Grades 9 to 12 Carpentry. Manitoba Technical-Vocational Curriculum Framework of Outcomes

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1 Grades 9 to 12 Manitoba Technical-Vocational Curriculum Framework of

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3 G r a d e s 9 t o 1 2 C a r p e n t r y Manitoba Technical-Vocational Curriculum Framework of 2013 Manitoba Education

4 Manitoba Education Cataloguing in Publication Data Grades 9 to 12 carpentry [electronic resource] : Manitoba technical-vocational curriculum framework of outcomes Includes bibliographical references. ISBN: Study and teaching (Secondary) Manitoba. 2. Industrial arts Study and teaching (Secondary) Manitoba. 3. Technical education Manitoba Curricula. 4. Vocational education Manitoba Curricula. I. Manitoba. Manitoba Education Copyright 2013, the Government of Manitoba, represented by the Minister of Education. Manitoba Education School Programs Division Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. Schools are encouraged to share this document with parents, guardians, and communities, as appropriate. Any websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use. This resource is available on the Manitoba Education website at < Available in alternate formats upon request.

5 C o n t e n t s Acknowledgements Overview 1 Description 1 Level 1 Apprenticeship for Carpenter 1 Trade Safety Awareness Manual 2 Career and Employment Opportunities 2 Strands in the Curriculum 3 Curriculum Goals 3 Guide to Reading Goals and 6 Specific (SLOs) Repeated in All Courses 7 Course Descriptions 7 Grade 9: Introduction to (Optional) 7 Grade 10: Fundamentals 7 Grade 11A: Foundations and Floor Framing 7 Grade 11B: Wall and Basic Roof Framing 8 Grade 11C: Millwork 8 Grade 12A: Advanced Framing 9 Grade 12B: Exterior Finishing 9 Grade 12C: Interior Finishing 10 Grade 12D: Advanced Millwork 10 Curriculum Implementation Dates 11 v Grades 9 to 11C and Specific by Goal 15 Goal 1: Describe the building process from plans to product. 15 Goal 2: Perform the basic skills and procedures of carpentry. 18 Goal 3: Describe and use the materials of construction. 22 Goal 4: Describe and apply the common tools and equipment used in carpentry. 25 Goal 5: Describe and apply transferable cross-curricular knowledge and skills as they relate to carpentry. 29 Goal 6: Consider sustainability as it pertains to carpentry. 33 Goal 7: Explain the evolution of carpentry, including its technological progression and emerging trends. 35 Goal 8: Demonstrate a knowledge of and ability to recognize and apply appropriate health and safety requirements and practices to maintain a safe workplace. 36 Goal 9: Demonstrate the employability skills required in carpentry. 43 Goal 10: Follow the ethical and legal standards (e.g., national building code) in carpentry. 46 Goal 11: Describe career opportunities in the construction industry. 47 Contents iii

6 Grades 12A to 12D and Specific by Goal 51 Goal 1: Describe the building process from plans to product. 51 Goal 2: Perform the basic skills and procedures of carpentry. 54 Goal 3: Describe and use the materials of construction. 58 Goal 4: Describe and apply the common tools and equipment used in carpentry. 61 Goal 5: Describe and apply transferable cross-curricular knowledge and skills as they relate to carpentry. 65 Goal 6: Consider sustainability as it pertains to carpentry. 67 Goal 7: Explain the evolution of carpentry, including its technological progression and emerging trends. 69 Goal 8: Demonstrate a knowledge of and ability to recognize and apply appropriate health and safety requirements and practices to maintain a safe workplace. 70 Goal 9: Demonstrate employability skills required in carpentry. 73 Goal 10: Follow the ethical and legal standards (e.g., national building code) in carpentry. 76 Goal 11: Describe career opportunities in the construction industry. 77 Bibliography 81 iv Grades 9 to 12

7 A c k n o w l e d g e m e n t s Manitoba Education gratefully acknowledges the contributions of the following individuals in the development of Grades 9 to 12 : Manitoba Technical-Vocational Curriculum Framework of. Development Team Members Brent Froese Portage Collegiate Institute Portage La Prairie School Division Dave Hiebert Kevin Janz John McLeod Kim Penley Richard Rempel Larry Schroeder Paul Wilson Murdoch Mackay Collegiate River East Transcona School Division Kildonan East Collegiate River East Transcona School Division R. B. Russell Vocational School Winnipeg School Division Louis Riel Arts & Technology Centre Louis Riel School Division W. C. Miller Collegiate Border Land School Division R. D. Parker Collegiate Mystery Lake School Division Steinbach Regional Secondary School Hanover School Division Representative from Apprenticeship Manitoba John Hample Representative from Industry Mike Moore Manitoba Home Builders Association School Programs Division, Manitoba Education Staff Carole Bilyk Project Manager Development Unit Instruction, Curriculum and Assessment Branch Acknowledgements v

8 Louise Boissonneault Coordinator Dino Di Fabrizio Project Leader (until June 2010) Kris Grapentine Desktop Publisher Gilles Landry Project Leader (from February 2010) Dan Lemieux Consultant Peter Narth Coordinator Ken Nimchuk Consultant Marjorie Poor Publications Editor Document Production Services Unit Educational Resources Branch Development Unit Instruction, Curriculum and Assessment Branch Document Production Services Unit Educational Resources Branch Development Unit Instruction, Curriculum and Assessment Branch Technical Vocational Education Unit Instruction, Curriculum and Assessment Branch Technical Vocational Education Unit Instruction, Curriculum and Assessment Branch Technical Vocational Education Unit Instruction, Curriculum and Assessment Branch Document Production Services Unit Educational Resources Branch vi Grades 9 to 12

9 C a r p e n t r y O v e r v i e w Description Grades 9 to 12 : Manitoba Technical-Vocational Curriculum Framework of replaces the previous Building Construction 103, 203, 303 courses (1985). It provides students with an introduction to the knowledge and skills associated with building and repairing whole or parts of residential buildings. The courses also introduce students to the layout, material preparation, and assembly for the construction of millwork. courses demand the application of knowledge and skills through the interpretation of blueprints, plans, sketches, and specifications. Students of carpentry will learn to work accurately, be able to estimate the cost of jobs, and determine the materials needed. Communication skills are important since carpenters work with other trades professionals, suppliers, inspectors, customers, and manufacturers of building products. To be successful in carpentry, students must be able to do the following: display the ability to safely utilize the wide variety of tools and equipment with a high level of accuracy and proficiency solve mathematical problems quickly and accurately when measuring and laying out materials select materials, and plan sequences and methods of work cut and shape materials and join them with fasteners and adhesives check completed work to ensure it is level, square, plumb, the right size and shape, and in the proper location work with national and local building codes and regulating agencies demonstrate employability skills Level 1 Apprenticeship for Carpenter Grades 9 to 12 : Manitoba Technical-Vocational Curriculum Framework of consists of nine courses from Grades 9 to 12, which make up Manitoba Education s high school carpentry curriculum. In order to earn their Senior Years Technology Education diploma, students need to complete the eight mandatory courses from Grades 10 to 12. Students do not need to complete the optional Grade 9 course in order to graduate from the Senior Years Technology Education Program. More information on graduation requirements can be found at < mb.ca/k12/policy/grad_require.html>. The eight mandatory courses found in Grades 9 to 12 : Manitoba Technical-Vocational Curriculum Frameworks of contain all of the objectives for Level 1 Carpenter from Apprenticeship Manitoba. Therefore, students do not need to complete the optional Grade 9 course in order to meet the requirements for Level 1 Apprenticeship. Overview 1

10 In order to ensure congruence with the Apprenticeship curriculum, this curriculum has been reviewed by industry representatives and staff from Apprenticeship Manitoba. High school carpentry teachers should refer to the accompanying document entitled Curriculum Assessment Checklist, which lists under which learning outcome each Apprenticeship objective is taught in this high school curriculum. Teachers must follow the learning outcomes in the Apprenticeship documents as closely as possible to ensure that students have met the Level 1 Carpenter requirements. They should read the Carpenter Trade Level Unit Outlines from Apprenticeship to get more detailed information about the Apprenticeship curriculum. They will find this and other Apprenticeship documents to be valuable resources. These documents can be found at the Apprenticeship Manitoba website at < curriculum>. Trade Safety Awareness Manual Apprenticeship Manitoba has developed a Trade Safety Awareness Unit, the purpose of which is to increase student awareness of trade safety in the workplace. All students, including those in high school, studying a designated trade must complete this seven-hour unit. The learning outcomes from the Trade Safety Awareness Unit have been incorporated into Goal 8 of this curriculum. For more information, and to access the Trade Safety Awareness Unit and its tests and other resources, please visit < Career and Employment Opportunities A student who has completed the carpentry courses can seek entry level employment on a construction site in a variety of positions. Such graduates are employed by residential, commercial, or industrial construction sectors. Students can also continue into post-secondary studies or apprenticeship in a variety of areas related to building construction. The opportunities range from labour to professional occupations. The career paths can be classified as follows: Labour machine operator; general labourer Trades carpenter and specializations; electrician; plumber; concrete finisher Technical surveyor; building inspector; salesperson; draftsperson; site inspector Professional architect; engineer; vocational teacher In addition, some specific related occupations that students can enter upon completion of the carpentry courses include the following: forming concrete systems floor, wall, and roof framing timber framing exterior finishing (siding, soffit, fascia, trough, roofing) interior finishing (doors, interior trim) window and door installing cabinetry and furniture manufacturing flooring installing 2 Grades 9 to 12

11 interior systems mechanics (metal studs, drywall, suspended ceilings, insulation, and vapour barrier) stair and truss manufacturing Strands in the Curriculum The general and specific learning outcomes for each course belong to three distinct but related strands. As students move from Grades 9 to 12, the expectations within each strand will increase in complexity and depth and will move the students from sampling to transition to work or postsecondary education. Technology Skills [Practical]: Students develop the technological skills necessary to enter the construction industry. These are designated by the letter S. Professional Practice: Students develop the knowledge, skills, and attitudes required to make a transition to post-secondary education or the workplace. Students will demonstrate an understanding of health and safety standards and issues. Students will develop the employability skills to successfully continue in the industry and explore career opportunities and the education and training required in the field of study. These are designated by the letter P. Technology Fundamentals [Theory] (Foundational Knowledge, Technological Literacy, Numeracy and Literacy, Sustainable Development, New and Emerging Technology) Technology Skills [Practical] (Processes based on the fundamentals, tools and equipment, ICT) Professional Practice (Health and Safety, Employability Skills, Career Development) Technology Fundamentals [Theory]: Students develop foundational knowledge related to carpentry. Students will make connections to cross-curricular areas that include numeracy and literacy, sustainable development, and scientific literacy as it relates to the subject area. These are designated by the letter F. Curriculum Goals Curriculum goals outline the major curriculum components in addition to the general or across-the-curriculum learning goals for the subject area. The overall goals for carpentry are based on three broad components: Process for Cross-Curricular Knowledge and Skills, Sustainability, and Emerging Trends Ethical and Legal Standards, Health and Safety Practices, Employability Skills, and Career Development The goals are further organized along the strands of Fundamentals, Skills, and Professional Practice. The learning outcomes for each carpentry course are based on the following goals and general learning outcomes (GLOs). Please note that some carpentry courses do not address all these GLOs. Overview 3

12 Process for 1. Describe the building process from plans to product. GLO 1.1: Interpret blueprints, plans, and sketches. GLO 1.2: Determine material requirements. GLO 1.3: Apply the construction sequence. 2. Perform the basic skills and procedures of carpentry. GLO 2.1: Lay out projects. GLO 2.2: Measure materials and spaces. GLO 2.3: Prepare material (e.g., cutting, machining, shaping). GLO 2.4: Assemble projects. 3. Describe and use the materials of construction. GLO 3.1: Describe wood and wood products. GLO 3.2: Describe non-wood products. GLO 3.3: Describe fasteners, adhesives, sealants, and fillers. 4. Describe and apply the common tools and equipment used in carpentry. GLO 4.1: Identify and use hand tools. GLO 4.2: Identify and use portable power tools. GLO 4.3: Identify and use stationary power tools. GLO 4.4: Identify and use rigging accessories. GLO 4.5: Identify material-handling equipment. GLO 4.6: Identify ladders and ramps, access-scaffold and temporary structures, suspended access equipment, and hoarding. Cross-Curricular Knowledge and Skills, Sustainability, and Emerging Trends 5. Describe and apply transferable cross-curricular knowledge and skills as they relate to carpentry. GLO 5.1: Apply construction mathematics/geometry. GLO 5.2: Read, interpret, and communicate information from construction documents. GLO 5.3: Describe the performance and characteristics of materials. GLO 5.4: Identify local environmental factors on construction practices. 6. Consider sustainability as it pertains to carpentry. GLO 6.1: Describe the sustainability practices of construction industries (e.g., forestry, concrete) and their impact on the environment. GLO 6.2: Describe and apply efficient material usage techniques. 7. Explain the evolution of carpentry, including its technological progression and emerging trends. GLO 7.1: Explain developing trends in construction. GLO 7.2: Identify examples of emerging technologies in construction. 4 Grades 9 to 12

13 Ethical and Legal Standards, Health and Safety Practices, Employability Skills, and Career Development 8. Demonstrate a knowledge of and ability to recognize and apply appropriate health and safety requirements and practices to maintain a safe workplace. GLO 8.1: Describe and apply safety procedures and knowledge of health and safety rights and responsibilities. GLO 8.2: Describe and follow health and safety laws and regulations as they relate to carpentry. 11. Describe career opportunities in the construction industry. GLO 11.1: Identify apprenticeship and post-secondary opportunities related to carpentry. GLO 11.2: Identify career opportunities available to carpenters across industries. GLO 11.3: Appreciate the working conditions and dynamics of the construction industry. GLO 8.3: Demonstrate knowledge of the Trade Safety Awareness Manual. 9. Demonstrate employability skills required in carpentry. GLO 9.1: Demonstrate fundamental employability skills. GLO 9.2: Demonstrate personal management skills. GLO 9.3: Demonstrate teamwork skills. 10. Follow the ethical and legal standards (e.g., national building code) in carpentry. GLO 10.1: Identify and follow local and national building codes. GLO 10.2: Describe the role of permits and inspectors in the building process. GLO 10.3: Follow the ethical expectations of professional carpenters. continued Overview 5

14 Guide to Reading Goals and Goal 9: Demonstrate the employability skills required in carpentry. Goal Statement Grade 9 Introduction to Course Grade name 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 9.1 Demonstrate fundamental employability skills. GLO: First digit indicates goal number; second digit indicates individual general learning outcome P Strand: Technology Fundamentals (F); Technology Skills (S); or Professional Practice (P) 9.P Explain the importance of employability skills. 9.P Ask questions to clarify written or verbal instructions. 9.P Identify sources of information about and resources for carpentry. 9.P Identify problems and follow a problem-solving process. 10.P Explain the importance of employability skills. 10.P Ask questions to clarify written or verbal communication. 10.P Identify sources of information about and resources for carpentry. 10.P Demonstrate an understanding of problem-solving processes for carpentry. Specific Outcome (SLO) statements define what students are expected to achieve by the end of the course. 11A.P Describe the importance of employability skills in school, work, and daily life. 11A.P Listen and ask questions to clarify problems and instructions. 11A.P Locate, gather, and organize carpentry information using appropriate technology and information systems. 11A.P Assess situations and identify problems and possible solutions. Course.Strand.Goal.GLO.SLO Indicates SLOs from previous course are repeated in this course 6 Grades 9 to 12

15 Specific (SLOs) Repeated in All Courses Development team members concluded that students need to learn safety practices and employability skills, and teachers need to teach and assess those SLOs in every course. Therefore, with a few exceptions, all SLOs related to safety and to employability skills are repeated in most courses in the carpentry subject area. Course Descriptions Grade 9: Introduction to (Optional) Grade 9: Introduction to is an optional course intended for students wishing to sample the carpentry trade. Curriculum content focuses on an exploration of carpentry. The emphasis will be on project-based activities. The course includes an exploration of safety, employability skills, career development, sustainability, and new and emerging technologies in building construction. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 10: Fundamentals Grade 10: Fundamentals is intended for students wishing to explore the carpentry trade. Curriculum content focuses on an introduction to the building process. The emphasis will be on project-based learning activities. The course includes an introduction to safety, employability skills, career development, sustainability, and new and emerging technologies in building construction. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 11A: Foundations and Floor Framing Grade 11A: Foundations and Floor Framing is intended for students considering specialization in carpentry. Curriculum content focuses on the initial stages of the building construction process. Topics include the following: surveying and site layout excavations concrete science and placement footings and foundations Overview 7

16 floor construction and sheathing (e.g., layout and stairwell construction) The course includes an emphasis on safety, employability skills, career development, sustainability, and new and emerging technologies in building construction specifically related to foundation and floor systems. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 11B: Wall and Basic Roof Framing Grade 11B: Wall and Basic Roof Framing is intended for students continuing in the specialization phase of carpentry. Curriculum content provides an introduction to the framing process for wall and roof construction. Topics include the following: wall, window, and door layout, assembly, and erection basic roof calculations as they relate to gable roof construction gable roof layout, assembly, and installation wall and roof sheathing The course includes an emphasis on safety, employability skills, career development, sustainability, and new and emerging technologies in building construction specifically related to wall and roof framing. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 11C: Millwork Grade 11C: Millwork is intended for students completing the specialization phase of carpentry. Curriculum content provides for an introduction to the process of layout and assembly for millwork. Topics include the following: layout and assembly of millwork (e.g., furniture, cabinetry) shaping and processing of rough lumber exploration of wood types, including hardwoods and softwoods, and characteristics exploration of sheet goods and panel products use of stationary machines The course includes an emphasis on safety, employability skills, career development, sustainability, and new and 8 Grades 9 to 12

17 emerging technologies in building construction specifically related to millwork. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 12A: Advanced Framing Grade 12A: Advanced Framing is intended for students entering the transition phase of carpentry. Curriculum content provides for an overview of the framing process and independent application of that process for a residential building. Topics include the following: construction of floor systems, walls, and gable roofs exploration of building codes and their application to framing Students in the course will apply safety procedures and employability skills independently. Students will continue to develop their knowledge, skills, and attitudes in the areas of career development, sustainability, and new and emerging technologies in building construction specifically related to residential building framing. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 12B: Exterior Finishing Grade 12B: Exterior Finishing is intended for students in the transition phase of carpentry. Curriculum content provides an introduction to the materials and processes of exterior finishing. Topics include the following: introduction to the building envelope (e.g., air/moisture barriers, insulation, vapour barrier) layout and installation of wall and roof coverings installation of windows and doors sustainability (e.g., environmental concerns, energy efficiency) Students in the course will apply safety procedures and employability skills independently. Students will continue to develop their knowledge, skills, and attitudes in the areas of career development, sustainability, and new and emerging technologies in building construction specifically related to exterior finishing. Overview 9

18 Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 12C: Interior Finishing Grade 12C: Interior Finishing is intended for students in the transition phase of carpentry. Curriculum content provides an introduction to the materials and processes of interior finishing. Topics include the following: application of the building envelope (e.g., insulation products, vapour barrier) drywall and other interior wall and ceiling coverings installation of millwork (e.g., interior doors, interior trim) procedures for flooring (e.g., hardwood, laminate) Students in the course will apply safety procedures, employability skills, and career development independently. Students will continue to develop their knowledge, skills, and attitudes in the areas of sustainability and new and emerging technologies in building construction specifically related to interior finishing. Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Grade 12D: Advanced Millwork Grade 12D: Advanced Millwork is intended for students transitioning from carpentry. Curriculum content provides for an overview and the independent application of the process of layout and assembly for millwork. Topics include the following: independent layout and assembly of millwork (e.g., furniture, cabinetry) shaping and processing of rough lumber craftsmanship selection of wood types, including hardwoods and softwoods, based on characteristics selection of sheet goods and panel products Students in the course will apply safety procedures, employability skills, and career development independently. Students will continue to develop their knowledge, skills, and attitudes in the areas of sustainability and new and emerging technologies in building construction specifically related to interior finishing. 10 Grades 9 to 12

19 Cross-curricular learning outcomes, which include those in essential trade math, the science of construction, and the interpretation of construction documents, are to be integrated into the authentic learning activities of the course. The learning outcomes are organized by Technology Fundamentals, Technology Skills, and Professional Practice strands. For instructional purposes, the sequence of learning outcomes and the learning outcomes included in each unit of study can vary based on the projects within the course. Curriculum Implementation Dates During the Voluntary Implementation year, teachers in Manitoba have the option of teaching the new draft curriculum the year before it is mandatory. They also have the choice to continue to teach the old curriculum during that year. Course codes for the new courses will be available they are found in the Subject Table Handbook: Technology Education, Student Records System and Professional School Personnel System, which is posted on the Manitoba Education website at < Under System-Wide Implementation, all teachers in Manitoba teach the new curriculum. Teachers will no longer be able to use the old codes. Date Fall 2012 Voluntary Implementation Grade 9 (optional) System-Wide Implementation Fall 2013 Grade 10 Grade 9 (optional) Fall 2014 Grades 11A to 11C Grade 10 Fall 2015 Grades 12A to 12D Grades 11A to 11C Fall 2016 Grades 12A to 12D Overview 11

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21 G r a d e s 9 t o 1 1 C C a r p e n t r y and Specific by Goal

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23 G r a d e s 9 t o 1 1 C C a r p e n t r y G e n e r a l a n d S p e c i f i c L e a r n i n g O u t c o m e s b y G o a l Goal 1: Describe the building process from plans to product. Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 1.1 Interpret blueprints, plans, and sketches. F 9.F Visualize a three-dimensional project from a twodimensional plan. 10.F Visualize a three-dimensional project from a twodimensional plan. 10.F Identify orthographic and isometric projections. 11A.F Visualize a three-dimensional project from a twodimensional plan. 11A.F Identify the building components related to foundations and floor framing on a drawing. 11A.F Relate the various views (e.g., plans, elevation, sections, details) on a set of drawings to the structure. 11B.F Visualize a three-dimensional project from a twodimensional plan. 11B.F Identify the building components (e.g., walls, doors, windows) on a floor plan. 11B.F Identify the components of a gable roof from a template or diagram. 11B.F Relate the various views (e.g., plans, elevation, sections, details) on a set of drawings to the structure. 11C.F Interpret drawings to identify the components, materials, and joinery techniques for millwork. 11C.F Relate the various views (e.g., plans, elevation, sections, details) on a set of drawings to millwork. Grades 9 to 11C 15

24 Goal 1: Describe the building process from plans to product. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 1.1 Interpret blueprints, plans, and sketches. (continued) S 9.S Transfer information (e.g., measurement, angle, material) from a drawing to a project. 9.S Create a basic materials list. 10.S Sketch orthographic and isometric views. 10.S Interpret scale (e.g., ratio and proportion) and transfer information (e.g., measurement, angle, material) from a drawing to a project. 11A.S Interpret various views to construct a project. 11A.S Interpret scale (e.g., ratio and proportion) and transfer information (e.g., measurement, angle, material) from a drawing to a project. 11B.S Interpret the floor plan to construct exterior and interior walls. 11B.S Interpret a template or diagram to construct a gable roof. 11B.S Interpret scale (e.g., ratio and proportion) and transfer information (e.g. measurement, angle, material) from a drawing to a project. 11C.S Create a template (e.g., paper, cardboard) from a fullsize drawing. 1.2 Determine material requirements. F 10.F Identify common, nominal, and actual size of dimension lumber (e.g., rough stock, dressed size). 10.F Identify common sizes of panel products. 11A.F Identify common, nominal, and actual size of dimension lumber (e.g., rough stock, dressed size). 11A.F Identify common sizes of panel products. 11A.F Identify material requirements for foundation and framing from drawing notes. 11B.F Select the grade and size of dimension lumber to construct a wall and gable roof. 11B.F Select appropriate types of panel products for wall and gable roof construction. 11C.F Identify types of materials used in millwork. 11C.F Identify practices to maximize yield from materials. 11C.F Identify common, nominal, and actual size of dimension lumber (e.g., rough stock, dressed size). 11C.F Identify common sizes and types of panel products (e.g., specialty panel products). 16 Grades 9 to 12

25 Goal 1: Describe the building process from plans to product. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 1.2 Determine material requirements. (continued) S 10.S Create a basic materials list. 11A.S Estimate material requirements for foundation and framing. 11A.S Create a basic materials list for foundation and framing. 11B.S Estimate material requirements for constructing walls and gable roofs. 11B.S Create a basic materials list for walls and gable roofs. 11C.S Create a cutting list. 1.3 Apply the construction sequence. 9.F Identify the processes and sequence for a project. 10.F Identify the procedures for a project. 11A.F Identify the procedures for constructing foundations. 11B.F Identify the procedures for framing and safely lifting walls. 11C.F Describe the common plan of procedures used in millwork projects. F 11A.F Identify the procedures for framing. 11B.F Identify the appropriate sequence for raising and bracing walls. 11B.F Identify the procedures for framing a gable roof. S 9.S Follow a plan of procedure for a project. 10.S Follow a plan of procedure for a project. 11A.S Follow a plan of procedure to construct a scaled foundation (e.g., mock-up, model). 11A.S Follow a plan of procedure for framing a structure. 11B.S Follow a plan of procedure to frame walls and a gable roof for a project (e.g., mock-up, model, shed, house). 11C.S Follow a plan of procedure for a millwork project. Grades 9 to 11C 17

26 Goal 2: Perform the basic skills and procedures of carpentry. Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 2.1 Lay out projects. F 9.F Identify tools (e.g., tape measure, compass, square, straight edge, protractor) required for layout. 10.F Identify tools (e.g., tape measure, compass, square, straight edge, protractor) required for layout. 11A.F Identify tools required for layout of foundations. 11A.F Identify tools required for layout of framing members. 11B.F Identify tools required for layout of framing members. 11C.F Identify layout methods commonly used in millwork. S 9.S Copy a drawing. 9.S Trace a template for a project. 10.S Reproduce a drawing. 10.S Trace a template for a project. 11A.S Lay out locations for a foundation project (e.g., model, mock-up). 11A.S Lay out joint locations for a built-up wood beam. 11A.S Lay out locations of floor framing members and components (e.g., cross-bridging, solid blocking, cantilevers, stairwell openings). 11B.S Lay out locations of wall framing members and components (e.g., solid blocking, door and window openings, partitions). 11B.S Lay out rafter locations. 11C.S Select tools required for layout. 11C.S Interpret plans, templates, and sketches to lay out millwork (e.g., story pole). 11C.S Utilize layout and cutting marks as applied to millwork. 18 Grades 9 to 12

27 Goal 2: Perform the basic skills and procedures of carpentry. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 2.2 Measure materials and spaces. F 9.F Demonstrate an understanding of imperial measurement. 10.F Demonstrate an understanding of imperial measurement. 11A.F Demonstrate an understanding of imperial measurement. 11A.F Define on centre spacing. 11A.F Identify survey equipment used for site layout. 11A.F Identify methods to verify dimensions and squareness for foundations and floor framing. 11B.F Demonstrate an understanding of imperial measurement. 11B.F Describe on centre spacing for wall and roof framing. 11B.F Identify methods to verify dimensions and squareness for walls and gable roofs. 11C.F Describe the need for a higher degree of accuracy for millwork projects. 11C.F Identify methods to verify dimensions and squareness for millwork. 11C.F Identify techniques to verify machining equipment for accuracy. S 9.S Transfer and verify measurements. 10.S Transfer and verify measurements using layout tools. 11A.S Transfer and verify measurements for foundations using survey equipment. 11A.S Transfer and verify measurements for framing using layout tools. 11A.S Select and apply appropriate squaring and measuring methods for foundations and floor framing. 11B.S Transfer and verify measurements for framing using layout tools. 11B.S Select and apply appropriate squaring and measuring methods for walls and gable roofs. 11C.S Transfer and verify measurements for millwork. 11C.S Select methods to verify dimensions and squareness for millwork. Grades 9 to 11C 19

28 Goal 2: Perform the basic skills and procedures of carpentry. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 2.3 Prepare material (e.g., cutting, machining, shaping). F 10.F Identify tools and equipment required to mill materials. 11A.F Identify tools and equipment required for floor framing and foundation systems. 11B.F Identify tools and equipment required to prepare materials for constructing walls and gable roofs. 11C.F Identify the wood machining process (e.g., S4S). 11C.F Identify the process for preparing panel products for assembly. 11C.F Identify processes for basic joinery. 9.S Follow procedures for milling materials. 10.S Follow procedures (e.g., a flowchart sequence) for milling materials. 11A.S Use tools and equipment to prepare materials for floor framing and foundation systems. 11B.S Use tools and equipment to prepare materials for constructing walls and gable roofs. 11C.S Apply the wood machining process (e.g., S4S, rough cut to length, oversize premachining). S 11C.S Apply the process for preparing panel products for assembly. 11C.S Apply basic joinery procedures. 20 Grades 9 to 12

29 Goal 2: Perform the basic skills and procedures of carpentry. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 2.4 Assemble projects. F 9.F Identify the components and sequence of assembly. 10.F Identify the components and sequence of assembly. 11A.F Identify the components and sequence of assembly for components of a foundation system. 11A.F Identify the components and sequence of assembly for floor framing. 11B.F Identify the components and sequence of assembly for walls and gable roofs. 11C.F Identify the components and sequence of assembly for millwork. S 9.S Apply adhesives and install fasteners. 10.S Apply adhesives and install fasteners. 10.S Verify dimensions and squareness. 11A.S Assemble components for a foundation system (e.g., model, mock-up). 11A.S Follow procedures (e.g., flowchart sequence) for placing concrete. 11A.S Assemble floor-framing and sheathing components. 11B.S Assemble components for walls and a gable roof for a project (e.g. model, mock-up, shed, house). 11B.S Assemble wall and gable roof framing and sheathing components. 11C.S Follow a sequence of assembly for millwork. Grades 9 to 11C 21

30 Goal 3: Describe and use the materials of construction. Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 3.1 Describe wood and wood products. F 9.F Identify solid wood and panel products. 9.F Identify sources and the limited supply of wood. 10.F Identify solid wood and panel products. 10.F Identify sources and the limited supply of wood. 11A.F Identify engineered wood products (e.g., LVLs, PSLs, Glulam, LSL) used for foundations and framing. 11A.F Identify pre-fabricated wood products (e.g., truss joists, engineered floor joists) used for foundations and framing. 11A.F Identify preserved wood products (e.g., PWF plywood) used for foundations and framing. 11B.F Identify engineered wood products (e.g., LVLs, PSLs, Glulam, LSL) used for walls and gable roofs. 11B.F Identify pre-fabricated wood products (e.g., trusses, engineered framing components) used for walls and gable roofs. 11B.F Identify dimension lumber used for walls and gable roofs. 11C.F Identify types of wood (e.g., hardwoods, softwoods) and panel products used in millwork. 11C.F Identify characteristics of wood/lumber products. 11A.F Identify dimension lumber used for foundations and framing. 11B.F Identify panel products used for walls and gable roofs. 11A.F Identify panel products used for foundations and framing. S 9.S Identify defects (e.g., knots, warp, splits) and grain direction in wood products. 10.S Identify defects (e.g., knots, warp, splits) and grain direction in wood products. 11A.S Handle and store wood and wood product materials used for foundations and framing. 11B.S Handle and store wood and wood product materials used for walls and gable roofs. 11C.S Select wood and panel products used for millwork. 22 Grades 9 to 12

31 Goal 3: Describe and use the materials of construction. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 3.2 Describe non-wood products. 11A.F Identify the ingredients and additives in concrete. 11A.F Identify the properties of concrete (e.g., compression strength, curing time, finishes). 11B.F Identify metal framing components (e.g., steel studs). 11C.F Identify non-wood products used in millwork (e.g., hardware, laminates, plastics, glass). 11A.F Identify forming accessories (e.g., snap ties, walers). F 11A.F Identify concrete reinforcement materials (e.g., rebar, mesh, fibres). 11A.F Identify waterproofing methods used in constructing foundations. 11A.F Identify insulated concrete forms (ICFs) used in constructing foundations. 11A.F Identify metal framing components (e.g., steel beams, posts). Grades 9 to 11C 23

32 Goal 3: Describe and use the materials of construction. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 3.2 Describe non-wood products. (continued) S 11A.S Handle and store non-wood products used for foundations and framing. 11B.S Handle and store non-wood products used for wall and roof framing. 11C.S Select non-wood products for millwork. 3.3 Describe fasteners, adhesives, sealants, and fillers. F 9.F Identify tools required to install fasteners. 9.F Identify the size and type of fastener. 9.F Identify exterior and interior glue. 10.F Identify tools required to install fasteners. 10.F Identify the size and type of fastener. 10.F Identify exterior and interior glue. 11A.F Identify metal framing connectors (e.g., joist hangers, hurricane ties). 11A.F Identify adhesives and fasteners (e.g., nails, screws, forming accessories) used in forming and framing. 11B.F Identify metal framing connectors (e.g., hurricane ties). 11B.F Identify adhesives and fasteners (e.g., nails, screws) used in framing and gable roof construction. 11C.F Identify fasteners (e.g., dowels, biscuits, nails) used in millwork. 11C.F Identify adhesives, sealants, and fillers (e.g., wood glue, contact cement, caulking) used in millwork. S 9.S Use mechanical fasteners and adhesives. 10.S Use mechanical fasteners and adhesives. 11A.S Use framing connectors, fasteners, and adhesives. 11B.S Use framing connectors, fasteners, and adhesives. 11C.S Install fasteners to complete millwork. 11C.S Use adhesives, sealants, and fillers (e.g., wood glue, contact cement, caulking) in millwork. 24 Grades 9 to 12

33 Goal 4: Describe and apply the common tools and equipment used in carpentry. Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 4.1 Identify and use hand tools. F 9.F Identify tools (e.g., tape measure, compass, square, straight edge, protractor) required for layout. 9.F Identify basic hand tools (e.g., hand saws, chisels, screwdrivers, mallets, planes, hammers, vice grips, pliers) common to the carpentry trade. 10.F Identify tools (e.g., tape measure, compass, square, straight edge, protractor) required for layout. 10.F Identify basic hand tools common to the carpentry trade. 11A.F Identify tools (e.g., tape measure, square, straight edge, string lines, survey equipment) required for site and floor layout. 11A.F Identify basic hand tools required for foundation systems (e.g., striking and prying tools) and floor framing (e.g., hammer, square). 11B.F Identify tools (e.g., tape measure, square, straight edge, string lines, level) required for wall and gable roof layout. 11B.F Identify basic hand tools (e.g., striking and prying tools, hammer) required for framing walls and gable roofs. 11C.F Identify tools required for millwork layout. 11C.F Identify hand tools (e.g., block plane, chisels, handsaw, mallet) required for millwork. S 9.S Use tools required for layout. 9.S Use basic hand tools required to complete projects. 10.S Use tools required for layout. 10.S Use basic hand tools required to complete projects. 11A.S Use basic hand tools required to complete foundation and floor-framing projects. 11B.S Use basic hand tools required to construct walls and gable roofs. 11C.S Use hand tools required for millwork. 11C.S Care for and maintain hand tools. Grades 9 to 11C 25

34 Goal 4: Describe and apply the common tools and equipment used in carpentry. (continued) Grade 9 Introduction to Grade 10 Fundamentals Grade 11A Foundations and Floor Framing Grade 11B Wall and Basic Roof Framing Grade 11C Millwork 4.2 Identify and use portable power tools. F 9.F Identify basic portable power tools (e.g., drills, routers, sanders, jigsaw, mitre saw) common to the carpentry trade. 10.F Identify basic portable power tools (e.g., drills, routers, sanders, jigsaw, mitre saw) common to the carpentry trade. 11A.F Identify basic portable power tools (e.g., hammer drill, circular saw, mitre saw, pneumatic tools) required for foundation systems and floor framing. 11B.F Identify basic portable power tools (e.g., circular saw, mitre saw, pneumatic tools, table saw) required for framing walls and gable roofs. 11C.F Identify portable power tools required for millwork. 11C.F Identify storage and handling procedures for portable power tools. S 9.S Use basic portable power tools required to complete projects. 10.S Use basic portable power tools required to complete projects. 11A.S Use basic portable power tools required to complete foundation and floorframing projects. 11B.S Use basic portable power tools required to construct walls and gable roofs. 11C.S Use portable power tools required for millwork. 11C.S Follow storage and handling procedures for portable power tools. 4.3 Identify and use stationary power tools. F 9.F Identify basic stationary power tools (e.g., band saw, scroll saw, planer, jointer, drill press) common to the carpentry trade. 10.F Identify basic stationary power tools (e.g., band saw, scroll saw, planer, jointer, drill press) common to the carpentry trade. 11C.F Identify tools used for stationary power tool calibration. 11C.F Identify stationary power tools required for millwork. S 9.S Use basic stationary power tools required to complete projects. 10.S Use basic stationary power tools required to complete projects. 11C.S Use stationary power tools required for millwork. 26 Grades 9 to 12