The Construction and Carpentry Curriculum Guide will create an awareness of opportunities within approximately twenty trade areas that comprise the construction industry. This guide incorporates new developments and practices related to computer software, flooring and truss systems, sound proof construction, workplace safety, and machine fastening systems.

Personal Skills: To develop practical skills for personal use and to enhance employment opportunities.

Awareness: To foster an awareness of the impact of construction technologies on society today.

Communication: To enhance communication skills and students’ ability to read and to interpret building plans and related documents within the construction trade.

Career and Employment: To help students explore career and personal pathways.

Personal Development: To enhance self-esteem through success with the equipment, materials and techniques used.

Mathematics: To practise applications of mathematical computations used in the construction industry.

Health and Safety: To follow acceptable health and safety procedures in the classroom and work environment.

The Construction and Carpentry Curriculum Guide is designed to create an appreciation of the industry and to develop entry level skills within the construction industry. Opportunities to develop skills for personal use and to make a smooth transition from school to the workplace or post-secondary institutions will be presented to students enrolled in these courses.

The Construction and Carpentry courses are designed to provide the Level I apprenticeship theory content within the trade. Practical experience may be gained within the school, as well as through optional work study modules that may include using community resources under the guidance of an accredited or journeystatus instructor or mentor.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guide. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Content foundational objectives include:

• To create an awareness about building code requirements, as applied to residential construction.
• To use construction industry terminology in context.
• To be knowledgeable of basic construction concepts and technologies.
• To develop safe and knowledgeable use of hand and power tools in the construction industry.
• To increase self-esteem from success with the equipment, materials and techniques used.
• To develop skills in the use of equipment and materials common to the construction industry.
• To handle, use, and dispose of materials safely.
• To demonstrate knowledge of different building materials and their applications in the construction industry.
• To identify post-secondary program opportunities in the construction industry.
• To be knowledgeable about the impact of new technologies in the construction industry.
• To become aware of the variety of jobs and career opportunities in the construction trades.
• To create an awareness of apprenticeship programs and opportunities in Saskatchewan.

Teachers need to determine the material and equipment needs for each module and then take an inventory of the resources available at the school and in the community before choosing the modules that they will teach. A work study module is highly recommended. It is difficult to provide in a school setting experiences that are representative of the wide range of materials, equipment and technologies encountered in the construction industry.

Construction and Carpentry 10 provides students with the introductory level skills necessary in the industry using theory and practice that allows students to develop skills using practical projects. Introductory modules that have been covered at the Middle Level need only be reviewed to emphasize safety considerations.

Construction and Carpentry 20 and 30 permits students to expand their knowledge based on the previous level and to provide advanced project work and an optional work study component.