self-assessment, waste record.

Learning check

Repair is secure/neat and learner explains method.

DAY 25Assessment & Review

Review 3 — Solid Plastering milestone

THEORY1.5 hours

Knowledge review: cumulative core + solid plastering

Cumulative knowledge check with emphasis on plasterboard, backgrounds, mixing, application and repairs; revisit only identified core gaps.

Learning outcomes

  • Recall and explain the key technical principles developed during the preceding trade block.
  • Use feedback and evidence to identify strengths, misconceptions and knowledge gaps requiring further development.

Tutor activity

  • Lead a structured retrieval and diagnostic review using questioning, short scenarios and evidence from previous sessions.
  • Clarify misconceptions and agree focused actions for any knowledge gaps.

Learner activity

  • Complete the review tasks independently before discussing and correcting responses.
  • Record two specific knowledge targets for consolidation.

Resources

Review questions; previous session materials; drawings/specifications where relevant; individual progress record.

PRACTICAL4 hours

Solid plastering practical assessment / evidence check

Observed practical task sampling solid-plastering requirements; targeted gap activity.

Assessment outcomes

  • Demonstrate the practical skills developed in the preceding block safely, methodically and to the stated quality expectations.
  • Explain key decisions, respond to feedback and correct work where this can be done safely.

Tutor / assessor activity

  • Brief the assessment task, conditions, evidence requirements and quality expectations without coaching the assessed performance.
  • Observe performance, record evidence against Solid AC3.1-3.19 review and provide developmental feedback after assessment.

Learner activity

  • Plan, prepare and complete the assessment/review task using appropriate PPE, tools, materials and information.
  • Check finished work, identify any defects and discuss corrective action.

Resources

Assessment brief; relevant tools/materials; PPE; drawings/job information; observation record; camera/device for evidence.

TUTORIAL / PORTFOLIO30 minutes

Formal review; portfolio audit across three trades; targets for fibrous plastering and final completion.

Progress & portfolio outcomes

  • Audit portfolio evidence against Solid AC3.1-3.19 review and identify any missing or weak evidence.
  • Record feedback, progress and clear targets for the next block.

Tutor activity

  • Hold a focused progress conversation and verify that evidence is authentic, relevant and clearly labelled.

Learner activity

  • Select, annotate and file evidence; complete reflection and update the action plan.

Evidence / resources

Assessment record, coverage audit, action plan.

K / S / AO mapping

AO1-AO3 cumulative

Portfolio / AC focus

Solid AC3.1-3.19 review

English & maths

Knowledge questions; area/quantity; reflection.

Employability

EB1-EB8 review

Suggested evidence

Assessment record, coverage audit, action plan.

Learning check

Confirm three-trade portfolio position and remaining gaps.

DAY 26Fibrous Plastering

Fibrous plastering materials & process

THEORY1.5 hours

Introduction to fibrous plastering and casting

Purpose/examples of fibrous plastering; casting plaster, reinforcement, moulds, release/preparation, tools, storage and safe work-area requirements.

Learning outcomes

  • Explain the main principles and terminology associated with introduction to fibrous plastering and casting.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Tools, materials & reverse-mould preparation

Identify/select tools/materials; prepare work area; prepare a reverse mould following instructions.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of tools, materials & reverse-mould preparation using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Identify/select tools/materials; prepare work area; prepare a reverse mould following instructions.

TUTORIAL / PORTFOLIO30 minutes

Map first fibrous evidence; note similarities/differences with solid plastering.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.4-4.12.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Map first fibrous evidence; note similarities/differences with solid plastering.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Tool/material ID, mould-prep observation.

K / S / AO mapping

K7, K8, K9, K10; S3, S7, S8, S9

Portfolio / AC focus

Fibrous AC4.4-4.12

English & maths

Dimensions; product information; sequencing.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Tool/material ID, mould-prep observation.

Learning check

Learner explains casting sequence before practical starts.

DAY 27Fibrous Plastering

Reinforcement

THEORY1.5 hours

Reinforcement purpose and preparation

Types/purpose of reinforcement; dimensions, placement, safe cutting/handling; relationship to moulded product strength.

Learning outcomes

  • Explain the main principles and terminology associated with reinforcement purpose and preparation.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Measure & cut reinforcement

Measure and cut reinforcement to required dimensions; organise for casting sequence.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of measure & cut reinforcement using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure and cut reinforcement to required dimensions; organise for casting sequence.

TUTORIAL / PORTFOLIO30 minutes

Record dimensions and check accuracy; upload evidence.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.13.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record dimensions and check accuracy; upload evidence.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Dimension record, prepared reinforcement.

K / S / AO mapping

K10; S4

Portfolio / AC focus

Fibrous AC4.13

English & maths

Measurement, dimensions, tolerances.

Employability

EB3, EB4, EB8

Suggested evidence

Dimension record, prepared reinforcement.

Learning check

Check reinforcement against required size and explain purpose.

DAY 28Fibrous Plastering

Casting plaster

THEORY1.5 hours

Mixing casting plaster

Material characteristics; water/plaster sequence as specified; consistency, working time, cleanliness and waste control.

Learning outcomes

  • Explain the main principles and terminology associated with mixing casting plaster.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Mix casting plaster

Measure and mix casting plaster to suitable consistency; manage tools and work area.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of mix casting plaster using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Measure and mix casting plaster to suitable consistency; manage tools and work area.

TUTORIAL / PORTFOLIO30 minutes

Record process/timing and feedback.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.14.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Record process/timing and feedback.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Mixing observation, timing record.

K / S / AO mapping

K7, K10; S4, S7

Portfolio / AC focus

Fibrous AC4.14

English & maths

Ratios/quantities; timing; instructions.

Employability

EB3, EB4, EB8

Suggested evidence

Mixing observation, timing record.

Learning check

Explain suitable consistency and why clean equipment matters.

DAY 29Fibrous Plastering

Casting a moulding

THEORY1.5 hours

Casting sequence, reinforcement and quality

Sequence of filling/working plaster, positioning reinforcement, building required thickness and protecting work while setting.

Learning outcomes

  • Explain the main principles and terminology associated with casting sequence, reinforcement and quality.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Cast a simple moulding

Cast a simple reinforced moulding using prepared reverse mould; protect while setting; safe close-down.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of cast a simple moulding using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Cast a simple reinforced moulding using prepared reverse mould; protect while setting; safe close-down.

TUTORIAL / PORTFOLIO30 minutes

Annotate sequence and identify quality risks.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.15.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Annotate sequence and identify quality risks.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Casting observation, photos, product.

K / S / AO mapping

K10, K11; S4, S5

Portfolio / AC focus

Fibrous AC4.15

English & maths

Sequence, timing, dimensions.

Employability

EB2, EB3, EB4, EB8

Suggested evidence

Casting observation, photos, product.

Learning check

Tutor checks sequence and learner identifies two defect risks.

DAY 30Fibrous Plastering

Demoulding, quality & protection

THEORY1.5 hours

Quality checking and protecting completed work

Safe handling/demoulding principles; visual quality checks; storage/protection; link customer expectations and professional finish to completed product.

Learning outcomes

  • Explain the main principles and terminology associated with quality checking and protecting completed work.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Demould/check/protect product

Demould when appropriate; inspect product; trim/finish only within task requirements; protect/store completed work.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of demould/check/protect product using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Demould when appropriate; inspect product; trim/finish only within task requirements; protect/store completed work.

TUTORIAL / PORTFOLIO30 minutes

Quality reflection using agreed criteria; evidence selection.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.15 consolidation, AC4.17.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Quality reflection using agreed criteria; evidence selection.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Finished product, quality checklist.

K / S / AO mapping

K11, K13; S5

Portfolio / AC focus

Fibrous AC4.15 consolidation, AC4.17

English & maths

Measurement/checking; descriptive evaluation.

Employability

EB1, EB2, EB3, EB8

Suggested evidence

Finished product, quality checklist.

Learning check

Learner evaluates product and proposes one improvement.

DAY 31Fibrous Plastering

Repair, waste & final consolidation

THEORY1.5 hours

Fibrous repairs and whole-programme consolidation

Simple fibrous repair techniques; apply previously taught sustainability/waste principles; recap cross-trade materials/tools/tasks and likely assessment demands.

Learning outcomes

  • Explain the main principles and terminology associated with fibrous repairs and whole-programme consolidation.
  • Apply those principles to the current fibrous plastering context and justify appropriate choices or actions.

Tutor activity

  • Introduce and model the key concepts using real construction examples, questioning and worked examples rather than lecture alone.
  • Make explicit links between today's theory and the practical task, including safety, quality and sequencing considerations.

Learner activity

  • Interpret examples, instructions or scenarios and record the key technical points in their own words.
  • Complete a short application task or discussion that requires the theory to be used before entering the workshop.

Resources

Relevant drawings/specifications; manufacturer or technical information; tutor examples; questioning/application task; whiteboard or digital presentation.

PRACTICAL4 hours

Simple fibrous repair + targeted practical gaps

Complete a simple fibrous repair; segregate waste; then complete targeted evidence gaps across any of the four trades where feasible.

Practical learning outcomes

  • Prepare safely for and carry out the key stages of simple fibrous repair + targeted practical gaps using appropriate tools, materials and working methods.
  • Check the work against the task requirements, recognise developing faults and make appropriate adjustments.

Tutor activity

  • Demonstrate the task in logical stages, verbalising tool choice, technique, sequencing, safety and quality checks.
  • Observe learners during practice, use targeted questioning and provide timely coaching without taking over the task.

Learner activity

  • Plan the work area and sequence, select resources and complete the practical task with increasing independence.
  • Measure/check work at appropriate stages, compare outcomes with the brief and act on feedback.

Tools / materials / resources

Trade-appropriate PPE, hand tools and materials; task drawing/brief; measuring/checking equipment; demonstration area; evidence device. Practical focus: Complete a simple fibrous repair; segregate waste; then complete targeted evidence gaps across any of the four trades where feasible.

TUTORIAL / PORTFOLIO30 minutes

Final portfolio preparation: AC audit, evidence labels, employer evidence, progression preference.

Learning & portfolio outcomes

  • Reflect on today's theory and practical performance using specific evidence rather than general comments.
  • Select and annotate suitable evidence, linking it to Fibrous AC4.16, AC4.18-4.19 plus whole-programme gaps.

Tutor activity

  • Review evidence quality, question the learner about decisions made and agree one achievable next-step target.

Learner activity

  • Final portfolio preparation: AC audit, evidence labels, employer evidence, progression preference.
  • Record feedback and a precise target to carry into the next session.

Evidence / resources

Repair evidence, waste record, final gap log.

K / S / AO mapping

K2 reinforcement, K12; S6, S10

Portfolio / AC focus

Fibrous AC4.16, AC4.18-4.19 plus whole-programme gaps

English & maths

Measure repair; evidence writing; waste records.

Employability

EB3, EB4, EB7, EB8

Suggested evidence

Repair evidence, waste record, final gap log.

Learning check

All remaining planned gaps identified before final review.

DAY 32Assessment & Review

Review 4 — Final assessment, portfolio & progression

THEORY1.5 hours

Final knowledge consolidation and assessment readiness

Final AO1/AO2/AO3 review across the full programme; targeted remediation rather than wholesale repetition; progression routes into occupational apprenticeships/employment.

Learning outcomes

  • Recall and explain the key technical principles developed during the preceding trade block.
  • Use feedback and evidence to identify strengths, misconceptions and knowledge gaps requiring further development.

Tutor activity

  • Lead a structured retrieval and diagnostic review using questioning, short scenarios and evidence from previous sessions.
  • Clarify misconceptions and agree focused actions for any knowledge gaps.

Learner activity

  • Complete the review tasks independently before discussing and correcting responses.
  • Record two specific knowledge targets for consolidation.

Resources

Review questions; previous session materials; drawings/specifications where relevant; individual progress record.

PRACTICAL4 hours

Final practical assessment / cross-trade evidence completion

Practical assessment or approved evidence activities across required outcomes; final quality checks and any permitted gap completion.

Assessment outcomes

  • Demonstrate the practical skills developed in the preceding block safely, methodically and to the stated quality expectations.
  • Explain key decisions, respond to feedback and correct work where this can be done safely.

Tutor / assessor activity

  • Brief the assessment task, conditions, evidence requirements and quality expectations without coaching the assessed performance.
  • Observe performance, record evidence against Brick AC1; Carp AC2; Solid AC3; Fibrous AC4 — final coverage check and provide developmental feedback after assessment.

Learner activity

  • Plan, prepare and complete the assessment/review task using appropriate PPE, tools, materials and information.
  • Check finished work, identify any defects and discuss corrective action.

Resources

Assessment brief; relevant tools/materials; PPE; drawings/job information; observation record; camera/device for evidence.

TUTORIAL / PORTFOLIO30 minutes

Final portfolio audit; progress review; employer confirmation of employability behaviours; individual progression plan and next steps.

Progress & portfolio outcomes

  • Audit portfolio evidence against Brick AC1; Carp AC2; Solid AC3; Fibrous AC4 — final coverage check and identify any missing or weak evidence.
  • Record feedback, progress and clear targets for the next block.

Tutor activity

  • Hold a focused progress conversation and verify that evidence is authentic, relevant and clearly labelled.

Learner activity

  • Select, annotate and file evidence; complete reflection and update the action plan.

Evidence / resources

Final assessment records, completed portfolio map, progression plan.

K / S / AO mapping

AO1-AO3; K1-K15; S1-S10

Portfolio / AC focus

Brick AC1; Carp AC2; Solid AC3; Fibrous AC4 — final coverage check

English & maths

Knowledge test skills; measurement; reflection; progression writing.

Employability

EB1-EB8 final review

Suggested evidence

Final assessment records, completed portfolio map, progression plan.

Learning check

Confirm programme coverage, assessment status and next destination/action.

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