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Course Profile Construction Technology (TCJ4C), Grade 12,
College Preparation, Catholic
Course Overview
Prerequisite: Construction Technology, Grade 11, College Preparation
This
course focuses on advanced residential construction, more complex construction systems,
and the introduction of heavy construction related to commercial, industrial,
and/or recreational construction. Students learn about tools, materials,
equipment, and, methods used in the light and heavy construction industries;
structural analysis and design; presentation and working drawings; and
auxiliary systems. They also estimate materials and labour costs; study
industry standards and building codes; consider health and safety issues;
explore energy conservation, careers, and the impact of construction technology
on society and the environment.
The
design of this course allows for students, regardless of gender and race, to
improve their skills and knowledge in the area of the construction industry and
better themselves, their families, and the community. The students’ development
and continued growth in the Catholic faith can be measured by Catholic Graduate
Expectations. The challenges that await the students upon graduation are varied
and new. The personal development that they have experienced in the Catholic
education system, aids in the decision making process so they can make
enlightened and personal decisions with confidence.
The world
and its possessions are gifts from God and as stewards of His word and world,
we must make informed decisions being mindful of both the short and long term
consequences on our environment, quality of life, and how this relates to our
Catholic values as followers of Jesus Christ. The graduate now has the
confidence and skills to become a contributing member of society.
·
Teachers
should be sensitive to the personal nature of the experience and support
students in avoiding disclosure and discussion of sensitive issues.
·
There is
a need for a computer lab so students may complete the activities in the
accompanying units.
·
Teachers
should be aware of the board’s policy regarding trips and the clearing of
visitors (guest speakers, etc.)
·
Prior
knowledge should be addressed to ensure all students have the opportunity for
success.
·
The
course outline and evaluation should be discussed and agreed to prior to
starting the units.
·
Facility
limitations may require that the activities not be completed as laid out in the
overview and unit descriptions.
·
Continuation
of the Safety Passport System, or similar system, is encouraged for the safety
of the student and the protection of the instructor (see Appendix 2.4.1).
·
The
unit dealing with restoration and renovation allows the instructor to use local
buildings and churches as a resource for further education. Local historic
societies and libraries can be valuable sources of information. Students’
research and develop a product or service they could give back to the
community.
·
Since
students will be visiting buildings, health and safety measures must be
addressed prior to the field trips.
·
The
course content was laid out to provide the college destination student with the
knowledge and confidence to further develop their personal and group
problem-solving, decision making, and conflict resolution skills. All decisions
in the construction industry have an effect on the person, neighbourhood and
community and as Catholics, it is our obligation to make ethical decisions with
an informed conscience.
·
Exposure
to career opportunities and course selection opportunities must be continually
explored so the students final decision on a school and course is an informed
one.
|
* Unit
1 |
Skill
Building |
30
hours |
|
* Unit
2 |
Architectural
Restoration and Renovation |
40
hours |
|
Unit 3 |
New
Construction Technology |
40
hours |
* These
units are fully developed in this Course Profile.
Time: 30 hours
Unit
Description
This unit
focuses on developing the necessary skills students require for post secondary
education and careers in construction. Students explore and further develop
their skills in computer applications, surveying, drafting, computer-aided
drafting (AutoCAD), and cost estimating.
Students
explore ethics and employability, potential careers and business opportunities,
and available college programs that relate to the construction industry.
Preparation for admission to college and university programs is particularly
emphasized so that students are prepared to enter programs such as, Urban
Planning, Engineering, Architecture, Landscape Architecture, Surveying,
Environmental Management, Construction Engineering Technology, and Construction
Estimating.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
15 hours |
TFV.02,
TF3.02, SP1.04, SP1.05 |
Knowledge/
Understanding |
Drafting/Computer-aided
drafting programs |
|
1.2 |
5 hours |
TFV.03,
TF2.02, TF2.04, TF2.05, SP1.03, SP2.08, SP2.10, IC1.01 |
Thinking/
Inquiry |
Material
selection and possible consequences (financially and ethically) |
|
1.3 |
5 hours |
SPV.02,
SPV.04, SPV.05, SP1.03, SP1.07, SP3.01, SP3.02, SP3.03, SP3.05, SP3.06 |
Knowledge/
Understanding Thinking/ Inquiry |
Organization
of finances, flow charts and materials for a successful project |
|
1.4 |
5 hours |
SPV.05,
SP1.03, SP3.07, ICV.01, ICV.02, ICV.04, IC3.01, IC3.02, IC3.03, IC3.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication
Application |
Students
develop strategies for evaluating college/university programs and for
developing resumes |
Time: 40 hours
Unit
Description
Students
investigate aspects of design and construction having to do with the refurbishing,
restoration, and renovation of older buildings. Study includes architectural
and social history and traditional and current building techniques, tools, and
materials. Students research, design, draw, and plan appropriate construction
projects. From this planning, students complete interior and exterior work on,
and for, buildings needing improvement. Students learn about educational and
career opportunities in a broad range of fields including architecture,
interior design, fine woodworking, carpentry, and landscape design. Student
learning is assessed by means of report writing, research documentation,
drawings, models, and full-scale construction. Throughout the unit an emphasis
is placed on the environmentally conscious use of materials and the need to
appreciate and preserve our architectural heritage.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
2.1 |
12 hours |
TFV.02,
TF2.04, SP1.04, SP1.05, SP2.08, SP2.09, SP3.02, IC1.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Select,
photograph, and measure an existing building that has architectural or
historical significance and draw floor plan(s) and elevation(s) using CAD |
|
2.2
Researching a Period Style |
4 hours |
TFV.03,
TFV.05, TF2.01, TF2.03, TF2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Identify,
research, and document the period style of the chosen house |
|
2.3 |
12 hours |
TFV.01,
TFV.02, TFV.04, TF1.01, TF1.02, TF2.03, TF2.04, TF2.06, TF3.02, SPV.01,
SPV.02, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP2.05, SP3.08 |
Application
Communication Thinking/ Inquiry |
Research,
design, and produce plans for an appropriate addition to the chosen house |
|
2.4 |
12 hours |
TFV.01,
TFV.02, TFV.03, TFV.04, TF2.03, SPV.01, SP1.07, SP2.09, SP2.11, SP2.12,
SP3.01, SP3.03, ICV.03, IC2.01, IC2.02 |
Knowledge/
Understanding Application |
Design,
draw, and construct a detail or component of the addition |
Time: 40 hours
Unit
Description
Students explore aspects of new
residential, commercial, and industrial construction. They develop an
understanding of how architectural styles have evolved and discover the effect
that this has on our behaviour and development. Students experience the process
of architectural design and learn how to create a better living environment.
They develop skills in design process, problem-solving, drawing, model
building, and fabrication using a variety of materials. A significant emphasis
is placed on environmentally responsible design and wise use of materials.
Students are introduced to a wide range of careers related to construction and
design including engineering, urban planning, and architecture.
Unit
Overview Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
3.1 |
5 hours |
TFV.03,
TFV.05, TF2.01, TF2.02, TF2.03, TF2.04, SP1.03, SP2.08, SP2.09, SP2.10,
SP2.12, SP2.13, IC1.01, IC1.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Research
traditional, current, and emerging building materials and techniques, and experiment
with applications in sketch form |
|
3.2 |
10 hours |
TFV.01,
TFV.02, TF1.01, TF1.02, TF2.06, SPV.01, SPV.02, SPV.04, SP1.01, SP1.02,
ICV.02, IC1.05 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Identify
an area of interest in the built environment Research,
experiment, and sketch |
|
3.3 |
10 hours |
TFV.02,
SPV.02, SP1.04, SP1.05, ICV.02, IC3.01 |
Application
Communication Thinking/ Inquiry |
Using
sketches and CAD, students create scaled drawings of their structures |
|
3.4 |
12 hours |
TF2.01,
TF2.03, TF2.04, SP2.11, SP3.01, IC2.02 |
Knowledge/
Understanding Application Communication |
Using
appropriate materials and techniques, students create scale models of their
design concepts |
|
3.5 |
3 hours |
TFV.03,
TF1.01, SP1.06, SP2.12, ICV.01, ICV.02, IC1.01 |
Thinking/
Inquiry Communication |
Students
present their design solutions and review and critique the designs of others |
Teaching/learning strategies include the following:
Brainstorming through group generation of initial
ideas expressed without criticism or analysis;
Collaborative/Cooperative in small group learning providing
high levels of student engagement and interdependence;
Conferencing through student-to-student and
student/teacher discussion;
Design
Process is applied
in a problem-solving approach using a prescribed series of steps;
Inquiry is conducted through a
problem-solving approach using prescribed processes involving a number of steps
(e.g., SPICE model) Independent Study through an exploration and research of a
topic interesting to students;
Construction activities in the
development of products and services;
Report/Presentation using a variety of media both
orally and in writing of the researched topics to the class;
Use
of daily contact with the student to ensure they remain on task, and provide
positive, and constructive feedback, or judgment, as required.
Students are assessed
using the following strategies:
Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful;
Formative: during learning; gives ongoing feedback to the student about the quality of learning and the effectiveness of instruction;
Summative: usually carried out at the end of a learning process and used for determining a grade.
Personal Communication
·
journals/conferencing
logs
·
self-assessment
·
student/teacher
conferencing
·
presentation
Paper-and-Pencil Tests
·
unit
tests/exams
Performance
·
product
research report
·
construction
projects (how they meet design expectations) drawing and sketching
·
essay
·
journal
·
learning
logs
Assessment Tools
·
checklists
·
marking
schemes (e.g., tests, written assignments, presentations)
·
rubrics
·
anecdotal
comments with suggestions for improvement
Seventy per cent of the grade is based on
assessments and evaluations conducted throughout the course. Thirty per cent of
the grade is based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
The
nature of these units and their activities allows for a wide range of course
delivery methods.
Accommodations
are made to cover the needs of students identified with exceptionalities.
Teachers should consult individual student’s IEPs about required
accommodations. Some accommodations that could be used are:
·
Written,
audio, and video taped materials in the form of notes, or samples of completed
work, sketches, drawings
·
Facilities
for physically handicapped students (e.g., ramps, lowered tables, special
tools, and protective wear) to provide an environment that is supportive both
in academic content and physical set-up
·
Large
print texts, large screen monitors, and other adaptive devices that are
appropriate
·
Peer
tutor;
·
Word
lists and definitions for students with special needs
·
Alternative
devices for note taking such as tape recorders, buddy or scribe
·
Student
demonstration of understanding using a variety of media (oral, audio, video
etc.)
·
Opportunities
to explore a self-directed topic in depth
· Interaction with a mentor, where applicable
Information received from student’s IEP must use student’s strength to build understanding and confidence through adaptation of the activity and teaching/learning strategies.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies regarding
use of any copyrighted materials. Before reproducing materials for student use
from printed publications, teachers need to ensure that their board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, teachers need to ensure that
their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Canadian
Electrical Code.
Rexdale, Ontario: Canadian Standards Association.
Canadian
Home Workshop,
Volumes 1–22. Markham, Ontario: Camar Publications. ISSN 1485-8509
– http://www.canadianhomeworkshop.com (1-905-475-8440)
Cantanese,
A. J. and J.C. Snyder. Introduction to Urban Planning. Toronto: McGraw
Hill, 1979.
ISBN 0070102287
Clidero,
Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction.
Don Mills, Ontario: General Publishing, 1979. ISBN 0-7725-1719-3
Expanding
Your Horizons. McGraw-Hill
Ryerson Limited, 1993. ISBN 0-07-551392-7
Hire
Expectations – Employment Strategies for Canada’s Youth. Canadian Federation of Independent
Business, 1998. ISBN 0-9693268-4-X
The
Home Depot. Kitchen and Bath 1-2-3. Des Moines, Iowa: Meredith Books,
1999.
The
Home Depot. Outdoor Projects 1-2-3. Des Moines, Iowa: Meredith Books,
1998.
Hosie,
R.C. Native Trees of Canada. Canada: Fitzhenry and Whiteside Ltd., 1979.
ISBN 0-88-902-572-X
Kirchner,
Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill
Ryerson, 1978.
ISBN 0070828296
Kirklighter,
Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois:
The Goodheart-Willcox Company, 1985.
Landers,
Jack M. Home Repair and Maintenance. Tinley Park II: Goodheart-Willcox
1991.
ISBN 0-87006-820-2
Lieper,
Michael, Herve De Jordy, and Michael Schultz. The Entrepreneurial Spirit.
Toronto: McGraw Hill Ryerson, 1991. ISBN 0-07-549931-2
Long,
Frank J. Intermediate Electricity, 3rd ed. Toronto: General Publishing,
1985. ISBN 0773650296
Massey,
Howard C. Plumbers Handbook, 2nd ed. Carlsbad, California: Craftsman
Book Company, 1985. ISBN 091046093
Ontario
Hydro Electrical Safety Code. Toronto, Ontario.
Ontario
Job Futures and the Ontario Ministry of Training, Colleges and Universities.
ISBN 0-7778-8799-1
Ontario
Plumbing Code.
Plywood
Handbook, Revised.
Vancouver, British Columbia: Council of Forest Industries of British Columbia,
1980.
Stirling,
Norman. Fundamentals of Technical Drawing. Canada: Gage Educational
Publishing, 1984. ISBN 0-7715-0327x
Tech
Prep Career Programs – A Practical Guide to Preparing Students for High-Tech,
High-Skill, High-Wage Opportunities. Thousand Oaks, California: Corwin Press Inc.,
1997. ISBN 0-8039-6510-9
Transitions
– A Practical Guide to the Workplace. Canada: Collier MacMillan, Inc., 1989.
Wood,
Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit,
Pennsylvania: Tab Books, 1992. ISBN 0830625461
Fine
Woodworking,
Numbers 1–139. Newtown, Connecticut: The Taunton Press.
ISSN 0361-3453 (1-800-477-8727)
Canadian
Home Workshop,
Volumes 1–22. Markham, Ontario: Camar Publications. ISSN 1485-8509
The
URLs for the websites have been verified by the writer prior to publication.
Given the frequency with which these designations change, teachers should
always verify the websites prior to assigning them for student use.
–
http://www.edu.gov.on.ca/eng/general/list/college.html, all colleges of
technology in Ontario
–
www.utoronto.cawww.ryerson.ca, and other university websites for careers and
programs in Applied Science, Engineering, Landscape Architecture, Architecture,
Urban Planning
–
http://www.lafarge.ca La Farge Construction Materials, Technical Services
Group, 7880 Keele St., Concord, Ontario, L4K 4G7. 1-800-523-2743
–
http://www.scc.ca Publications of the Standards Council of Canada. Rexdale,
Ontario.
–
http://www.finehomebuilding.com Fine Homebuilding. Numbers 1-126. Newtown,
Connecticut
–
http://www.augusthome.com Shopnotes. Numbers 1-48. Des Moines, Iowa: August
Home Publishing Company. ISSN 1062-9696, (Tel: 1-800-333-5854)
–
www.icbo.org/gateway; this is a construction and safety video tape dealer
–
www.ibhs.org; a resource for construction videotapes on loan
– www.fso.icbo.org/gateway/250x97.html–this
is a resource for American Construction Training Series
Co-op
placements, job shadows, speakers, local businesses, Municipal, Provincial and
Federal Government Agencies, local clubs (gardening and landscape), Royal
Botanical Gardens (Burlington), Public and University Libraries, School
Libraries
Human
Resources and Development Canada
Local
Municipal Offices
Province
of Ontario
Ministry
of Municipal Affairs and Housing. Ontario Building Code (1997). Housing
Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario,
M5G 2E5
Local
museums and historic societies
To prepare students effectively for
the challenges that await them, Ontario’s schools should offer an education
program that promotes a high standard of achievement, that provides all
students with the learning opportunities and support they need, and that is
relevant to society’s needs and expectations Today’s technology programs
challenge students to develop an understanding of the effects of technology on
individuals and society.
Technological Education programs
offer students an exciting and challenging opportunity to investigate areas of
interest in postsecondary education.
Students work with computers and
computer software that encourages and improves their ability to research,
analyse, and present information. The course design allows for research into
future employment opportunities, practical work experience, and taking
responsibility for one’s own decisions. The ability to understand a design
problem, analyse its different aspects, work within a group or individually to
brainstorm solutions, and then apply the correct answer to the problem, are
skills that will be further tested in postsecondary education. Understanding
their environment and protecting it for the next generations, is not an easy
task and it is one these students will be asked to take up.
Technology courses have the ability
to accommodate students of all abilities. The following Ontario Ministry of
Education curriculum policy documents must be used in the development of
technological education courses:
Ontario Secondary Schools, Grades 9
to 12, Program and Diploma Requirements, 1999.
Technological Education, Grades 11
and 12, 2000.
Through a wide range of
teaching/learning strategies and accommodations, this course meets the needs of
all students. The accommodations for exceptional students includes specialized
support and assessments to facilitate individualized learning. Students of linguistic
diversity are also accommodated through peer or individual help.
The
career portion of this course allows students to learn about their interests,
strengths, and aspirations. The activities allow students to research a variety
of career opportunities and to learn to make appropriate educational choices as
they relate to their high school courses, postsecondary requirements, and
workplace options. Career exploration is made available to students with
specific reference to Choices into Action: Guidance and Career Education
Program Policy for Elementary and Secondary Schools, 1999.
Coded
Expectations, Construction Technology, Grade 12,
College Preparation, TCJ4C
TFV.01 · apply the design process to
develop solutions, products, processes, or services in response to complex
challenges or problems in construction technology;
TFV.02 · explain advanced techniques,
including computer applications, used to visualize, analyse, describe, and
present designs of, and to construct, buildings and other structures (e.g.,
presentation and working drawings);
TFV.03 · describe the properties of
natural and manufactured building materials, processes, and finishes;
TFV.04 · identify the building codes,
regulations, and standards governing construction projects;
TFV.05 · describe appropriate building
construction techniques; construction systems (electrical, mechanical,
structural); and the building materials, tools, and equipment used in the
construction industry.
The
Design Process
TF1.01 – explain how a human need or want
can be met through a new or improved product;
TF1.02 – apply the following steps of the
design process to solve a variety of construction technology challenges or
problems:
q identify what has to be accomplished (the
problem);
q gather and record information, and establish a
plan of procedures;
q brainstorm a list of as many solutions as
possible;
q identify the resources required for each
suggested solution, and compare each solution to the design criteria, refining
and modifying it as required;
q evaluate the solutions (e.g., by testing,
modelling, and documenting results) and choose the best one;
q produce presentation and working drawings,
sketches, graphics, mathematical and physical models, or a prototype of the
best solution;
q evaluate the prototype and determine the
resources, including computer applications, required to produce it;
q communicate the solution, using one or more of
the following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and
repeat the design process if necessary to refine or improve the solution.
Building
Materials and Methods
TF2.01 – describe the properties
(physical, mechanical, structural, and thermal) of natural and manufactured
building materials;
TF2.02 – describe the processes used to
manufacture and prepare a variety of products (e.g., concrete and masonry, steel
and metal products, gypsum, glass, plastics) used in the construction industry;
TF2.03 – describe the materials, and
methods of applying them, used in various construction components (e.g.,
footings, foundations, floors, walls, roofs, windows, doors, millwork, interior
and exterior finishes, hardware);
TF2.04 – identify a variety of building materials,
construction techniques, architectural styles and details, and engineering
features used in different construction projects;
TF2.05 – identify the insulation value of
a variety of building materials;
TF2.06 – identify and explain the building
codes, regulations, and standards applicable to construction projects.
Electrical,
Mechanical, and Structural Systems
TF3.01 – describe the operating principles
of basic electrical, plumbing, heating, ventilation, and air-conditioning
systems used in construction projects;
TF3.02 – use the terminology, symbols,
industry standards, codes, regulations, and conventions related to the
electrical, mechanical, and structural systems of a construction project;
TF3.03 – describe the types of loads and
structural support members for footings, foundations, floors, walls, roofs,
framing systems, bearing walls, columns, beams, lintels, and other parts of
construction systems;
TF3.04 – describe the loads and the weight
of materials, forces, and stresses for a variety of construction projects.
SPV.01 · demonstrate an understanding of
design process skills by applying them to a variety of construction projects;
SPV.02 · interpret technical data,
building codes, regulations, standards, specifications, and other construction
resources;
SPV.03 · describe advanced residential and
heavy construction systems, and demonstrate the appropriate technical skills
for using the tools, equipment, and materials required to build the various
components of a construction project;
SPV.04 · demonstrate the mathematical
skills required to calculate the estimated cost of a construction project and
the heat loss or gain for the project;
SPV.05 · describe a construction company’s
personnel, documents, and management structure.
Design,
Planning, and Communication Skills
SP1.01 – design (using effective
brainstorming techniques), plan, and implement the best solutions for a variety
of construction projects;
SP1.02 – apply design principles to, and
identify good planning characteristics of, construction projects;
SP1.03 – research, document, and use resources
applicable to construction projects such as technical data, charts, tables
(e.g., on the strength, properties, and insulation values of materials),
reports, zoning by-laws, and building codes, regulations, and standards;
SP1.04 – produce appropriate presentation
and working drawings (including perspectives, floor plans, elevations,
sections, and details), using traditional and computer-assisted methods, to
meet client needs for a variety of construction projects;
SP1.05 – produce working drawings that
accurately replicate the architectural features of a building;
SP1.06 – evaluate construction projects in
relation to predetermined specifications;
SP1.07 – establish work schedules for a
construction project;
SP1.08 – describe the electrical and mechanical
system needs for construction projects, taking into consideration client needs
and industry codes, regulations, and standards;
SP1.09 – design, and install when possible, the
mechanical systems of a building project (including the electrical, plumbing,
heating, ventilation, and air-conditioning systems) in accordance with building
codes, regulations, and standards.
Building
and Materials Application Skills
SP2.01 – evaluate commercial property with
respect to important design considerations (e.g., location according to type
and use of building, services, zoning restrictions, and building codes,
regulations, and standards);
SP2.02 – identify the major considerations
related to the footings for a construction project;
SP2.03 – identify the features included in
a foundation plan for a construction project;
SP2.04 – describe the components of a
floor structure and estimate the quantities of materials required;
SP2.05 – identify structural elements of
various construction projects or systems and explain the methods of
construction and their advantages and disadvantages (e.g., wood structure using
post and beam construction vs. traditional framing; steel frame structure vs.
reinforced and precast concrete and masonry structures);
SP2.06 – explain the mechanical systems
used in a construction project;
SP2.07 – describe various systems that
allow movement within industrial, commercial, and public buildings (e.g.,
elevators, stairs, ramps, escalators);
SP2.08 – compare a variety of types of
windows and doors used in construction projects;
SP2.09 – compare different construction
techniques, building materials, and finishes used in construction projects;
SP2.10 – identify new building materials,
tools, equipment, and techniques used in the construction industry;
SP2.11 – complete a construction project
using a variety of tools and equipment for calculating and laying out;
SP2.12 – explain the reasons for selecting
the structure and materials for a particular project;
SP2.13 – calculate the correct sizes of
the structural members (e.g., footings, floors, walls, roofs, beams, columns)
required for a construction project.
Estimates,
Specifications, and Management Skills
SP3.01 – prepare a materials list for a
construction project;
SP3.02 – describe the units of measurement
applicable to a variety of building products and materials used for complex
construction projects;
SP3.03 – prepare a detailed, accurate
estimate of the quantities of materials and costs of a building project, using
conventional and computer-aided resources, charts, tables, technical data, and
working drawings;
SP3.04 – calculate correctly heat gain,
loss, or transfer and system capabilities in the design of heating,
ventilating, and air-conditioning systems;
SP3.05 – describe a variety of types and sources
of heating, cooling, and electrical systems;
SP3.06 – describe the organization,
documents (e.g., work schedules, estimates), and management of a small
construction company;
SP3.07 – identify and describe the roles
of a variety of personnel involved in the construction industry (e.g.,
architects, engineers, lawyers, accountants, journey people, technicians,
technologists, labourers);
SP3.08 – prepare documentation of all
aspects of a construction project, including the process followed to obtain
approval for a building permit and legal and contractual agreements with
owners, architects, and subtrades.
ICV.01 · explain the impact of the construction
industry on the economy, on society, and on the environment;
ICV.02 · evaluate construction projects in terms of
efficiency and needs;
ICV.03 · apply health and safety
legislation; general shop and site safety rules; and rules specific to the safe
use of materials, tools, and equipment;
ICV.04 · identify careers in construction
technology and the skills, education, and training each requires.
Economic,
Social, and Environmental Impacts
IC1.01 – describe natural and manufactured
construction materials and the short- and long-term impact of their use on the
environment;
IC1.02 – describe the economic and social
impact of the activities of the construction industry;
IC1.03 – describe a number of ways of
reducing negative environmental and social impacts through the choice of
particular energy sources (e.g., alternative forms of heating such as the use
of solar energy or heat pumps), materials, or products for construction
projects;
IC1.04 – explain modifications to a
building project that would improve its quality and value;
IC1.05 – identify factors to consider in
community planning (e.g., population density, ecological and environmental
factors).
Health
and Safety
IC2.01 – identify hazards related to the
materials, processes, and equipment used in a construction work environment;
IC2.02 – demonstrate safe shop practices
when using hand and power tools, materials, and equipment;
IC2.03 – describe the basic health and
safety needs of workers on construction sites;
IC2.04 – explain the need for, and apply
where appropriate, health and safety laws and regulations;
IC2.05 – identify safety codes,
regulations, and standards applicable to construction projects and the
workplace;
IC2.06 – explain health and safety
legislation and practices related to the construction industry such as the
Workplace Hazardous Materials Information System (WHMIS), the Worker’s
Compensation Act, the Ontario Building Code, and local by-laws;
IC2.07 – handle hazardous materials in
accordance with the Workplace Hazardous Materials Information Systems (WHMIS)
guidelines.
Education,
Training, and Career Opportunities
IC3.01 – identify career opportunities in
a variety of sectors of the construction industry;
IC3.02 – describe the education and
training required for employment in construction-related careers;
IC3.03 – identify postsecondary programs
in construction technology and their admission requirements;
IC3.04 – explain the importance of
lifelong learning for someone choosing a career in the construction field.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.