Brickwork — Laser Learning Awards Other Life Skills Qualification Foundations for Learning Revision

    This element introduces learners to the vocational area of brickwork within the construction industry. It covers the basic knowledge and practical skills n

    Topic Synopsis

    This element introduces learners to the vocational area of brickwork within the construction industry. It covers the basic knowledge and practical skills needed to work safely, select appropriate tools and materials, and reflect on personal performance. The focus is on building foundational competence for potential progression in bricklaying or related trades.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Brickwork

    LASER LEARNING AWARDS
    vocational

    This element introduces learners to the vocational area of brickwork within the construction industry. It covers the basic knowledge and practical skills needed to work safely, select appropriate tools and materials, and reflect on personal performance. The focus is on building foundational competence for potential progression in bricklaying or related trades.

    21
    Learning Outcomes
    50
    Assessment Guidance
    57
    Key Skills
    21
    Key Terms
    58
    Assessment Criteria

    Assessment criteria

    LASER Entry Level Extended Award for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Diploma for Learning, Employability and Progression
    LASER Entry Level Introductory Certificate for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Award for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Introductory Award for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Introductory Award for Learning, Employability and Progression
    LASER Level 1 Award for Learning, Employability and Progression
    LASER Level 1 Introductory Certificate for Learning, Employability and Progression
    LASER Level 1 Certificate for Learning, Employability and Progression
    LASER Level 1 Extended Award for Learning, Employability and Progression
    LASER Entry Level Certificate for Learning, Employability and Progression (Entry 3)
    LASER Level 1 Extended Certificate for Learning, Employability and Progression
    LASER Entry Level Diploma for Learning, Employability and Progression (Entry 3)
    LASER Entry Level Extended Certificate for Learning, Employability and Progression (Entry 3)

    Topic Overview

    The LASER Entry Level Extended Award for Learning, Employability and Progression (Entry 3) is a foundational qualification designed to help you develop essential skills for life, learning, and work. It covers key areas such as communication, numeracy, personal development, and employability, preparing you for further study or employment. This qualification is part of the Foundations for Learning framework, which focuses on building confidence and independence in real-world contexts.

    Throughout the course, you will engage in practical activities that improve your ability to work with others, manage your own learning, and solve problems. You will also explore career options and develop skills like teamwork, time management, and digital literacy. The qualification is assessed through a portfolio of evidence, meaning you will collect examples of your work to demonstrate your progress.

    This award is ideal if you are looking to build a strong foundation for future qualifications, such as GCSEs or vocational courses. It also helps you become more employable by teaching you how to communicate effectively, handle money, and work safely. By the end of the course, you will have a clearer idea of your strengths and next steps in education or employment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Employability skills: These include teamwork, communication, problem-solving, and self-management, which are essential for success in any workplace.
    • →Personal development: This involves setting goals, reflecting on your progress, and building confidence in your abilities.
    • →Functional skills: Basic literacy and numeracy applied to everyday situations, such as reading instructions or calculating change.
    • →Progression pathways: Understanding the options available after this qualification, such as further study, apprenticeships, or work.

    Learning Objectives

    What you need to know and understand

    • Identify a range of basic hand tools used in brickwork, such as trowels, spirit levels, and lines.
    • Outline key health and safety rules to follow on a construction site.
    • Demonstrate the correct and safe use of selected bricklaying tools under supervision.
    • Select appropriate materials (bricks and mortar) for a given simple task.
    • Reflect on own practical performance to identify a personal strength and an area for development.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Identify common tools and materials used in brickwork.
    • Demonstrate safe handling and storage of bricks and mortar.
    • Apply basic bricklaying techniques to build a simple structure.
    • Evaluate own work against given criteria and identify areas for improvement.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly naming at least four bricklaying tools from a provided set.
    • Evidence of consistently wearing appropriate PPE (hard hat, safety boots, high-vis vest) during practical activities.
    • Learner demonstrates ability to mix a small batch of mortar to a workable consistency.
    • Award credit for a written or verbal reflection that includes at least one specific example of what went well and one suggestion for improvement.
    • Identify and use appropriate personal protective equipment (PPE).
    • Select correct tools and materials for brickwork tasks.
    • Demonstrate safe handling of bricks and mortar.
    • Review own work and identify areas for improvement.
    • Correctly name and state the use of at least five bricklaying tools.
    • Demonstrate correct personal protective equipment (PPE) selection and use.
    • Produce a straight and level brick wall section with consistent mortar joints.
    • Provide a brief reflective account highlighting strengths and areas for development.
    • Award credit for accurately naming and describing the function of at least four common bricklaying tools (e.g., trowel, spirit level, brick hammer, line and pins).
    • Award credit for demonstrating correct manual handling techniques when lifting and moving bricks and mortar, including bending knees and keeping back straight.
    • Award credit for consistently wearing appropriate personal protective equipment (PPE) such as safety boots, hi-vis vest, gloves, and safety glasses without prompting.
    • Award credit for setting out a straightforward brickwork task (e.g., a single-skin wall) to given dimensions using a tape measure and spirit level.
    • Award credit for mixing mortar to a workable consistency that holds bricks firmly without slumping, and cleaning tools properly after use.
    • Award credit for producing a brief written or verbal self-assessment that identifies at least two strengths and one area for improvement in their bricklaying activity.
    • Award credit for clearly describing at least two key aspects of the brickwork vocational area, such as typical tasks, workplace settings, or career opportunities.
    • Award credit for consistently following health and safety procedures during practical activities, including correct use of personal protective equipment (PPE) and safe handling of materials.
    • Award credit for independently selecting appropriate tools (e.g., trowel, spirit level) and materials (e.g., bricks, mortar) for a given brickwork task, with justification for each choice.
    • Award credit for producing a reflective account that honestly identifies at least one strength and one area for improvement in their practical performance, and sets a realistic target for future development.
    • Award credit for demonstrating knowledge of at least two common brick types (e.g., facing bricks, common bricks) and their typical uses.
    • Assessor observation must confirm that the learner consistently wears appropriate PPE (hard hat, safety boots, hi-vis, gloves) and correctly sets up a safe working area before commencing practical tasks.
    • Evidence must show the learner can independently select and use a spirit level, trowel, and brick hammer to build a small straight wall section with minimal tutor intervention.
    • Learner must produce a short written reflection or recorded discussion identifying at least one strength and one area for improvement in their bricklaying technique after completing a practical task.
    • Demonstrate a clear understanding of the bricklaying vocational area, including typical job roles, common tasks, and the importance of teamwork and communication on a construction site.
    • Consistently apply health and safety procedures while carrying out brickwork tasks, such as wearing correct PPE, handling tools and materials safely, and maintaining a tidy work area.
    • Accurately select, name, and justify the use of specific tools, equipment, and materials for a simple brickwork project, ensuring they are fit for purpose and used correctly.
    • Produce a self-review that honestly evaluates performance, identifies at least one strength and one area for improvement, and suggests practical steps to develop skills further.
    • Award credit for accurately describing the role of a bricklayer and identifying at least two potential career progression routes within the construction sector.
    • Award credit for demonstrating consistent and correct use of personal protective equipment (PPE) and adherence to safe working procedures during all practical tasks without prompting.
    • Award credit for independently selecting the appropriate trowel, spirit level, and mortar consistency for a basic brickwork exercise, with justification for each choice.
    • Award credit for producing a reflective log or verbal account that clearly identifies a minimum of one personal strength and one area for improvement, supported by specific examples from practical performance.
    • Award credit for demonstrating accurate knowledge of brickwork terminology, roles, and processes, such as identifying common brick bonds and construction stages.
    • Award credit for consistently applying safe working practices, including correct use of PPE, safe handling of materials, and maintaining a tidy work area.
    • Award credit for accurately selecting appropriate tools (e.g., trowel, spirit level, line and pins) and materials (e.g., bricks, mortar) for a given bricklaying task.
    • Award credit for producing a reflective account that honestly evaluates practical performance, identifies strengths, and sets realistic targets for improvement.
    • Award credit for demonstrating accurate identification of common brick types, bonds, and their applications in construction.
    • Look for consistent adherence to health and safety regulations, including correct use of PPE, safe handling of materials, and clean work area maintenance.
    • Credit should be given when the learner independently selects appropriate tools (trowel, spirit level, line and pins) and materials (bricks, mortar) for a given task, justifying choices.
    • Evidence of effective self-review must include specific examples of strengths and areas for improvement, linked to practical brickwork tasks and employability skills such as teamwork and time management.
    • Award credit for demonstrating the ability to identify at least three common brickwork tools (e.g., trowel, spirit level, bolster) and state their use.
    • Assessors should look for evidence of consistently following safety procedures, such as wearing appropriate PPE (hard hat, safety boots, gloves, hi-vis) and maintaining a tidy work area.
    • Credit should be given for accurately mixing a small batch of mortar to a suitable consistency and using it to lay bricks to a basic level, even if aesthetics are not perfect.
    • Marking should consider the quality of self-review; learners should be able to state what went well, what was difficult, and identify at least one area for improvement in their brickwork task.
    • Award credit for demonstrating an understanding of the role of a bricklayer and the types of construction projects where brickwork is used.
    • Award credit for consistently following safe working practices, including use of PPE, correct lifting techniques, and maintaining a tidy work area.
    • Award credit for correctly identifying and selecting the appropriate tools (trowel, spirit level, bolster, etc.) and materials (bricks, mortar) for given tasks.
    • Award credit for producing a reflective account that honestly evaluates personal performance, identifies strengths and areas for improvement, and proposes actionable development goals.
    • Award credit for correctly identifying a brick trowel, spirit level, and lump hammer and explaining their specific uses in brickwork.
    • Provide evidence of wearing appropriate PPE (hard hat, steel-toe boots, hi-vis vest, gloves, and safety goggles) during all practical tasks.
    • Demonstrate the ability to mix mortar to a consistent, workable texture and apply it correctly to bricks.
    • Show a completed self-review sheet or log accurately describing at least one strength and one area for improvement following a practical task.
    • Award credit for demonstrating consistent application of personal protective equipment (PPE) throughout the task, including safety boots, hi-vis vest, gloves, and eye protection as specified.
    • Evidence must show correct lifting and handling techniques when moving bricks and mortar, avoiding back strain and following manual handling guidelines.
    • Learner should select appropriate tools for each step: trowel for spreading mortar, spirit level for checking alignment, and tape measure for setting out basic dimensions.
    • When reviewing performance, credit responses that identify at least one strength and one area for improvement with a simple, honest self-assessment.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Revise the names and uses of all basic bricklaying tools; use flashcards if needed.
    • 💡During practical assessments, verbalise your actions to show understanding of safety procedures.
    • 💡When selecting materials, explain why you chose them—this demonstrates knowledge.
    • 💡For the review, prepare a simple template beforehand to structure your thoughts.
    • 💡Practice mixing mortar to the correct consistency.
    • 💡Use a spirit level frequently to check alignment.
    • 💡Reflect on each task to improve technique.
    • 💡Always wear appropriate PPE and reference it in any write-up.
    • 💡Practice trowel control regularly to improve consistency.
    • 💡Keep a simple log of activities to help with reflection.
    • 💡For the ‘know about the vocational area’ objective, include photos or diagrams in your portfolio labelling tools and materials, and mention a real-world bricklaying context (e.g., building a garden wall).
    • 💡Safety evidence is crucial: ensure your portfolio contains a simple risk assessment form for your bricklaying task, and a witness statement confirming you wore correct PPE throughout.
    • 💡When selecting tools, explain your choices briefly – e.g., ‘I chose the 10mm trowel because the joints are 10mm wide’ – to show understanding rather than just listing items.
    • 💡During the performance review, link your self-assessment to personal skills: e.g., ‘I used my patience when re-laying a brick that wasn’t level, which shows my perseverance.’
    • 💡In practical assessments, always ‘narrate’ your actions as you work to demonstrate your understanding of safety and technique to the assessor.
    • 💡Use photographs or short video clips as portfolio evidence to clearly show each stage of your brickwork task and your use of tools.
    • 💡When reviewing your performance, use the ‘What? So what? Now what?’ model to structure your reflection: describe what happened, analyse its impact, and plan next steps.
    • 💡Before the assessment, create a checklist of required PPE and tools, and tick them off as you gather them to avoid omissions and show thorough preparation.
    • 💡When completing written tasks, always reference relevant Health and Safety legislation (e.g., COSHH for handling cement) to demonstrate safe working knowledge.
    • 💡During practical assessment, narrate your actions to the assessor to show your understanding, even if silently practicing.
    • 💡Keep a log or diary of practical activities to support the review of your performance, noting specific challenges and how you addressed them.
    • 💡Familiarise yourself with the names and purposes of all tools before assessment to avoid hesitation in selection.
    • 💡When discussing the vocational area, mention real-world contexts such as new builds, extensions, or restoration work to show breadth of understanding.
    • 💡During practical assessments, verbalise your safety checks and tool selections to demonstrate conscious competence.
    • 💡For the self-review, use a structured model like 'What? So What? Now What?' to ensure depth and actionable outcomes.
    • 💡Maintain a detailed portfolio log with dated evidence, photographs, and witness statements to substantiate your performance and progress.
    • 💡Always prioritise health and safety in every demonstration; assessors will holistically observe your adherence to safety protocols even when not directly prompted.
    • 💡Practise selecting tools and materials for common tasks until you can explain your choices confidently, as this may be questioned during practical observations or professional discussions.
    • 💡Keep a reflective journal throughout the course, noting specific instances of what went well and what you would improve; this evidence is crucial for the review learning outcome.
    • 💡Familiarise yourself with basic industry terminology and the career pathways in bricklaying, as short written or oral questions may assess your vocational knowledge.
    • 💡In practical assessments, always conduct a pre-work safety check and verbalize your awareness of potential hazards to demonstrate embedded safe practice.
    • 💡Build a portfolio of photographic evidence showing each stage of your work, annotated to explain your choices of tools and techniques.
    • 💡When reflecting on performance, use specific examples and link them directly to the assessment criteria to show clear understanding of personal development.
    • 💡For the practical assessment, practice laying bricks to a line repeatedly to build muscle memory and ensure neat, consistent joints.
    • 💡When documenting tool selection, always explain not just what you chose but why, referencing the task requirements.
    • 💡Use the 'What? So what? Now what?' reflective model to structure your performance review and demonstrate deeper analysis.
    • 💡Keep a daily log of activities and safety checks; this can serve as supporting evidence for your portfolio and reinforce good habits.
    • 💡In practical assessments, always prioritise safety: vocalise your safety checks as you perform them to demonstrate awareness to the assessor.
    • 💡Ensure your portfolio contains dated photographic evidence of each stage of your brickwork project, accompanied by brief annotations explaining your choices and challenges.
    • 💡When reviewing your performance, use the ‘what, so what, now what’ reflective model to structure your written or verbal reflection, showing clear progression planning.
    • 💡When evidencing knowledge of the vocational area, link practical tasks to real job roles and site contexts to show depth of understanding.
    • 💡In practical assessments, verbalise each safety check and tool selection to demonstrate conscious competence, not just automatic action.
    • 💡For the performance review, use a structured template (e.g., SWOT analysis) and reference specific examples from your brickwork tasks to support your self-evaluation.
    • 💡Keep a detailed logbook of tool usage and safety checks throughout the course to provide robust evidence for assessment.
    • 💡Before starting any practical assessment, walk around the work area to ensure it is free from hazards and that all necessary tools and materials are within easy reach.
    • 💡Record your work step-by-step with brief notes or photos as evidence for your portfolio, especially highlighting how you maintained safety.
    • 💡When reviewing your performance, use simple but clear language: state what task you did, what went well, and one specific thing you would do differently next time.
    • 💡In practical assessments, always verbalise your actions as you carry out safety checks—this helps the assessor capture evidence that might otherwise be missed.
    • 💡When reviewing your performance, be specific: instead of saying 'I did well,' state exactly what you did well, e.g., 'I kept my bed joints even,' and for improvement, suggest a concrete step like 'I will practise spreading mortar more smoothly.'
    • 💡Before starting any task, take a moment to lay out all required tools and materials and check their condition; this shows systematic preparation and counts towards organisational marks.
    • 💡Keep a well-organised portfolio: Label each piece of evidence clearly and link it to the learning outcomes. This makes it easier for your assessor to see your progress.
    • 💡Use real-life examples: When demonstrating skills like teamwork or problem-solving, describe situations from your daily life or work experience. This shows you can apply what you've learned.
    • 💡Reflect on your learning: Include short reflections on what you found challenging and how you overcame it. This demonstrates personal development and self-awareness.

    Common Mistakes

    Common errors to avoid in your coursework

    • Misidentifying a bricklaying trowel as a plastering trowel.
    • Forgetting to check the level of bricks before they set, leading to uneven walls.
    • Wearing loose clothing or jewelry, which poses a safety risk on site.
    • Focusing only on what went wrong in reflections, rather than balancing with achievements.
    • Incorrect mixing ratios for mortar.
    • Poor brick alignment and leveling.
    • Neglecting safety procedures like using PPE.
    • Confusing brick types or mortar mixes.
    • Neglecting to check levels and alignment frequently.
    • Overlooking manual handling techniques when lifting materials.
    • Failing to wear appropriate PPE, especially forgetting gloves or safety boots, which is a critical health and safety breach.
    • Using the wrong side of the trowel, leading to poor mortar placement and an untidy finish.
    • Not checking the level frequently enough when laying each brick, resulting in a wall that is out of plumb or level.
    • Mixing mortar too dry, causing poor adhesion, or too wet, causing bricks to slip; often due to inaccurate water measurement.
    • Overloading the mortar board or spot board, making it difficult to control amounts and leading to waste.
    • When reflecting, giving only vague feedback like 'I did okay' rather than specifying what went well or what could be improved.
    • Confusing the names or functions of basic brickwork tools (e.g., calling a trowel a spade).
    • Neglecting to use a spirit level, leading to uneven or misaligned brickwork.
    • Mixing mortar to an incorrect consistency (too wet or too dry), affecting workability and bond strength.
    • Forgetting to wear appropriate PPE such as safety goggles when cutting bricks or gloves when handling mortar.
    • Providing vague self-assessment comments without specific examples, such as 'I did well' without explaining how or why.
    • Misidentifying mortar as cement or failing to distinguish between different mortar mixes (e.g., using a strong mix for internal blockwork).
    • Forgetting to check the level and plumb of each brick, leading to an uneven and unsafe wall.
    • Neglecting to secure loose clothing or tie back long hair when using tools, posing a safety risk.
    • Assuming all bricks are the same size and not accounting for variations when measuring or setting out.
    • Failing to check the spirit level frequently, leading to misaligned brickwork.
    • Confusing the terms 'mortar' and 'concrete' or using incorrect mortar mix ratios.
    • Neglecting to wear safety goggles when chiselling or cutting bricks, posing an eye injury risk.
    • Writing a reflective review that is merely descriptive rather than analytical, e.g., 'I did well' without explaining why or how to improve.
    • Incorrect mortar consistency, often mixing it too dry or too wet, leading to poor bonding and leveling difficulties.
    • Neglecting to use a spirit level continuously, resulting in uneven courses and poor alignment of brickwork.
    • Failure to wear appropriate PPE, particularly safety boots and gloves, or removing them during tasks due to discomfort, which compromises safety.
    • Selecting an incorrect trowel size or type for the task, such as using a pointing trowel for laying bricks, which affects efficiency and finish.
    • Confusing the names and uses of common bricklaying tools, such as mistaking a brick hammer for a club hammer.
    • Failing to wear appropriate PPE, particularly safety boots and gloves, when handling heavy or sharp materials.
    • Mixing mortar to an incorrect consistency, making it too wet or too dry for effective bricklaying.
    • Not checking brick alignment with a spirit level during construction, leading to uneven walls.
    • Neglecting to clean tools and equipment after use, causing damage and reducing their lifespan.
    • Confusing different brick bonds (e.g., stretcher bond vs. header bond) and their structural purposes.
    • Neglecting to check tools and equipment for damage before use, leading to safety risks.
    • Inconsistent mortar mixing, affecting the strength and appearance of brickwork.
    • In self-reviews, providing only descriptive summaries without critical analysis or actionable improvement plans.
    • Learners often overlook the importance of bed joint thickness, resulting in uneven courses or weak bonding when laying bricks.
    • A frequent error is not checking bricks for frogs (indentations) and laying them frog-down, which weakens the wall structure.
    • Many learners rush the mixing process, leading to dry or overly wet mortar that does not adhere properly or slumps from the joint.
    • During self-review, learners tend to focus only on final appearance rather than addressing process issues such as inconsistent trowel technique or poor planning.
    • Confusing the names and uses of different types of bricks (e.g., facing bricks vs. engineering bricks) and their applications.
    • Neglecting to check mortar consistency, leading to weak joints or poor adhesion.
    • Focusing only on task completion without adequate self-reflection, resulting in superficial performance reviews.
    • Forgetting to wear appropriate PPE or assuming safety practices are only for assessment scenarios.
    • Failing to check bricks for frogs or perforations and laying them incorrectly, leading to poor bonding.
    • Consistently forgetting to clean tools immediately after use, causing mortar to harden and damage equipment.
    • Using the spirit level only in one direction; neglecting to check both horizontal and vertical alignment.
    • Forgetting to check the safety of the work area before starting, such as not removing tripping hazards or ensuring stable scaffolding if used.
    • Using too much or too little water in the mortar mix, resulting in a mix that is either too runny or too stiff to work with effectively.
    • Failing to maintain a consistent mortar joint thickness, leading to uneven courses and poor aesthetics.
    • Rushing the task without regularly checking levels and plumb, which can cause walls to lean or bow.
    • Misconception: This qualification is not as valuable as GCSEs. Correction: While it is at a lower level, it provides essential skills and a stepping stone to higher qualifications, and employers value the practical skills it develops.
    • Misconception: You don't need to study for it because it's 'easy'. Correction: Although it is entry level, you still need to complete a portfolio and demonstrate your skills. Consistent effort is required to pass.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •There are no formal prerequisites, but you should be working at Entry 2 or have some basic literacy and numeracy skills. If you are unsure, your tutor can help assess your starting point.

    Key Terminology

    Essential terms to know

    • Health and safety in construction
    • Basic bricklaying tools and materials
    • Practical brickwork techniques
    • Personal protective equipment (PPE)
    • Self-evaluation and review
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Health and safety in bricklaying
    • Tool and material identification
    • Basic brick laying techniques
    • Performance review and self-assessment
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.
    • Know about the vocational area., Be able to work safely and correctly., Be able to select tools, equipment and materials., Be able to review his/her performance and personal skills.

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