Training Guidelines Carpentry

Training Guidelines Carpentry

Carpentry

Direct inquiries to 1- Iraq Ministry of Labor & Social Affairs (MOLSA)

Baghdad, Iraq

2- Management & Training Corporation 500 N. Marketplace Dr. Centerville, Utah 840 14

Jill L. Elkins -801-693-2714 (USA)

Michael Roberts -80 1-693-2600 (USA)

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) j Page 1 L -a


Acknowledgments

Standards in this document are based on information from the following organizations:

U. S. Office of Job Corps US Department of Labor Employment and Training Administration Office of Youth Services and Job Corps Standards

Contren Learning Series Best Reprinted with permission from Contren Learning Series, Practices Copyright O 2002, National Center for Construction

Education and Research, (352) 334-0920, http://www.nccer.orp/

Workplace Skills for the 21'' Secretary's Commission on Achieving Necessary Skills Century

Curriculum development, training and translation in Iraq were provided by the following team:

Timothy Mizen-England Deputy Chief of Party Iraq Vocational Training Project.

Osama A. Issa - Jordan Microsoft Certified Trainer (MCT).

Daniel Costelloe-Australia Electrical Contracting Consultant.

Leslie Alexander Lawrence-Indonesia Engineering Management Consultant.

Robert R. Caldwell-United States Automotive Training Consultant.

The Managers and Vocational Trainers for the Iraq Ministry of Labor and Social Affairs (MOLSA).

The Iraqi Staff of Iraq Vocational Training and Employment and Services Project

The funding for the development of this eumculum was provided by USAID - (United States Agency for International Development) I Page 2 i

Traininq Guidelines Carpentry

Ovewiew

Vocational training programs in Iraq are faced with many challenges. Iraq needs a speedy reconstruction and the Iraqi people need a future with the promise of employment and prosperity.

This training will combine occupational skills with technical knowledge and will be competency based. We will customize training to meet employer demands, cultural differences, geographic location, and needs of the trainees. The technical approach is modeled after the U.S. Department of Labor, Employment and Training Administration, Office of Job Corps training model. This curricula is competency-based, meaning that the student actually demonstrates a competency in practice and assessments. The Job Corps vocational training curricula consist of competency objectives with corresponding lessons and tasks or skill assignments. Following completion of each level of difficulty or assigned task, assessment tools determine competency and will help with evaluation and remediation. The competency-based instructional programs will:

b Assess the trainee's needs, including strengths and weaknesses . b Select appropriate instructional goals based on the needs assessment b Provide trainee-centered instruction aimed at the instructional goals b Evaluate to determine if the trainee has mastered the goals and can apply them

The instructional design (competency-based) will let the trainees demonstrate competency for the skills they already have and then begin instruction at the point where competency is not demonstrated. From there, the trainee will progress through the competencies listed on a Training Achievement Record until they complete training and are prepared to work.

These instructional materials include a Training Achievement Record (TAR). TARS list each competency required for the trade grouped by skill type. The curricula also include sample lesson plans. The curricula will provide for development in general areas prior to competency in more specific trade areas. This allows those who are not able to complete an entire program to develop skills suitable for lower levels of employment.

This curriculum has been developed in collaboration with MOLSA instructors, Job Corps training experts, and other technical professionals. It was created for use in all MOLSA vocational technical training centers that educate and train students to become competent, entry-level carpentry technicians. This curriculum will provide instructors with the necessary ingredients for a complete carpentry program. The purpose of this guide is to establish a common language of proficiency standards so that both the Vocational

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) Page 3


Technical Training Centers and industry have a universal set of standards for carpentry programs.

This curriculum has been developed for use by all Iraq Vocational Technical Training Centers that offer programs in carpentry technology. Because of the great diversity among the different regions of the country, this curriculum was designed, to be a flexible document that allows for the differences in instructor methodology. There are also differences in the length of programs and differences in equipment at some of the MOLSA centers. All content areas and competencies must be integrated into the training center carpentry curricula so that students become competent in those areas.

This curriculum does not offer a step-by-step formula for teaching a carpentry course. This guide is designed to facilitate the classroom work of carpentry instructors but not to replace the decision-maker.

I This curriculum has been aligned to modules in the Contren Learning Series as endorsed by the National Center for Construction Education and Research (NCCER). Students who successfully pass this course may be certified by MOLSA and will receive documentation from MOLSA.

It is the instructor who organizes instructional materials for effective and efficient learning. And it is the instructor who integrates the latest teaching technologies into his or her classroom. It is in support of these professionals and of their students that this curriculum has been developed.

Each vocational course consists of a series of instructional units which focus on a common theme. All units have been written using a common format which includes the following components:

Module Number and Title (TAR Skillset)

Suggested Time to Train on Skillset - An estimated number of clock hours of instruction that should be required to teach the competencies and objectives of the module. The curriculum fi-amework should account for approximately 75-80 percent of the time in the course.

Competencies and Outcomes A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a module. The student, instructor and worksite supervisor (if applicable) will evaluate and record a pre-training mastery level for all skillsets, as well as a post-training mastery level review.

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) L , I Page 4 I

The outcomes represent the enabling and supporting knowledge and demonstrated performances that will indicate mastery of the competency at the course level.

Teachinp Strategies - This section of each unit indicates strategies that can be used to enable students to master each competency. Emphasis has been placed on strategies which reflect active learning methodologies. Teachers should feel free to modify or enhance these suggestions based on needs of their students and resources available in order to provide optimum learning experiences for their students.

Assessment Strategies - This section indicates strategies that can be used to measure student mastery. Examples of suggested strategies could include rubrics, class participation, reflection, and journaling. Again, teachers should feel free to modify or enhance these suggested assessment strategies based on local needs and resources, however, the only required assessment is completion of the TAR checklist.

References - A list of suggested references is provided for each unit in the appendix. The list includes some of the primary instructional resources that may be used to teach the competencies and suggested outcomes. Again, these resources are suggested and the list may be modified or enhanced based on needs and abilities of students and on available resources.

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development)

J Page 5 ,L.,


Acknowledgments

Overview

Program Description

Course Outline

Carpentry I

Module 1 : Module 2: Module 3 : Module 4: Module 5: Module 6: Module 7: Module 8: Module 9:

I !

Carpentry I1

Module 1 : Module 2: Module 3 : Module 4:

I Module 5: I , Module 6:

Module 7: 1

I Module 8: Module 9: Module 10:

Table of Contents

Employability Skills.. ......................................... ........................................................... Safety.

........................................................... Math. Trade Terminology .............................................. Hand Tools.. ....................................................

................................................... Power Tools.. Ladders and Scaffolding.. ...................................... Lumber Identification.. .........................................

........................................................ Fasteners.

Employability Skills.. ......................................... Safety (Review and Reinforcement). ............................ . . Flnlsh Carpentry.. ...............................................

...................................................... Form Work ........................................................ Framing.

.................................................... Metal Studs.. Drywall. ......................................................... roofing. .......................................................... . . Sldlng. ........................................................... Exterior Trim.. .................................................

Appendix A: TAR Evaluation Checklist.. ..................................

Appendix B: Workplace Skills For The 21St Century.. ...................

........................................ Appendix C: Suggested References..

...................... Appendix D: Recommended Tools and Equipment..

The fundig for the development ofthis curriculum was provided by USAID - (United States Agency for International Development) I Page 6 i


Program Description

The carpentry curriculum is designed to prepare the students for entry level employment in the field of carpentry and construction. Students in Carpentry 1, complete study in employability skills, safety, math, trade terminology, hand tools, power tools, ladders and scaffolding, lumber identification, and fasteners.

The carpentry competencies'required in this curriculum are from the U.S. National Job Corps Standards developed to coincide with Contren CoreICarpentry 1. The contributions of the resources are hereby acknowledged.

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) Page 6 - A


Course Outline

Carpentry I

Module Title Hours - Module 1 : Employability Skills 25.0 Module 2: Module 3 : Module 4: Module 5: Module 6: Module 7: Module 8: Module 9:

safety Math Trade Terminology Hand Tools Power Tools Ladders and Scaffolding Lumber Identification Fasteners

Total 264.0 -

Carpentry I1

Module Title . Hours Module 1 : Employability Skills Module 2: Module 3 : Module 4: Module 5: Module 6: Module 7: Module 8: Module 9:

Module 10:

safety (Review and Reinforcement) Finish Carpentry Form Work Framing Metal Studs Drywall roofing Siding Exterior Trim

The funding for the development of this cuniculum was provided by USAID - (United States Agency for International Development) Page 7


The fimding for the development of this curriculum was provided by USAID - (United States Agency for International Development) Page 8

Competencies and Outcomes 1. Employability Skills

a. Demonstrate the ability to arrive for work on time.

b. Demonstrate the ability to respond appropriately to supervision.

c. Demonstrate the ability to follow verbal directions.

d. Demonstrate the ability to ask for clarification when further information is required.

e. Demonstrate the ability to share information accurately and explain procedures to another person.

f. Demonstrate the ability to take initiative.

g. Demonstrate the ability to work harmoniously as a member of a team with diverse races, sexes, ages and cultures, treating all with respect.

h. Demonstrate the ability to maintain good grooming, hygiene and dress appropriately for work.

i. Demonstrate the ability to stay on

Strategies for Competencies Teaching:

Introduce the employability skills necessary for a career in carpentry.

Use the Contren Series Core Text, Basic Employability Skills Unit and Carpentry Level I, Orientation to the Trade Unit to discuss appropriate work ethics standards.

Have the students list what they believe to be the most common problems among the carpentry profession.

Utilize the Contren Carpentry Level I Orientation to the Trade -Unit to discuss the history of Carpentry. Have the students research the history of Carpentry.

Assessment: Have the students perform an activity involving verbal insjmctions. Divide the students into groups and have one team be the customer and the other be the contractor. The contractor will have to provide a brief plan for the construction of the project.


task and use time wisely to complete assigned tasks.

j. Demonstrate the ability to access trade information from manuals and computers.

k. Demonstrate the ability to work a full day's work.

1. Demonstrate the ability to change from one task to another and adapt easily to a variety of job tasks and situations.

m. Demonstrate a positive attitude toward work and people with supervision.

n. Demonstrate the ability to respect the worth of tools, equipment, materials and other people's property.

Have the groups switch roles The contractor will describe the procedure for construction of the project.

Validate mastery of the skillsets using the TAR Checklist.

The funding for the development of this cuniculum was provided by USAID - (United States Agency for International Development) ! ,

1:

Page 9

MWTL TRAINING

Training Guidelines


\ .

Competencies and Outcomes 1. General Safety:

a. Demonstrate the ability to recognize danger and take appropriate safety measures.

b. Demonstrate the ability to follow fire safety rules.

c. Wear proper safety clothing on the job site including personal protective equipment (safety glasses, safety footwear, hard hats) and harnesses.

d. Demonstrate the ability to work safely with other workers on the jobsite.

e. Demonstrate the ability to property lift and carry construction materials.


Identify, discuss, and demonstrate terms, rules, and procedures related to shop, lab and industry safety.

Provide the students with a list of terms and have them define the terms. Pair the students to quiz each other.

Using the guidelines provided for personal safety (i.e., clothing, jewelry, hair, eyes, and ears). Divide the students into pairs and assign each pair one of the guidelines. Each pair will demonstrate the "do's and don'ts" of the guideline.

Divide the students into teams and have them develop scenarios of hazards and accidents using the Contren Series Core Text, Basic Safety Unit. This will include tools, spills, working around welding, improper use of barriers, ladders or scaffolds, use of Material Safety Data Sheet (MSDS) information, fires, and electrical situations. In a game type situation, one team will read a scenario and the other teams will compete to be the first to provide safety measures which should have been used to prevent the hazardous situation or accident.


Students will use available resources to research information about postsecondary educational opportunities.

Assessment:




a- Perform carpentry related math operations (addition, subtraction, multiplication and division) and measurements using whole numbers, fractions and decimals.

Competencies and Outcomes 1. Math

b. Calculate square meter and linear meter measurements.


c. Demonstrate the ability to square corners using the carpenter's square.

Have students complete a short pretest to apply the four math skills with whole numbers, fractions, and percent (may use Contren Core Text, Basic Math Unit).

Give students the correct answers to problems, and ask at least one student who got the answers correct to write the problems on the chalkboard or a piece of chart paper.

Distribute a variety of metric measuring tools for length, weight, volume, and temperature. Have students measure assigned materials using the appropriate tools and record the measurements.

Discuss and demonstrate the basic mathematic applications in carpentry.

Have students apply the applications in solving real work related problems using the Contren Carpentry Level 1 Roof Framing Unit or other material.



Assessment: Monitor group as students perform calculations.

Evaluate students on a postest with whole numbers, fractions, and percent problems.



Traininq Guidelines

i The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) i Page 14

Competencies and Outcomes 1. Trade Terminology

a. Identify the components to build a form for concrete works conventional and engineered systems).

b. Identify the components to build a mold for concrete stairs (wood and metal).

c. Identify the way to make and install orieuarabesque windows. .

d. Identify the way to make wooden windows and their frames.

e. Identify different types and sizes of doors and windows.

f. Identify different kinds of woods (mahogany, oak, walnut, plywood) and their uses.

g. Perform basic finishing on different kinds of wood (paint, varnish, gloss, semi-gloss).


Introduce the carpentry Trade Terminology and have each student develop a manual of terms.

Assessment:


Traininq Guidelines

The funding for the development of this curriculum was provided by USAID - (United States Agency for International Development) Page S 5

Competencies and Outcomes 1. Hand Tools.

a. Identify carpentry hand tools.

b. Demonstrate the competent and safe use, maintenance and storage of:

Measuring tape Handsaw (accurately cut to the line, 45 degrees and 90 degrees cut). Hammers-framing (toenail, horizontal, vertical, overhead) Speed square (carpenter square and angle) Chalk box Utility knife Flat bar Pliers and screwdrivers T-tube Chisels Levels Nail set Plumb bob (optional) Paint brush assortment Paint roller and roller cover assortment Sponge rubber float Different kinds of tools


Identify basic hand tools (e.g., hammer, screwdriver, saw, wrench, pliers) used in the field (Contren Core Text Introduction).

Discuss safety factors, proper use, and maintenance.

Describe accidents that can occur while using tools.

,

Divide students into groups and give each group a scenario or case study (written or on video) involving an accident. Have each group identify a safety mistake in each situation; determine correct procedures; and present the scenario. Present procedures which should have been used to the class.

Provide each student with a description of a project to be completed. Have the student select the appropriate tool for the project and demonstrate its proper use to the class.


Assessment: Have each student complete a test to identify specific tools.



Traininq Guidelines

I The finding for the development of this curriculum was provided by USAID - (United States Agency for International Development)

Page 17 -

Competencies and Outcomes 1. Power Tools.

a. Identify carpentry power tools.

b. Demonstrate the competent and safe use, maintenance and storage of:

Table saw (cut to a line, cross cut, rip, bevel, install blade, ect.)

Portable electric drill

c. Build a sawhorse


Identify basic power tools used in the field. Demonstrate the use, safety factors, and maintenance of power tools.

Describe accidents that can occur while using tools.

Divide students into groups and give each group a scenario or case study (written or on video) involving an accident. Have the groups discuss the accident and discuss ways the accident could have been avoided.

Assessment:

Validate mastery of the skillsets using the TAR checklist.



Competencies and Outcomes 1. Ladders and Scaffolding.

a. Select and safely use appropriate ladder for a task.

b. Safely use scaffolding.


Demonstrate the proper use of ladders and scaffolds.

Divide the students into teams and have them develop scenarios for hazards and accidents. Students should include tools, spills, working around welding, improper use of barriers, ladders and scaffolds. Hold a discussion of the student's scenarios.

Assessment: Validate mastery of the skillsets using the TAR Checklist.


The funding for the development of this curriculum was provided by USAID -(United States Agency for International Development)

.-- Page 19

Competencies and Outcomes

1. Lumber Identification.

a. Identify sizes (nominal and actual) types of framing lumber and their uses.

b. Identify lumber defects (knots, shake, bow, etc.)

c. Identify types of floor, wall and roof sheathing and their uses.

d. Identify types of trim moldings and their uses.


Discuss the terms that apply to wood and lumber. Divide the students into groups to quiz each other on the terms provided.

Provide handouts identifying various types of lumber and the effects of imperfections. Have the students research the uses of types of lumber and the effects of imperfections.

Demonstrate the proper methods for sorting and stacking building materials.

Assessment:


Traininq

The finding for the development of this curriculum was provided by USAID - (United States Agency for International Development) Page 20

Competencies and Outcomes 1. Fasteners

a. Identify nail and screw types and sizes and their uses. (standard and pneumatic)

b. Identify masonry fastener types and their uses.

c. Identify other construction fasteners (joist hangers, pneumatic, carriage bolts, Screws, etc.) and their uses.


Introduce types of fasteners and have students practice attaching different types of fasteners to wood and masonry.

Assessment:


C..


TAR

for Computer Technology


Directions for Completing TARS

A. When the student performs a task listed in the "DUTIES AND TASKS" column, the instructor should rate the student's level of performance by circling a, b, or c in the "PERFORMANCE RATING" column.

RATING The student consistently performs the task accurately without supervision. The student possesses sufficient skill to teach the task to others.

The student performs the task to industry standards with little or no supervision. This is the minimum performance rating for TAR skill completion.

The student has been introduced to the task, but cannot perform the task to industry standards.

1. If the student performs the task at a level c, circle the number in pencil so that it can later be erased and entered permanently as b or a when the student improves hisher performance. A performance level of b is satisfactory (passing) and can be entered permanently or, at the instructor's discretion, circled in pencil to allow the student to improve hisher performance at a later date.

2. When the student performs the task to the instructor's satisfaction, (at a level of b or a) circle the appropriate performance rating, and enter the date in the "DATE COMPLETED" column. The instructor and student should initial the DUTY area when all the tasks in that duty area are completed.

B. When the student completes the TAR or terminates the program before completing the TAR, the instructor must finalize the TAR by doing the following:

1. Check the appropriate box and enter the date that the student completed the TAR or terminated the training program in the space provided at the top of page 1 :

Completed or Terminated Training: Date

-.--- - - - . . -- -


CARPENTRY Y TRAINING ACHIEVEMENT RECORD (TAR) FOR: CENTER:

Name: Address:

Date Entered Training:

El completed or El Terminated Training: Date

Phone:

Instructor:


' a - Proficient and able to teach others; b - Proficient; c -Exposed/not proficient

DUTIES AND TASKS PERFORMANCE RATING

A. EMPLOYABILITY SKILLS

1. Demonstrate the ability to arrive for work on time.

2. Demonstrate the ability to respond appropriately to supervision.

3. Demonstrate the ability to follow verbal directions.

4. Demonstrate the ability to ask for clarification when further information is required.

5. Demonstrate the ability to share information accurately and explain procedures to another person.

6 . Demonstrate the ability to take initiative.

7. Demonstrate the ability to work harmoniously as a member of a team with diverse races, sexes, ages and cultures, treating all with respect.

8. Demonstrate the ability to maintain good grooming dress appropriately for work and hygiene.

9. Demonstrate the ability to stay on task and use time wisely and to complete assigned tasks.

10. Demonstrate the ability to access trade information from manuals and computers.

11 . Demonstrate the ability to work a full days work.

12. Demonstrate the ability to change from one task to another and adapt easily to a variety of job task and situations.

13. Demonstrate a positive attitude toward work and people with supervision.

14. Demonstrate the ability to respect the worth of tools, equipment, materials and other

DATE COMPLETED

a b c '

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

INSTRUCTOR'S INITIALS

STUDENT'S INITIALS

- - r- - -- - -. --- - . -


DUTIES AND TASKS

people's property.

PERFORMANCE RATING

B. GENERAL SAFETY

DATE COMPLETED

1. Demonstrate the ability to recognize danger and take appropriate safety measures.

2. Demonstrate the ability to follow fire safety rules.

3. Wear proper safety clothing on the job site including personal protective equipment (safety glasses, safety footwear, hard hats) and harnesses.

4. Demonstrate the ability to work safely with other workers on the job site.

5 . Demonstrate the ability to properly lift and carry construction materials.

a b c

a b c

a b c

a b c

a b c


STUDENT'S INITIALS

C. MATH

1. Perform carpentry-related math operations (addition, subtraction, multiplication and division) and measurements using whole numbers, fractions and decimals.

2. Calculate square meter and linear meter measurements.

3. Demonstrate the ability to square comers using the carpenter's square.

a b c

a b c

a b c

D. TRADE TERMINOLOGY

1. Identify the components to build a form for concrete works (conventional and engineered systems).

2. Identify the components to build a mold for concrete stairs (wood and metal).

3. Identify the way to make and install oriel \ arabesque windows.

4. Identify the way to make wooden windows and their frames.

5. Identify different types and sizes of doors and windows.

6. The ability to identify different kinds of woods (mahogany, oak, walnut, plywood) and their uses.

a b c

a b c

a b c

a b c

a b c

a b c

a b c

- - f -- - - -- , ---- A - - .


DUTIES AND TASKS

7. The ability to perform basic finishing on different kinds of wood (Painf varnish, gloss, semi- gloss).

PERFORMANCE RATING

E. HAND TOOLS

1. Identify carpentry hand tools.

2. Demonstrate the competent and safe use, maintenance, and storage of:

a. measuring tape (nearest 1116~ cm)

b. handsaw (accurately cut to the line, 45' and 90' cut, etc.)

c. hammers--framing, (toenail, horizontal, vertical, overhead)

d. speed square (carpenter square and angle)

e. chalk box

f, utility knife

g. flat bar

h. pliers & screwdrivers

j. t-bevel

k. chisels

1. levels

m. nail set

n.. plumb bob (optional)

o. paint brush assortment

p. paint roller and roller cover assortment

q. sponge rubber float.

DATE COMPLETED

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c

a b c


STUDENT'S INITIALS

-- - - - c - - -..-, - -, -- - 7 - .


- DUTIES AND TASKS

r. different kinds of tools

PERFORMANCE RATING

a b c

r. POWER TOOLS

DATE COMPLETED

1. Identify carpentry power tools.

2. Demonstrate the competent and safe use, maintenance and storage of:

a. table saw (cut to a line, cross cut, rip, bevel, install blade, etc.)

b. portable electric drill

3. Build a saw horse.

a b c

a b c

a b c

a b c

a b c


STUDENT'S INITIALS

F. LADDERS AND SCAFFOLDING

1. Select and safely use appropriate ladder for the task.

2. Safely use scaffolding.

a b c

a b c

G. LUMBER IDENTIFICATION

1. Identify sizes (nominal and actual), types of framing lumber and their uses.

2. Identify lumber defects (knots, shake, bow, etc.).

3. Identify types of floor, wall, and roof sheathing and their uses.

4. Identify types of trim moldings and their uses.

a b c

a b c

a b c

a b c

H. FASTENERS

1. Identify nail and screw types and sizes and their uses (standard and pneumatic).

2. Identify masonry fastener types and their uses.

3. Identify other construction fasteners (joist hangers, pneumatic, carriage bolts, screws, etc.) and their uses.

a b c

a b c

a b c

I. EMPLOYER SPECIFIC SKILLS

- - - - - ./ , - - - -


a - Proficient and able to teach others; b -Proficient; c -Exposed/not proficient

DUTIES AND TASKS

1.

2.

3.

4.

STUDENT'S INITIALS

PERFORMANCE RATING

a b c

a b c

a b c

a b c

DATE COMPLETED

INSTRUCTOR'S INITLALS


Workmlace Skills

Carmentry


For Module I - Emulovabilitv Skills

WP2 Acquires, evaluates, organizes and maintains, and interprets/communicates information, including the use of computers.

WP3 Practices interpersonal skills related to careers including team member participation, teaching other people, serving clients/customers, exercising leadership, negotiation, and working with culturally diverse.

WP6 Employs thinking skills including creative thinking, decision making, problem solving, reasoning, and knowing how to learn. .

WP7 Basic Skills: Employs basic academic skills including reading, writing, arithmetic and mathematics, speaking, and listening.

WP8 Personal Qualities: Practices work ethics related to individual responsibility, integrity, honesty, and personal management

For Module 2- Safety



WP6 Employs thinking skills including creative thinking, decision making, problem solving, reasoning, and knowing how to learn.


WP8 Pers~nal Qualities: Practices work ethics related to individual responsibility, - integrity, honesty, and personal management

For ~ o d u l e 3- Math







For module 4- Trade Terminology

WP2 Acquires, evaluates, organizes and maintains, and interprets/cornmunicates information, including the use of computers.


WP6 Employs thinking skills including creative thinking, decision making, problem solving, reasoning, and knowing -how to learn.



For Module 5- Hand Tools

WP1 Allocates resources (time, money, materials and facilities, and human resources). WP2 Acquires, evaluates, organizes and maintains, and interprets/communicates

information, including the use of computers. WP3 Practices interpersonal skills related to careers including team member

participation, teaching other people, serving clients/customers, exercising leadership, negotiation, and &orking with culturally diverse.



WP8 Personal Qualities: Practices work ethics related to individual responsibility, -

integrity, honesty, and personal management

For Module 6- Power Tools

WP2 Acquires, evaluates, organizes and maintains, and interprets/cornmunicates information, including the use of computers.

W 3 Practices interpersonal skills related to careers including team member participation, teaching other people, serving clients/customers, exercising leadership, negotiation, and working with culturally diverse.



W 8 Personal Qualities: Practices work ethics related to individual responsibility, integrity, honesty, and personal management


For Module 7- Ladders and Scaffoldina



WP4 Applies systems concept including basic understanding, monitoring and correction system performance, and designing and improving systems.

WP5 Selects, applies, and maintains/troubleshoots technology. WP6 Employs thinking skills including creative thinking, decision making, problem

solving, reasoning, and knowing how to learn. WP7 Basic Skills: Employs basic academic skills including reading, writing, arithmetic

and mathematics, speaking, and listening. WP8 Personal Qualities: Practices work ethics related to individual responsibility,

integrity, honesty, and personal management.

For Module 8- Lumber Identification





WP8 Personal Qualities: Practices work ethics related to individual responsibility, integrity, honesty, and personal management.

For Module 9- Fasteners




WP7 Basic Skills: Employs basic academic skills including reading, writing, arithmktic and mathematics, speaking, and listening.



For Module I - Em~lovabilitv Skills

Choices [Computer software]. Ogdensburg, NY: Careerware, IMS Information Systems Management Corporation.

Davies, D. (1997). Grammar? No problem! Mission, KS. Skillpath.

Could, M. C. (2002). Developing literacy & workplace skills. Bloomington, IN: National Education Service.

Local District Policy Handbook

National Center for Construction Education and Research. (2004). Core curriculum. Upper Saddle River, NJ: Pearson Prentice Hall.

National Center for Construction Education and Research. (2004). Tools for success. Upper Saddle River, NJ: Pearson Prentice Hall.

SkillsUSA. (2002). Leadership and competition curricula. Tinley Park, NY: Goodheart- Wilcox.

For Module 2- Safety

Feirer, M., & Feirer, J. (2004). Carpentry and building construction. Chicago: GlencoeMcGraw-Hill.


Wagner, W., & Smith, H. (2000). Modern carpentry. Tinley Park, NY: Goodheart- Wilcox.

For Module 3- Math

Barrows, R. & Jones, B. (2002). Fundamentals of math with career applications. Upper Saddle River, NJ: Pearson Prentice Hall.

.- Boyce, J. G., Margolis, L., & Slade, S. (2000). Mathematics for technical and vocational students. Upper Saddle River, NJ: Prentice Hall. .

Carman, R. A., & Saunders, H. M. (2005). Mathematics for the trades: A guided approach. Upper Saddle River, NJ: Pearson Prentice Hall.

Cook, N. P. (2004). Mathematics for technical trades. Upper Saddle River, NJ: Pearson Prentice Hall.

I -.


Cook, N. P. (2004). Introductory mathematics. Upper Saddle River, NJ: Pearson Prentice Hall.

National Center for Construction Education and Research. (2004). Carpentry level 1: Upper Saddle River, NJ: Pearson Prentice Hall.


Webster, A., & Judy, K. B. (2002.) Mathematics for carpentry and the construction trades. Upper Saddle River, NJ: Pearson Prentice Hall.

For Module 4- Trade Terminolom



National Center for Construction Education and Research. (2001). Carpentry level I. Upper Saddle River, NJ: Pearson Prentice Hall.

National Center for Construction Education and Research. (2001). Carpentry level II. Upper Saddle River, NJ: Pearson Prentice Hall.

Vogt, F. (2003). Residential construction academy carpentry. Clifton Park, NY: Thompson/Delmar Learning.

I


1 For Module 5- Hand Tools

Huth, M. W., & Wells, W. (2000). Understanding construction drawings. Albany, NY: Delmar/Thomson Learning.


National Center for Construction Education and Research. (2001). Carpentry level I1 Upper Saddle River, NJ: Pearson Prentice Hall.

For Module 6- Power Tools

Feirer, M., & Feirer, J. (2004). Carpentry and building construction. Chicago: Glencoe/McGraw-Hill.


National Center for Construction Education and Research. (2001). Carpentry level I. Upper Saddle River, NJ: Pearson Prentice Hall.

Vogt, F. (2003). Residential construction academy carpentry. Clifton Park, NY: ThompsodDelmar Learning.


For Module 7- Ladders and Scaffolding


For Module 8- Lumber Identification


National Center for Construction Education and Research. (2001). Carpentry level I1 I Upper Saddle River, NJ: Pearson Prentice Hall.

Vogt, F. (2003). Residential construction academy carpentry. Clifton Park, NY: , 1; ThompsodDelmar Learning.


For Module 9- Fasteners

Feiret, M., & Feirer, J. (2004). Carpentry and building construction. Chicago: ' Glencoe/McGraw-Hill.

National Center for Construction Education and Research. (200 1). Carpentry level I. Upper Saddle River, NJ: Pearson Prentice Hall.

Vogt, F. (2003). Residential construction academy carpentry. Clifton Park, NY: ThompsodDelmar Learning.

Wagner, W., & Smith; H; (2000). Modern carpentry. Tinley Park, NY: Goodheart- Wilcox.


Power plane 14" generator, portable 5 KV powder actuated nailer work bench 60"X40"X36" wood top wood vise, 4"XT (2 per work bench) stool, 22" high step ladder 4' fiber glass step ladder 6' fiber glass step ladder 10' fiber glass machinst vise 6" air compressor, portable, 8 gallon' pneumatic nailers: framing, finising and roofing workmate bench Model 400

;SJ

$ 2 5 J?$k&d~ (JJJ~) Gi&33l SJJ- & + $1 36 * 40 * 60 &= ;1.;;.. (&= ;1.;;.. LN 2) $1 7 * 4 - Ljl, $1 22 (A) J+ crX, XU +A 4 (~91. EJJ) & crX, x b 6 (qd= ~ 9 ) & crX, ~b ?lsl I 0 (G& ~ 9 ) & $1 6 6L9.4 (a& 8) JJ- 9 1 9 YA

2 L ~ ) u l u r m

G+ll &= ;~

1 1 1 6 12 15 2 2 2 2 1

1

2


10 6 6 2 30 3

Nail puller bar (cats paw) Straight ripping bar Double end ripping bar Stripping bar Safety face shield Combination wrench set Screw driver set (standard and Phillips) Extension cord 25' , heavy duty, all weather, multi-outlet, GFI

( m ~ & ) 2U$~@

ei+ Wi+ 0 4 ; ,+ e4 $1, p &&I -

Extension cord 50' , heavy duty , all weather, multi-outlet, GFI Extension cord 100' , heavy duty, all weather, multi-outlet, GFI Heavy duty trouble light, 50' Caulking gun, 10 oz. size Glue caulking gun, quart size Drive socket set, 318 " Drive socket set., 112 " Router bit assortment High speed twist drill bit set,l I 5 piece

I Nail set assortment -

I bsi;.~+~ 1 3 1

G ~ ) C~G +A (a+$) &K C~G + ( e 2 3 JA + jL $&A ~k 25 TJUI

Spade wood bit set Masonry drill bit set, 5 piece Mason's chisel

30

I 0 - u& el*bl 4 jL 2 4 3 5 J& 50 ~l;. c ~ * Y ~ 4 jL $&J,+S J& 100 ~ J U I

50' c b -rk 10 oz. size U&

+@- 318" pl + 112" pl,! $31.~ &I3 + 4 ~ 2 ,! (U 115)ep &JJ &IS! ~ u u r

5

2

5 30 10 2 2 3 2

(GL) L 4 i 3 + 34!'J33+4i?2,! .w &

Sanding belt and disk assortment Paint brush assortment Electric staple gun Hammer tacker Sta~le aun. heaw dutv

30 4 3

-

Drywall hammer Drywall T-square Drywall saw Drywall keyhole saw Taping knife, 4 Taping knife, 5" Taping knife, 8 Taping knife, 12" Drywall mud pan Putty 1 scraper knife assortment Garden hose. 75'

L4L, 44 3 OZij &+&=a $435 %E @-

&E d j h

jLAuuK , PQUU

Post hole digger Rake, level head Rake, lawn

Shovel, long handle, square point ep el J 3 &A t13 iL 10

30 30 6 30 6

d 3 q13 4J=

j dp d3 dl3 '$9 J- + d l 4 gg?l> J~

$1 4 5 9 ;

&I 5 5 9 ;

$1 8 8 9 ;

&I 12 ;9; &P

(~+!d) ;9 ; \~+ &75 cLr91.6

Rake, landscape Shovel, long handle, round point

30 6 6 30 6 6 6 6 6 30 5

+ &4 UL

( qsL" WIJ) GL$

J$.u GL+

3 3 3 . -

;& GL$ J+ L)U~J 3 Lt?sl,t13 A1jil-u

2 10


flammable waste can OSHA approved flammable storage locker, 60 gallon, OSHA approved combination TVI VCR

3 9 Q.i &40 k?gL

6 9 LlJ5 (~j& 60) S* &&i &jL

ir3ij.t; + Y$

2

I

1

Training Guidelines Carpentry

Documents

Transcript of Training Guidelines Carpentry