Construction
Intent
Construction is a practical and ambitious BTEC course at KS4, designed for students who enjoy hands-on learning and want to develop real-world skills. It introduces students to key trades within the construction industry, including carpentry, plumbing, tiling, and masonry. Alongside developing technical ability, students learn how to work safely and follow essential health and safety procedures—skills that are vital in any workplace.
This course is ideal for students considering a future in the construction sector or those who want to gain valuable skills for life. The knowledge and experience gained are highly transferable and complement other practical subjects such as Product Design, Engineering, and Hospitality. Whether used professionally or domestically, the skills developed are relevant, useful, and empowering.
Our aim is to support and inspire every student, helping them build confidence, take pride in their work, and prepare for the world beyond school—whether that’s further education, an apprenticeship, or employment in the construction industry.
Curriculum Plans
Construction Y10 Curriculum Plan
Construction Y11 Curriculum Plan
Curriculum time allocation
KS4 - 6 hours a fortnight
SEND Learner Experience in Construction
Planning
Our planning is designed to help all students, including those with SEND, understand the world around them and apply scientific ideas to real-life contexts. Lessons are structured to foster curiosity, independence, and problem-solving. Schemes of work are carefully adapted to meet the diverse needs of learners, with specific strategies embedded to support SEND students. When planning, we incorporate:
- Silent retrieval starters, with adaptations (e.g., simplified language or visual prompts) to support learners.
- Building on prior knowledge, ensuring that gaps are identified and addressed through pre-teaching or reinforcement.
- Explicit teaching of vocabulary, using the Frayer model. We also ensure that students are aware of the vocabulary in their roadmaps and this is highlighted at the start of each lesson
- Explicit modelling with additional guided practice for those who need it.
- Deliberate practice time, with differentiated tasks and support materials.
- Scaffolding, such as sentence starters, writing frames, or visual aids, tailored to individual needs.
Before each lesson
We use ILPs/EHCPs, and reading age data to inform lesson planning. This ensures that teachers are aware of each student’s needs and can implement appropriate strategies. From this we then create a class plan to identify what the teacher will do to meet the needs of those students.
In department meetings, we share effective strategies for SEND inclusion and use quality assurance processes to monitor progress. We prioritise SEND students in our discussions and make reasonable adjustments as needed, in consultation with the SENDCo.
Entry routine
We use thresholding to create a calm, welcoming start to lessons, helping SEND students feel secure and ready to learn. Clear routines reduce anxiety and support predictability. Prompt, positive support is given to those who need help getting started.
During teaching
Most lessons follow a similar structure to reduce cognitive load for students. Modelling is embedded to ensure that students are aware of how to tackle tasks, with relevant scaffolds provided to students. Teachers communicate with TAs before and during lessons to ensure consistent support.
We ensure that circulation with specific check ins for SEND students takes place. Cold-calling is used to check understanding and provide immediate feedback, but only where appropriate and meets their ILP. If new or emerging needs are identified, we complete an initial concerns form and liaise with the SENDCo promptly.
After each lesson
English teachers will use evidence from live marking and student feedback to identify misconceptions / weaknesses that can be revisited next lesson.
If there is a specific concern - or if they have missed a lesson - SEND students should have a short 1:1 check-in, with either the Teaching Assistant or teacher.
Teachers may share follow-up resources or models of excellence via google classroom.
Teachers will award green boards for students who have worked hard and shown resilience.
After each assessment
Whole-class feedback includes models of excellence to inspire and guide all learners. We reflect on lesson outcomes and adjust future planning, often in collaboration with TAs, to ensure that SEND students continue to make progress.
Reading and literacy in Construction
Subject contact
Rob Moore
Mark Savage