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TRENTON PUBLIC SCHOOLS

GENERAL BUILDING CONSTRUCTION

Curriculum Framework

ADMINISTRATIVE OFFICES – CENTRAL REGISTRATION BUILDING

108 N. Clinton Avenue

2nd Floor ~ Room 216

Raymond Broach, Interim Superintendent of Schools

Revised April 2012

PREFACE

The primary aspects of this course and its related units of study are as follows:

1. A structured assembly of theory and practical tasks are presented in order to provide the instruction and training required for entry level occupational careers in the field of General Building Construction, or continued education opportunities at post-secondary institutions, as per appropriate articulation agreements. The performance tasks identified for this course have been determined upon a careful review of the entry-level occupations relevant to the building construction industry.

1. The required NOCTI-specific task performances were appropriately organized around 16 distinct Units of Study, and divided into the following areas in order to successfully complete the program objectives:

(a) Related Information: The class/shop technical and theoretical content associated with the

specific trade performance.

(b) NOCTI and NJ Standards: The concepts, principles and problems directly related to the specific trade

performance.

(c) Desired Performance Outcomes: The terminal behavior that the learner should be able to demonstrate upon

completion of the specific task performance.

Upon completion of these NOCTI-specific tasks, the student will be able to demonstrate his or her proficiency within the specified entry-level career areas.

TABLE OF CONTENTS

Preface …………………………………………………………………………………………………..………………….. i

Introduction…………………………………………………………………………………………………..…………….. 1-2

Mission and Guiding Principles…….……………………………………………………………………………………… 3-4

General Objectives and Goals ………………………………………………………………………………..…………….. 5-6

Units of Study (Including Objectives and Related Performance Standards) ……………………………………………… 7-82

Unit 1: School and Program Orientation 7-11

Unit 2: Safety and Class Policies/Procedures 12-17

Unit 3: Introduction to Construction Math 18-21

Unit 4: Hand Tools 22-24

Unit 5: Power Tools 25-31

Unit 6: Blueprints and Building Specifications 32-37

Unit 7: Footing and Foundation Systems 38-40

Unit 8: Carpentry Systems Technology 41-43

Unit 9: Roof Frame Construction 44-53

Unit 10: Windows and Exterior Doors 54-59

Unit 11: Energy Efficiency 60-62

Unit 12: Interiors 63-65

Unit 13: Basic Masonry 66-71

Unit 14: Basic Electrical Systems 72-76

Unit 15: Basic Plumbing 77-79

Unit 16: Employability and Professional Skills 80-82

Glossary of Standards ……………………………………………………………………………………….…………….. 83-95

NOCTI Standard/Task Mapping 83-86

NJCCCS/Common Core 87-95

References.…………………………………………………………………………………………………..…………….. 96

General Building Construction. Trenton Public Schools. Copyright 2012

INTRODUCTION

CIP 46.0000 Program Definition: Construction Trades, General. The General Building Construction curriculum is specifically designed to provide training in a broad range of building construction, with more specific emphasis on carpentry skills. In the building trades industry, the carpenters are employed in almost every type of construction. The skills demanded of the carpenter include erecting both wooden and metal buildings. The areas of skills development include concrete form work, foundations, building layout, framing, roofing, siding, insulation, drywall application, taping, installation of exterior and interior trim, and other basic performances allied to the field of general building construction.

The Building Construction Industry and Employment Outlook

According to the US Department of Labor’s Bureau of Labor Statistics (2010), the employment outlook for the building construction industry through 2018 is quite good, due specifically to the need generated by population growth, aging buildings and a deteriorating infrastructure. “The number of wage and salary jobs in the construction industry is expected to grow 19 percent through the year 2018, compared with the 11 percent projected for all industries combined…” (retrieved from http://www.bls.gov/oco/cg/cgs003.htm).

The building construction industry offers more opportunities than most other industries for individuals who want to own and run their own business. Furthermore, most of these business establishments tend to be small. According to the USDL (2010), 68 percent of these businesses employed fewer than five (5) workers, and approximately 12 percent of all workers in the industry are employed by these very small contractors.

Individuals entering the building construction industry out of high school typically begin their careers as laborers, assistants, or apprentices. The specific skills required for success in the industry develop over years of authentic experience, and are attained through both direct classroom instruction and real, on-the-job training. The information below offers insights into select trades within the industry.

Building Maintenance Trades

This career field offers individuals a rewarding lifetime profession. Individuals are offered a variety of career ladder opportunities. The following are representative of the career options within the field of building maintenance trades.

1. Carpenter’s Helper 13. Project Manager

2. Carpenter Apprentice 14. Education and Training Coordinator

3. Building Supply Counter Sales 15. Teacher of Building Construction

4. Framer 16. Building Inspector

5. Siding Installer 17. Remodeler

6. Roofer 18. General Contractor

7. Drywall Installer 19. Custom Home Builder

8. Interior/Exterior Mechanic 20. Corporate Executive (Home Bldg. Corp.)

9. Punch/List Mechanic 21. Mason’s Helper

10. Journey Person Carpenter 22. Mason Apprentice

11. Job Site Superintendent 23. Journey Person Mason

12. Construction Estimator 24. Building Maintenance/Repair

25. Building Maintenance Supervisor

Structured Learning Experience (SLE) Option

The SLE option is specifically intended to provide an authentic bridge between school and career - one that will best enable students to further their industry-specific knowledge, skills and dispositions. After the student has achieved the necessary entry level skills for employment, they will be placed on Cooperative Industrial Education (CIE). SLE options include, but are not limited to approved college coursework, apprenticeships, work study and related capstone projects. Students typically enter the CIE program by the middle of their senior year. When a student is placed on a job site as an approved SLE option, a contract will be signed between the employer, student and school. While the student is on CIE, the job site will be regularly monitored and evaluated by the CIE Coordinator, and a grade will be determined.

TRENTON PUBLIC SCHOOLS CAREER AND TECHNICAL EDUCATION (CTE)

MISSION

Consistent with the New Jersey Department of Education and the National Association of State Directors of Career Technical Education Consortium (NASDCTE), the Trenton Public School District is determined to provide all of its students educational opportunities that will enable them to gain the essential life and career skills to function optimally as positively engaged citizens in a dynamic global society, and productive members of a 21st century global workforce – one that specifically rewards innovation, creativity, and the ability to comfortably adapt to change.

GUIDING PRINCIPLES

In order to achieve its mission, the Trenton Public Schools CTE Programs are built upon the following guiding principles:

· All students will be made aware of the type of CTE programs offered, as well as the 21st century workforce and respective career-ladder opportunities.

· A comprehensive assessment program will be implemented in order to identify individual students who possess a need and desire for a particular vocational education.

· All CTE students shall be formatively assessed to determine individual career interest and abilities. Furthermore, individual participants of CTE programs will be provided the necessary career guidance and counseling services so as to ensure that career opportunities and job placements are specifically aligned to the student’s career goals.

· The Trenton Public Schools will establish and maintain an effective career placement program in collaboration with local public and private employment and training agencies to support the seamless transition from a career and technical education program to employment and/or advanced education.

· All CTE s

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