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Course Profile Construction Technology (TCJ4E), Grade 12,
Workplace Preparation, Combined
Course Overview
Prerequisite: Construction Technology, TCJ3E, Grade 11, Workplace Preparation
This
course focuses on advanced residential and more complex construction systems,
as well as the introduction of heavy construction, related to commercial,
industrial, and/or residential construction; advanced practical workplace
applications; and the development of generic employment skills and independent
learning skills. Students will examine the materials, processes, labour, tools,
and equipment used in the construction industry; technical drawings; auxiliary
systems and landscaping. They will also study industry standards and building
codes; consider health and safety issues; and explore careers; lifelong
learning opportunities and the impact of construction technology on society and
the environment.
Through
the student’s years in the secondary system, the Catholic Graduate Expectations
have been an integral part of the student’s development as a Catholic partner
in his/her community. Their final year will allow them to further develop this
life skill and allow them to express their beliefs and love for their God,
community course and self. The design of this program allows for all students
regardless of gender or 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 will be varied and new. This personal development
that they have experienced in the Catholic education system, will aid in the decision-making
process so they can make enlightened and personal decisions with confidence.
The world
and its resources 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.
· The development of these units allows students to make an enlightened decision about entry into the work force and to further develop their skills as craftspeople. They continue to develop in problem-solving, communication, conflict resolution, and group learning skills as they prepare to enter the world of work.
· Safety, as always, is a prime factor in any course design and the uses of (Appendix 3.1.1) Safety Passport, introduced in earlier years to the students, should be continued.
· Unit activities call for the use of computer-aided drafting programs, Internet research, and printing. The use of a computer lab as a learning tool is required. It should be reserved in order to assure the activities can be completed successfully. A review of proper Internet research practices should be reviewed, along with the school’s Internet policy.
· School and board policy regarding trips and the introduction of visitors to the schools should also be reviewed.
· Health and safety issues such as medical conditions of the students (allergies to wood, paint, etc.) should be discussed and the necessary accommodations made. Privacy and confidentiality are essential when discussing this topic with students. Teachers should be sensitive to the personal nature of the experience and support students in the discussion of sensitive issues.
· The use of newspapers, magazines, Internet, journal entries, and other sources of information allows students to demonstrate an understanding of local and world environmental issues as they relate to Christian responsibility.
· Each unit exposes students to many career opportunities and provides insights into the skills required for related professions. The students responsibility comes in making an informed decision using all the skills they have developed over the years. They must be reminded throughout the course of this responsibility and given the opportunity to make the decision wisely.
|
* Unit
1 |
Pre-employment,
Apprenticeship, and School to Work |
10
hours |
|
Unit 2 |
Building
Project Planning and Management |
25
hours |
|
* Unit
3 |
Interior
Finishing |
25
hours |
|
Unit 4 |
Advanced
Skills and Construction |
50
hours |
* These
units are fully developed in this Course Profile.
Time: 10 hours
Unit
Description
This unit
focuses on preparing students for entry into the workplace directly after high
school. Emphasis is placed on employability skills, construction careers, small
business opportunities, and apprenticeships. Each student produces an
individual student portfolio containing a career research paper for two
construction-related careers, a résumé, a trade specific skills profile, a
business plan for a small business in construction, a health and safety
checklist, an employability rubric, and a collection of classroom work.
Students also explore and identify issues relating to Catholic values and each
person’s contribution to the workplace. Students create and add to their portfolios
throughout the semester. The first three activities within this unit can be
presented at various stages throughout the course. The portfolios are presented
at the conclusion of the course.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.02,
IC2.01, IC2.02, IC2.03, IC2.04, IC2.05, IC2.06 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Using
portfolios and investigating job possibilities |
|
2 |
SPV.06,
SP5.01, SP5.02, SP5.03, SP5.05, SP5.06, SP5.07 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Create
a business plan for a small construction related business |
|
3 |
SP5.01,
SP5.03, SP5.05, ICV.04, IC3.03, IC3.04 |
Knowledge/Understanding
Communication |
Present
completed portfolios Present business plans |
Time: 25 hours
Unit Description
One of
the most important, yet overlooked steps of constructing a building is the
planning stage. This unit is designed to expose students to all of the planning
that is required before the sod turning ceremony. This includes design review,
costing/estimating, permits/codes, and financing/contracts. Teachers may locate
an actual project (such as a garage, deck, or cottage), or develop a Project
Challenge, and perform all of the pre-construction tasks with their class.
Throughout this unit, students are encouraged to consider Christian values and
responsibilities when making and dealing with ethical issues.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.04,
TF2.01, TF2.04, SP1.02, SP1.05, SP2.01, SP3.01, SP3.02, SP4.01, SP4.02 |
Application |
Interpret
plans and prepare cost estimation for the project |
|
2 |
TFV.04,
TF2.03, SPV.02, SPV.03, SP1.05, IC1.02 |
Thinking/Inquiry
Knowledge/Understanding |
Investigate
and work within local building codes and by-laws |
|
3 |
TF1.02,
SPV.02, SPV.06, SP1.03, SP1.05, IC1.01 |
Application
|
Financial
planning for project, cost analysis, etc. |
Time: 25 hours
Unit Description
This
course investigates all aspects of interior finish carpentry. Using the design process,
students plan and cost all of the work that is required to finish an interior
stud wall. This includes drywalling, plastering, decorating, hanging doors, and
doing trim woodwork. Students also complete a tiled section of a wall, taking
colour, pattern, and tile dimensions into consideration. At the end of the
unit, students complete a portfolio of their work including photographs,
sketches, and design briefs. While working on projects, students are encouraged
to investigate career possibilities, as well as how the finishing trades
connect to their living environment, e.g., colour affecting mood, aesthetic
quality, material handling, effect on the ecosystem, etc.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TFV.02, TFV.03, SPV.04, TF1.01, TF1.02, TF2.02, SP1.04, SP2.02, SP2.05,
SP2.06, ICV.01, IC1.03, IC2.02 |
Application
Thinking/Inquiry Knowledge/ Understanding |
Proper
handling, installation, and finishing of surface |
|
2 |
TFV.01,
TFV.02, TF1.01, TF1.02, TF2.02, TF2.03, SPV.01, SPV.05, SP1.04, SP2.02,
SP2.04, SP2.05, SP2.06, ICV.01, IC1.03 |
Application
Thinking/Inquiry Knowledge/ Understanding |
Final
selection of trim and necessary materials, then installation |
|
3 |
TFV.02, TF1.01, TF1.02, TF2.02, SP1.04,
SP2.02, SP2.05, SP2.06, SP5.06, ICV.01, IC1.03, IC2.01 |
Application Thinking/Inquiry Knowledge/
Understanding |
Tile selection and application of wall
section |
Time: 50 hours
Unit
Description
This unit
focuses on advanced construction projects and the development of practical
workplace skills. Students apply the design process using charts, building
codes, construction tools, and equipment to construct a variety of complex
projects. Students further explore the materials and procedures required to
layout and construct projects such as a shed or playhouse, including a gable
roof with dormers or a hip roof, and a second floor, if applicable. The project
could include ventilation, and electrical and plumbing systems, where
appropriate. Emphasis is given to industry standards, methods and safety.
Working individually and in groups, students develop their Christian
leadership, God-given abilities, and gain a further understanding of their
meaningful contribution to society.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF2.05, TF3.02, TF3.03, TF3.04, TF3.05, SPV.01, SPV.05, SP2.02, SP3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Identify
the construction methods, procedures, and support systems for material
selection, ordering, and budgeting |
|
2 |
SPV.04,
SP2.01, SP2.03, SP2.04, ICV.02, IC2.01, IC2.02, IC2.03, IC2.04, IC3.05 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Identify,
select, and use equipment and tools in a safe and proper manner |
|
3 |
TF2.05,
SPV.04, SPV.05, SP1.01, SP2.01, SP2.02, SP2.03, SP2.04, SP3.03, IC2.02,
IC2.04, IC3.05 |
Knowledge/Understanding
Communication Application |
Use
charts, codes, tools, and equipment to measure, layout, cut, and assemble
projects |
Teaching/Learning
Strategies include the following:
·
Brainstorming
through group generation of initial ideas expressed without criticism or
analysis;
·
Collaborative/cooperative
small group learning for high levels of student engagement and interdependence;
·
Conferencing
through student-to-student discussion;
·
Design
Process is applied the a problem-solving approach using a prescribed series of
steps;
·
Inquiry
conducted through a problem-solving approach using prescribed processes
involving a number of steps (e.g., S.P.I.C.E. [Situation, Problem,
Investigation, Construction, Evaluation] model);
·
Independent
Study through an exploration and research of a topic;
·
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;
·
Daily
positive feedback with students to help them remain on task and work at an
appropriate level;
·
A
clear set of classroom rules, regulations, and expectations are established and
reinforced through the semester.
Diagnostic: 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 teacher about the quality of learning and the effectiveness of instruction;
Summative: usually carried out at the end of a learning process.
Students are assessed
using the following strategies:
Personal Communication
·
journals/conferencing
logs
·
learning
logs
·
student/teacher
conferencing
·
peer
conferencing
Paper-and-Pencil
·
unit
tests
Performance
·
product
research
·
construction
projects
·
drawing
and sketching
Assessment tools include
·
checklists
·
marking
schemes, e.g., tests, written assignments, presentations
·
rubrics
·
anecdotal
comments with suggestions for improvement
·
rating
scales
Seventy per cent of the grade will be based on
assessments and evaluations conducted throughout the course. Thirty per cent of
the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
Teachers
should consult individual student IEPs for specific direction for individuals.
The nature of these units and their activities allow for a wide range of course delivery methods. Accommodations are made to cover the broad spectrum of students identified with learning exceptionalities.
The
following are some of the accommodations that may be required in this course.
Specific ones will be included in each unit and each activity as appropriate.
·
Facilities
for students with special needs, e.g., ramps, lowered tables, special tools,
protective wear (environment, tools, and materials)
·
Written,
audio and video taped materials in the form of notes, or samples of completed
work, sketches, drawings
·
Large
print texts, large screen monitors as appropriate
·
Pre-testing
at the beginning for knowledge and specific vocabulary where appropriate
·
Adapt
testing and evaluation as required
·
Alternative
methods of note taking such as scribes, buddy, tape recorder, etc.
·
Checklists,
outlines, and advanced organizers to assist in assignment completion
·
Student
demonstration of understanding using a variety of mediums
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)
Clidero,
Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction.
Don Mills, Ontario: General Publishing, 1979. ISBN 0-7725-1719-3
Electrical
Wiring Residential.
ISBN/ISSN 0-7668-2429-2
Expanding
Your Horizons.
McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7
Fine
Homebuilding.
Numbers 1–126. Newtown, Connecticut: The Taunton Press.
ISSN 1096-360-X (1-800-477-8727)
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 0 070828296
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
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- 0 773650296
Massey,
Howard C. Plumbers Handbook, 2nd ed. Carlsbad, California: Craftsman
Book Company, 1985. ISBN 0 91046093
Ontario
Hydro Electrical Safety Code. Toronto, Ontario, current.
Ontario
Job Futures and the Ontario Ministry of Training, Colleges and Universities.
ISBN 0-7778-8799-1
Ontario
Plumbing Code.
(current)
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. Collier MacMillan Canada, Inc., 1989.
Wood,
Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit,
Pennsylvania: Tab Books, 1992. ISBN 0 830625461
Woodsmith. Numbers 1–126. Des Moines, Iowa:
August Home Publishing Company.
ISSN 0164-4114 (Tel: 1-800-333-5075)
Note: 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
Human Resources Development Canada links to Government of Ontario links to
college, apprenticeship and work opportunities
http://www.caf-cfa.org
Canadian Apprenticeship Forum, Human Resources Development Canada – links to
apprenticeship opportunities and job training
http://www.americantech.org/main.cfm
American Technical Publishers – online resource of technical trades, books, and
other resources
http:/www.newapprenticships.gov.au
New Apprenticeships, Australia – a Government of Australia source for job
training and opportunities
http://www.edu.gov.on.ca/eng/training/apprenticeship
Ministry of Training, Colleges and Universities – a government resource for
training, upgrading and job opportunities
http://www.ibew.com/education.htm
International Brotherhood of Electrical Workers – an Electrical Workers Union
that has information about training, rules, apprenticeships, etc, in the United
States
http://www.lafarge.com
La Farge Construction Materials, Technical Services Group, 7880 Keele St.,
Concord, Ontario,
L4K 4G7. 1-800-523-2743 – international building material contractor site that
gives resources and material information
http://www.scc.ca
Publications of the Standards Council of Canada. Rexdale, Ontario. – mandated
by the Federal Government to standardise and promote at home and export
standards
http://www.finehomebuilding.com
Fine Homebuilding – online resource for books and other information relating to
the construction industry (roofing, framing, etc.)
http://www.augusthome.com
August Home Publishing Company – magazine and book publisher for home and
garden renovation
http://www.algonquincollege.com
Algonquin College – resource for the community college and its programs
http://www.mohawkc.on.ca
Mohawk College – community college website
http://www.humberc.on.ca
Humber College – community college website
http://www.recycle.net
Recycled Furniture Info – website dedicated to the re-use of materials from
steel to plastic
http://www.wood.ca
Canadian Wood Council. (613) 747-0755
www.msbigday.com
Microsoft Free Seminar Series
http://www.hrdc-drhc.gov.ca
Assistance for Small Business – government sponsored site for the starting of
small business
http://www.homeadvisor.msncom/improve/walls/drywall:
Home Advisor – site for the installation and repair to drywall and its related
products
www.drywalltextures.com.
construction tips on textures and instructions
www.tapingtools.com
source for tools, service, and technical support
http://www.painterschatroom.com
Painters Chat Room, painting and decorating website
http://www.profilepaint.com
Profile Paint Interior Finishing, paint and decorating website
www.icbo.org/gateway
a construction and safety video tape dealer
www.ibhs.org
a resource for construction video tapes on loan
www.fso.icbo.org/gateway/250x97.html
a resource for American Construction Training Series
www.taunton.com
video resource of drywall taping, repair and taping techniques
Ground
Fault Circuit Interrupters Video. ISBN/ISSN 0-7668-2437-3
Miscellaneous
and Custom Installations Video, 1st ed. ISBN/ISSN 0-7668-2440-3
Co-op
placements, job shadows, speakers, local businesses
Municipal,
Provincial, and Federal Government Agencies
Local
clubs (gardening and landscape)
Royal
Botanical Gardens (Burlington)
Human
Resources and Development Canada
Local
school and public libraries
Municipal
Offices of local communities
Ministry
of Municipal Affairs and Housing. Ontario Building Code, (1997). Housing
Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario,
M5G 2E5.
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.
In
order to earn their diploma for graduation, students must complete a total of
30 credits. These credits are made up of 18 compulsory and 12 optional, plus 40
hours of community involvement.
Technological
Education Programs in Construction Technology allow the students the
opportunity to investigate areas with direct entry into the work force, or to
pursue an apprenticeship program. These positions are critical in today’s
industry which is seeing the average age of the workforce increase each year.
Apprenticeship
is hands-on training for people who enjoy learning by doing. The training
provides access to well-paying jobs that demand a high level of skills,
judgement, and creativity. Apprentices are paid while gaining work experience,
and their wage increases with their level of skills.
Apprenticeship
is a method of training in which employer train workers to become skilled
tradespeople through on-the-job training and classroom instruction.
Apprenticeship training program are available for many skilled trades in
Ontario. The Ontario Youth Apprentice ship Program (OYAP) opens the door to
apprenticeship in a wide range of exciting careers.
This
course allows the student to investigate job opportunities in construction
trades, work on the management of projects to their successful completion, learn
new construction techniques, and improve their finishing carpentry skills. All
the units have a direct relationship to future job prospects.
Anti-discrimination
education, equity/social justice issues, career goals/co-operative education,
conflict resolution/violence prevention, and community partnerships are
addressed in the course. These support many of the Ontario secondary school
policies. Career exploration throughout the document is made available with Choices
in Action: Guidance and Career Education Program Policy for Elementary and
Secondary School, 1999.
Technology
programs can accommodate students of all abilities with diverse, challenging,
and applicable projects. The use of open-ended, project-driven challenges
ensures the courses appeal to students. Teachers should be aware of students
that require modification to the mandated expectations for this course. Ontario
Secondary Schools (page 24) allows teachers to modify the learning expectation
for exceptional students in order to support the contents of the student’ s
IEP. This may apply also to students who have not been identified as
exceptional but are receiving special education programs and services. However,
consultation with the principal is advised in order that the students’ credit
will not be place at risk.
The
following Ontario Ministry of Education Policy Documents are the basis upon
which Technology courses are developed:
Ontario
Secondary Schools Grades 9 to 12, The Ontario Curriculum, Program and Diploma
Requirements, 1999;
Technological
Education, Grades 11 and 12, 2000.
Coded
Expectations, Construction Technology, Grade 12,
Workplace Preparation, TCJ4E
TFV.01 · apply the design process to
develop solutions, products, processes, or services for a variety of complex
construction renovation and landscaping projects;
TFV.02 · describe the properties of, and
use where applicable, a variety of building and landscaping materials,
techniques, and processes, including those involved in the production,
assembly, and installation of prefabricated units and in renovation projects;
TFV.03 · describe a variety of
construction technologies, materials and manufactured products, tools, and
equipment used in construction projects;
TFV.04 · identify the building codes,
regulations, and standards applicable to construction, including those for
electrical, mechanical, and structural systems.
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, structural, and thermal) of natural and manufactured building
materials, and describe the processes used to produce or modify them;
TF2.02 – describe the materials used, and
methods of applying them, for the various components of a construction project
(e.g., footings, foundations, floors, walls, roofs, windows, doors, millwork,
interior and exterior finishes, hardware, landscaping);
TF2.03 – identify the building codes,
regulations, and standards applicable to complex construction projects;
TF2.04 – describe the relative strength of a variety
of construction materials (e.g., wood, steel, concrete, masonry);
TF2.05 – identify the thermal and moisture
protection properties of a variety of materials, as well as the methods of
applying them.
Electrical,
Mechanical, and Structural Systems
TF3.01 – describe the various systems
applicable to the construction industry, including electrical, plumbing,
heating, ventilation, and air-conditioning systems;
TF3.02 – identify the requirements for the
various systems used in different construction projects, using technical
resources such as charts, tables, and building codes, regulations, and
standards;
TF3.03 – identify the structural elements
(including materials, spans, loads, forces, and methods of assembly) of complex
construction projects;
TF3.04 – identify materials with a range
of structural properties used for different parts of complex construction
projects (e.g., footings, bearing walls, columns, beams and lintels, floor
systems, ceiling and roof systems, retaining walls);
TF3.05 – identify the size of the
structural members required for a variety of projects, using technical
resources such as charts, tables, and building codes, regulations, and
standards.
SPV.01 · apply the design process to a
variety of construction projects;
SPV.02 · demonstrate an ability to use
resources such as technical data, reports, charts, tables, and building codes,
regulations, and standards;
SPV.03 · describe heavy construction
systems in terms of predetermined criteria, type of construction, building use,
and building codes, regulations, and standards;
SPV.04 · demonstrate an ability to use
construction tools, materials, and equipment;
SPV.05 · demonstrate mathematical and
estimation skills for a variety of construction projects;
SPV.06 · demonstrate the entrepreneurial,
business, and management skills required in the construction industry.
Design,
Planning, and Communication Skills
SP1.01 – design, produce, repair, and
maintain a variety of complex construction and landscaping projects;
SP1.02 – use both conventional and
computer-aided methods to produce working drawings (e.g., site plans, floor
plans, assembly drawings) – including elevations, sections, and details – for
various construction projects;
SP1.03 – gather information and resources,
and present solutions to construction problems;
SP1.04 – evaluate and document
construction projects in relation to type of building, structural elements,
aesthetics and architectural style, efficiency, and compliance with building
codes, regulations, and standards;
SP1.05 – prepare accurate documents for
complex construction projects, including cost estimates, bidding proposals,
lists of material and labour costs, work orders, building permits, and
specifications.
Building
and Materials Application Skills
SP2.01 – use various tools and equipment
to calculate the dimensions of and to lay out appropriate structural members
for footings, floors, walls, roofs, openings, walkways, retaining walls,
slopes, elevations, and other parts of an advanced construction project;
SP2.02 – identify suitable materials for a
variety of components of a construction project;
SP2.03 – use a variety of tools,
equipment, and materials to complete a construction project;
SP2.04 – apply a variety of methods and
procedures to assemble, join, and complete construction projects;
SP2.05 – prepare accurate working drawings
for a variety of advanced construction projects;
SP2.06 – explain the type of structure and
the materials used for a particular construction project.
Skills
Relating to Electrical, Mechanical, and Structural Systems
SP3.01 – prepare and interpret drawings to
identify the components of a variety of electrical and mechanical systems used
in construction;
SP3.02 – determine the components of the
mechanical and electrical systems required for a construction project using
charts, tables, and technical data;
SP3.03 – design and install where
appropriate the mechanical systems of a building project (including those
related to electrical, plumbing, heating, ventilation, and air-conditioning
systems) in accordance with building codes, regulations, and standards;
SP3.04 – describe and calculate the sizes
of the structural members required for a complex construction project, using
technical resources such as charts, tables, and building codes, regulations,
and standards.
Estimating
Costs
SP4.01 – describe the units of measurement
applicable to a variety of building products and materials;
SP4.02 – calculate the quantities of
materials and costs of labour for a project, using the quantity take-off method
of estimation and technical data in charts and tables.
Entrepreneurial
Skills
SP5.01 – describe the attitudes,
attributes, and skills of an entrepreneur;
SP5.02 – describe the characteristics of a
construction industry organization that promotes an entrepreneurial spirit
(e.g., the skills of creative thinking and decision making, flexible work
schedules, a team approach, opportunities for management training and
promotion, profit sharing);
SP5.03 – describe the organization and
management functions in a small construction company;
SP5.04 – identify and describe the skilled
construction trades;
SP5.05 – identify and describe the role of
the skilled professionals involved with a small construction company (e.g.,
lawyers, accountants, architects, technologists, technicians);
SP5.06 – demonstrate entrepreneurial
skills (e.g., managerial, critical and creative thinking, communication);
SP5.07 – prepare a business plan for a
venture related to the construction industry.
ICV.01 · explain the effects of
technological change in the construction industry on society and on the
environment;
ICV.02 · apply appropriate health and
safety legislation; general shop and site safety rules; and rules specific to
the use of materials, tools, and equipment;
ICV.03 · describe careers in construction
technology, identifying the skills, education, and training required for each;
ICV.04 · identify and describe the
employability skills required and the need for lifelong learning in the
construction industry.
Economic,
Social, and Environmental Impacts
IC1.01 – explain how the local economy is
directly linked to the construction industry;
IC1.02 – explain the social and
environmental impacts on the construction industry of urban planning, land use
by-laws, and building codes, regulations, and standards;
IC1.03 – identify and describe renovations
and modifications to various buildings and construction projects that could
have an economic, social, and/or environmental impact on the community.
Health
and Safety
IC2.01 – identify hazards related to
materials, processes, and equipment used in a construction work environment;
IC2.02 – demonstrate safe shop and
construction site practices for the use of 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 codes, standards, and regulations
applicable to construction projects and the workplace;
IC2.05 – 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;
IC2.06 – explain how to 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 – explain the importance of
lifelong learning for someone choosing a career in the construction field;
IC3.04 – produce the necessary
documentation (e.g., portfolios, résumés of experience and skills, references)
for entry into the workplace;
IC3.05 – demonstrate the skills required
to meet employer expectations in the construction industry.
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.