Construction and Carpentry 10, 20, 30: Curriculum Guidelines

Module 9: Project Finishing (Optional)

Suggested time: 5 - 10 hours
Level: Introductory
Prerequisite: None

Module Overview

Students will learn about priming, painting, staining, urethane, lacquer, fillers, waxes, and rubbing compounds, etc. Students will have spent many hours completing projects. Proper finishing can result in a project that is viewed as a masterpiece to be preserved .

Foundational Objectives

To develop safe and knowledgeable use of hand and power tools used in the construction industry.

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

To handle, use, and dispose of materials safely. Common Essential Learnings Foundational Objectives

To determine safety hazards associated with finishing products and know how to manage them. (CCT)

To dispose of waste products in an environmentally sensitive manner. (PSVS)

To use industry-related terms when discussing finishing. (COM)

To take pride in the completed project. (PSVS)

Learning Objectives	Notes
9.1 To explain the advantages and disadvantages of oil based and water based products.	Discuss the need to prepare a project properly for finishing by sanding to at least 250 grit before applying a finish. (CCT) Discuss the use and application of fillers. Demonstrate the use of stains and their application. Consider having a painter or paint salesperson discuss and demonstrate products to students.
9.2 To choose an appropriate product to use for a project and a work space to apply the finish safely. (CCT)	The choices for solid colours are oil or water based paint, stains, or lacquer. The choice of mat, semi-gloss, or glossy finish will also have to be made. (COM) Caution students about the hazards of applying finishes by spraying. Point out that proper air ventilation, the use of safety appliances, and the need to be sure that there is no open flame or potential for electric arc in the spray area are critical safety needs. (PSVS) Choices for clear finishes include: shellac, varnish, urethane, oil, wax, and lacquer. Dust is a factor in choosing a product. If dust is a problem, choose a semi-gloss or mat finish that will dry rapidly. Products that penetrate the wood are also an option thus preventing dust from being a problem.
9.3 To choose the correct method for applying products.	Products are applied with a lint free cloth, roller, brush, or sprayer. The use of rubber gloves is highly recommended with all types of finishing products. Brushes and rollers come in several types and must be matched to the product being applied.
9.4 To describe and practise proper clean-up and disposal of the products used. (PSVS)	Solvents should not be disposed off through domestic sewer systems. Caution students about disposal of rags used to cleanup solvent based products. Rags must be put in metal containers with tight lids to avoid spontaneous combustion. Spray equipment that is not cleaned properly after use may not be able to be cleaned or may require the replacement of parts, an expensive and time consuming procedure.

Module 10: Construction and Careers (Core)

Suggested time: 2 - 6 hours
Level: Introductory
Prerequisite: None

Module Overview

Students will learn of the multitude of career possibilities in the construction industry. The range of opportunities runs from helpers, to employees, to owners of businesses. In addition to the traditional carpenter's trade, there are many related trades such as: bricklayer, cement finisher, crane operator, drywall and acoustical mechanic, electrician, flooring installer, glazier, insulator, ironworker (reinforcing re-bar), ironworker (structural worker), locksmith, painter-decorator, plasterer, plumber, roofer, sheet metal worker, and tilesetter. As well, there are many support positions such as: sales people, clerical people, building inspector, draftsperson, architect, truck driver, etc.

The student can become familiar with training requirements, develop an understanding of the components for a variety of jobs in the construction industry, and understand the prerequisites and programs in a variety of post-secondary training institutions.

Foundational Objectives

To be knowledgeable of the variety of jobs and career opportunities in the construction industry.

To create an awareness of apprenticeship programs and opportunities in Saskatchewan.

To identify post-secondary program opportunities in the construction industry.

Common Essential Learnings Foundational Objectives

To enable students to use language (listening, speaking, reading, writing) for differing audiences and purposes that are relevant to the construction industry. (COM)

To develop students' abilities to meet their own learning needs. (IL)

To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)

To support students in coming to a better understanding of the personal, moral, social and cultural aspects of the world of work. (PSVS)

Learning Objectives	Notes
10.1 To explore the apprenticeable trades. Students will try to define apprenticeship. Generate a list of apprenticeable trades. Obtain a current, official list from the Apprenticeship and Trade Certification Commission.	Outline the advantages and disadvantages of pursuing a career through apprenticeship. Teachers could extend an invitation to an apprenticeship representative in the area to speak about apprenticeship programs.
10.2 To explore how the high school curriculum articulates with Level I apprenticeship.	Show students the training plan in Appendix B. Explain how completing all the objectives and covering the appropriate modules can prepare them to challenge the Level I apprenticeship examination for Construction.
10.3 To generate a list of career opportunities related to the construction industry.	Students will create a list of different career opportunities in the construction industry. Encourage students to use a variety of sources for information: guidance counsellors, career software packages, personal interviews, government resources, websites, etc.
10.4 To identify personal skills and interests that may lead to career exploration.	Ask each student to create an inventory/list of activities and interests. Have each student examine his/her list to determine how these activities may be done using a variety of computer software packages. Once students have determined an area of interest related to the construction industry, they should research their career using available resources in the library, in the community, and on the Internet.
10.5 To determine skills and interests that enhance career choices.	From the list created, ask the students to select two choices of possible careers for further research. Investigate the career choices including: description of work duties what personal qualities individuals should possess process to become certified within the trade/career length of education and training school locations cost of education and upgrading trends within the business or career the best and worst parts of the job beginning salary opportunities for advancement If a student engages in work study, he or she may investigate career links within the community for other possible work study placements. The student may conduct an interview of the professional/tradesperson as part of his or her training plan.

Module 11A, B: Work Study Preparation and Follow-up Activities (Optional)

This module is used to prepare students for work study placement. Learning objectives include pre-placement information, preparation for interviews, and expectations for the workplace experience.

Suggested time: 5 - 10 hours

Foundational Objective

To develop workplace skills in the construction or related industries.

Common Essential Learnings Foundational Objective

To become aware of employability skills for the workplace. (CCT, COM, PSVS, TL)

Learning Objectives	Notes
11.1 To create an awareness of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. Refer to the Work Study Guidelines, a section of the Practical and Applied Arts Handbook for roles and expectations of business, student, teacher monitor, and school.
11.2 To determine factors that would affect the student contribution in the workplace. (CCT)	The students may formulate a list of what they can bring to the workplace and how each item may impact on their job(s). school subjects past experiences self-concept and personality needs, values, and interests knowledge skills and attitudes career goals and plans Ask students to do a self-assessment of skills using the items in the above list as a guide. They are to explain how these skills would be valuable to the construction industry. Try to incorporate the value of communication and teamwork in the discussion.
11.3 To foster an awareness of building good communication in the workplace.	Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions, and when resolving conflict. With the use of case studies, divide the students into groups and role play to show how effective communication can be used to resolve conflict on the job.
11.4 To develop a resumé and cover letter that can be forwarded to a potential employer.	The student will develop a resumé and cover letter using the correct format. Construction and Carpentry teachers can work with other staff members to ensure resumé and cover letter preparation is covered. The resumé and cover letter is also covered in English Language Arts B10, 20, B30, Information Processing, and Career and Work Exploration 20. Students should develop their resumé on a computer disk and update the resumé during this course, as work placement references are accumulated. If students have already completed the resumé and cover letter in another course, the teacher may do a review and encourage students to update their resumés. Each student shall submit a resumé for teacher approval prior to going to the workplace. The resumé and cover letter may be used as an introduction to the employer in a workplace site prior to an interview with the student. Through a classroom discussion or in groups, students should generate a list of guidelines for an interview. After the students formulate their list, the instructor may add missing items to the list.
11.5 To create a student guide in preparation for an interview.	Outline and describe the three stages of an interview. Point out to the students where stage(s) of their guide will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is where the employer asks a series of questions and engages in a conversation with the student about information on the resumé and other matters relating to the job placement. The parting brings the interview to a close. It can be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to formulate a list as a group and role play the stages of the interview.
11.6 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as points for discussion.
11.7 To develop a procedural guide for the work site.	Discuss the following work site items with students. transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher, and work place supervisor dress code job description school and employer expectations
11.8 To relate feedback from the work placement.	Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.