CARPENTRY AND JOINERY
FIRST YEAR
MODULE 1: THEORY AND PRACTICE
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES1. 0 Workshop/
site
safety / 1.0: UNDERSTAND
BASIC
WORKSHOP /SITE,
SAFETY
PRINCIPLES / 1.1 Identify safety wears and equipment essential
in a wood workshop and their application in
work situations: shoes, non-flowing gowns,
eye goggles, fire extinguishers and sand and
water buckets, etc.
1.2 Identify hazards components of construction,
tools and equipment e.g. drilling machines,
grinding, machine and circular saw etc.
1.3 Identify sources of hazards in a wood
workshop e.g.
- Handling and using of hand tools, power
- Stepping on or striking obstructions left
- Lifting; moving and storing materials or
d. Using inflammable liquids
e. Inhaling vapours or fumes that are toxic
in nature. / Display safety wears and equipment to trainees to observe
Show various movable hand tools and machines
shown to trainees and exhibit methods of safe
handling
Discussthe various sources of hazards and hazardousmaterials in the Workshop
Group trainees to discuss common types
and causes of accidents in the workshop
Demonstrate the application of safety wears and
equipment /
Wall Chart
Basic tools
Fire Extinguisher, etc
Accident pictures/posters
Fire Extinguisher
Eye Goggles
Hardsole Shoes
First aid Box
Tools
Wall Charts
Respirators
Drilling, grinding cutting machine circular saw, molding machine etc.
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
1.4 Describe dangerous gases and liquids in
common use in the workshop or
construction site e.g. paint , fume,
flammable liquids, acetylene etc.
1.5 Explain site relevant clauses in the factory
act on Health, Safety and Welfare
Regulations for workers on a construction
site.
1.6 Apply appropriate First Aid Treatment on
a victim in need of First Aid. e.g. burns,
shocks, accident victims etc.
1.7 Explain habitual maintenance of health,
safety and general welfare of the individual.
Identify what safety is and how to prevent
accidents, generally.
1.8 Describe appropriate procedures in the event
of accident or danger in the workshop.
Examples of procedures.
a. Application of first-aid to the victim
b. Removal or rectification of the cause of
accident
c. Reporting the incident to the appropriate
authority
d. Keeping a record of accidents for use by
the appropriate authority in the school or
industry / Show films and photo clips of the hazards that can be caused by poisonous and dangerous gases e.g paint fumes, carbon mono oxide etc.
Use dummy to practical the application of 1st Aid on victims, this could be done in the classroom to reinforce the knowledge being imparted to trainees.
Demonstrate how an accident victim is given first aid.
Group trainees to discuss safety rules and signs in the workshop.
Demonstrate safe working methods.
Use question and answer techniques to discuss
appropriate procedures to avoid accidents or
danger in the workshop.
Show examples of the relevant safety equipment and tools to students to observe.
Experiment with the relevant safety equipment and tools. / Films, clips, videos films television monitor etc.
Chalkboard, copied notes etc.
Dummy, first Aid box well equipped with drugs, bandage, cotton wool, iodine etc.
Safety signs, hand gloves, boots protective clothing goggles etc.
Circular saws, and drilling machined etc.
First aid box, different drugs, bandages other first aid materials.
Records book
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
1.9 Apply safety rules relating to:
a. Clothing and health hazards
b. Workshop hygiene
c. Movement and other behaviour of workers
in a workshop
d. Materials’ handling
e. Tools’ handling
f. Machine operations
g. Fire, etc / Group trainees to demonstrate correct application
of safety equipment and devices such as fire
extinguisher, mask, goggle, etc.
Assignment: Trainees to prepare charts showing:
-Workshop safety
- Personal safety. / Safety Wears
Tools First Aid Box
Accident Poster
2. 0
Hand tools in Building
Trades / 2.0: KNOW THE USE
OF COMMON
HAND TOOLS IN
BUILDING
TRADES / 2.1Identify and describe the basic hand tools
in plumber’s work and state their functions.
2.2Identify and describe the basic hand tools in
Brick/Block work and state their functions.
2.3Identify and describe basic hand tools in
carpentry and joinery and state their functions.
2.4 Describe the basic hand tools in painting and
Decorating and state their uses.
2.5 Demonstratethe types of hand tools used in
carpentry and joinery (a) manual hand tools
(b) portable electric hand tools and state (i)
their application in the preparation, assembly
and installation of joinery items (ii) their
selection for specific purposes
2.6 Perform a repair, routine care and maintenance
of hand tools in use in the workshops
. / Show trainees basic workshop hand tools related to a plumber’s work e.g. wrench, yarn, diving machine etc.
Show and practically handle Brick/Block work tools with trainees naming each tool and asking the students to identify same.
Display the use of basic carpentry hand tools trainees e.g. hammer, pinches, drill etc.
Discuss trainees the basic hand tools in painting and decorating
Use demonstration method to show the
functions of different woodworking hand tools.
Demonstrate recondition of basic hand tools / Basic hand tools for: joiners and carpenters bloc/brick layers painters plumbers
Charts, pictures, handtools
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
2.7 Demonstrate the use of various manual hand
tools and their application in the preparation of
timber
a. planes - jack, try, smooth and special
purpose planes
b. saws tenon, panel, rip and crosscut
c. chisels:- paring/beveled, mortise of various
sizes,
d. pneumatic
e. impelling tools - hammer, screwdrivers, et
f. boring - brace, hand drills, twist bits, etc
g. cramping tools - sash cramp, G- cramp, etc. / Assist the trainees to demonstrate safety
precautions to be observed in handling of specific
hand tools.
Take trainees to the workshop and show the
specific tools, discussing their functions.
Assignment: Trainees to sketch (Four each):
-Cutting tools
-Boring tools
-Holding tools / Charts, pictures,
hand tools
3. 0
Materials and Basic
Processes / 3.0: UNDERSTAND
THE USE OF
MATERIALS
AND BASIC
PROCESSES IN
CARPENTRY
&JOINERY / 3.1 Identify the various types of Ghanaian
Timbers and state their characteristics and uses.
3.2 Identify various types of manufactured boards
and state their uses.
3.3 Explain the main differences in structure
between softwood and hardwood and the broad
division of hardwoods into soft, medium hard
and hardwood.
3.4 Describe methods of timber conversion and
preservation.
3.5 State species of wood classified as softwood
and hardwood, their resistance to insect and
ease of finishing and common application.
NOTE: Ghana/West African Hardwoods should
be adequately treated before importation / Display the various types of timber (spieces) for identification.
Display thevarious types of boards e.g. plywood, particle board etc. to the class for identification and discuss their uses.
Use diagrams to discuss the differences between
softwood and hardwood
Illustrate type of conversion methods. Discuss wood preservation process with charts.
Use questions and answers techniques to discuss
the process of tree felling
Use sketches to illustrate the various methods of
timber conversion / Visits to timber processing firms
Plywood
Particle Board
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
3.6 Explain the process of tree felling
3.7 Explain conversion in relation to timber and its
purposes
3.8 Explain the main characteristics of timber converted
in any of the methods rift, slab and tangential
sawing and the effect on their strength, aesthetics
and stability when used as structural members.
3.9 State the standard sizes of timber that are sold in
the Ghana timber market / Discuss the purpose of timber conversion and
show method of felling to trainees.
Brainstorm the various characteristics of timber produced in the three main methods of conversion.
Discuss the purpose of converting a timber:
a. to obtain correct size of timber for use
b for ease of seasoning
c. for ease of transportation
d. for marketability
Group trainees to discuss the charactertics of timber.
Using sketches/diagrams, discuss the basic method of wood seasoning in Ghana
Using models and charts, show standard sizes of timber to trainees:
-25 × 120 mm
-25 × 75 mm
-25 × 100 mm
-25 × 150 mm
-25 × 300 mm
-50 × 50 mm
-50 × 75 mm
-50 x 100 mm
-50 x 300 mm
-75 x 100 mm
-75 x 300 mm
-100 x100 mm
- 100 x 00 mm / Wood sample of different conversion methods
Chalkboard
Charts
Wood sample of different conversion methods
Specimen of timber sizes
Chalkboard
Charts
Field Trip
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
3.10 Identify the basic types of seasoning:
a. Natural/air seasoning
b. Kiln/artificial seasoning;
c. State the advantages and disadvantages
of each method;
- Name the type of seasoning most
3.11 Explain moisture content (M.C) in timber
a and its effects on joinery.
3.12 Describe the process of seasoning timber
Usingannotated sketches
13.13 Describe common wood destroying agents:
a. Fungi - dry and wet
b. insect-borers, the nature of damage and
how these can be Identified
3.14 Determine the percentage moisture content of
timber suitable for joinery. / Take the trainees to a nearby timber yard and
observe the methods of seasoning.
Trainees to write group report and discuss in class after the visit.
Use chart to discuss methods of determiningmoisture in Timber.
Using questions and answers techniques, discuss
the moisture content in timber
Use chart to discuss some of the destroying agents with the trainees.
Calculate the percentage (MC) in the timber with the trainees.
Demonstrate the acceptable range of percentage
moisture content of both external and internal
joinery work. Use the formulae
W1 - W2 x 100
W2
Where
W1 = Wet weight
W2 = Dry weight /
Chalkboard
Charts
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
13.15 Explains the cause of fungus growth on timber, the conditions favourable to its growth and
how these could be prevented
3.16 Explain ‘Timber Defect’ and state the
classes of timber defects - natural and
artificial
3.1 7 Explain how the defects associated
with seasoning occur and state how they
could be corrected
3.18 Explain: a. Wood preservation;
b. Preservatives
3.19 Explain the groups of wood
preservatives
3.20 Describe how timber is affected by fungus and
its environment could be noted and be treated
to put a permanent stop to the fungus growth. / Discuss some of the causes and conditions
favourable to the growth of fungi in Timber
Discuss the difference between natural and artificialdefects in timber
Use chart to discuss seasoning defects and preventive measure:
a. collapse
b. case hardening; and
c. surface checks
Discuss the process of apply preservatives for the preservation of wood.
Group the trainees discuss oil, water and solvent group of wood preservative:
a. oil type preservatives
b. solvent preservatives
c. water soluble preservatives
Demonstrate method to eradicate timber affected by fungus. /
Charts
Tools, wire brush, blow, lamp etc.
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
3.21 Apply the methods of applying preservatives
to wood
3.22Explain the process of protecting timber against
fire.
3.23 Identify common wood products used in
joinery /construction e.g. plywood, laminboard,
blockboard, chipboard and hardboard, and state
their specific applications, marketable
sizes, structure and properties.
3.24 Describe how the boards listed above are
manufactured
3.25 Explain the advantages and disadvantages for
using manufactured boards over solid timber e.g.
reduction in labour, stability and strength,
decorative, low weight, etc.
3.26 Describe methods of joining timber / Demonstrate the brushing, spraying and deeping methods in application of wood preservative.
Discuss the processes involved in timber protection against fire.
Visit a wood product factory with the trainees to observe the production processes and write report after the visit.
Demonstrate the process in manufacturing artificial boards
Discuss the advantages and disadvantages of
manufactured boards over solid timber
Demonstrate to the trainees purpose of lipping boards:
a.. jointing timber products at right angle and
on edge to increase width
- lipping edges of manmade boards using
ii. hardwood strip and
iii. veneers. / Samples of preservatives sodium
Chroride
Creosote
Soliqrum
Charts
Samples of manufactured boards
Veneer samples
Field trip
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
3.35 Describe the properties of each type of adhesive and
state specific joinery and carpentry jobs in which
they can be used.
3.36 Illustrate with sketches how a properly framed joint
aid in increasing the strength of a glued joint.
3.37 Explain gluing terms: thermo-setting and thermo-
plastic.
3.38 Explain the effect of heat on the setting of
adhesives.
3.39 Describe methods of curing glue lines
3.40 Differentiate between fastenings, holding and
pulling: Fastening:- screws, nails, corrugated
fasteners, bolts and nuts. Holding and
Pulling: -hinges handles, locks, catches, stays, etc.
3.41 Explain how fasteners are used to hold parts
together
3.42 State the properties of materials used for common
fittings:- brass, mild steel, aluminum, plastic, etc / Show the properties of protein, synthetic and
contact adhesives, and areas of application of each
in joinery works.
Sketch and assist trainees to discuss how a properly framed joint
can aid in increasing the strength of glued joint
Discuss the gluing terms: storage time, setting
time, etc.
Group trainees to discuss heat affects the setting of glues
Group the trainees and demonstrate the methods of curing glue lines:
- traditional method of allowing the glue to
- using electronic radio-frequency equipment
Using charts/real objects, discuss type of fasteners and their practical applications with trainees.
Demonstratethe use of fastening items.
Display properties of materials used for common
fittings:- brass, mild steel, aluminum, plastic, etc. / Fastening: holding, and pulling items
Fastening items
Finishing products
Schedule of some finishing products brands
Wall Charts and Posters
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
3.43 Explain the purpose of finishing wood surfaces:-
hygiene, preservation, and Aesthetic
3.44 Describe the composition of common
materials used for finishing wood surfaces: sand
paper, varnish and paint.
3.45Demonstrate how Finished edges of work pieces covered with plastic laminates/veneers using (a) wood veneer (b) wood strip (c) metal edging (d) plastic insert
3.46 Describe appropriate fasteners and fittings and
demonstrate how to fix/fit / Using chart discuss the purpose of finishing.
Using charts group trainees to discuss the
composition of common finishing products
Demonstrate how finished edges of work
pieces can be faced with plastic
laminates and veneers.
Demonstrate the use of fittings, fasteners and
where to use in the shop /site. / Hand Tools
Portable Electric Power Tools
Materials (Woods, laminates etc.
4. 0
Basic Principles of Site Preparation / 4.0: UNDERSTAND
THE BASIC
PRINCIPLES OF
SITE
PREPARATION / 4.1 Identify hand tools and mechanical plants used
for excavation Explain vegetable soil and identify
some.
4.2 Explain the reasons for removing vegetable soil
or top - soil before setting out.
4.3Explain the importance of site investigation
and preparation prior to setting out.
4.4Describe site preparation and procedures prior
to setting out / Show trainees various hand tools used for earth excavation e.g auger, excavator, shovel, digger etc
Discuss the reasons for removing vegetable soil before setting out.
Discuss vegetable soil.
Take a visit to new construction site with the trainees to prepare report after the visit for discussion.
Assignment: trainees to outline site preparation procedures prior to setting out. / Vegetable soil.
Digger, trowel, excavator, anger etc.
UNIT / GENERAL OBJECTIVE / SPECIFIC LEARNING OUTCOMES / TEACHING/LEARNING ACTIVITIES / RESOURCES
5.0
Setting out
Principles / 5.0: UNDERSTAND
SETTING OUT
PRINCIPLES
AND BE ABLE
TO APPLY
THEM TO SET
OUT SIMPLE
RECTANGULAR
BUILD
ANGULAR / 5.1 Identify equipment required to set-out a
building with accompanying access roads
5.2 Explain the principles of setting out of buildings.
5.3 Explain with sketches the use of timber
profiles in setting out.
5.4 State the procedure for checking verticality
of buildings using theodolite, optical plumb
and plumb bulb
5.5Draw out a simple rectangular building on site.
5.6Illustrate the basic equipment
required for setting out on site.
5.7 Sketch, and describe the method of pegging
out the perimeter walls of a building.
5.8Establish sight rails for horizontal and depth
Controls / Outline the equipment of setting out e.g. builders square, 3.4:5 and instrument or various kinds e.g. theodolite, site square etc.
Demonstrate the principles of setting out of buildings.
Discuss the basic equipment needed for setting out and use sketches where necessary.
Show the procedures for checking verticality of buildings
Illustrate a simple rectangular building with the trainees participation
Demonstrate with the trainees the basic equipment for setting out on site
Use sketches to discuss why timber is used as setting out profiles or pegging for building.
Organize practical exercises with a visit to site.
Trainees to write group report after the visit. / Chalkboard, sketches etc.
Pegs, profile, nails, line, T-square, Iron square etc.
Setting out equipments etc.
6.0 Foundations / 6.0: UNDERSTAND
BASIC
PRINCIPLES OF
CHOICE &
CONSTRUCTION
OF
FOUNDATIONS / 6.1 Explain the functions of foundation.
6.2Explain concrete and its components
6.3 Describe equipment and methods used in
excavating foundation trenches.
6.4 Describe the different types of foundations
indicating their suitability.
6.5 Sketch and describe temporary supports to the
sides of deep trenches in various soils. / Show pictures of excavating machines and state the functions of Foundations