Construction and Carpentry 10, 20, 30: Curriculum Guidelines

Module 12A, B: Work Study (Optional)

Suggested time: 25 - 50 hours

Module Overview

Students will be placed in the construction or a related industry for a time (not less than 25 hours) as determined by agreement of the student, the supervising teacher, and the employer. Such placements must follow the Work Study Guidelines in the Practical and Applied Arts Handbook and/or guidelines in Career and Work Exploration.

Foundational Objectives

To learn the safe operation of the many tools used in the construction industry.

To become knowledgeable about safe work practices in the construction environment.

To become knowledgeable about skills practised in the construction industry.

To become knowledgeable about the post-secondary training opportunities in the construction trades.

Common Essential Learnings Foundational Objectives

To communicate in the workplace using technical language. (TL, COM)

To appreciate the concept of density of pollutants with regard to safety. (NUM, PSVS)

To understand the necessity of analyzing work environments for safety. (CCT, PSVS)

To recognize the importance of respecting the safety of others when engaging in work. (PSVS)

Note: Other CELs may be emphasized.

For more information about implementing work study in schools see the Work Study Guidelines included in the Practical and Applied Arts Handbook. Teachers need to select (from modules) or design appropriate learning objectives for this module; for instance, to demonstrate the ability to follow a "Training Plan".

Note: Consult the renewed/new Career and Work Exploration Curriculum Guide and the Department of Labour for content about Labour Standards, Occupational Health and Safety, and WHMIS. If you offer several work studies during grade 11 or 12 in a course series, add more depth to the next experience.

Module 13: Structural Framing and Sheathing (Core)

Suggested time: 10 - 15 hours
Level: Intermediate
Prerequisites: Modules 1, 3, and 4

Module Overview

Students will learn common framing terms and practices.

Foundational Objectives

To use construction industry terminology in context.

To develop skills in the use of equipment and materials common to the construction industry.

To be knowledgeable of basic construction concepts and technologies.

Common Essential Learnings Foundational Objectives

To measure material accurately and use tables to determine dimensional lumber needs. (TL, NUM)

To exercise care and to work in a safe manner. (PSVS)

Learning Objectives	Notes
13.1 To use framing terms in context. (COM)	Define: on centre, trimmers, headers, cripples, joists, sill, truss, span, etc . Obtain Canadian references (building codes) that students can refer to for information about materials required for spanning openings, etc.
13.2 To be knowledgeable about common framing materials. (CCT)	Discuss: dimensional lumber, steel framing, sheathing, insulation, building wrap, trusses, etc. Introduce lay out tools such as a framing square, chalk lines, etc. Discuss truss systems, in addition to using dimensional lumber for floor lay out. If space, time, or materials do not allow a large project, students could work on partial assemblies.
13.3 To be knowledgeable about the types, thickness, and applications of sheathing materials used for framing. (CCT)	Discuss materials, adhesives, nailing, etc. Discuss sheathing types, adhesives, and nails. Make certain proper terms are used to describe framing elements.
13.4 To describe and demonstrate the lay out for framing a floor.	Discuss the different materials available, lumber, I-beams, floor trusses, etc. Discuss how appropriate dimensions for floor joists, (lumber, I-beams, and trusses) are determined. Discuss framing around stairwells, etc. Discuss a typical floor section, materials, adhesives, nailing procedures, etc .
13.5 To describe and demonstrate the sheathing for a floor. (TL)	Sketch the lay out for the sheathing procedure.
13.6 To describe and demonstrate the lay out for framing a wall.	Discuss framing around openings, at corners etc. Discuss a typical wall section, materials, adhesives, nailing pattern, etc .
13.7 To describe and or demonstrate the exterior sheathing for a wall.	Discuss various methods of arrangement and application of sheathing to structural framing.
13.8 To describe and demonstrate the lay out for framing a simple gable roof.	Discuss the use of a rafter system and a truss system. A diagram showing tension and compression would show how loads are distributed in a truss.
13.9 To describe and demonstrate the sheathing for a roof. (COM)	Discuss materials, clips, nailing, etc.
13.10 To describe and demonstrate the safe procedures for lifting walls and trusses. (COM)	Use video and demonstrations in school or at a local worksite. Building garages, boathouses, garden sheds, or greenhouses are ideal projects. The project can be prefabricated and assembled on site.
13.11 To demonstrate the safe use of the required tools and use of safety appliances. (PSVS)	Discuss safety appliances or clothing that are worn by trades people on construction sites. Review the necessity for tool guards and tools in good repair.

Module 14: Workshop and Construction Site Safety (Core)

Suggested time: 5 - 10 hours
Level: Intermediate
Prerequisite: Module 1

Module Overview

Students will review introductory safety and then move on to shop, construction site, WHMIS, OHS, and emergency procedures.

Foundational Objectives

To understand and apply safe working practices in the construction environment.

To be knowledgeable about the use of power fastening systems.

Common Essential Learnings Foundational Objective

To be knowledgeable about terms used in WHMIS and Occupational Health and Safety (OHS) guides and work site safety manuals. (COM)

Learning Objectives	Notes
14.1 To describe WHIMIS and its importance.	Refer to the Saskatchewan Labour website/resources at http://www.labour.gov.sk.ca/safety/fast/WHMIS.HTM
14.2 To describe and demonstrate the safe use of ladders and scaffolding of various types.	This objective is a key requirement for Level I Apprenticeship. Tour a worksite to observe the assemblage of scaffolding if the equipment is not in the school.
14.3 To describe and demonstrate safe lifting practices.	It may be necessary to do the scaffolding instruction on a building site. Demonstrate safe lifting of heavy objects and items such as wall sections that require teamwork, blocking, and bracing.
14.4 To describe safe use of power fastening systems.	Discuss how to become certified to use power fastener systems - pneumatic and powder actuated.
14.5 To describe the function of an Occupational Health and Safety (OHS) Committee.	Discuss the requirement that every employer have an OHS committee and that issues of workplace safety should be brought to the attention of the committee, if they can not be resolved on the job.
14.6 To be aware that it is the responsibility of every worker to review the work environment for hazards and to correct dangerous situations. (PSVS)	For more resources, refer to the Saskatchewan Labour website, http://www.readyforwork.sk.ca.
14.7 To become knowledgeable about the Workers' Compensation Board (WCB) regulations.	For more resources, refer to the Saskatchewan Labour website, http://www.readyforwork.sk.ca.

Module 15A: Roof Framing (Optional)

Suggested time: 10 - 15 hours
Level: Intermediate
Prerequisite: Module 13

Module Overview

Students will learn common framing terms and practices as applied to various roof designs. Note: these foundational objectives apply to parts 15A, 15B, and 15C.

Foundational Objectives

To use construction industry terminology in context.

To demonstrate knowledge of different building materials and their application in the construction industry.

To create an awareness about building code requirements.

Common Essential Learnings Foundational Objectives

To measure in metric or imperial units. (TL, NUM)

To use tables to determine dimensional lumber needs. (NUM)

To exercise care and to work in a safe manner. (PSVS)

Learning Objectives	Notes
15.1 To identify roof types.	Identify eight common roof types. Define: butterfly, gable, gambrel, hip, intersecting, mansard, shed dormer, and cottage. (COM )
15.2 To be knowledgeable about common roof framing terms.	Define: bird's mouth cut, ceiling joist, collar ties, common rafter, gable end, hip jack rafters, hypotenuse, knee wall, level cut, line length, lookouts, overhang, pitch, plumb cut, rafter, ridge, rise, rise per foot run, seat cut, span, total rise, total run, unit of run, wood I- beam, etc . See Module 13. (COM)
15.3 To use a framing square to lay out rafters. (NUM)	Demonstrate the use of the framing square. Then have students practise laying out common rafters for various roof slopes and spans .
15.4 To lay out the rafters for a gable roof and a gambrel roof.	Students can create small rafters that span a short distance . Building a garden shed is a possible project that will demonstrate a variety of roof styles.
15.5 To describe a roof truss and its design. (COM)	Attention should be given to tension and compression, as well as snow-load. Obtain Canadian references (building codes) that students can refer to for information about materials required for spanning openings, etc .
15.6 To describe and demonstrate the use of metal or wood gussets (fastener plates).	If space, time, or materials do not allow a large project, students could work on partial assemblies. Students could tour a truss manufacturing plant to observe how trusses are laid out and assembled. Discuss materials, adhesives, nailing, etc .

Module 15B: Advanced Roof Framing (Optional)

Suggested time: 10 - 15 hours
Level: Advanced
Prerequisite: Module 15A

Module Overview

Students will learn common framing terms and practices as applied to various roof designs.

Learning Objectives	Notes
15.7 To create a diagram for a hip roof design.	Consult the recommended resources (list). Have the students create a plan with only the rafters in place that would be assembled first, and then use transparent overlays indicating first the common rafters, and then the hip rafters. Students need to think about the order of work, as well as what the finished product will be.
15.8 To lay out the rafters for a hip roof.	Students can lay out a sample rafter on the floor to match required specifications.
15.9 To create a diagram for a hip roof with an intersecting dormer.	This is best accomplished as a demonstration with student help as the procedure requires fairly advanced knowledge.
15.10 To lay out the rafters for a hip roof with an intersecting dormer.	See the recommended resources. Do a demonstration with the lay out on the floor. Define a valley rafter.

Module 15C: Roofing Materials and Installation (Optional)

Suggested time: 2 - 7 hours
Level: Advanced
Prerequisite: Module 13

Module Overview

Students will learn common terms and practices as applied to the roofing of buildings.

Learning Objectives	Notes
15.11 To be knowledgeable of terms used in the industry to describe the installation of roofing. (COM)	Define: asphalt shingles, courses, coverage, drip edge, exposure, felt flashing, lap, low slope, ridge cap, roofing cement, roofing fasteners, roll roofing, wood shingles, "square", starter strip, underlayment, wood shakes, etc.
15.12 To identify types of roofing and common applications for each type.	Other materials such as clay tile, cement tile, metal roofing, etc. can be discussed .
15.13 To describe the sequence of layers and components for roofing with asphalt shingles.	Shingle bundles often have installation information printed on the wrapper. Refer to the instructions included with the shingles.
15.14 To install asphalt shingles.	Discuss safe handling of roofing materials, use of ladders, safe practices when working on roofs, etc. A visit to a construction site is recommended. See the recommended video resources. Demonstrate how to shingle a roof with three tab shingles .
15.15 To describe the installation of eavestroughs and downspouts.	Familiarize students with the need to keep water away from the foundation and the need for slope to the eavestrough.