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Building & Construction · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional engineer or master tradesperson or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Carpentry

11 courses · 1,800 clock hours · 9–12 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$19,645~~ COMPLIMENTARYprogram tuition

11courses

103lessons

1,800hours

39assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons103 of 103 lesson pages writtenPractice822 practice questionsResources113 reference entries (study list)Review101 lesson pages reviewed by a licensed professional

Study now: 103 lesson pages are open (lesson titles below are links).

BLD-CARP03-01 Universal core

Universal Core: Safety, Math, Communication & Career for Carpentry

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips carpentry students with the safety knowledge required for OSHA 10 certification, the trade math and measurement skills used daily on a construction site, and the communication and career-readiness habits expected by employers. Students also learn to read construction documents, use basic digital tools common in the trade, and respond to jobsite emergencies including first aid and CPR.

Outcomes

Demonstrate compliance with OSHA 10 Outreach Program topics including hazard recognition, personal protective equipment selection, and lockout/tagout procedures on a simulated carpentry worksite.
Perform trade math calculations — including fractions, decimals, area, volume, and board-foot measure — accurately enough to support material estimation and layout tasks.
Read and extract information from construction drawings, written specifications, and material safety data sheets relevant to carpentry work.
Apply first aid and CPR procedures to common construction-site emergencies using current American Heart Association or American Red Cross guidelines.
Use industry-standard digital tools — including a construction calculator app, a basic CAD or plan-viewing app, and email — to complete work-related tasks.
Produce a professional resume, complete a mock job application, and demonstrate workplace communication expectations specific to the construction industry.

Course text

How the course runs. 7 blocks: Carpentry Jobsite Safety and OSHA 10 Foundations; Lockout/Tagout, Fall Protection, and Tool Safety; First Aid, CPR, and Emergency Response on the Jobsite; Trade Math I: Fractions, Decimals, Measurement, and the Tape Measure; Reading Construction Documents and Safety Data Sheets; Digital Tools for the Carpentry Trade; Career Readiness: Resume, Job Search, and Workplace Professionalism.

What competent looks like. Demonstrate compliance with OSHA 10 Outreach Program topics including hazard recognition, personal protective equipment selection, and lockout/tagout procedures on a simulated carpentry worksite. Perform trade math calculations — including fractions, decimals, area, volume, and board-foot measure — accurately enough to support material estimation and layout tasks. Read and extract information from construction drawings, written specifications, and material safety data sheets relevant to carpentry work. Apply first aid and CPR procedures to common construction-site emergencies using current American Heart Association or American Red Cross guidelines. Use industry-standard digital tools — including a construction calculator app, a basic CAD or plan-viewing app, and email — to complete work-related tasks. Produce a professional resume, complete a mock job application, and demonstrate workplace communication expectations specific to the construction industry.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Carpentry Jobsite Safety and OSHA 10 Foundations	26	theory	Students will identify the ten primary OSHA 10 Outreach topic areas as they apply to carpentry worksites and correctly classify at least eight jobsite hazards by type and required control measure.	Instructor-led walkthrough of OSHA 10 topic areas using a simulated carpentry jobsite photo set: students label each photo with the hazard type (fall, struck-by, caught-in/between, electrical) and identify the correct hierarchy-of-controls response. Small-group case-study analysis of three real OSHA carpentry-sector inspection summaries (names redacted); each group presents the violations found, the citations that could apply, and how the hazard should have been controlled. Personal protective equipment (PPE) station exercise: students physically select and don the correct PPE ensemble for four different carpentry tasks (operating a circular saw, working at elevation, mixing wood preservative, and working near electrical panels), then justify each choice in writing.	OSHA 10 Construction Outreach Program authorized trainer materials, NCCER Core Curriculum module 'Basic Safety', printed jobsite photo cards, PPE samples (hard hats, safety glasses, hearing protection, gloves, fall-arrest harness, dust respirator), OSHA.gov hazard recognition reference sheets	Scored 20-question multiple-choice quiz covering all OSHA 10 topic areas; pass mark is 70% (14/20 correct). Instructor also checks written PPE justification for accuracy on all four scenarios before the lesson is marked complete.
2	Lockout/Tagout, Fall Protection, and Tool Safety	18	demo	Students will perform a lockout/tagout sequence on a de-energized power tool and correctly set up a personal fall-arrest system at a simulated leading edge, meeting the procedural steps in the course checklist without prompting.	Instructor demonstration of the full lockout/tagout sequence on a table saw (isolate energy source, apply lock, test for zero energy state, release stored energy) followed by student pairs repeating the sequence three times each on the same equipment with instructor observation. Fall-protection systems comparison: instructor shows and explains guardrail systems, personal fall-arrest systems (harness, lanyard, anchor point), and safety-net systems using physical equipment and OSHA standard reference cards; students then correctly identify which system applies to three given scenarios. Hands-on tool-safety stations — circular saw blade-guard check, nail-gun pre-use inspection, and extension-cord inspection — where students complete a written pre-use checklist for each tool before the instructor signs off.	Table saw with lockout/tagout hasp and padlocks, OSHA lockout/tagout procedure template, full-body fall-arrest harness and shock-absorbing lanyard, anchor-point training rig (floor level for safety), guardrail mock-up, nail gun (pneumatic brad nailer), extension cords, NCCER Core Curriculum module 'Introduction to Hand Tools' and 'Introduction to Power Tools'	Performance checklist with 12 required steps for lockout/tagout and 10 required steps for harness donning and connection; students must complete all steps correctly (100% on safety-critical procedural items) to pass. Any missed step requires immediate remediation and recheck before proceeding.
3	First Aid, CPR, and Emergency Response on the Jobsite	16	lab	Students will perform hands-only CPR and the use of an AED on a training manikin, and will correctly treat a simulated laceration and suspected fracture using standard first-aid procedures, meeting American Red Cross or American Heart Association skills-check criteria.	Certified first-aid/CPR instructor leads full hands-on CPR and AED skills session using training manikins and a training AED unit; each student completes at least two full cycles of chest compressions and demonstrates correct AED pad placement. First-aid scenario stations: students rotate through four stations — severe bleeding control (direct pressure and tourniquet application on a training arm), suspected fracture splinting with available materials, heat exhaustion recognition and response, and eye-wash station use after simulated particle exposure. Emergency action plan exercise: students read a one-page sample jobsite Emergency Action Plan, then answer a scenario in which a coworker falls from a ladder; students must write the correct sequence of actions (call 911, do not move victim unless danger present, perform CPR if needed, meet emergency services at site entrance) and identify the nearest AED location on a floor plan.	CPR training manikins (adult), training AED unit, first-aid kit (commercial construction grade), tourniquet trainer, splinting materials (board, bandages), American Red Cross First Aid/CPR/AED participant manual or equivalent AHA materials, sample jobsite Emergency Action Plan, eye-wash station	Students must pass the American Red Cross or American Heart Association CPR/AED skills verification performed by the certified instructor. First-aid scenario stations are graded on an instructor checklist; students must complete all critical steps correctly on at least three of four stations to pass this lesson.
4	Trade Math I: Fractions, Decimals, Measurement, and the Tape Measure	28	practice	Students will convert between fractions and decimals, add and subtract mixed-number measurements in feet and inches to the nearest 1/16 inch, and calculate area and volume for rectangular and triangular surfaces using a construction calculator and by hand.	Tape-measure mastery drill: each student receives a 25-foot tape measure and a printed worksheet of 30 line-segment diagrams; they must read, record, and then mark measurements to the nearest 1/16 inch within a five-minute time limit, repeating until accuracy reaches 90% or better. Paired problem sets using a construction calculator (Calculated Industries Model 4067 or equivalent): students solve 20 problems covering unit conversion (inches to feet, feet to decimal feet), perimeter, area of rectangles and right triangles, and volume of rectangular boxes — recording the key sequence used for each problem. Board-foot estimation exercise: given a lumber list with nominal dimensions and lengths, students calculate the board-foot quantity for each item by hand and then verify using the construction calculator, then compare their estimate to an instructor-provided answer key and identify any errors greater than 5%.	25-foot tape measures (one per student), speed squares, NCCER Core Curriculum module 'Introduction to Construction Math', Calculated Industries construction calculator (or free app equivalent), printed measurement worksheets, lumber-list handout, pencils and graph paper	20-question math quiz covering fractions, decimals, unit conversion, area, volume, and board feet; pass mark is 80% (16/20). Tape-measure accuracy drill must reach 90% correct before quiz is attempted.
5	Reading Construction Documents and Safety Data Sheets	22	theory	Students will locate specified dimensions, notes, and details on a set of residential construction drawings and extract correct hazard and handling information from two Safety Data Sheets relevant to carpentry materials.	Instructor-led orientation to a full residential plan set (site plan, floor plan, elevations, wall sections, and details): students answer a guided worksheet of 25 questions that require reading scales, interpreting symbols, and finding specific dimensions or notes directly on the drawings. Scale-drawing exercise: using an architect's scale rule, students measure ten distances on a printed floor plan at 1/4 inch = 1 foot scale and convert each to actual feet and inches, recording answers and checking against the instructor's key. Safety Data Sheet (SDS) literacy exercise: students receive the SDS for a wood preservative and for a construction adhesive; they must locate and correctly record the health hazard section, required PPE, first-aid measures, and storage requirements — then answer five scenario questions (e.g., 'A worker splashes adhesive in their eye; what does the SDS say to do?').	Printed sets of a publicly available sample residential construction drawing set (AHJ-approved permit set or NCCER-provided sample), architect's scale rule (one per student), NCCER Core Curriculum module 'Introduction to Construction Drawings', two commercial SDS documents (wood preservative and construction adhesive, downloaded from manufacturer websites), highlighters	Drawing-reading quiz: 25 questions answered from the plan set; pass mark is 80% (20/25 correct). SDS worksheet must have all five scenario questions answered correctly before the lesson is marked complete; any incorrect answer is reviewed one-on-one with the instructor and corrected.
6	Digital Tools for the Carpentry Trade	18	lab	Students will use a construction calculator app, a plan-viewing app, and email to complete three realistic work-related digital tasks with no instructor prompting, meeting task completion criteria on a digital-skills checklist.	Construction calculator app lab: students download and use a free construction calculator app (such as the free version of a recognized construction calculator) on a phone or tablet to solve a 10-problem set covering stair-rise calculations, board-foot estimates, and pitch-to-angle conversions — comparing results to their hand calculations from Lesson 4. Plan-viewing app exercise: instructor loads a sample PDF floor plan into a free plan-viewing app (such as Adobe Acrobat or Bluebeam Revu free tier available on the lab computers); students practice zooming, measuring on-screen, and adding a digital markup note identifying one dimension discrepancy the instructor has planted in the drawing. Professional email drafting: students compose a realistic email from a carpenter's perspective — requesting clarification from a foreman about a material substitution — using correct subject line, greeting, concise body, and sign-off; the email is evaluated against a provided rubric before being sent to the instructor's address as a submission.	Lab computers or student smartphones/tablets, free construction calculator app, Adobe Acrobat Reader or equivalent free PDF viewer, sample floor plan PDF, instructor email address for submission, digital-skills checklist rubric, NCCER Core Curriculum module 'Introduction to Basic Communication'	Digital-skills checklist: 15 observable steps across the three tasks; students must complete 13 of 15 steps correctly (87%) to pass. The professional email is graded separately against a 10-point rubric and must score 8/10 or better.
7	Career Readiness: Resume, Job Search, and Workplace Professionalism	20	practice	Students will produce a complete, error-free carpentry-focused resume, submit a mock job application accurately, and demonstrate the workplace communication norms expected on a construction site through a role-play scenario scored at 80% or higher.	Resume workshop: using a provided carpentry-specific resume template, each student drafts their own resume including contact information, relevant skills (tools used, OSHA 10 in progress, CPR certified), education, and any prior work or volunteer experience; peers exchange drafts for a structured peer review using a 12-point checklist before the instructor does a final review. Mock job application: students complete a realistic construction-company employment application form (paper or PDF), practicing accurate entry of all fields including references, availability, and prior experience — instructor reviews for completeness and accuracy against an answer key. Workplace communication role-play: pairs of students act out three short scenarios (receiving a safety correction from a foreman, asking a senior carpenter a question about a task, and calling in sick professionally); a third student scores the interaction using a provided rubric covering respectful language, directness, and appropriate body language — then roles rotate.	Carpentry-specific resume template (instructor-prepared), 12-point peer-review checklist, construction-company employment application form, role-play scenario cards, workplace communication rubric, NCCER Core Curriculum module 'Communication Skills', sample union and non-union job postings from a local construction employer or online job board	Resume must pass the 12-point checklist with all 12 items satisfactory (spelling, completeness, relevant skills listed, contact info present, etc.) before it is accepted. Role-play communication rubric must score 80% or higher across the three scenarios combined; any scenario scored below 60% must be repeated.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 Topic Knowledge Exam	Written exam	25%	70% (35 out of 50 questions correct), consistent with OSHA Outreach Program authorized trainer requirements	A 50-question multiple-choice written exam covering all OSHA 10 Construction Outreach Program topic areas as taught in Lessons 1 and 2, including hazard recognition, fall protection, electrical safety, struck-by hazards, caught-in/between hazards, PPE selection, and lockout/tagout. Students who do not pass may retake after mandatory instructor-led remediation of the failed topic areas. Accuracy · Safety · Communication · Professionalism
Trade Math and Document Reading Exam	Written exam	25%	80% (32 out of 40 questions correct)	A 40-question written exam combining math problems (fractions, decimals, area, volume, board feet, tape-measure reading) from Lesson 4 and construction-document interpretation questions requiring students to read a sample plan set and two SDS documents from Lesson 5. Students who score below 80% must complete targeted remediation exercises and retake the failed section only. Accuracy · Safety · Communication · Professionalism
Integrated Jobsite-Readiness Portfolio	Project	25%	Minimum score of 80% on the portfolio rubric, with all safety-critical items marked 'satisfactory'	Students compile a portfolio containing their completed resume, a written emergency action plan response for a given scenario, a board-foot material estimate for a small deck calculated by hand and verified with a construction calculator, and a correctly annotated page from the course plan set. Each item is scored on a rubric; any safety-critical item (PPE selection in the emergency plan, SDS hazard identification) that is marked 'unsatisfactory' must be corrected and resubmitted before the portfolio is accepted. Accuracy · Safety · Communication · Professionalism
Career and Safety Oral Defense	Oral / panel	25%	80% overall on the oral defense rubric; no safety question may be answered incorrectly without immediate correction during the session	In a 15-minute one-on-one session with the instructor, each student is asked six questions drawn randomly from a published question bank covering OSHA 10 hazard controls, lockout/tagout steps, first-aid priorities, tape-measure reading, their own resume choices, and one digital-tool task they performed in class. Responses are scored for accuracy, completeness, and professional communication using a published rubric; any incorrect answer on a safety question must be corrected by the student with instructor guidance during the session and documented. Accuracy · Safety · Communication · Professionalism

BLD-CARP03-02 Trade course

Rough & Finish Carpentry

146 hr · ~~$2,015~~ COMPLIMENTARY

This course introduces learners to the full arc of carpentry work from structural rough framing principles through finish trim installation, covering lumber selection, layout, fastening, and surface preparation. Students develop hands-on competency with hand tools, portable power tools, and stationary equipment while reading construction drawings and applying trade math to real layout problems. Lessons are mapped to NCCER Carpentry Level 1 and Level 2 core module knowledge areas and reinforce the safety habits established in OSHA 10 training.

Outcomes

Select and grade dimensional lumber and engineered wood products appropriate to a given rough or finish application, citing species, nominal size, and moisture content requirements.
Safely set up and operate hand tools, portable power tools, and stationary woodworking equipment, applying lockout/tagout and correct PPE for each hazard.
Read and interpret residential construction drawings, including plan views, elevations, and detail sections, to extract dimensions and material quantities.
Perform accurate layout and cutting operations to within 1/16 inch tolerance for rough framing members and 1/32 inch for finish trim components.
Install interior and exterior finish trim — including baseboard, casing, and crown molding — using proper fastening schedules and coped or mitered joints that meet inspection standards.
Document work using a job log, material takeoff sheet, and punch-list, demonstrating readiness for employer expectations on a live worksite.

Course text

How the course runs. 12 blocks: Lumber, Sheet Goods, and Engineered Wood Products; Construction Drawings and Plan Reading for Carpentry; Hand Tools: Selection, Safe Use, and Maintenance; Portable Power Tools: Safe Operation and Setup; Stationary Equipment: Table Saw, Miter Saw, and Jointer; Fasteners, Adhesives, and Fastening Schedules; Rough Framing Principles: Wall Layout and Assembly; Sheathing, Housewrap, and Exterior Casing Prep; Interior Finish: Baseboard and Door Casing; Crown Molding: Layout, Cutting, and Installation; Surface Prep, Caulking, and Inspection; Material Takeoff, Job Log, and Trade Math Review.

What competent looks like. Select and grade dimensional lumber and engineered wood products appropriate to a given rough or finish application, citing species, nominal size, and moisture content requirements. Safely set up and operate hand tools, portable power tools, and stationary woodworking equipment, applying lockout/tagout and correct PPE for each hazard. Read and interpret residential construction drawings, including plan views, elevations, and detail sections, to extract dimensions and material quantities. Perform accurate layout and cutting operations to within 1/16 inch tolerance for rough framing members and 1/32 inch for finish trim components. Install interior and exterior finish trim — including baseboard, casing, and crown molding — using proper fastening schedules and coped or mitered joints that meet inspection standards. Document work using a job log, material takeoff sheet, and punch-list, demonstrating readiness for employer expectations on a live worksite.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Lumber, Sheet Goods, and Engineered Wood Products	10.5	theory	Students will identify common lumber species, grades, and engineered wood products by name and select the correct product for a described rough or finish application.	Hands-on lumber-grading exercise: students sort a mixed stack of #2 framing lumber, Select Structural, and finish-grade boards using a visual grading reference, recording defects (knots, wane, warp, splits) on a tally sheet. Nominal vs. actual dimension matching quiz: students measure 10 random samples with a tape measure, record actual dimensions, and compare to nominal size tables in the NCCER Carpentry Level 1 trainee guide. Moisture content lab: students use a pin-type moisture meter on green, air-dried, and kiln-dried samples, record readings, and discuss shrinkage and acceptability thresholds for interior finish work.	Assorted dimensional lumber (#2 framing, construction heart, finish pine, LVL scrap), plywood and OSB panels, tape measures, pin-type moisture meter, NCCER Carpentry Level 1 Trainee Guide (current edition), lumber grading reference cards	Written identification quiz: students correctly identify grade and species of 8 of 10 samples and select appropriate material for 4 application scenarios; 80% score required to pass.
2	Construction Drawings and Plan Reading for Carpentry	10.5	theory	Students will read a set of residential construction drawings to locate room dimensions, wall thicknesses, door and window rough openings, and finish schedules.	Blueprint scavenger hunt: given a two-page plan set, students answer 15 specific questions about dimensions, scale, symbols, and notes, working individually then checking answers in pairs. Scale takeoff exercise: students use an architectural scale rule to measure printed plan dimensions and calculate linear footage of interior partition walls in a sample floor plan. Door and window schedule interpretation: students match schedule entries to plan symbols, then list the rough-opening width and height for each unit and cross-check against manufacturer spec sheets.	Printed residential plan set (minimum floor plan, elevations, wall sections, door/window schedule), architectural scale rules, highlighters, NCCER Carpentry Level 1 Trainee Guide, calculators	Students complete a plan-reading worksheet with 20 questions derived from the plan set; 16 of 20 correct (80%) required to advance.
3	Hand Tools: Selection, Safe Use, and Maintenance	10.5	demo	Students will demonstrate safe setup, correct grip and technique, and proper storage for the primary hand tools used in rough and finish carpentry.	Tool identification station rotation: students move through six stations (layout tools, saws, chisels, planes, hammers, fastening tools), name each tool, state its function, and identify its associated PPE requirement on a checklist. Instructor-led demo and student repeat: instructor demonstrates correct technique for crosscutting a board with a hand saw, then each student makes a guided cut to a marked line, evaluated for stance, grip, and kerf placement. Sharpening and maintenance task: students use a sharpening stone and honing guide to restore a dull bench chisel edge, then pare a mortise outline to a scribed line within 1/16 inch.	Layout tools (squares, levels, chalk line, marking gauge), crosscut and rip hand saws, claw and finish hammers, set of bench chisels, block and bench planes, sharpening stones and honing guide, safety glasses, hearing protection, NCCER Carpentry Level 1 Trainee Guide	Instructor observes each student performing a crosscut and a chisel paring task using the NCCER performance profile checklist; all critical safety steps must be demonstrated correctly and cut must be within 1/16 inch of line to pass.
4	Portable Power Tools: Safe Operation and Setup	15	demo	Students will set up and operate circular saws, jigsaws, reciprocating saws, and drills safely, applying lockout/tagout procedures and correct guards before and after each use.	LOTO demonstration and practice: instructor walks through written lockout/tagout procedure for the shop's corded tools; students individually practice de-energizing, locking, and tagging a designated tool station before and after a simulated blade change. Circular saw crosscut and rip exercise: students set blade depth to 1/8 inch below stock thickness, clamp stock to sawhorses, and make three crosscuts and one rip cut to layout lines, targeting 1/16-inch tolerance. Cordless drill/driver skill circuit: students drill pilot holes, countersink, and drive screws to flush in pine stock, adjusting clutch settings; they also bore a 1-inch hole with a spade bit and discuss when to use each bit type.	Circular saws with combination and rip blades, jigsaws, reciprocating saws, cordless drill/drivers, spade bits, countersink bits, sawhorse pairs, clamps, scrap dimensional lumber and plywood, LOTO tags and locks, safety glasses, hearing protection, face shield, NCCER Carpentry Level 1 Trainee Guide	Instructor evaluates each student against a power-tool safety and technique checklist (derived from NCCER performance profile); all safety steps must score satisfactory; cuts must land within 1/16 inch of line on at least 4 of 5 attempts.
5	Stationary Equipment: Table Saw, Miter Saw, and Jointer	13	lab	Students will set up and operate a table saw, compound miter saw, and jointer with guards in place and correct body positioning, producing dimensionally accurate parts.	Table saw fence and blade setup: students set the rip fence to 3.5 inches, confirm blade height, check blade guard and splitter/riving knife, then rip three pieces of 3/4-inch plywood, measuring finished width with calipers. Compound miter saw angle cuts: students set the saw to 45 degrees miter and 0 degrees bevel, make four mating cuts on pine molding stock, assemble the corner dry, and evaluate joint tightness with a feeler gauge. Jointer face-joint and edge-joint exercise: students joint one face and one edge of a rough-sawn board, verify flatness with a straightedge, and confirm the face-to-edge angle with a square before calling the board ready for finish planing.	Table saw with rip fence, guard, and splitter; 10-inch compound miter saw with positive stops; 6-inch jointer with guard; dial calipers; combination square; feeler gauge; push sticks; featherboards; pine molding stock; 3/4-inch plywood; safety glasses; face shield; hearing protection; NCCER Carpentry Level 2 Trainee Guide	Instructor observes each student at each machine using a three-machine safety and accuracy checklist; all critical safety behaviors must be satisfactory; ripped width within 1/32 inch, miter joint gap less than 1/32 inch, jointed face flat within 1/32 inch per foot.
6	Fasteners, Adhesives, and Fastening Schedules	8.5	theory	Students will select the correct fastener type, size, and installation method for a described rough or finish carpentry connection, referencing a standard fastening schedule.	Fastener identification sort: students sort a mixed bin of common nails, box nails, finish nails, screws, lag screws, structural screws, joist hanger nails, and staples into labeled bins, stating the typical use of each. Fastening schedule reading exercise: given an excerpt from the IRC fastening schedule table (presented as a classroom handout), students answer questions about nail size and quantity for specified connections such as stud-to-plate and header assembly. Adhesive compatibility matching: students read manufacturer technical data sheets for construction adhesive and panel adhesive, then determine which product is appropriate for three described scenarios (subfloor gluing, countertop laminate, trim to masonry) and justify their answer in writing.	Mixed fastener assortment (sorted bins), labeled storage organizer, IRC fastening schedule excerpt (handout), manufacturer TDS for construction and panel adhesives, NCCER Carpentry Level 1 Trainee Guide, caulking guns, adhesive samples	10-question written quiz covering fastener identification, schedule reading, and adhesive selection; 8 of 10 correct (80%) required to pass.
7	Rough Framing Principles: Wall Layout and Assembly	15	lab	Students will lay out and assemble a straight exterior stud wall section with a single top plate, double top plate, king and trimmer studs for a door rough opening, and a built-up header.	Plate layout exercise: working in pairs, students snap a chalk line for a 12-foot wall run, mark stud locations at 16 inches on center with a tape measure and speed square, and mark king and trimmer stud positions from a given rough-opening dimension. Header assembly: students select and cut two pieces of 2x lumber to header length, sandwich OSB or plywood filler to match wall thickness, and nail the assembly together per the instructor's fastening schedule handout. Wall raising and bracing: the class assembles the full wall section on the deck, nails it together, raises and braces it plumb using a 4-foot level and kicker braces, then the instructor checks plumb and layout before it is laid back down.	2x4 and 2x6 framing lumber, OSB filler strips, 16d and 8d common nails, framing nailer and compressor (with hearing protection and safety glasses), chalk line, 25-foot tape measure, speed square, 4-foot level, kicker braces, NCCER Carpentry Level 1 Trainee Guide, fastening schedule handout	Instructor measures stud spacing (must be within 1/8 inch of 16 inches OC on all bays), checks plumb of wall with level (wall must be plumb within 1/8 inch over 8 feet), and verifies rough-opening width and height within 1/4 inch; all critical safety behaviors during nailing and raising must be satisfactory.
8	Sheathing, Housewrap, and Exterior Casing Prep	10.5	lab	Students will apply structural sheathing and housewrap to a wall mockup and prepare a door or window opening for exterior casing installation, following sequencing that prevents moisture intrusion.	Sheathing layout and nailing: students snap a baseline on the framed wall mockup, position a full sheet of 7/16-inch OSB sheathing with the long edge horizontal, nail to studs at the specified edge and field spacing using a framing nailer, and stagger the next course. Housewrap installation: students unroll and staple housewrap over the sheathing, lap courses bottom to top (shingle fashion), cut the rough-opening flap, fold it inward, and tape all seams and the sill pan with flashing tape per manufacturer instructions. Exterior opening prep: students install a pre-sloped sill pan flashing at the rough sill, confirm the opening dimension against the window spec sheet, and nail on exterior casing nailer strips in preparation for the next lesson's trim work.	Framed wall mockup (from Lesson 7), 7/16-inch OSB sheathing, housewrap roll, flashing tape, sill pan flashing, exterior casing nailer strips, 1-3/4-inch roofing nails, staple gun, utility knife, tape measure, chalk line, safety glasses, NCCER Carpentry Level 2 Trainee Guide	Instructor inspects each student's mockup section for nail spacing within specification, correct lap direction on housewrap, taped seams with no gaps, and level sill pan; all items must be satisfactory to pass.
9	Interior Finish: Baseboard and Door Casing	15	lab	Students will measure, cut, and install baseboard and pre-made door casing with miter and coped joints that close to within 1/32 inch, fastened and filled to a paintable standard.	Room measuring and cut list: students measure a mock room corner (two walls meeting at 90 degrees with a door opening), record inside measurements, calculate miter and cope cuts with a cut list worksheet, then select stock lengths to minimize waste. Coped joint practice: students use a jigsaw and coping saw to cope the end of a base profile on three sample pieces, fitting each to a square-cut reference piece until the joint closes tight; they then back-cut and test fit. Full baseboard and casing installation: working in pairs, students install baseboard around the mock room and door casing on both sides of a pre-hung door rough opening, nail with a finish nailer, set nails, and fill holes with wood filler, sanding smooth when dry.	Pre-made base molding (colonial or ranch profile), pre-made door casing, miter saw, jigsaw, coping saw, finish nailer and compressor, 2-inch finish nails, wood filler, 120-grit sandpaper, tape measure, combination square, pencil, safety glasses, hearing protection, NCCER Carpentry Level 2 Trainee Guide	Instructor evaluates each installed joint: miter or cope gap must not exceed 1/32 inch on outside corners and must be tight at wall on inside copes; nails set and filled; no visible mill marks; satisfactory rating required on NCCER performance profile checklist.
10	Crown Molding: Layout, Cutting, and Installation	15	lab	Students will calculate spring angle settings, cut inside and outside corners in crown molding using a compound miter saw, and install a continuous run with joints closing to within 1/32 inch.	Spring angle theory and setup: students measure the spring angle of a crown sample with a protractor, use a reference chart to determine miter and bevel settings for 90-degree inside and outside corners, then set and lock the compound miter saw to those angles. Corner cutting drill: students cut 12 practice joints (three inside corners, three outside corners, three scarf joints, and three coped returns) in pine base, fitting each pair dry and measuring gap with a feeler gauge before moving to installation stock. Crown installation: working in pairs on the mock room, students tack crown with a finish nailer, check for consistent reveal at ceiling and wall, adjust, then fully nail, set, and fill all nail holes; instructor confirms alignment with a straightedge along the run.	Crown molding stock (minimum 5/4 x 4 profile), compound miter saw, finish nailer and 2-inch nails, spring-angle reference chart, protractor, feeler gauge, straightedge, wood filler, 120-grit sandpaper, tape measure, safety glasses, hearing protection, NCCER Carpentry Level 2 Trainee Guide	All corner joints must close to within 1/32 inch; run must align within 1/8 inch over the full wall length when checked with a straightedge; nail holes set and filled; satisfactory on NCCER performance profile checklist required.
11	Surface Prep, Caulking, and Inspection	8.5	practice	Students will prepare all installed trim surfaces for painting by sanding, caulking gaps at wall interfaces, and conducting a self-inspection punch list, resolving all items to a paintable standard.	Punch list self-inspection: students use a printed punch list form to inspect the mock room trim installed in lessons 9 and 10, marking every visible gap, proud nail, mill mark, or surface defect, then prioritize repairs before the instructor walk-through. Caulking technique practice: students apply painter's caulk with a caulking gun along the wall-to-trim joint on a practice board, tool the bead smooth with a wet finger, wipe excess, and compare results to an instructor-provided reference photo before caulking the mock room. Final sanding and surface check: students hand-sand all filled nail holes and any remaining mill marks with 120-grit paper, wipe dust with a tack cloth, and present the finished installation to the instructor for a go/no-go paintable-standard evaluation.	Painter's caulk, caulking guns, damp rags, 120-grit and 150-grit sandpaper, sanding sponges, tack cloths, wood filler, putty knives, punch list forms, reference photos, safety glasses	Instructor walk-through using punch list: zero open punch list items; all caulk joints smooth and continuous with no voids; all nail holes filled flush and sanded; surfaces dust-free; all items must be resolved satisfactory to pass.
12	Material Takeoff, Job Log, and Trade Math Review	14	theory	Students will complete a material takeoff for a described finish trim scope, calculate board footage and linear footage quantities, and produce a completed job log documenting all work performed in the course.	Linear footage takeoff exercise: using the mock-room plan dimensions, students calculate the total linear footage of baseboard, crown, and door casing required, add a standard waste factor, and list the lengths needed to minimize cuts from available stock lengths. Board footage calculation drill: students calculate the board footage of five timber members given nominal dimensions and length using the board-foot formula (thickness in inches × width in inches × length in feet ÷ 12), verifying with a calculator. Job log compilation: students organize all notes, sketches, cut lists, punch lists, and material tallies from lessons 1 through 11 into a bound job log, write a one-page narrative summary of the work scope, and submit it for instructor review prior to the final assessment.	Graph paper, mock-room plan dimensions sheet, calculator, board-foot formula reference card, binder or folder for job log, NCCER Carpentry Level 1 and Level 2 Trainee Guides, pencils	Material takeoff must account for all trim runs within 5% of instructor's verified quantity; all board-footage calculations must be correct; job log must contain entries for all major tasks with dates, materials, and observations; 80% overall score required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Written Knowledge Exam	Written exam	25%	70% or higher (28 of 40 questions correct)	A 40-question multiple-choice and short-answer exam drawn from NCCER Carpentry Level 1 and Level 2 module content areas covered in this course, including lumber identification, plan reading, fastener selection, tool safety, and finish carpentry terminology. Students who score below 70% may retake once after documented remediation. Standard met · Safety · Time · Quality/finish · Documentation
Finish Trim Skills Demonstration	Skills demonstration	45%	Satisfactory rating on all critical-task items; no more than two non-critical items rated needs improvement, with immediate correction	Each student independently measures, cuts, and installs a full door casing and a 6-foot run of baseboard with one coped inside corner on the course's standard mockup wall, evaluated by the instructor using the NCCER Carpentry Level 2 performance profile checklist. All joints must close within 1/32 inch and all nails must be set and filled before the student calls the work complete. Standard met · Safety · Time · Quality/finish · Documentation
Job Log Portfolio	Log	15%	Meets all required components with a score of 80% or higher on the instructor's rubric	Students submit the job log compiled during Lesson 12, which must include cut lists, material takeoffs, punch lists, and a written narrative for each major lab activity completed in the course. The rubric evaluates completeness, accuracy of quantities, clarity of documentation, and professional presentation as it would appear on an actual worksite. Standard met · Safety · Time · Quality/finish · Documentation
Tool and Worksite Safety Check	Safety audit	15%	100% on all critical safety behaviors; any critical failure requires immediate remediation and full recheck before the student may continue shop activities	The instructor administers an observed safety evaluation in which each student performs lockout/tagout on a designated power tool, dons correct PPE for a described task, demonstrates safe blade-guard setup on the table saw, and states the emergency stop procedure for the shop. This check is conducted before the skills demonstration and must be passed first. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-03 Trade course

Structural Framing

146 hr · ~~$2,015~~ COMPLIMENTARY

Students learn to plan, lay out, and build wood-framed walls, floors, and ceilings following current residential and light-commercial construction practices. Lessons integrate building code concepts, structural principles, and safe use of framing tools and equipment. Students complete a full-scale framed section as their final lab, tying together layout, fastening, and inspection skills required for NCCER Carpentry Level 1 and Level 2 framing modules.

Outcomes

Read and interpret architectural floor plans and framing plans to determine lumber sizes, spacing, and load paths for floors, walls, and ceilings.
Lay out and assemble platform-framed floor systems—including sill plates, beams, joists, blocking, and subfloor sheathing—to within accepted tolerances.
Frame, plumb, and brace exterior and interior walls, including door and window rough openings, headers, and corner assemblies, using proper fastening schedules.
Construct ceiling joist and flat-ceiling framing assemblies and identify how they tie wall systems together for structural continuity.
Apply OSHA fall protection, PPE, and material-handling requirements throughout all framing operations, and demonstrate lockout/tagout procedures for framing tools.
Pass written and hands-on assessments aligned to NCCER Carpentry Level 1 (Core through Module 27204) and Level 2 framing competencies.

Course text

How the course runs. 12 blocks: Framing Safety, PPE, and Tool Lockout/Tagout; Blueprint Reading for Framing; Lumber, Engineered Wood, and Fasteners; Floor System Layout and Sill Plates; Floor Joists, Beams, and Blocking; Subfloor Sheathing; Exterior Wall Framing: Layout and Assembly; Raising, Plumbing, and Bracing Walls; Interior Walls, Partitions, and Rough Openings for Doors; Ceiling Joists and Flat Ceiling Framing; Wall Sheathing and Lateral-Load Fundamentals; Full-Scale Framing Integration Lab and Quality Inspection.

What competent looks like. Read and interpret architectural floor plans and framing plans to determine lumber sizes, spacing, and load paths for floors, walls, and ceilings. Lay out and assemble platform-framed floor systems—including sill plates, beams, joists, blocking, and subfloor sheathing—to within accepted tolerances. Frame, plumb, and brace exterior and interior walls, including door and window rough openings, headers, and corner assemblies, using proper fastening schedules. Construct ceiling joist and flat-ceiling framing assemblies and identify how they tie wall systems together for structural continuity. Apply OSHA fall protection, PPE, and material-handling requirements throughout all framing operations, and demonstrate lockout/tagout procedures for framing tools. Pass written and hands-on assessments aligned to NCCER Carpentry Level 1 (Core through Module 27204) and Level 2 framing competencies.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Framing Safety, PPE, and Tool Lockout/Tagout	10	theory	Students will identify OSHA framing-site hazards—including fall protection triggers, struck-by risks, and pneumatic-tool hazards—and demonstrate the lockout/tagout sequence for framing nailers and circular saws to a passing standard.	Instructor-led review of OSHA General Industry and Construction standards most relevant to framing (fall protection at leading edges, scaffold use, nail-gun safe practices); students annotate a hazard-identification worksheet with a site photo set. Hands-on lockout/tagout demonstration: each student tags out a corded circular saw and a pneumatic framing nailer, verifies zero-energy state, and restores the tool under instructor observation. Small-group hazard walk of the framing lab: teams identify and log at least eight potential hazards, classify them by type, and present a corrective-action recommendation to the class.	OSHA 29 CFR 1926 Subpart R (steel erection) and Subpart Q awareness handouts; OSHA fall protection pocket guide; pneumatic framing nailer; corded circular saw; lockout/tagout kit (hasp, padlock, tag); PPE (hard hat, safety glasses, hearing protection, steel-toe boots, gloves); NCCER Carpentry Level 1 Core Module safety chapters	Instructor observes each student's LOTO sequence on both tools—no step may be skipped and zero-energy state must be confirmed before pass is recorded; written hazard-ID worksheet scored at 80% or higher.
2	Blueprint Reading for Framing	12	theory	Students will extract framing-relevant information—room dimensions, wall locations, rough opening sizes, lumber species/grade callouts, and fastening notes—from a complete residential plan set.	Instructor walkthrough of a residential plan set: title block, scale notation, floor plan, framing plan, sections, and detail sheets; students label each sheet type on a provided set. Measurement scaling exercise: students use an architect's scale rule to determine 10 dimensions from the floor plan and 5 from a wall-section detail, recording results on a data sheet. Group activity using a three-bedroom house plan: each team produces a materials takeoff listing lumber sizes and lineal footage for exterior walls, then compares results across teams and resolves discrepancies.	Full residential plan set (instructor-supplied, minimum floor plan + framing plan + wall sections + window/door schedule); architect's scale rule; calculation worksheets; NCCER Carpentry Level 1 Module 27101 (Orientation to the Trade) and Level 2 blueprint reading sections	Data sheet accuracy: all 15 scaled dimensions within 1/8 in. of answer key; takeoff quantities within 5% of instructor answer key; both checks must pass at 80% overall.
3	Lumber, Engineered Wood, and Fasteners	8	theory	Students will identify common framing lumber species, grades, and grade-stamp markings, select appropriate fasteners for each application, and calculate simple board-foot quantities.	Lumber-stamp identification lab: instructor displays 12 sample pieces of dimensional lumber each with a visible grade stamp; students record species, grade, moisture content designation, and certifying agency on a log sheet. Fastener selection exercise: students receive a list of 10 framing connections (sill-to-foundation anchor bolt, joist hanger, LVL-to-post, shear-panel nailing, etc.) and select the correct fastener type and size from a reference chart, justifying each choice in writing. Board-foot math practice: students calculate board-foot quantities for a given lumber list using the formula (thickness × width × length ÷ 12) and verify answers with a partner before instructor review.	Assorted lumber samples (2×4, 2×6, 2×10, LVL, I-joist) with visible grade stamps; fastener sample board (16d sinkers, 10d common, framing screws, joist-hanger nails, anchor bolts, post caps); APA grade-stamp reference chart; Simpson Strong-Tie general catalog (current edition); calculation worksheets	Lumber-stamp log: 10 of 12 stamps correctly identified (83%); fastener selection: 9 of 10 correct with written justification; board-foot calculations: all answers within ±0.5 BF of answer key.
4	Floor System Layout and Sill Plates	12	demo	Students will measure, cut, and install pressure-treated sill plates on a simulated foundation model, placing anchor-bolt holes within 1/16 in. of layout and checking for level and square.	Instructor demonstration of sill-plate layout: snapping chalk lines, transferring anchor-bolt locations to the plate, drilling bolt holes with a drill/bit, and setting the plate with sill seal gasket. Partner practice on a tabletop foundation model: each pair measures anchor-bolt spacing, marks holes, drills, and seats the sill plate, then checks straightness with a string line and level. Class discussion of mudsill anchoring requirements and how local building departments may require specific anchor-bolt schedules; students annotate a foundation detail sketch with minimum embedment depth concepts.	Tabletop foundation models (CMU block or lumber simulators with threaded rod anchor bolts); pressure-treated 2×6 sill plate material; sill seal foam gasket; tape measure; carpenter's pencil; power drill with spade bits; speed square; 4-ft. level; chalk line; NCCER Carpentry Level 1 Modules on floor systems	Instructor measures drilled holes: each hole within 1/16 in. of correct location; plate seated flush with no gap greater than 1/8 in. under a straightedge; level reading within 1/8 in. over 4 ft. All three criteria must be met for a pass.
5	Floor Joists, Beams, and Blocking	14	lab	Students will lay out, cut, and install floor joists at 16 in. on-center spacing, install blocking at mid-span, and crown-mark and orient each joist correctly in a full-scale floor-deck section.	Instructor demo on reading a joist layout: marking the sill plate for 16 in. OC layout, accounting for doubled joists at bearing walls, and marking header joists at openings. Lab build: each student group of three lays out an 8 ft. × 12 ft. floor section—marking plates, cutting joists to length with a miter saw, installing them with joist hangers or face-nailing per instructor-supplied fastening schedule, and adding solid blocking at mid-span. Quality inspection round: groups rotate to audit a neighboring group's floor section using a 25-ft. tape and framing square, recording any spacing errors or missing fasteners on a punch-list sheet.	2×10 dimensional lumber (joists); LVL beam sample for rim; joist hangers and hanger nails; 16d and 10d common nails; pneumatic framing nailer; circular saw; miter saw; tape measure; framing square; 4-ft. level; chalk line; speed square; safety glasses; hearing protection; NCCER Carpentry Level 2 floor-system module	Joist spacing measured at each bay: no bay deviating more than 1/4 in. from 16 in. OC; crown orientation all pointing up; all joist hanger nails driven (no voids); blocking plumb within 1/8 in. Punch-list from peer review must be cleared by the building group before instructor signs off.
6	Subfloor Sheathing	8	lab	Students will install APA-rated tongue-and-groove plywood subfloor sheathing on the framed floor section with correct glue-and-nail fastening, proper panel orientation, and required edge gaps.	Instructor demonstration of subfloor installation sequence: staggering panel joints, applying construction adhesive bead, leaving 1/8 in. edge gaps, nailing schedule (perimeter vs. field), and tapping T&G edges tight. Lab practice: student groups apply construction adhesive, set full and ripped panels on their floor section from Lesson 5, nail with a pneumatic nailer per a posted schedule, and verify stagger and gaps with a 1/8 in. feeler gauge. Completed deck walk-test: instructor and students walk the finished deck, mark any squeaks or soft spots with chalk, diagnose the cause (missed nail, missing adhesive), and re-fasten until the deck is solid.	3/4 in. APA Rated T&G plywood panels; construction adhesive (subfloor rated); pneumatic framing nailer with 8d ring-shank nails; circular saw with guide; tape measure; chalk line; 1/8 in. feeler gauge; safety glasses; hearing protection; APA panel design and application guide	All panel joints staggered a minimum of 4 ft. from adjacent rows; gaps at panel edges 1/8 in. ± 1/16 in.; nail spacing matches posted schedule with no nails more than 1/2 in. off layout; walk-test shows no audible squeak at any panel joint. All four criteria must be met for pass.
7	Exterior Wall Framing: Layout and Assembly	16	lab	Students will lay out, cut, and assemble a 16-ft. exterior wall section on deck—including king studs, trimmers, cripples, a window rough opening with a built-up header, and corner assemblies—with all members correctly sized and fastened.	Instructor demonstration of production wall-layout technique: plating both top and bottom plates simultaneously, marking stud locations with an X, marking openings with O/T/C notations, and scribing header-length callouts. Lab build: each group of four frames a 16 ft. exterior wall section including one window rough opening to plan dimensions; groups nail the assembly flat on the subfloor deck using a framing nailer, then add double top plate. Class critiques each wall section using a framing checklist (stud count, header size per span table, trimmer count, cripple installation, fastening pattern); deficiencies are corrected before the wall is raised.	2×6 lumber (plates, studs, headers); 1/2 in. plywood or OSB spacer for built-up headers; 16d common nails; pneumatic framing nailer; circular saw; miter saw; tape measure; framing square; chalk line; speed square; wall-framing checklist; IRC span-table reference (instructor-supplied excerpt)	Rough opening width within 1/2 in. of plan dimension; header bearing on trimmers on both sides; stud spacing no bay more than 1/4 in. off 16 in. OC; double top plate laps past corners correctly; checklist score 90% or higher.
8	Raising, Plumbing, and Bracing Walls	12	demo	Students will safely raise framed wall sections, plumb them using a level or plumb bob, and install temporary diagonal bracing that holds walls plumb and in plane until sheathing is applied.	Safety briefing on wall-raising teamwork: hand signals, foot placement, pivot technique, and never standing in the fall zone; instructor leads a controlled raise of one wall section as a full-class demonstration. Supervised wall raises: groups rotate through raising their wall sections from Lesson 7; each group assigns a safety spotter and uses the correct pivot-and-push technique before the wall is walked up. Plumbing and bracing practice: with wall standing, students use a 6-ft. level on both faces to check plumb, install 2×4 diagonal kicker braces nailed to the deck and the wall, and re-check plumb after bracing is secured.	Framed wall sections from Lesson 7; 6-ft. level; plumb bob and string; 2×4 brace material; duplex nails for temporary bracing; framing hammer; safety glasses; hard hats; work gloves; NCCER Carpentry Level 2 wall-framing module	Wall plumb within 1/8 in. over the full height as measured by instructor after bracing; kicker braces nailed at both ends with minimum three nails each; no student standing in the fall zone during the raise—any fall-zone violation is an automatic remediation.
9	Interior Walls, Partitions, and Rough Openings for Doors	12	lab	Students will snap layout lines on a deck for interior partition walls, frame a non-load-bearing partition with a door rough opening, and connect it to the exterior wall system with a proper T-intersection or L-corner.	Instructor demo on snapping plate layout lines from a floor plan, distinguishing load-bearing versus non-load-bearing partitions, and explaining why header requirements differ between the two. Lab build: each group frames a 10 ft. interior partition with a single prehung-door rough opening (width and height per instructor-supplied plan); groups assemble flat, nail, raise, and tie to the exterior wall with a T-intersection backing block assembly. Door-opening check: students measure the rough opening width, height, and diagonal (for square) and compare to the door schedule on the plan; they record results on a quality-control data sheet.	2×4 lumber (plates, studs, trimmers, cripples); 16d common nails; pneumatic nailer; circular saw; tape measure; framing square; 6-ft. level; chalk line; door schedule from plan set; quality-control data sheet	Rough opening width and height within 1/2 in. of schedule dimensions; diagonals equal within 1/4 in. (square); T-intersection backed with minimum one flat nailer; plumb within 1/8 in. after bracing. All four criteria required for pass.
10	Ceiling Joists and Flat Ceiling Framing	12	lab	Students will lay out, cut, and install ceiling joists that lap over a bearing wall and are nailed to opposing rafters or blocking, maintaining consistent spacing and tying the wall tops together.	Instructor demonstration of ceiling joist layout on a double top plate: marking 16 in. OC from a reference wall, noting that ceiling joists run perpendicular to rafters where possible to resist outward thrust, and demonstrating lap-nailing at the bearing wall. Lab build: student groups install ceiling joists across their framed wall section, crown up, at 16 in. OC, lapping over the bearing wall and nailing per a posted schedule; groups add blocking at the top plate between joists at exterior walls. Span and deflection discussion: instructor reviews a ceiling-joist span table together with the class; students practice reading allowable spans for a given species, grade, and spacing and confirm their installed joists fall within the allowable span.	2×8 ceiling joist lumber; 16d common nails; pneumatic nailer; tape measure; chalk line; speed square; 4-ft. level; span table excerpt (IRC or AF&PA); framing checklist	Joist spacing within 1/4 in. of 16 in. OC at each bay; all joists crowned up; lap over bearing wall minimum 3 in. and nailed per schedule; blocking present at every bay at the top plate. Instructor checklist: all four items must be present for pass.
11	Wall Sheathing and Lateral-Load Fundamentals	14	lab	Students will apply structural wood-panel sheathing to a framed wall section, following a nailing schedule for shear panels, and explain how sheathing transfers lateral wind and seismic loads to the foundation.	Instructor lecture with diagram: load path concept from roof to wall sheathing to sill plate to foundation; difference between a fully sheathed shear wall and a non-structural sheathed wall; how nailing schedule affects shear capacity. Lab sheathing application: groups nail 4×8 OSB panels (7/16 in. or 15/32 in.) to their exterior wall section starting at a corner, maintaining proper edge and field nail spacing per a posted schedule using a pneumatic nailer; panels plumbed and aligned at the bottom plate. Nailing audit: students use a nail-spacing gauge to check perimeter and field nailing on a neighboring group's wall; they complete a punch-list and the building group repairs deficiencies before a final instructor inspection.	7/16 in. or 15/32 in. OSB structural sheathing panels; 8d common or 8d galvanized nails; pneumatic nailer; circular saw with guide; tape measure; chalk line; nail-spacing gauge; straightedge; APA shear-wall nailing schedule reference; safety glasses; hearing protection	Perimeter nailing at correct spacing (per posted schedule) with no nail more than 3/8 in. off panel edge and no nail missing; field nailing at correct spacing; all panel edges blocked or bearing on a framing member; bottom plate nailed to deck through sheathing per schedule. Audit punch-list must show zero uncorrected deficiencies.
12	Full-Scale Framing Integration Lab and Quality Inspection	16	field	Students will integrate all framing skills—floor deck, exterior and interior walls, ceiling joists, and sheathing—into a complete framed room section and pass a structured quality inspection checklist modeled on a building-department framing inspection.	Planning session: each student group receives a mini floor plan (one room, one door, one window) and produces a lumber takeoff and sequence-of-operations schedule before touching any material. Build day: groups construct the full framed section over two lab sessions—sill plate through ceiling joists and sheathing—documenting each phase with timestamped photos in a build log. Mock framing inspection: a peer team acting as 'inspectors' uses an instructor-provided framing inspection checklist (covering anchor bolts, joist hangers, header size, rough opening dimensions, sheathing nailing, plumb, and square); deficiencies are logged and the building group corrects and re-inspects until the checklist is cleared.	Full lumber and hardware package (PT sill, 2×6 exterior plates and studs, 2×10 joists, 2×8 ceiling joists, LVL header material, OSB subfloor, OSB sheathing, all fasteners and hangers); pneumatic framing nailer and compressor; circular saw; miter saw; tape measure; framing square; level; chalk line; build log template; framing inspection checklist; camera or smartphone for photo documentation	Framing inspection checklist: 100% of critical items (anchor bolts, joist hangers, headers, rough openings) must be correct; no more than two minor items (cosmetic, non-structural) outstanding at final sign-off; build log with photos submitted and accepted. Any uncorrected critical item requires full remediation before pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Framing Knowledge Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question multiple-choice and short-answer written exam covering lumber grades, fastener selection, load-path principles, rough-opening sizing, joist and stud layout math, and framing terminology, mapped to NCCER Carpentry Level 1 and Level 2 framing module objectives. Students who score below 75% receive targeted review and one retake opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Framing Skills Demonstration	Skills demonstration	45%	Instructor rates all five performance criteria as 'Satisfactory'; any 'Unsatisfactory' rating requires remediation and re-demonstration within one week.	Each student individually lays out a wall section on a plate pair (including one door rough opening), frames and assembles it flat, raises it, plumbs it, and installs temporary bracing; the instructor uses a five-criterion rubric (layout accuracy, assembly sequence, plumb, fastening, safe tool use) aligned to NCCER Carpentry Level 2 performance tasks. Time limit is set by instructor based on typical journeyman pace for the scope. Standard met · Safety · Time · Quality/finish · Documentation
Lab Build Log	Log	15%	Log accepted when all 12 required entries are present with dated photos, measurements are recorded accurately, and the self-assessment narrative addresses at least one correction made during each major phase; incomplete logs are returned for revision.	Students maintain a chronological build log throughout the course documenting each lab phase—from sill plate through final sheathing—with measurements taken, fasteners used, any deficiencies found during peer inspections, and corrective actions taken. The log is submitted at the end of Lesson 12 and evaluated for completeness, accuracy, and evidence of reflective practice. Standard met · Safety · Time · Quality/finish · Documentation
Framing Safety Check	Safety audit	15%	All seven safety behaviors must be observed as 'Present' on three separate days; any 'Absent' behavior on any observation day results in immediate coaching and a full restart of the three-day observation cycle.	The instructor conducts unannounced behavioral observations on three separate lab days, using a seven-item checklist: correct PPE worn, lockout/tagout performed before blade or bit changes, no one in the fall zone during wall raises, pneumatic nailer pointed safely between uses, material staged to prevent trip hazards, proper manual-lift technique for lumber, and hard hat on at all times in the framing lab. This assessment maps to OSHA 10 Construction outreach training objectives. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-04 Trade course

Roofing: Systems, Materials, and Installation

146 hr · ~~$2,015~~ COMPLIMENTARY

Students learn to plan, lay out, and install residential roof systems including structural sheathing, underlayment, asphalt shingles, flashing, and ventilation components using industry-standard tools and methods. Work is grounded in NCCER Carpentry curriculum areas covering roof framing geometry, material takeoff, and weatherproofing details. Safety practices align with OSHA standards for fall protection and hazard recognition on sloped surfaces.

Outcomes

Calculate roof slope, pitch, and rafter lengths using the unit-rise/unit-run method and a framing square to within 1/8-inch accuracy.
Perform a material takeoff for a residential roof system including sheathing, underlayment, drip edge, flashing, and shingles with no more than 5% error in quantity.
Install roof sheathing, felt or synthetic underlayment, and asphalt shingles following manufacturer specifications and local building code requirements.
Select, cut, and install step flashing, valley flashing, and counter-flashing at penetrations and intersections that pass a simulated water-intrusion inspection.
Identify and install ridge, soffit, and gable ventilation components to meet minimum ventilation ratio requirements for a given attic area.
Demonstrate proper fall-protection setup, PPE selection, and emergency procedures for rooftop work in compliance with applicable OSHA standards.

Course text

How the course runs. 12 blocks: Roof Systems Overview and Fall-Protection Safety; Roof Geometry: Slope, Pitch, and the Framing Square; Common Rafter Layout and Cutting; Hip, Valley, and Jack Rafter Principles; Roof Sheathing: Layout, Fastening, and Structural Panel Grades; Underlayment, Drip Edge, and Ice-and-Water Barrier; Asphalt Shingle Installation: Layout, Exposure, and Nailing; Flashing: Valleys, Step Flashing, and Pipe Boots; Ridge, Soffit, and Gable Ventilation; Material Takeoff and Estimating for Roofing; Roofing in Adverse Conditions: Heat, Cold, and Wind Safety; Integrated Roofing Lab: Full Roof System on Practice Structure.

What competent looks like. Calculate roof slope, pitch, and rafter lengths using the unit-rise/unit-run method and a framing square to within 1/8-inch accuracy. Perform a material takeoff for a residential roof system including sheathing, underlayment, drip edge, flashing, and shingles with no more than 5% error in quantity. Install roof sheathing, felt or synthetic underlayment, and asphalt shingles following manufacturer specifications and local building code requirements. Select, cut, and install step flashing, valley flashing, and counter-flashing at penetrations and intersections that pass a simulated water-intrusion inspection. Identify and install ridge, soffit, and gable ventilation components to meet minimum ventilation ratio requirements for a given attic area. Demonstrate proper fall-protection setup, PPE selection, and emergency procedures for rooftop work in compliance with applicable OSHA standards.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Roof Systems Overview and Fall-Protection Safety	10	theory	Students will identify the components of a residential roof system and demonstrate correct setup and use of personal fall-arrest systems and slide guards before any rooftop work begins.	Label a large-format roof anatomy diagram (rafters, ridge, sheathing, underlayment, shingles, flashing, fascia, soffit, ridge vent) and present labels to the group for peer correction. Inspect a set of harness, lanyard, and anchor components against a manufacturer inspection checklist, tagging any defective items out of service. Set up a roof-bracket/plank system on the program's practice roof section, adjusting for slope, then conduct a hazard walk with an instructor using an OSHA fall-protection checklist.	Full-body harness, shock-absorbing lanyard, roof anchors, roof brackets, 2x10 plank, hard hats, safety glasses, non-slip footwear; NCCER Carpentry Module on Roofing; OSHA 29 CFR 1926 Subpart M reference card; roof anatomy poster	Students correctly identify all labeled roof components (10/10) and pass instructor observation of harness donning and anchor setup with zero critical errors on a 10-point safety checklist; any critical error requires immediate re-demonstration.
2	Roof Geometry: Slope, Pitch, and the Framing Square	12	theory	Students will calculate slope ratio, pitch fraction, and unit rise/unit run relationships for at least five roof configurations and use a framing square to verify those values.	Work through a structured note set converting between slope expressions (e.g., 6:12, 4:12) and pitch fractions, then solve 10 practice problems on a worksheet, checking answers with an answer key. Use a framing square and speed square on a wall-mounted rafter mock-up to locate the 6:12 and 8:12 marks, reading both tools aloud for instructor verification. In pairs, measure the rise and run of three different roof sections built into the program's framing lab and calculate each slope, recording results in a field notebook.	Framing square, speed square (rafter angle guide), tape measure, field notebooks, calculator; NCCER Carpentry worksheets on roof geometry; dry-erase board for instructor demonstration	Score of 80% or higher on a 10-question slope/pitch calculation quiz; framing-square readings verified by instructor to within ±1/8 inch on each practice rafter.
3	Common Rafter Layout and Cutting	14	demo	Students will lay out and cut a common rafter—including plumb cut, bird's mouth, and tail cut—for a given span and slope, with each cut verified within 1/8-inch tolerance.	Watch instructor demonstrate full rafter layout on a 2×8 using a framing square, marking plumb line, seat cut, and tail; then replicate the layout independently on an identical board. Practice setting a circular saw to the correct bevel angle and making plumb cuts on scrap lumber before cutting the actual rafter, logging each cut result in the field notebook. Test-fit the completed rafter against the practice wall-top-plate and ridge board, checking plumb cut contact, bird's mouth bearing, and overhang length; adjust and recut if outside tolerance.	2×8 dimensional lumber (practice stock), framing square, speed square, tape measure, circular saw, hearing protection, safety glasses, pencil, field notebook; NCCER rafter layout reference	Instructor measures plumb cut, bird's mouth depth, seat length, and tail length against the layout plan; all four dimensions must fall within 1/8 inch of specification to pass.
4	Hip, Valley, and Jack Rafter Principles	10	theory	Students will calculate hip and valley rafter lengths using the unit-diagonal method and identify the difference in cheek-cut angles between hip, valley, and jack rafters.	Complete a guided calculation worksheet for hip and valley rafter lengths using the unit-diagonal value from the framing square rafter table, showing all arithmetic steps. Use scaled roof models (foam-board mockups) to trace hip, valley, and jack rafter paths, measuring model dimensions and back-calculating to full scale to verify the diagonal method. In small groups, debate common layout errors—such as ignoring the ridge reduction—by reviewing a set of intentionally flawed rafter layouts and identifying each error.	Framing square (with rafter tables), foam-board roof models, calculator, worksheets; NCCER Carpentry hip/valley rafter section; dry-erase board	80% or higher on a five-problem hip/valley length calculation quiz; each group must correctly identify all planted errors in the flawed layout exercise, confirmed by instructor key.
5	Roof Sheathing: Layout, Fastening, and Structural Panel Grades	12	lab	Students will select the correct structural panel grade for a given rafter spacing, cut and install sheathing panels with staggered joints, and fasten them per a nail schedule, leaving no gaps larger than specified.	Read and interpret a sheathing span table to select panel thickness and grade for 16-inch and 24-inch o.c. rafter spacing, recording decisions with justification in the field notebook. Snap chalk lines for staggered panel layout on the practice roof section, cut panels to fit using a circular saw, and stage them safely on the roof before fastening. Nail panels following a printed nail-schedule card (edge and field spacing), then conduct a self-inspection using a nail-placement gauge, marking any missed or overdriven fasteners for correction.	OSB and plywood sheathing panels (assorted grades), circular saw, chalk line, tape measure, framing nailer, pneumatic compressor, safety glasses, hearing protection, fall-arrest system, nail-placement gauge, span table reference; NCCER sheathing section	Instructor checks panel grade selection (correct or incorrect—must be correct), joint stagger (minimum 4-foot offset on alternate rows), and fastener pattern (all nails within ±1/4 inch of schedule spacing); fewer than two fastener deviations per panel to pass.
6	Underlayment, Drip Edge, and Ice-and-Water Barrier	12	demo	Students will install drip edge, ice-and-water barrier at eaves and valleys, and synthetic or felt underlayment in the correct sequence with code-compliant laps.	Instructor demonstrates the installation sequence (drip edge → ice-and-water → felt/synthetic) on the practice roof section while narrating the reason for each step; students record the sequence in their field notebooks. Students install drip edge on the eave and rake of an assigned roof section, cutting corners and mitering returns, then staple or nail per manufacturer instructions. Roll out and fasten underlayment in teams, measuring and marking lap lines (horizontal and vertical) before unrolling, then check laps with a tape measure and correct any short laps before the next course.	Galvanized drip edge (eave and rake profiles), ice-and-water barrier, synthetic underlayment rolls, cap stapler or roofing nailer, tin snips, tape measure, chalk line, utility knife, fall-arrest equipment; manufacturer installation guide; local building code excerpt on underlayment	Instructor verifies installation sequence is correct; all lap dimensions measured against manufacturer minimums—zero under-lapped joints to pass; drip edge corners inspected for tight fit with no gaps wider than 1/4 inch.
7	Asphalt Shingle Installation: Layout, Exposure, and Nailing	18	practice	Students will install a full field of three-tab or architectural asphalt shingles with correct exposure, offset joints, and fastener placement that meets manufacturer warranty requirements.	Calculate shingle exposure and course layout for an assigned roof section, snapping horizontal chalk lines at correct intervals from eave to ridge, then have a partner verify spacing before shingling begins. Starter course: cut tabs from shingles, install with manufacturer-specified overhang at eave and rake, and nail per the nail line on the shingle; instructor spot-checks the first course before students proceed. Install at least five full courses of field shingles, staggering vertical joints by the manufacturer's required offset, checking alignment to chalk lines every two courses and correcting drift immediately.	Architectural asphalt shingles (bundles), coil roofing nailer, pneumatic compressor, chalk line, tape measure, utility knife, hook blade, straight edge, safety glasses, hearing protection, fall-arrest system; shingle manufacturer installation guide; NCCER shingle installation section	Instructor measures exposure on three random courses (must match layout within 1/8 inch), checks joint offset (no aligned joints within required distance), and pulls back one shingle to confirm nail placement within the manufacturer nail zone—all three checks must pass.
8	Flashing: Valleys, Step Flashing, and Pipe Boots	14	lab	Students will cut and install open or closed valley flashing, step flashing at a wall-to-roof intersection, and a pipe boot at a mock penetration so that all laps shed water correctly.	On a flat bench mockup, practice bending step flashing pieces to a 90-degree angle with sheet-metal benders or by hand on a bending brake, cutting to required length; instructor checks first five pieces before installation begins. Install step flashing alternating with shingle courses on the practice wall-roof intersection section, verifying that each piece is seated under the shingle above and against the wall sheathing. Install a pre-formed pipe boot over a mock pipe penetration, cutting the shingle saddle, seating the boot flange under uphill shingles and over downhill shingles, and applying appropriate roofing sealant per manufacturer instructions.	Galvanized or aluminum step flashing (pre-cut and flat stock), valley flashing (W-metal or modified-bitumen roll), pipe boot (pre-formed rubber), sheet-metal hand seamer, aviation snips, roofing sealant, caulk gun, nails/screws, tape measure, safety glasses; NCCER flashing section; manufacturer specs	Instructor conducts a simulated water test (spray bottle at joints) and checks lap directions; zero water intrusion at any flashing joint to pass; roofing sealant applied only where specified (no over-caulking masking improper laps).
9	Ridge, Soffit, and Gable Ventilation	10	theory	Students will calculate the net free ventilation area required for a given attic footprint and select and install ridge-cap shingles and a prefabricated ridge vent in the correct location.	Use the standard 1/150 and 1/300 ventilation ratio guidelines to calculate required net free area for three practice attic sizes, selecting matching vent products from a manufacturer catalog. Cut the ridge slot on the practice roof section to the ridge-vent manufacturer's specified width using a circular saw set to the sheathing depth, then nail the ridge vent and cap shingles over it. Inspect a soffit-vent layout drawing for a sample house and identify whether the intake area balances the exhaust area, proposing changes if it does not, and presenting the proposal to the class.	Ridge vent (prefabricated shingle-over style), circular saw, tape measure, chalk line, ridge cap shingles, roofing nails, calculator; ventilation ratio reference card; manufacturer installation guide; NCCER ventilation section	Ventilation calculation worksheet scored 80% or higher; ridge slot width measured by instructor against manufacturer spec (within ±1/4 inch); ridge vent fastening pattern matches manufacturer nail schedule with no missed fastener locations.
10	Material Takeoff and Estimating for Roofing	10	theory	Students will complete a full material takeoff for a two-slope residential roof, quantifying shingles, underlayment, drip edge, flashing, nails, and ridge vent within 5% of the instructor's reference quantities.	From a dimensioned roof plan, calculate total roof surface area by breaking the plan into rectangles and triangles, then convert to squares (100 sq ft) and add the appropriate waste factor for shingles. Build a line-item materials list in a spreadsheet template, entering quantities, unit sizes, and calculating total pieces or rolls needed for each material category. Swap completed takeoffs with a partner and audit their list against the instructor answer key, marking any line more than 5% off and discussing how rounding and waste-factor choices affect the result.	Dimensioned roof plan (printed and digital), calculator, laptop or tablet with spreadsheet software, materials-list template; shingle manufacturer coverage data; NCCER estimating section	Every material line item on the student's takeoff must fall within 5% of the reference quantity; any line outside tolerance must be corrected and resubmitted within one class session.
11	Roofing in Adverse Conditions: Heat, Cold, and Wind Safety	8	theory	Students will identify at least four environmental hazards specific to rooftop work and describe the OSHA-recognized controls for each, including when work must stop.	Read and annotate OSHA guidance excerpts on heat illness prevention and high-wind work restrictions, highlighting specific temperature or wind-speed thresholds where general industry references them. Role-play a toolbox talk: one student plays foreman and delivers a three-minute weather-hazard briefing for a scenario (heat index above 103°F), while classmates ask questions and log the key points. Complete a cold-weather shingle installation protocol worksheet identifying low-temperature limits for adhesive strips, storage requirements, and hand-application techniques, then discuss answers as a class.	OSHA heat-illness prevention resources, OSHA high-wind guidance; shingle manufacturer cold-weather installation guidelines; scenario cards; field notebooks	Students score 80% or higher on a 10-question written quiz covering environmental hazards and controls; toolbox-talk delivery evaluated by instructor on a 5-point rubric (must score 4/5 or higher).
12	Integrated Roofing Lab: Full Roof System on Practice Structure	16	field	Students will complete a full residential roof assembly—sheathing through ridge vent—on the program's practice structure, meeting all dimensional and quality standards established in prior lessons.	Working in a crew of three to four, plan the day's sequence of tasks, assign roles (sheathing team, underlayment team, shingle team), and review fall-protection setup as a group before ascending the roof. Execute the complete installation sequence—sheathing, drip edge, underlayment, valley flashing, field shingles, step flashing at a wall, pipe boot, and ridge vent/cap shingles—with instructor coaching at each transition point. Conduct a peer quality inspection at project completion using a structured punch-list checklist covering alignment, fastening, lap dimensions, flashing laps, and ventilation, then present findings in a brief oral debrief.	All materials from Lessons 5–9 (sheathing, drip edge, underlayment, shingles, flashing, ridge vent, fasteners), pneumatic nailer, compressor, circular saw, chalk line, tape measure, speed square, utility knife, full PPE including fall-arrest system; punch-list checklist; field notebooks	Instructor scores the completed roof using the program's 20-point roofing quality rubric (alignment ±1/4 inch, lap dimensions, fastener pattern, flashing water-shedding, ventilation slot width); minimum passing score is 16/20; any safety violation during the lab results in a mandatory safety re-demonstration before the score is recorded.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Roofing Systems Knowledge Exam	Written exam	25%	70% or higher (28/40 questions correct)	A 40-question multiple-choice and short-answer exam covering roof geometry calculations, material identification, installation sequences, flashing types, ventilation ratios, and environmental hazard controls, aligned to NCCER Carpentry knowledge-verification areas for roofing. Students who score below 70% may retake one alternate-form exam after documented remediation. Standard met · Safety · Time · Quality/finish · Documentation
Roof Installation Skills Demonstration	Skills demonstration	45%	Score of 16/20 on the roofing quality rubric; zero critical safety violations	Each student independently installs a designated roof section—including underlayment, at least four courses of shingles, step flashing at a wall, and ridge-cap shingles—on the practice structure under timed conditions. The instructor evaluates using the 20-point rubric for alignment, exposure consistency, fastener placement, and flashing lap direction, mirroring NCCER performance-profile task requirements. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log and Material Takeoff Portfolio	Log	15%	All entries present; takeoff quantities within 5% of reference on every line item; field notebook legible and complete	Students submit their field notebooks and completed material-takeoff spreadsheet accumulated across lessons 2 through 11, demonstrating progressive documentation of measurements, calculations, inspection findings, and self-corrections. Entries are reviewed for accuracy, completeness, and evidence of reflection on errors corrected during lab work. Standard met · Safety · Time · Quality/finish · Documentation
Rooftop Safety Performance Check	Safety audit	15%	Zero critical errors on the 12-point safety checklist; all items rated satisfactory	Before the final integrated lab, an instructor conducts a live observation using a structured 12-item safety checklist covering harness inspection and donning, anchor selection and rigging, roof-bracket setup, tool tethering, and emergency action plan recall. Any critical item failure (unsecured anchor, improperly donned harness, unguarded leading edge) requires immediate correction and a full re-check before the student is permitted to work on the roof. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-05 Trade course

Stair Construction: Layout, Framing & Finishing

146 hr · ~~$2,015~~ COMPLIMENTARY

Students learn to plan, lay out, cut, and install wood stair systems—including straight-run, L-shaped, and platform stairs—from subfloor to finish tread and handrail. Instruction covers code-compliant rise-and-run calculations, stringer layout and cutting, framing rough openings, and installing balusters, newel posts, and guardrails. All work is tied to current IRC residential stair provisions and NCCER Carpentry curriculum content areas.

Outcomes

Calculate code-compliant unit rise and unit run for any given total rise, verifying that all risers are equal and within accepted IRC dimensional limits.
Lay out and cut housed and open stair stringers accurately using a framing square with stair gauges, achieving cuts within 1/16-inch of layout lines.
Frame a stair rough opening and install a platform or landing assembly that is level, plumb, and structurally fastened per the job drawings.
Install finish treads, risers, newel posts, balusters, and a continuous handrail that meet graspability and baluster-spacing requirements.
Identify and control fall, struck-by, and cut hazards specific to stair construction, applying OSHA stairway and ladder safety requirements throughout the unit.
Interpret architectural drawings and stair-detail sections to produce a complete cut list and material takeoff for a residential stair system.

Course text

How the course runs. 12 blocks: Stair Terminology, Code Basics & Safety Orientation; Reading Stair Drawings and Producing a Material Takeoff; Rise-and-Run Math: Calculating Stair Geometry; Framing Square Layout: Setting Up and Using Stair Gauges; Cutting Stringers: Circular Saw Technique and Safe Practices; Framing the Rough Opening and Installing the Header; Installing Stringers: Attachment Methods and Plumb-and-Level Procedure; Landings and Platform Framing; Installing Treads and Risers: Finish Carpentry Techniques; Newel Posts, Balusters & Handrails: Layout and Installation; Guardrails on Open Sides: Framing and Code Compliance; Quality Inspection, Punch-Out & Project Documentation.

What competent looks like. Calculate code-compliant unit rise and unit run for any given total rise, verifying that all risers are equal and within accepted IRC dimensional limits. Lay out and cut housed and open stair stringers accurately using a framing square with stair gauges, achieving cuts within 1/16-inch of layout lines. Frame a stair rough opening and install a platform or landing assembly that is level, plumb, and structurally fastened per the job drawings. Install finish treads, risers, newel posts, balusters, and a continuous handrail that meet graspability and baluster-spacing requirements. Identify and control fall, struck-by, and cut hazards specific to stair construction, applying OSHA stairway and ladder safety requirements throughout the unit. Interpret architectural drawings and stair-detail sections to produce a complete cut list and material takeoff for a residential stair system.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Stair Terminology, Code Basics & Safety Orientation	10.5	theory	Students will define all major stair components and state the key IRC dimensional requirements for residential stairs—rise, run, headroom, width, and handrail height—with 80% accuracy on a written quiz.	Annotated diagram exercise: students label a printed stair section (stringer, tread, riser, nosing, newel, baluster, guardrail, handrail, landing, header, trimmer) and write a one-sentence function for each part. Code scavenger hunt: using a printed IRC residential stair chapter excerpt, students find and record the maximum unit rise, minimum unit run, minimum headroom clearance, and required handrail height range, then compare answers in pairs. Safety briefing and jobsite walk-through simulation: instructor walks through a mock stair framing area identifying fall hazards, required guardrails on open sides, safe tool storage on stair decks, and PPE requirements (hard hat, safety glasses, cut-resistant gloves when handling stringers).	IRC residential stair code excerpt (printed), annotated stair-section diagrams, NCCER Carpentry Level 1 & 3 modules on stairs, whiteboard, PPE for each student	10-question written quiz covering terminology and code limits; 80% (8/10) required to advance.
2	Reading Stair Drawings and Producing a Material Takeoff	10.5	theory	Students will interpret a residential stair detail drawing and produce a complete cut list and board-foot material takeoff accurate within 5% of instructor's key.	Drawing review session: instructor projects an architectural floor plan and stair section; students identify total rise, finished floor elevations, stringer count, tread depth, and riser height directly from the drawing. Takeoff practice: each student receives a packet with a two-page stair drawing set and completes a material list (LF of 2×12 stringer stock, number of treads, riser boards, handrail LF, hardware count) using a printed quantity-takeoff form. Peer audit: students exchange takeoffs, check math on rise-and-run calculations, and flag discrepancies; class discusses the two most common errors found.	Sample residential stair drawing set (floor plan + stair section + detail), printed takeoff form, calculators, NCCER Carpentry Level 3 stair module, engineering scales	Completed takeoff graded against instructor key; quantity errors must be within 5% on each line item, and all stringer, tread, and riser dimensions must be correct. Score 80% overall to pass.
3	Rise-and-Run Math: Calculating Stair Geometry	15	theory	Students will calculate unit rise, unit run, total stringer length, and angle of incline for a given total rise, demonstrating equal-riser technique and verifying against IRC limits on five different problem sets without error.	Instructor-led worked example: given a total rise of 8 ft 11 in, students follow step-by-step calculation of number of risers, unit rise, unit run, and check headroom with a scaled diagram. Five-problem worksheet set: students independently solve rise-and-run problems with varying total-rise values, calculate stringer length using the Pythagorean theorem, and flag any results that fall outside IRC limits. Error-analysis exercise: instructor presents three 'client calculations' with common mistakes (unequal top or bottom riser, run too shallow, headroom too low); students identify and correct each error, writing a one-sentence explanation.	Calculators, rise-and-run worksheet packet, IRC code excerpt, framing square reference card, NCCER Carpentry Level 3 stair math section	Graded worksheet: all five problem sets must have correct unit rise, unit run, stringer length, and IRC compliance check. 100% accuracy on compliance flags; overall score 80% to pass.
4	Framing Square Layout: Setting Up and Using Stair Gauges	13	demo	Students will set stair gauges on a framing square to calculated rise and run values and step off a full stringer layout on a 2×12 board, keeping all layout lines within 1/16 inch of correct position.	Instructor demonstration: set stair gauges for a 7-inch rise and 10-inch run; step off eight risers on a full-length 2×12 while narrating each step, pointing out the starting-point reduction for tread-thickness and the top-cut alignment. Guided practice: each student clamps gauges to a framing square and steps off a layout on a practice 2×12 under instructor observation, pausing at each step for a check before moving on. Measurement verification: students use a tape and combination square to check all riser heights and run depths on their completed layout; mark any lines outside 1/16-inch tolerance in red and re-draw.	Framing squares, stair gauges (stair buttons), 2×12 practice boards (8-foot minimum), pencils, tape measures, combination squares, chalk line, hearing protection and safety glasses	Instructor inspects each completed stringer layout; all rise and run marks must be within 1/16 inch of the calculated dimension, top and bottom cuts correct. Pass = zero tolerance violations on any single step.
5	Cutting Stringers: Circular Saw Technique and Safe Practices	15	lab	Students will cut a full open stringer using a circular saw and jigsaw, completing all notches cleanly with saw cuts stopping at layout-line intersections and finishing cuts within 1/8 inch of the line.	Tool safety review and blade-guard inspection: before any cutting, each student demonstrates proper circular-saw guard operation, blade-depth setting (blade projects no more than 1/4 inch below stock), and two-hand grip; instructor signs off each student before they power a saw. Full stringer cut: using their laid-out 2×12 from Lesson 4, students make tread and riser cuts with the circular saw, stopping each cut at the corner intersection, then completing corners with a handsaw or jigsaw to prevent over-cut weakening. First stringer used as template: students trace the cut stringer onto a second 2×12 and cut a matching stringer, then clamp both together and check that all notches align within 1/8 inch along the full length.	Circular saws, jigsaws, handsaws, sawhorses, 2×12 lumber (two pieces per student), clamps, measuring tapes, safety glasses, hearing protection, push sticks, NCCER Carpentry Level 3 stair module	Instructor checks both stringers: all tread-riser corners must be clean (no over-cut past the intersection), paired stringers must align within 1/8 inch when stacked and clamped. Any over-cut that reduces net stringer depth below minimum must be identified and corrective cutting strategy discussed. Pass = both stringers within tolerance.
6	Framing the Rough Opening and Installing the Header	13	lab	Students will frame a stair rough opening in a prepared floor-framing mock-up—doubling trimmer joists, installing a doubled header, and installing a tail joist—with the opening level, square, and fastened per the instructor's nailing schedule.	Layout on existing floor frame: students mark the rough-opening dimensions on a pre-built platform mock-up, snap chalk lines for both sides of the opening, and identify which joists must be cut and which become trimmers. Header and trimmer assembly: students double the trimmer joists with structural screws or nails per the nailing schedule, build and install a double-LVL or doubled-lumber header to the trimmer top, and hang tail joists with joist hangers. Quality check: using a 4-foot level and a string line, students verify the opening is square (diagonal measurement method) and that the header is level; record measurements on a framing inspection form.	Pre-built floor-framing platform (shop-built mock-up), LVL or dimensional-lumber header stock, joist hangers, structural screws and nails, framing hammer, drill/driver, 4-foot level, tape measure, chalk line, framing inspection form	Instructor reviews framing inspection form and physically checks the opening: must be within 1/4 inch of specified dimensions, header level within 1/8 inch over its span, all joist hangers fully nailed per manufacturer schedule. Pass = all three criteria met.
7	Installing Stringers: Attachment Methods and Plumb-and-Level Procedure	13	lab	Students will fasten a three-stringer assembly between the header and a bottom plate, verifying that all stringers are plumb, parallel, and equal in height at top and bottom attachment points before final fastening.	Layout of bottom plate and stringer positions: students snap three parallel lines on the bottom plate for stringer centerlines, confirm spacing meets the tread-width requirement, and tack a temporary brace across the top to hold spacing during installation. Attachment and adjustment: students fasten each stringer to the header with an approved metal connector (hurricane tie or stringer connector) and toe-nail the bottom to the pressure-treated bottom plate; use a level to check plumb on the face of each stringer and shim as needed before final fastening. Verification round: with stringers fully fastened, students measure the height of each stringer at top and bottom, check that unit rise is consistent on all three stringers using a folding rule, and record results on a stringer-inspection checklist.	Pre-cut stringers from Lesson 5, stringer connectors and hurricane ties, structural nails and screws, pressure-treated bottom plate material, shims, 4-foot level, folding rule, tape measure, stringer-inspection checklist, drill/driver, hammer	Stringer-inspection checklist reviewed by instructor: all three stringers within 1/8 inch of equal height at top and bottom, each stringer plumb within 1/8 inch over its length, all connectors fully fastened. Pass = all items on checklist signed off.
8	Landings and Platform Framing	10.5	lab	Students will frame a stair landing platform to specified dimensions, confirm it is level and structurally attached to the wall framing, and verify that the resulting floor-to-landing and landing-to-floor rise values keep all risers equal.	Landing-height calculation: students recalculate unit rise for an L-shaped stair scenario with a mid-stair landing, determining how many risers occur below and above the landing and confirming all risers remain equal. Platform framing: students build a landing platform box from dimensional lumber—rim joists, interior joists at 16 inches on center, and a plywood deck—to match the calculated landing height, fastening to wall studs with structural screws through a ledger board. Level and height verification: students use a 4-foot level and tape measure to confirm the platform surface is level in both directions and that the height from subfloor to landing and from landing to upper floor divides into equal risers as calculated. Record on a landing inspection form.	Dimensional lumber (2×8 or 2×10 per design), 3/4-inch plywood, structural screws, drill/driver, 4-foot level, tape measure, chalk line, landing inspection form, wall-framing mock-up with studs	Instructor reviews landing inspection form: platform level within 1/8 inch in both directions, height within 1/4 inch of calculated value, all framing connections made with structural fasteners. Pass = all three criteria met.
9	Installing Treads and Risers: Finish Carpentry Techniques	13	lab	Students will cut and install finish treads and riser boards on a completed stringer assembly so that every tread is level, nosing projection is consistent, gaps between riser and stringer are less than 1/8 inch, and no fastener heads are exposed on tread surfaces.	Tread and riser measurement and cut: students measure each tread opening individually (accounting for any stringer variation), mark and cut treads to length with a miter saw, and cut riser boards to height; instructor demonstrates why measuring each opening individually prevents cumulative error. Installation sequence (risers first): students glue and nail riser boards to the back of each stringer notch, then fit and fasten treads using construction adhesive and finish nails or trim screws driven at an angle to avoid surface exposure; instructor demonstrates scribing a tread to a wall stringer. Nosing and consistency check: students use a combination square to verify nosing projection is equal on all treads; check that every tread is level with a torpedo level; fill any gap exceeding 1/8 inch between riser and stringer with scribe molding.	Pre-finished or paint-grade tread stock, riser boards, miter saw, construction adhesive, finish nails, trim screws, drill/driver, torpedo level, combination square, tape measure, scribe molding, nail set, safety glasses, hearing protection	Instructor inspects completed tread-and-riser installation: nosing projection consistent within 1/8 inch across all treads, every tread level within 1/8 inch, no exposed fastener heads on tread surfaces, no gap greater than 1/8 inch between riser and stringer. Pass = all criteria met.
10	Newel Posts, Balusters & Handrails: Layout and Installation	15	lab	Students will install a base newel post, a series of square balusters at code-compliant spacing, and a continuous graspable handrail, confirming that no baluster spacing exceeds the IRC 4-inch sphere rule and that handrail height is within the required range.	Newel layout and blocking: students locate, drill, and bolt a hollow base newel post through the bottom tread and into the stringer or floor framing using a through-bolt or lag-screw method; verify post is plumb in two directions before final tightening. Baluster spacing calculation and installation: students calculate maximum baluster spacing for their stair width so that a 4-inch sphere cannot pass through any opening, mark tread faces for each baluster, cut balusters to a consistent raked angle using a miter saw, and fasten with construction adhesive and pin nails. Handrail fitting: students cut a graspable handrail (confirming cross-section meets IRC graspability dimensions) to length, fit and fasten rail-bolt connectors at newel and wall bracket, and verify handrail height is within the IRC required range at both top and bottom of the stair run.	Newel post, balusters, graspable handrail stock (profile per IRC), rail bolts, wall brackets, lag screws or through-bolts, construction adhesive, pin nailer and pins, miter saw, drill/driver, torpedo level, tape measure, 4-inch sphere gauge or 4-inch spacer block, IRC code excerpt	Instructor uses a 4-inch spacer block to check every baluster opening (no opening may pass the block), measures handrail height at both top and bottom landings, and checks newel post plumb with a level. Pass = zero baluster spacing failures, handrail height in code range, newel plumb within 1/8 inch.
11	Guardrails on Open Sides: Framing and Code Compliance	8.5	lab	Students will install a guardrail assembly on the open side of a stair or landing mock-up that meets the required guardrail height and withstands a field-simulated 200-pound horizontal load test at the top rail without visible movement at connections.	Guardrail-height layout: students measure and mark required guardrail height from the stair nosing on the open-side stringer, discuss the difference between handrail height on stairs and guardrail height on landings, and lay out newel post locations at top, bottom, and intermediate spacing per load requirements. Post and panel assembly: students bore and lag-bolt intermediate posts to the stringer or rim joist, install horizontal rails between posts at code-required spacing, and fill the panel with balusters so no opening exceeds the 4-inch sphere limit. Load simulation: with the instructor present, students apply a simulated horizontal force (using a calibrated luggage scale pulled to 200 lb equivalent) at the top rail mid-span and at each post; inspect all connections for movement and tighten or re-fasten any that show looseness.	Guardrail post stock, horizontal rail lumber, balusters, lag screws, structural screws, drill/driver, level, tape measure, 4-inch spacer block, luggage or fish scale for load simulation, IRC guardrail code excerpt	Instructor verifies guardrail height within code range, no 4-inch-sphere failures, and observes the load simulation. Pass = zero sphere failures, no visible connection movement under simulated load, height in code range.
12	Quality Inspection, Punch-Out & Project Documentation	9	field	Students will conduct a self-directed final inspection of their completed stair assembly using a professional punch-list form, identify and correct all deficiencies, and submit a completed project documentation package including as-built measurements and a reflective write-up.	Punch-list inspection: using a printed professional stair punch-list (covering riser equality, nosing consistency, tread level, baluster spacing, handrail height, guardrail integrity, fastener exposure, and finish quality), students measure and record every item on their own completed stair assembly, flagging items that do not meet standard. Deficiency correction: students correct all flagged items within the lab period—re-fastening loose balusters, filling gaps, driving exposed fasteners below surface—and re-inspect corrected items before signing off. Documentation package assembly: students compile their project folder with the original rise-and-run calculation sheet, material takeoff, framing and stringer inspection forms, landing form, punch-list, and a one-page reflective write-up identifying the most challenging step and what they would do differently.	Printed punch-list forms, all previous inspection forms, tape measure, combination square, 4-inch spacer block, level, tools for minor corrections (drill/driver, nail set, adhesive), project documentation folder	Instructor reviews completed punch-list: all items must be checked and any deficiency corrected before sign-off. Documentation package must contain all required forms with legible measurements and a complete write-up. Pass = zero open deficiencies on punch-list, complete documentation package submitted.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Stair Code and Calculation Written Exam	Written exam	25%	80% (40 of 50 points)	A 50-question written exam covering stair terminology, IRC dimensional requirements, rise-and-run math, material takeoff, stringer-length calculation, baluster spacing math, and handrail graspability rules. Questions are drawn from NCCER Carpentry Level 3 stair module content areas and use multiple-choice, short-answer, and calculation formats. Students must achieve 80% to pass; students below that threshold complete a targeted remediation and retake within five school days. Standard met · Safety · Time · Quality/finish · Documentation
Stair Framing and Finish Skills Demonstration	Skills demonstration	45%	All critical items rated Meets Standard; overall rubric score 80% or higher	Students independently lay out, cut, and install a three-stringer open stair assembly with treads, risers, a newel post, balusters, and a continuous handrail on a provided framing mock-up. An instructor-scored rubric assesses stringer layout accuracy, cut quality, riser equality, tread level, nosing consistency, baluster spacing (4-inch sphere check), handrail height, and connection security. Any item marked Does Not Meet Standard is a mandatory re-do before a passing grade is recorded. This assessment maps directly to NCCER Carpentry Level 3 stair installation performance tasks. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log and Project Documentation Portfolio	Log	15%	80% of entries rated Complete and Accurate; all required forms present	Students submit a complete portfolio containing daily lab entries (objective, steps performed, measurements taken, problems encountered), all inspection and punch-list forms from Lessons 6 through 12, the original rise-and-run calculation sheet, the material takeoff, and the final reflective write-up. Entries are evaluated for accuracy of recorded measurements, completeness, and evidence of self-correction. A missing required form or an entry with unresolved inaccuracies counts as incomplete. Standard met · Safety · Time · Quality/finish · Documentation
Stair Safety Walk and Hazard ID Check	Safety audit	15%	100% of critical safety items correct; no unsafe act may go uncorrected	The instructor conducts a 15-minute safety walk with each student through the active stair lab, presenting six to eight staged or observed scenarios (open-side fall hazard without guardrail, circular-saw blade guard removed, no hearing protection during sawing, trip hazard on stair treads, unmarked wet adhesive, and similar). The student must correctly identify every critical hazard and state the appropriate corrective action. A single missed critical hazard (fall from elevation, unguarded power-saw blade) results in an immediate retake; the student may not return to tool use until passed. This check aligns with OSHA 10 stairways and ladders content area. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-06 Trade course

Cabinetry: Layout, Construction, and Installation

146 hr · ~~$2,015~~ COMPLIMENTARY

Students learn to read cabinet shop drawings, build face-frame and frameless cabinet boxes from sheet goods and solid lumber, and install base and wall cabinets to plumb, level, and square tolerances required in residential and light-commercial construction. Lessons integrate NCCER Carpentry Level 2 and Level 3 cabinetry module competencies and reinforce the shop-safety and tool-operation standards assessed on the NCCER written and performance exams.

Outcomes

Interpret cabinet elevation drawings, cut lists, and material takeoff sheets to plan and sequence a cabinet build without waste exceeding 10% of sheet goods.
Safely operate table saw, router, pocket-hole jig, and random-orbital sander while applying all required PPE and OSHA lockout/tagout procedures during every setup and blade change.
Build a plywood face-frame cabinet box square to within 1/8 inch and a frameless (European-style) cabinet box square to within 1/16 inch using industry-standard joinery.
Hang and align a run of at least three wall cabinets and two base cabinets so that every unit is plumb and level within 1/8 inch over its full height and width.
Apply solid-wood edge banding, iron-on veneer tape, and finish-grade trim using correct adhesive and fastener schedules so that all visible surfaces are smooth and gap-free.
Complete a written cabinet takeoff, a cut list, and an as-built punch list that accurately reflect the finished work, demonstrating the documentation skills assessed in NCCER Carpentry written modules.

Course text

How the course runs. 12 blocks: Cabinet Types, Terms, and Shop Safety; Reading Cabinet Shop Drawings and Developing a Cut List; Sheet-Goods Handling, Layout, and Efficient Cutting; Joinery Methods: Pocket Screws, Dadoes, and Rabbets; Building a Frameless (European) Base Cabinet Box; Building a Face-Frame Cabinet Box; Edge Banding, Veneer Tape, and Surface Preparation; Cabinet Hardware: Hinges, Drawer Slides, and Pulls; Wall Preparation and Cabinet Layout Lines; Installing Wall and Base Cabinets; Countertop Templating and Scribing; Quality Control, Punch List, and As-Built Documentation.

What competent looks like. Interpret cabinet elevation drawings, cut lists, and material takeoff sheets to plan and sequence a cabinet build without waste exceeding 10% of sheet goods. Safely operate table saw, router, pocket-hole jig, and random-orbital sander while applying all required PPE and OSHA lockout/tagout procedures during every setup and blade change. Build a plywood face-frame cabinet box square to within 1/8 inch and a frameless (European-style) cabinet box square to within 1/16 inch using industry-standard joinery. Hang and align a run of at least three wall cabinets and two base cabinets so that every unit is plumb and level within 1/8 inch over its full height and width. Apply solid-wood edge banding, iron-on veneer tape, and finish-grade trim using correct adhesive and fastener schedules so that all visible surfaces are smooth and gap-free. Complete a written cabinet takeoff, a cut list, and an as-built punch list that accurately reflect the finished work, demonstrating the documentation skills assessed in NCCER Carpentry written modules.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Cabinet Types, Terms, and Shop Safety	10.5	theory	Students correctly identify face-frame and frameless cabinet components using industry terminology and demonstrate all required PPE and lockout/tagout procedures before any machine is turned on.	Annotated diagram exercise: students label a full exploded-view drawing of a base cabinet (stile, rail, toe kick, nailer, bottom, side, back, shelf pin strip) and a wall cabinet using a NCCER Carpentry module vocabulary list. PPE station rotation: students don and inspect safety glasses, hearing protection, and dust respirator at each major machine station (table saw, router table, drill press) and recite the hazard each protects against. Lockout/tagout drill: instructor simulates a blade change on the table saw; students practice attaching the lockout hasp and completing a written LOTO log entry, scored against a checklist.	NCCER Carpentry Level 2 and Level 3 modules (cabinetry units), sample cabinet shop drawings, PPE kit per student, LOTO hasp and tags, projector for diagram annotation	10-question identification quiz on component names (80% pass); LOTO checklist completed correctly with zero skipped steps before advancing to any machine lesson
2	Reading Cabinet Shop Drawings and Developing a Cut List	10.5	theory	Students extract all dimensions from a two-page cabinet elevation and floor-plan set and produce a complete, accurate cut list with grain direction and part quantities noted.	Scaled drawing exercise: students use an architect's scale to read wall and base cabinet elevations, then record nominal and actual plywood dimensions for each part on a blank cut-list form. Dimension chain check: students verify that their cut-list part heights, widths, and depths are internally consistent (e.g., box height = door height + top rail + bottom rail + overlay) by back-calculating against the elevation. Pair review: students exchange cut lists and mark any discrepancy greater than 1/16 inch, then discuss corrections before submitting a final version to the instructor.	Two-page cabinet shop drawing set (instructor-prepared, residential kitchen), blank cut-list forms, architect's scale rules, calculators, NCCER Carpentry module on print reading	Cut list graded against an answer key; all dimensions within 1/16 inch and all part quantities correct for 80% pass; any missing part is an automatic re-do
3	Sheet-Goods Handling, Layout, and Efficient Cutting	13	demo	Students lay out and rip a 4×8 sheet of 3/4-inch plywood at the table saw with consistent 1/16-inch dimensional accuracy while maintaining a safe stance and using push sticks throughout.	Instructor demo: ripping a sheet with the fence set, featherboards clamped, and a push stick used for the last 6 inches of every cut; students observe and narrate each safety step aloud. Yield diagram activity: students sketch a cutting diagram on graph paper for their cut list that minimizes waste, then compare diagrams in groups and calculate board-feet of waste per layout. Supervised ripping practice: each student rips two test pieces to specified dimensions; instructor measures results and marks any piece outside tolerance for re-cut before the student proceeds.	Table saw with rip fence and splitter/anti-kickback pawl, push sticks and featherboards, 4×8 sheets of 3/4-inch AC plywood (practice grade), tape measure, combination square, hearing protection, safety glasses, dust respirator	Each ripped piece measured by instructor; all four faces within 1/16 inch of target dimension; safe stance and push-stick use observed on every pass (any hand within 6 inches of blade = immediate stop and retraining)
4	Joinery Methods: Pocket Screws, Dadoes, and Rabbets	15	lab	Students cut accurate dadoes and rabbets on the router table and drill pocket holes with a jig, then assemble a test corner joint that is square to within 1/16 inch and shows no visible gap.	Router table setup exercise: students set fence position and bit height for a 3/4-inch dado at 1/4-inch depth using feeler gauges and scrap test cuts, recording each measurement in a shop log. Pocket-hole drilling station: students drill pocket holes in two 12-inch test pieces per the jig manufacturer's material-thickness setting, then drive screws and check the assembled corner for square with a framing square. Joint strength comparison: students assemble three identical corners—butt/nail only, pocket screw, dado/rabbet—load each with a 20-lb weight, and record deflection in their lab log to discuss which method suits which application.	Router table with 3/4-inch straight bit, pocket-hole jig with appropriate drill bit and stop collar, 1-5/8-inch and 2-1/2-inch pocket screws, scrap 3/4-inch plywood, framing square, dial calipers, clamps, safety glasses, hearing protection, dust respirator, shop log notebooks	Lab log entry for each joint with measured dimensions and deflection data; assembled corner square within 1/16 inch and no visible gap exceeding 1/32 inch for pass; instructor signs off before student uses joinery on project cabinet
5	Building a Frameless (European) Base Cabinet Box	15	lab	Students assemble a frameless 18-inch-wide base cabinet box using dado and pocket-screw joinery so that it is square within 1/16 inch, structurally sound, and ready for hardware.	Cut and label parts: students cut all sides, bottom, back, and nailer from their cut list, label each piece with pencil on the inside face, and verify dimensions before any glue is applied. Dry-fit and clamp: students assemble the box dry, measure diagonals to confirm square, and adjust clamp placement before applying glue and driving fasteners, recording each diagonal measurement in their shop log. Nail-back installation: students install a 1/4-inch plywood back by nailing into a rabbet cut along the perimeter of the case, then re-measure diagonals to confirm the back has pulled the box square.	3/4-inch birch plywood, 1/4-inch plywood for back, wood glue, pocket screws, 1-inch brads and brad nailer, clamps, tape measure, framing square, shop log, PPE kit, NCCER Carpentry module (cabinetmaking unit)	Instructor measures both diagonals; difference must not exceed 1/16 inch; all joints glued and fastened with no unfilled gaps; shop log entry with before/after diagonal measurements for pass
6	Building a Face-Frame Cabinet Box	15	lab	Students mill solid-poplar face-frame parts to dimension, assemble the frame with pocket screws so it is square to within 1/8 inch, and attach it flush to a plywood cabinet box with no more than 1/16-inch overhang on any edge.	Milling exercise: students joint and rip poplar stock to 1-1/2-inch width on the jointer and table saw, cross-cut stiles and rails to length on the miter saw, then measure each piece with calipers and record results. Frame assembly with clamping cauls: students glue and pocket-screw the face frame on a flat assembly table, check square by measuring diagonals, then clamp with straight clamping cauls to prevent bowing until glue sets. Frame attachment: students spread a thin, even bead of glue on the cabinet-box face and clamp the face frame flush on all edges; after cure, any overhang is trimmed flush with a flush-trim router bit, and the result is inspected.	Poplar lumber (1x2 dressed), jointer, table saw, miter saw, pocket-hole jig, wood glue, clamps and clamping cauls, router with flush-trim bit, calipers, tape measure, framing square, safety glasses, hearing protection, push sticks, shop log	Frame diagonal difference within 1/8 inch; no edge overhang exceeding 1/16 inch after trimming; all joints tight with no visible gaps; shop log entry complete for pass
7	Edge Banding, Veneer Tape, and Surface Preparation	10.5	demo	Students apply iron-on veneer edge tape to all exposed plywood edges of a cabinet box and sand all surfaces to 150-grit so that no tape seams, glue squeeze-out, or sanding swirls are visible under a raking light.	Instructor demo: applying iron-on tape with a household iron at correct temperature, trimming with a hand-held edge-banding trimmer, and sanding with 120- then 150-grit random-orbital sander; students note critical steps. Practice panel: each student applies tape to a 12-inch test panel, trims both long edges, sands, and presents the panel under a shop light for instructor evaluation before applying tape to their project cabinet. Surface prep checklist: students complete a written checklist noting any tearout, voids, or dents that must be filled with wood filler before finishing, then apply filler where needed and re-sand to 150-grit.	Iron-on birch edge-banding roll, household iron, edge-banding hand trimmer, random-orbital sander with 120- and 150-grit discs, wood filler, putty knife, shop light, dust mask (N95 minimum), safety glasses, tack cloths	Instructor inspects panel under raking light; no visible tape seams, glue residue, unfilled voids, or sanding swirls for pass; any defect requires re-do before advancing to installation lessons
8	Cabinet Hardware: Hinges, Drawer Slides, and Pulls	10.5	demo	Students install a pair of soft-close European cup hinges and a pair of undermount drawer slides so that the door hangs plumb and the drawer extends fully and closes flush without binding.	Hinge layout and boring: students use a drill press with a 35 mm Forstner bit to bore hinge cups at the correct setback from the door edge, install the clip-on hinge bodies, and mount the door on the cabinet. Hinge adjustment: students use a Phillips screwdriver to adjust the three hinge screws (depth, height, side-to-side) until the door gap is consistent at 1/8 inch on all edges, measuring with a combination square. Drawer slide installation: students measure and mark the slide centerline in the cabinet opening, mount slides with supplied screws, install the drawer box, and test full extension and soft-close function; they record alignment corrections in their shop log.	Soft-close European cup hinges (35 mm) with face-frame adapter plates, drill press with 35 mm Forstner bit, undermount soft-close drawer slides, drawer box (pre-built practice unit), Phillips screwdriver, tape measure, combination square, pencil, shop log	Door gap measured at four points; all gaps within 1/16 inch of 1/8 inch; drawer extends fully without binding and closes flush; instructor observes adjustment process and signs shop log for pass
9	Wall Preparation and Cabinet Layout Lines	10.5	demo	Students find the high point of a floor with a level and straight-edge, establish a level layout line for wall cabinets and a separate line for base cabinets, and locate all wall studs accurately.	High-point survey: students use a 4-foot level and a 6-foot straight-edge to check floor flatness across a mock kitchen bay, record high and low points on a site sketch, and determine the reference height for the base cabinet layout line. Chalk-line layout: students snap a level chalk line at the top of the wall-cabinet position and a second line at the top of the base cabinet position, verifying both with a 4-foot level before any cabinet is lifted. Stud location: students use a stud finder, then verify each stud with a finish nail probe, mark stud centers on the wall with tape flags, and transfer locations to a paper template that will be used during hanging.	4-foot level, 6-foot straight-edge, chalk line reel, stud finder, finish nails, hammer, tape measure, pencil, masking tape, mock kitchen wall (plywood or drywall on framing), safety glasses	Instructor checks chalk line with a 4-foot level at three points; no bubble deviation exceeding one graduation; stud locations verified by driving a finish nail into each marked center for pass
10	Installing Wall and Base Cabinets	15	lab	Students hang a run of three wall cabinets and set two base cabinets so that every unit is plumb and level within 1/8 inch over its full height and width, all gaps between adjacent cabinets are filled with filler strips or scribed to the wall.	Wall-cabinet installation: students pre-drill into studs, use a cabinet jack or support ledger board, hang the first cabinet plumb and level with 3-inch cabinet screws into studs, then clamp and fasten adjacent cabinets together through the stile before hanging the third. Base cabinet shimming: students set base cabinets on the floor, shim from the high point found in the previous lesson, check plumb front-to-back and side-to-side with a 4-foot level, and scribe end panels to the wall where required. Filler and scribe: students measure, cut, and fit a solid-wood filler strip between the last cabinet and the wall, securing it with finish nails and checking that no gap is visible from the front of the run.	Pre-built student cabinet boxes from Lessons 5 and 6, 3-inch cabinet screws, shims, clamps, 4-foot level, drill/driver, cabinet jack or ledger board, filler strip stock (poplar or select pine), finish nailer, tape measure, pencil, safety glasses, hearing protection	Instructor checks plumb and level on each cabinet at four points; no deviation exceeding 1/8 inch; no visible gap between adjacent cabinets exceeding 1/32 inch; filler strip tight to wall for pass
11	Countertop Templating and Scribing	10.5	demo	Students create an accurate cardboard template of a base-cabinet run, transfer it to a laminate countertop blank, and scribe and cut the back splash edge so it lies flat against the wall with no gap exceeding 1/16 inch.	Template building: students use 3-inch strips of cardboard and hot glue to build a rigid template of the base-cabinet top perimeter, including any inside corners, then label the template with cabinet names and orientation arrows. Transfer and rough-cut: students transfer the template outline to the underside of a laminate countertop blank, make rough cuts 1/4 inch outside the line with a jigsaw (blade tooth-down to protect the face), and verify fit on the cabinet run. Scribe and final fit: students set a compass to the widest wall gap, run the compass along the wall to mark the scribe line on the countertop back edge, cut the scribe with a jigsaw, test-fit, and repeat until the gap is eliminated.	Cardboard strips, hot-glue gun, laminate countertop blank (post-form or flat-sheet), jigsaw with fine-tooth blade, compass, tape measure, pencil, 4-foot level, clamps, safety glasses, hearing protection, dust respirator	Countertop placed on cabinet run; instructor checks all wall gaps with a feeler gauge; no gap exceeding 1/16 inch for pass; template retained in shop log portfolio
12	Quality Control, Punch List, and As-Built Documentation	10	lab	Students complete a written punch list identifying every defect in a finished cabinet installation, prioritize corrections by severity, correct all critical items, and submit an as-built sketch with final dimensions.	Systematic punch-list walk: students move around the completed installation with a clipboard and a standard punch-list form, checking door gaps, drawer alignment, hardware function, surface finish, scribe fits, and level/plumb at each unit, noting every discrepancy with a description and location code. Defect correction: students correct all items marked critical (structural, alignment, or visible gaps) before the end of the lesson period, re-checking each item and marking it closed on the punch list with the date. As-built sketch: students measure the completed installation and produce a freehand dimensioned sketch showing cabinet locations, widths, heights, and depth from the finished wall, accurate within 1/4 inch, and file it in their shop log portfolio.	Punch-list form (instructor-prepared), tape measure, 4-foot level, combination square, feeler gauges, pencil, graph paper, shop log portfolio, all hand tools used in prior lessons	All critical punch-list items closed and initialed by instructor; as-built sketch dimensions verified by instructor measurement at three points and within 1/4 inch; complete shop log portfolio submitted for pass

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Written Knowledge Exam — Cabinetry Principles	Written exam	25%	70% correct (28 of 40 questions)	A 40-question multiple-choice and short-answer exam covering cabinet terminology, sheet-goods layout and yield, joinery selection, hardware specifications, and installation sequence, mapped to NCCER Carpentry Level 2 and Level 3 written module content. Students who score below 70% receive targeted review and one retake opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Skills Performance Demonstration — Cabinet Build and Install	Skills demonstration	45%	All critical items on the NCCER-aligned performance checklist rated Satisfactory; no Unsatisfactory ratings on safety steps	The student builds and installs a single face-frame base cabinet from a provided cut list, hangs one wall cabinet to a layout line, fits one door with European hinges, and installs one drawer with soft-close slides; the instructor evaluates each step on a performance checklist aligned to NCCER Carpentry performance profile criteria for cabinetmaking and installation. Any unsafe act results in an immediate stop and automatic re-do of that task. Standard met · Safety · Time · Quality/finish · Documentation
Shop Log Portfolio	Log	15%	All 12 lesson entries present; dimensions and observations recorded for each lab; instructor sign-offs complete; 80% of entries rated Complete and Accurate	The student's shop log collects cut lists, joint measurement records, installation level readings, punch lists, and the as-built sketch from every lab and demo lesson throughout the course. The portfolio demonstrates the documentation habits assessed in NCCER written modules and provides evidence of consistent safe practice. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check	Safety audit	15%	100% compliance on all safety behaviors; any single critical violation (unguarded blade, missing LOTO, no PPE) is an automatic fail requiring full safety review before re-entry	The instructor conducts a cumulative safety observation using a standardized checklist across Lessons 3 through 11, scoring PPE use, LOTO compliance at every machine setup, housekeeping, and correct push-stick and featherboard use; this check maps directly to OSHA 10 General Industry and Construction hazard-recognition competencies and is a graduation prerequisite independent of other assessment scores. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-07 Trade course

Door and Window Installation

146 hr · ~~$2,015~~ COMPLIMENTARY

Students learn to select, lay out, and install interior and exterior doors, windows, and associated hardware and trim to manufacturer specifications and applicable building codes. Emphasis is placed on proper rough opening sizing, weathertight sealing, plumb and level installation, and finish quality that meets both functional and aesthetic standards. Lessons integrate NCCER Carpentry Level 2 and Level 3 module content on door and window installation throughout.

Outcomes

Size and prepare rough openings for prehung exterior and interior door units and window units within 1/8-inch tolerance of manufacturer specifications.
Install prehung exterior doors, including threshold, weatherstripping, and lockset hardware, achieving plumb, level, and square alignment verified by instrument.
Install single and double-hung, casement, and sliding window units with proper shimming, fastening, and continuous sill-pan flashing detail.
Apply interior casing and exterior trim using cope-and-stick and mitered joinery with gaps no greater than 1/16 inch.
Select and apply appropriate air-barrier, flashing, and sealant systems to prevent water infiltration at door and window rough openings.
Identify and correct common installation defects—binding, racking, improper reveal, and failed seals—by using diagnostic methods consistent with NCCER craft knowledge.

Course text

How the course runs. 12 blocks: Door and Window Types, Components, and Trade Terminology; Rough Opening Layout and Sizing; Safety for Door and Window Work—PPE, Lockout/Tagout, and Ergonomics; Reading Architectural Drawings and Door/Window Schedules; Flashing, Air Barrier, and Moisture Management Principles; Installing Prehung Interior Doors; Installing Prehung Exterior Doors—Weathertight and Secure; Window Installation—Single/Double-Hung and Casement; Interior Casing and Trim: Layout, Fitting, and Fastening; Exterior Trim, Brick Mold, and Sill Extensions; Hardware Installation—Hinges, Locksets, Closers, and Operators; Inspection, Troubleshooting, and Quality Walk-Through.

What competent looks like. Size and prepare rough openings for prehung exterior and interior door units and window units within 1/8-inch tolerance of manufacturer specifications. Install prehung exterior doors, including threshold, weatherstripping, and lockset hardware, achieving plumb, level, and square alignment verified by instrument. Install single and double-hung, casement, and sliding window units with proper shimming, fastening, and continuous sill-pan flashing detail. Apply interior casing and exterior trim using cope-and-stick and mitered joinery with gaps no greater than 1/16 inch. Select and apply appropriate air-barrier, flashing, and sealant systems to prevent water infiltration at door and window rough openings. Identify and correct common installation defects—binding, racking, improper reveal, and failed seals—by using diagnostic methods consistent with NCCER craft knowledge.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Door and Window Types, Components, and Trade Terminology	10	theory	Students identify and correctly name the parts, operational types, and material options for residential and light-commercial doors and windows using NCCER Carpentry module terminology.	Label a cutaway diagram of a prehung exterior door unit—including jamb, stop, sill, threshold, weatherstripping, and hinge locations—and repeat for a double-hung window unit. Sort a set of product cut sheets into categories (interior hollow-core, interior solid-core, exterior insulated, sliding, casement, awning, fixed) and record energy performance ratings such as U-factor and SHGC from the label. Complete a vocabulary matching quiz covering 30 trade terms (e.g., hand of a door, rough opening, finish opening, mullion, muntin, sill horn, kerf) and discuss answers as a class.	NCCER Carpentry Level 2 and Level 3 core curriculum modules; manufacturer door and window catalogs; cutaway diagrams; sample product labels	Students score 80% or higher on the 30-term vocabulary quiz administered at lesson end.
2	Rough Opening Layout and Sizing	12	demo	Students calculate correct rough opening dimensions for given door and window units and mark framed wall sections for header, king stud, trimmer stud, and sill plate layout.	Using manufacturer specification sheets and NCCER framing references, calculate rough opening width and height for three different door units and two window units, recording results in a layout table. Watch instructor demonstrate transferring rough-opening dimensions to a framed stud wall mockup, then each student marks one full door rough opening and one window rough opening on separate practice walls. Check all marked openings with a tape measure and framing square; correct any dimension that is out of tolerance by more than 1/8 inch before the next lesson.	Framed stud-wall mockups (2×4 or 2×6 platform framing); tape measures; framing squares; chalk line; pencils; manufacturer specification sheets; NCCER Carpentry Level 2 module	Each student's marked rough openings are within 1/8 inch of calculated dimensions on both width and height; instructor initials layout before cutting begins.
3	Safety for Door and Window Work—PPE, Lockout/Tagout, and Ergonomics	8	theory	Students select appropriate PPE, apply lockout/tagout procedures for power tools used in door and window installation, and demonstrate safe manual-handling techniques for large door and window units.	Review OSHA 10 general industry hazard recognition content as applied to carpentry: identify at least five hazards specific to door and window installation (glass breakage, heavy lifting, power-tool kickback, fall from step ladders, chemical sealants) and pair each with a control measure. Conduct a tabletop lockout/tagout drill for a portable circular saw and a reciprocating saw: students sequence the six OSHA energy-control steps (notify, shutdown, isolate, lockout, release/restrain, verify) using a classroom lockout kit. Practice two-person lifting technique for a prehung door unit using a weighted mockup, then evaluate a short video of unsafe glass-handling and write a corrective action list.	OSHA 10 outreach materials; lockout/tagout kit with locks and tags; safety data sheets for common sealants; weighted door-unit mockup; PPE samples (safety glasses, gloves, steel-toed boots, hearing protection)	Students correctly sequence all six lockout/tagout steps without prompting and identify at least four of five listed hazards with correct controls; both are pass/fail with 100% required for safety items.
4	Reading Architectural Drawings and Door/Window Schedules	10	theory	Students extract door and window specifications from a set of residential architectural drawings and a door/window schedule to determine quantity, type, size, hand, and hardware requirements.	Work through a sample residential plan set: locate the door schedule and window schedule, then list all units on a take-off form including mark number, width, height, type, fire rating if applicable, and hand. Interpret elevation and section details for a window unit to identify required sill slope, flashing extent, and trim profile; sketch the section detail freehand from memory. Compare two sets of drawings—one with complete schedules and one with common omissions—and write a short RFI (request for information) using correct trade language to resolve each missing item.	Sample residential architectural drawing set (floor plan, elevations, sections, door and window schedules); drawing scales; architectural scale rule; blank take-off forms; NCCER Technical Math module	Completed take-off form matches instructor answer key with no more than one error; RFI correctly identifies all missing items.
5	Flashing, Air Barrier, and Moisture Management Principles	10	demo	Students describe the sequence of sill-pan flashing, self-adhered membrane, and backer-rod/sealant application required to create a water-resistive barrier at door and window openings, and execute the sequence on a wall mockup.	Instructor demonstrates the four-sided rough-opening wrap sequence—sill pan sloped to drain, flexible membrane lapped up jambs and over the pan, membrane lapped down from above—on a sheathed wall mockup; students photograph and annotate each step. Each student applies sill-pan flashing and flexible self-adhered membrane to a personal 24-inch square sheathed mockup, maintaining proper lap sequence and coverage without bridging voids. Run a hose test on a completed window mockup (window set but not yet trimmed) for 15 minutes; inspect interior for moisture penetration and document findings on an inspection form.	OSB-sheathed wall mockups; sill-pan flashing material; self-adhered flexible flashing tape; utility knife; roller; garden hose; moisture meter; inspection forms; manufacturer installation guides	Instructor inspects each student's mockup: no bridged voids, correct lap sequence on all four sides, and hose test shows no interior moisture penetration; pass requires all three criteria met.
6	Installing Prehung Interior Doors	14	lab	Students install a prehung interior door unit—including shimming, fastening, and hardware—that is plumb, level, and square with a consistent 3/16-inch reveal and smooth latching operation.	Set a prehung interior door unit in a prepared rough opening in a framed mockup wall: shim behind hinge locations and latch side, check plumb on both jamb faces with a 4-foot level, and verify equal reveal on head and both side jambs before fastening. Drive finish nails through shims into king studs at hinge and latch locations; score shims flush with a utility knife, then hang the door and check for smooth swing, positive latch engagement, and no binding across the full arc. Install a passage lockset according to the manufacturer's template, bore holes with a door-lock boring kit, and confirm the latch bolt fully extends and retracts without force.	Prehung interior door units (various sizes); composite shims; 4-foot level; framing square; tape measure; finish nails; nail set; hammer or finish nailer; passage lockset kit; door-lock boring kit; chisel; NCCER Carpentry Level 2 module	Instructor measures reveal at six points (two per jamb, two on head): all within 1/16 inch of 3/16 inch; door swings and latches without force; plumb verified on hinge jamb; pass requires all criteria.
7	Installing Prehung Exterior Doors—Weathertight and Secure	16	lab	Students install a prehung exterior door unit with sill-pan flashing, threshold, and weatherstripping that achieves plumb and level alignment, correct door reveal, and an airtight perimeter seal confirmed by visual inspection.	Apply sill-pan flashing to a prepared exterior-wall rough opening, set the prehung unit, and shim the sill level before shimming jambs plumb; install all fasteners through jambs per manufacturer fastener schedule. Fit and fasten an adjustable threshold to achieve full compression contact with the door bottom sweep without binding the door swing; adjust door strike plate so the deadbolt bolt engages fully. Apply low-expansion spray foam to the shim cavity, then cap with backer rod and gun a continuous bead of paintable latex caulk around the exterior perimeter; inspect for voids.	Prehung exterior insulated steel door unit; sill-pan flashing; self-adhered membrane; shims; 4-foot level; framing square; tape measure; screw gun; fasteners per manufacturer spec; adjustable threshold; low-expansion spray foam; backer rod; caulking gun; paintable latex caulk; deadbolt lockset	Door is plumb to within 1/8 inch over full height; reveal is consistent; threshold sweep compresses visibly on a piece of paper pulled under it; foam and caulk perimeter shows no voids; all criteria required to pass.
8	Window Installation—Single/Double-Hung and Casement	16	lab	Students install a single or double-hung window unit and a casement window unit, achieving level sill, plumb jambs, correct rough-opening clearance, and full perimeter flashing integration.	Set a single or double-hung window unit into a prepared and flashed rough opening: level the sill, shim jambs plumb, check diagonal measurements for square, and fasten through the nailing fin per manufacturer pattern. Integrate self-adhered membrane over the nailing fin on the jambs and head—maintaining the shingled lap sequence—then apply head flashing; document each step with a dated photo for the lab log. Install a casement window unit in a second opening, test crank operation and latch engagement, and verify the sash compresses fully against the weatherstripping on all four sides.	Single or double-hung window unit; casement window unit; flashed wall mockups; shims; 4-foot level; framing square; tape measure; screw gun; manufacturer-specified fasteners; self-adhered membrane; head flashing; caulking gun; sealant; cameras or phones for documentation	Sill level within 1/8 inch; jambs plumb within 1/8 inch over full height; diagonal measurements equal within 1/8 inch; flashing sequence correct on all four sides per instructor checklist; all criteria required.
9	Interior Casing and Trim: Layout, Fitting, and Fastening	14	practice	Students lay out, cut, and fasten interior casing on both sides of an installed interior door to achieve consistent 3/16-inch reveal on the jamb, tight mitered corners, and a face-nail pattern that draws the casing flush to the wall without splitting.	Mark the 3/16-inch reveal line on head and side jambs using a combination square; measure and cut the head casing at 45-degree miters using a miter saw, dry-fit the piece, and mark the side casings for length before cutting. Apply wood glue to the miter joint, fit and pin-nail through the miter with 1-1/2-inch 18-gauge brads, then face-nail each casing to the jamb and through the drywall into the rough framing with appropriate finish nails at spacing per NCCER recommendations. Inspect all miter joints and reveal lines: use a feeler gauge to confirm joint gaps no greater than 1/16 inch, then fill nail holes and lightly sand in preparation for finish.	Miter saw; tape measure; combination square; pencil; 18-gauge brad nailer and compressor; finish nailer; assorted interior casing profiles; wood glue; 1-1/2-inch and 2-inch finish nails; nail set; feeler gauge; sandpaper; NCCER Carpentry Level 3 module	Reveal consistent within 1/16 inch at three measured points per side jamb and head; all miter gaps at or below 1/16 inch measured with feeler gauge; casing flush to wall face; all criteria required to pass.
10	Exterior Trim, Brick Mold, and Sill Extensions	12	practice	Students cut and install exterior door and window trim (brick mold or flat casing), a sloped sill extension, and a drip cap that maintain manufacturer reveal, shed water away from the building, and integrate with the existing flashing system.	Measure and cut brick mold or flat casing for an installed exterior door using a miter saw; back-prime all cut ends with exterior primer before installation, then fasten with corrosion-resistant nails at spacing consistent with manufacturer recommendations. Cut a sloped wood sill extension with a table saw set to the manufacturer-recommended slope angle; fasten beneath an installed window unit and seal the joint to the window frame and sill-pan flashing with appropriate sealant. Fit a preformed metal drip cap over the head casing and slide it under the weather-resistant barrier; seal the top edge and document the completed assembly with a photograph for the lab log.	Miter saw; table saw; tape measure; framing square; corrosion-resistant ring-shank nails; hammer or pneumatic nailer; exterior primer; exterior casing or brick-mold stock; preformed metal drip cap; sealant; caulking gun; back-prime brush	Sill slope confirmed with a digital angle gauge or level and shim; drip cap properly integrated under weather-resistant barrier; all joints sealed without voids; instructor signs off on photo documentation.
11	Hardware Installation—Hinges, Locksets, Closers, and Operators	10	practice	Students install a residential entry lockset with deadbolt, a door closer, and a casement window operator to manufacturer specifications, verifying correct function and security.	Using the manufacturer's paper template, lay out and bore the face-bore and edge-bore holes for a keyed entry lockset and deadbolt on a door slab mounted in a practice frame; install both sets and confirm the deadbolt projects the minimum throw distance specified by the manufacturer. Mount a surface-mounted door closer to the head of an interior door and door frame following the manufacturer's arm-geometry diagram; adjust the sweep, latch, and back-check valves so the door closes fully without slamming. Install a casement window crank operator by removing the old unit, seating the new operator in the corner pocket, and fastening per the manufacturer's screw pattern; verify smooth crank travel through full open-to-closed range.	Entry lockset with deadbolt; door closer; casement window crank operator; manufacturer templates and instruction sheets; door-lock boring kit (face-bore and edge-bore bits); screw gun; chisels; mallet; tape measure; combination square	Deadbolt throw meets manufacturer minimum; door closer brings door to fully latched position in one unassisted swing; casement operator cranks smoothly without binding; all criteria required to pass.
12	Inspection, Troubleshooting, and Quality Walk-Through	14	field	Students conduct a systematic quality inspection of all door and window installations completed during the course, identify defects against a standard punch-list format, and correct at least two documented deficiencies.	Using a structured punch-list form, students inspect all installed units in the lab space: check plumb, level, square, reveal consistency, hardware function, weatherstripping compression, and flashing integration, recording each finding with location, defect type, and severity. Each student selects two deficiencies from their punch list, diagnoses the root cause (e.g., settling, improper shimming, misaligned strike), executes the repair, and re-inspects to confirm the defect is resolved. Role-play a client walk-through: one student acts as the inspector presenting findings using professional language and the punch-list document; peers evaluate clarity of communication and completeness of the inspection report.	Completed lab installation space; quality punch-list form; 4-foot level; tape measure; feeler gauge; combination square; moisture meter; flashlight; camera; NCCER Carpentry Level 3 quality-control references	Punch list documents all measurable defects with location and description; at least two repairs are re-inspected and confirmed resolved by instructor; communication during role-play rated satisfactory by instructor rubric.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Written Knowledge Exam	Written exam	25%	75% or higher	A 50-question written exam covering door and window terminology, rough-opening calculations, flashing and moisture-management principles, hardware types and functions, and NCCER Carpentry Level 2 and Level 3 module content related to doors and windows. Questions are aligned to NCCER knowledge-check areas to support credential exam readiness. Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills Demonstration	Skills demonstration	45%	All required criteria on the instructor rubric rated 'meets standard'; no safety violations	Each student installs a prehung exterior door unit from rough opening through threshold, weatherstripping, lockset, and exterior casing in a timed lab exercise observed by the instructor; the rubric evaluates plumb and level alignment, reveal consistency, flashing integration, hardware function, and safe work practices, with any single safety violation resulting in an immediate stop and required remediation before re-attempt. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	Complete documentation for all 12 lessons with dated entries and photos; average rating of 'satisfactory' or higher across all rubric categories	Students maintain a running lab log throughout the course documenting measurements, material selections, flashing sequences, hardware specifications, punch-list findings, and photographic evidence of key installation steps; the log is reviewed at the end of the course against a completeness rubric and evaluated for accuracy, organization, and professional presentation consistent with field documentation standards. Standard met · Safety · Time · Quality/finish · Documentation
Safety and Hazard Recognition Check	Safety audit	15%	100% on all safety-critical items; no partial credit for lockout/tagout sequencing	A pass/fail safety check administered at the midpoint of the course requires each student to correctly identify PPE required for at least four door-and-window installation scenarios, sequence all six lockout/tagout energy-control steps without prompting, and demonstrate proper two-person lifting technique for a prehung door unit; any item rated unsatisfactory requires remediation and a full re-check before the student continues hands-on lab work. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-08 Trade course

Layout: Site, Structural, and Finish Carpentry Layout Techniques

146 hr · ~~$2,015~~ COMPLIMENTARY

This course develops the skills required to transfer architectural and structural drawings into accurate, full-scale layout on jobsite slabs, subfloors, walls, and finish surfaces. Students learn to use optical and laser levels, transits, story poles, and layout rods alongside traditional hand tools to establish reference lines, locate structural members, set elevations, and lay out openings for doors, windows, stairs, and cabinetry. Lessons are mapped to NCCER Carpentry Levels 1–4 module objectives covering layout, framing geometry, and finish carpentry precision.

Outcomes

Read and interpret architectural plans, including plan views, sections, and detail drawings, to extract all dimensions required to perform a complete building layout.
Establish a building baseline, set batter boards, run string lines, and verify square using the 3-4-5 method and diagonal checks to within accepted tolerances.
Set and verify differential elevations across a construction site using a builder's level, laser level, and digital level, recording results in a field log.
Lay out wall plates, door and window rough openings, stud spacing, and partition intersections on slab and subfloor in accordance with plan dimensions and applicable code-minimum rough opening requirements.
Develop and use story poles and layout rods to transfer repetitive vertical measurements for cabinets, stair stringers, tile, and finish trim without accumulating error.
Apply safe work practices—including fall protection awareness, proper use of laser safety eyewear, and housekeeping on layout decks—consistent with OSHA 10 general industry and construction hazard recognition principles.

Course text

How the course runs. 12 blocks: Reading Plans for Layout: Extracting Dimensions and Tolerances; Measurement Tools and Precision: Tapes, Rules, and Digital Calipers; Layout Math: Pythagoras, Slope Triangles, and Diagonal Verification; Batter Boards, String Lines, and Establishing a Building Baseline; Levels and Transits: Builder's Level, Laser Level, and Digital Level; Slab and Subfloor Layout: Snapping Lines and Locating Walls; Plate Layout: Stud Spacing, Openings, and Intersections; Story Poles and Layout Rods: Vertical Control Without Accumulated Error; Laying Out Stairs: Stringers, Treads, Risers, and Nosing; Door and Window Layout: Rough Openings, Headers, and Plumb and Square Check; Laser Layout Tools: Line Lasers, Point-Transfer Lasers, and Safety; Integrated Layout Project: Full Interior Layout from Plans to Marked Deck.

What competent looks like. Read and interpret architectural plans, including plan views, sections, and detail drawings, to extract all dimensions required to perform a complete building layout. Establish a building baseline, set batter boards, run string lines, and verify square using the 3-4-5 method and diagonal checks to within accepted tolerances. Set and verify differential elevations across a construction site using a builder's level, laser level, and digital level, recording results in a field log. Lay out wall plates, door and window rough openings, stud spacing, and partition intersections on slab and subfloor in accordance with plan dimensions and applicable code-minimum rough opening requirements. Develop and use story poles and layout rods to transfer repetitive vertical measurements for cabinets, stair stringers, tile, and finish trim without accumulating error. Apply safe work practices—including fall protection awareness, proper use of laser safety eyewear, and housekeeping on layout decks—consistent with OSHA 10 general industry and construction hazard recognition principles.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Reading Plans for Layout: Extracting Dimensions and Tolerances	10.5	theory	Given a set of residential construction drawings, students will locate and record every dimension needed to perform a full building layout, identifying scale, grid lines, datum elevations, and general notes with no more than two omissions.	Work in pairs to mark up a printed plan set: circle every dimension that affects building footprint, opening locations, or floor elevation; highlight conflicts or missing dimensions and record them on a field notes form. Instructor-led demonstration of how to read a site plan, floor plan, foundation plan, and wall section together to resolve a common dimension conflict, followed by student resolution of a second prepared conflict. Individual exercise: transfer all footprint and partition dimensions from a provided floor plan onto a scaled layout sketch, then compare with an answer key and correct any errors before handing in.	Residential plan sets (minimum four sheets each), architectural scales, red/blue pencils, field notes forms, NCCER Carpentry Level 1 Core Module — Introduction to Construction Drawings	Completed dimension checklist with all footprint, partition, and opening dimensions correctly extracted; fewer than two omissions on a provided 30-item answer key constitutes a pass.
2	Measurement Tools and Precision: Tapes, Rules, and Digital Calipers	8.5	demo	Students will correctly read and record measurements using a 25-ft steel tape, folding rule, and digital caliper to within 1/32 inch on a series of ten measured objects, demonstrating proper tensioning and hook-end compensation techniques.	Instructor demonstrates correct tape-end hook compensation for inside and outside measurements, burn-inch technique, and folding-rule use on curved and irregular surfaces; students repeat each technique on sample boards. Timed measurement drill: each student measures ten pre-set distances marked on a layout table, records values on a data sheet, and checks results against the instructor's master sheet. Partner accuracy challenge: one student sets five unknown distances on a practice board; the other measures and records; roles swap; pairs compare results and identify and discuss any discrepancy greater than 1/16 inch.	25-ft and 100-ft steel tapes, 6-ft folding rules, digital calipers, pre-marked layout table, measurement data sheets, NCCER Carpentry Level 1 — Core Curriculum Module on Trade Math	Ten measured values recorded; eight of ten within 1/32 inch of master values constitutes a pass; any systematic error (e.g., consistent burn-inch mistake) requires immediate re-demonstration before proceeding.
3	Layout Math: Pythagoras, Slope Triangles, and Diagonal Verification	10.5	theory	Students will calculate missing sides of right triangles using the Pythagorean theorem and apply the 3-4-5 (and scaled multiples) method to verify square on a layout problem set, achieving a score of at least 80 percent.	Worked examples on whiteboard: instructor solves three triangle problems of increasing complexity—simple 3-4-5, a scaled multiple for a 24-ft × 32-ft slab, and a diagonal check for a non-rectangular addition—students copy and annotate steps. Individual problem set of twelve triangle and diagonal calculations using realistic building dimensions; students show all work on graph paper and use a calculator to verify arithmetic. Small-group error analysis: instructor distributes three intentionally incorrect layout calculations; groups identify and correct each error, then present their findings to the class.	Scientific calculators, graph paper, whiteboard, NCCER Carpentry Level 1 — Applied Construction Math module, printed problem sets	Twelve-problem worksheet graded; 80 percent or higher (ten of twelve correct with work shown) is a pass; any student below 80 percent completes a remedial problem set before the next lesson.
4	Batter Boards, String Lines, and Establishing a Building Baseline	15	lab	Working from a simplified site plan, students will set batter boards, establish a building baseline, run string lines for all four corners, and verify square by diagonal measurement to within 1/4 inch on a 20-ft × 24-ft simulated footprint.	Instructor-led field demonstration outside or in the shop yard: set one complete corner with two batter boards, level the crossboards, pull two string lines, and show how to move strings to adjust square without disturbing batter boards. Student teams of three each set a complete 20-ft × 24-ft batter-board layout from scratch using a prepared site plan; teams record all string-line dimensions and diagonal measurements in a field log. Cross-check activity: each team visits another team's layout, independently measures diagonals, and records agreement or discrepancy; discrepancies greater than 1/4 inch require the originating team to diagnose and correct.	2×4 lumber (batter boards and stakes), duplex nails, 100-ft steel tape, line levels, braided string line, permanent marker, plumb bob, claw hammers, sledgehammer, site plan drawings, field log forms	Field log submitted with all four corner coordinates, two diagonal measurements, and correction notes if any; diagonal difference of 1/4 inch or less and all string lines level to within 1/8 inch per 10 ft constitutes a pass.
5	Levels and Transits: Builder's Level, Laser Level, and Digital Level	13	demo	Students will set up, level, and operate a builder's optical level and a rotating laser level to shoot benchmark elevations to four target points, recording readings within 1/8 inch of the instructor-verified values.	Instructor demonstrates complete setup of an optical builder's level: tripod placement, centering, leveling with plate bubble, focusing, and reading a Philadelphia rod; students practice setup in rotation until each achieves a level reading confirmed by the instructor. Laser level station: instructor demonstrates powering on, self-leveling confirmation, and detecting the beam with a rod detector at distances up to 50 ft; pairs of students shoot elevations to four stakes and record rod readings on an elevation log. Elevation transfer exercise: using the benchmark established by the optical level, students use a digital torpedo level and a story rod to transfer that elevation to a simulated floor deck surface, verifying with a second shot from the builder's level.	Optical builder's level with tripod, Philadelphia rod, rotating laser level with detector, digital torpedo level, 100-ft tape, elevation log sheets, four grade stakes, NCCER Carpentry Level 2 — Surveying module references	Elevation log reviewed by instructor; all four readings within 1/8 inch of verified benchmark values and tripod setup evaluated for stability and correct leveling procedure constitutes a pass.
6	Slab and Subfloor Layout: Snapping Lines and Locating Walls	15	lab	Given a floor plan and a marked datum point on a simulated subfloor deck, students will snap all exterior and interior partition lines, mark plate edges, and confirm all intersections square to within 1/4 inch before any plates are cut.	Demonstration: instructor shows how to transfer building lines from string lines down to the slab or deck using a plumb bob and chalk box; students practice transferring four corner points from a pre-set string layout to a deck surface. Full partition layout drill: student pairs work from a provided floor plan to snap all wall and partition centerlines, then offset for plate width, on a 16-ft × 20-ft plywood deck surface built over sawhorses; they mark stud layout, door openings, and intersections. Peer review with tape: a second pair independently measures every snapped line against the plan dimensions and records any variance; variances greater than 1/4 inch are marked in red chalk and must be corrected before sign-off.	Plywood subfloor deck (16-ft × 20-ft minimum), chalk box with blue and red chalk, 100-ft and 25-ft tapes, speed square, framing square, plumb bob, floor plan drawings, field log forms	All snapped lines measured against plan; no line offset more than 1/4 inch from plan dimension, all intersections square within 1/8 inch per 4-ft diagonal; peer review sheet and student field log submitted as a pass package.
7	Plate Layout: Stud Spacing, Openings, and Intersections	13	practice	Students will mark a full set of top and bottom plates for a 16-ft exterior wall with one door opening and one window opening, placing all stud, king, trimmer, cripple, and header marks in the correct sequence so a crew can cut and assemble without additional measurement.	Instructor walk-through of a pre-marked plate set: explain the sequence of marks—layout start point, 16-inch on-center stud marks, opening edges, king and trimmer positions, corner and partition-intersection marks—and the standard marking abbreviations used in the field. Student pairs mark a fresh pair of plates for the specified wall from a provided plan and opening schedule; they use a tape, speed square, and pencil to complete all marks before checking against an answer overlay. Error identification exercise: instructor provides a plate set with six deliberate errors (wrong OC spacing, missing trimmer, incorrect header allowance); students find and annotate all six errors, explaining the consequence of each in assembly.	2×4 and 2×6 lumber (plates), 25-ft tape, speed square, framing square, pencil, plate-marking reference card, rough-opening schedule, NCCER Carpentry Level 2 — Wall and Ceiling Framing module	Completed plate set compared to answer overlay; all stud positions within 1/8 inch, all opening marks correct, no missing marks; six-error identification exercise requires finding five of six errors to pass.
8	Story Poles and Layout Rods: Vertical Control Without Accumulated Error	13	demo	Students will construct a story pole for a kitchen wall-cabinet run and a separate stair-tread story pole, transferring dimensions from drawings to the pole with no single interval error exceeding 1/16 inch.	Instructor demonstrates building a cabinet story pole: select a straight 1×2, mark finished floor line, mark each cabinet-face rail and top-panel line by measuring each interval fresh from zero (not cumulative), and show how to use the pole to mark a stud wall for blocking and hanging clips. Students build their own kitchen story pole from a provided cabinet elevation drawing, then hold the pole against a sample stud wall and transfer all blocking heights with a pencil line and level; instructor verifies each line with a tape before students mark the wall. Stair tread-riser story pole exercise: from a provided stair calculation (rise, run, number of treads), students lay out a stringer story pole on a 1×4, marking each tread and riser position; a second student checks each interval with a tape before the pole is submitted.	1×2 and 1×4 clear lumber (story pole stock), 25-ft tape, pencil, combination square, 4-ft level, cabinet elevation drawings, stair calculation worksheet, fine-point marker	Story pole intervals measured by instructor; all intervals within 1/16 inch of drawing dimensions with no cumulative drift; stair pole checked for equal riser spacing; both poles must pass to constitute a complete pass.
9	Laying Out Stairs: Stringers, Treads, Risers, and Nosing	15	lab	Using a stair framing square and a set of stair gauges, students will lay out a closed-stringer stair for a given total rise and run, marking cut lines for all treads and risers within 1/16 inch of calculated positions before any cuts are made.	Instructor calculates a stair from a given floor-to-floor height, demonstrates placing framing square with gauges set to unit rise and unit run, stepping the square along a 2×12 stringer, and marking the top and bottom plumb cuts; students annotate each step on a reference sheet. Students calculate their own unit rise and unit run from a different total-rise scenario, set gauges on a framing square, and step a full stringer on a 2×12, marking all tread-riser intersections and the top and bottom cuts. Dimensional verification: partners measure every tread and riser interval on each other's stringer using a tape and combination square and record results on a check sheet; any interval outside 1/16 inch requires the student to re-mark before the lesson ends.	2×12 lumber (stringer stock), stair framing square, stair gauges (clamp-on buttons), combination square, 25-ft tape, pencil, stair calculation forms, NCCER Carpentry Level 3 — Stairways and Ladders module	Check sheet reviewed by instructor; all tread and riser marks within 1/16 inch of calculated positions; top and bottom plumb cuts correctly oriented; completed check sheet and stringer submitted together as a pass.
10	Door and Window Layout: Rough Openings, Headers, and Plumb and Square Check	10.5	practice	Students will lay out rough openings for three door units and two window units on a pre-framed stud wall, verifying each opening for correct width, height, plumb, and square before any jambs or frames are inserted.	Instructor demonstrates how to read a door and window schedule, determine rough-opening dimensions from unit sizes, locate king and trimmer studs, and mark and cut the rough sill; students annotate a sample schedule with rough-opening calculations for five units. Students mark, cut, and temporarily install trimmers, kings, and a doubled top plate header on a pre-built stud wall mock-up for all five openings, working from the schedule they annotated. Opening verification drill: using a 4-ft level, tape, and diagonal corner check, students verify each opening for plumb side jambs (within 1/8 inch in height), correct rough width and height (within 1/4 inch of schedule), and square (diagonals within 1/8 inch); results recorded on a punch list.	Pre-built stud wall mock-up, 2×4 and 2×6 header material, framing nails, pneumatic framing nailer, compressor, 4-ft level, 25-ft tape, door/window schedule, combination square, safety glasses, hearing protection	Punch list completed and reviewed; all five openings within stated tolerances; PPE (safety glasses and hearing protection) worn throughout nailer use — failure to wear PPE requires immediate stop and corrective action before continuing; pass requires all five openings within tolerance.
11	Laser Layout Tools: Line Lasers, Point-Transfer Lasers, and Safety	10.5	demo	Students will set up and use a self-leveling cross-line laser to establish a reference height line around a room perimeter, verify plumb between floors using a plumb-transfer laser, and comply with all Class II and Class IIIA laser safety requirements.	Safety briefing first: instructor reviews laser hazard classifications, required eyewear by class, prohibition on directing beam at eyes, and OSHA guidance on laser use in construction; students sign and date a laser safety acknowledgment form. Cross-line laser station: students set up the tool on a tripod, allow self-leveling, verify the out-of-level warning indicator, and mark the reference line at four wall locations around a room mock-up, recording all four elevations to confirm they match within 1/8 inch. Plumb-transfer exercise: instructor demonstrates using a plumb-dot laser to transfer a floor point to a ceiling directly above; student pairs perform the transfer independently, then verify with a plumb bob, comparing laser dot to plumb-bob point.	Self-leveling cross-line laser with tripod, plumb-transfer laser, laser safety glasses rated for tool wavelength, plumb bob, 25-ft tape, room perimeter mock-up (four walls minimum 8 ft high), laser safety acknowledgment forms	Four perimeter marks measured; all within 1/8 inch of each other; plumb-transfer within 1/8 inch of plumb-bob check; signed laser safety form on file; any student who removes safety glasses while laser is active is required to complete a safety review before continuing — pass requires both dimensional tolerance and safety compliance.
12	Integrated Layout Project: Full Interior Layout from Plans to Marked Deck	11.5	lab	Working individually from a complete plan set, each student will perform and document a full layout sequence—baseline, square check, all partition lines, door and window marks on plates, and a cabinet story pole—for a simulated single-room addition, meeting all dimensional tolerances.	Each student receives a plan set for a 12-ft × 16-ft room addition with one exterior door, two windows, a closet partition, and a wall cabinet run; the student writes a layout sequence plan identifying order of operations before touching any tool. Full layout execution on a prepared deck surface: student snaps all lines, marks plates, verifies square by diagonal, marks all rough openings, and builds the cabinet story pole; all work is self-documented in a field log with measurements recorded at each stage. Instructor walk-through review: student narrates each decision made during layout while instructor measures ten randomly chosen dimensions against the plan; student must explain any variance and propose the correction.	Prepared plywood deck (12-ft × 16-ft), chalk box, 100-ft and 25-ft tapes, builder's level or laser level, plates (2×4), stud layout tools, cabinet elevation drawing, 1×2 story-pole stock, field log forms, complete plan set	Ten instructor-measured dimensions; eight of ten within stated tolerances; field log complete with all stages documented; sequence plan submitted; verbal narration must demonstrate understanding of why each step precedes the next — all three components must pass for an overall pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Layout Theory Knowledge Exam	Written exam	25%	75 percent or higher (38 of 50 questions correct)	A 50-question written exam covering plan reading, layout math (Pythagorean theorem, diagonal checks, rise/run calculations), tool identification and proper use, rough-opening sizing, elevation transfer principles, and laser safety classifications. Questions are drawn from NCCER Carpentry Levels 1–3 module content relevant to layout tasks, reflecting the style and content areas tested in NCCER written assessments. Standard met · Safety · Time · Quality/finish · Documentation
Layout Skills Performance Demonstration	Skills demonstration	45%	All six critical tasks rated Satisfactory; no Unsatisfactory rating on any single task	The instructor observes each student completing six timed layout tasks on the lab deck: (1) set up and read a rotating laser level to four targets within 1/8 inch; (2) establish a 20-ft baseline and verify square with a diagonal check within 1/4 inch; (3) snap a full partition layout from a floor plan within tolerance; (4) mark a full plate set including a door rough opening; (5) step and verify a stair stringer; and (6) build a cabinet story pole. Each task is rated Satisfactory or Unsatisfactory against a rubric tied to NCCER performance profile criteria. Standard met · Safety · Time · Quality/finish · Documentation
Field Layout Log Portfolio	Log	15%	Eight of twelve lab entries rated Complete and Accurate; no entry may contain an unacknowledged safety deviation	Students maintain a field log throughout all lab and practice lessons, recording tool setup steps, measurements taken, variances found, corrections made, and a brief reflection on each session. The portfolio is reviewed for completeness, accuracy of recorded measurements against instructor-verified values, and evidence that the student identified and corrected their own errors — mirroring the jobsite documentation practice reinforced by NCCER craft-level expectations. Standard met · Safety · Time · Quality/finish · Documentation
Jobsite Safety and Housekeeping Check	Safety audit	15%	Zero critical violations; all items on the 20-item checklist rated Compliant	An unannounced walk-through conducted by the instructor during one of the lab lessons assesses the student's work area for trip hazards (loose string lines secured when not in use, chalk boxes stored), correct PPE worn for active tasks (safety glasses during nailer and laser use, hearing protection when operating pneumatic tools), tool storage between uses, and proper laser safety practices. Any critical violation — unguarded eye exposure to a laser, unprotected nailer use, or an unsecured fall hazard — results in immediate task stoppage; the student must correct the condition and complete a written safety reflection before continuing, and must pass a re-check to receive credit for this assessment. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CARP03-09 Capstone

Capstone Project: Integrated Carpentry Build

216 hr · ~~$2,160~~ COMPLIMENTARY

Students design, plan, and construct a full-scale carpentry project that integrates skills from every prior course—framing, roofing, stairs, cabinetry, doors/windows, and finish work—into a single demonstrable structure or assembly. The capstone requires complete written documentation, a job-site safety plan, and a formal oral defense before an instructor panel. Successful completion demonstrates job-entry readiness and provides evidence for the NCCER Carpentry portfolio.

Outcomes

Produce a complete project package—including a materials takeoff, cut list, schedule, and OSHA-compliant safety plan—before breaking ground on a capstone build.
Execute rough framing, sheathing, roofing, stair or ramp construction, and exterior finish work to tolerances and quality standards consistent with NCCER Carpentry Levels 1–4 performance criteria.
Install at least one interior finish assembly (cabinetry, door, or window unit) that is plumb, level, square, and within manufacturer's specified tolerances.
Maintain a daily project log and photographic portfolio that documents decision-making, problem-solving, and compliance with applicable codes throughout the build.
Apply lockout/tagout, fall protection, and PPE protocols consistently across all phases of the capstone build, with zero critical safety violations.
Defend design choices, sequencing decisions, and quality outcomes in a structured oral presentation to an instructor panel, using trade vocabulary and supporting documentation.

Course text

How the course runs. 4 blocks: Project Design, Planning, and Safety Kickoff; Rough Framing, Sheathing, and Roofing Phase; Finish Carpentry, Doors, Windows, Stairs, and Cabinetry Phase; Project Documentation, Portfolio Assembly, and Oral Defense Preparation.

What competent looks like. Produce a complete project package—including a materials takeoff, cut list, schedule, and OSHA-compliant safety plan—before breaking ground on a capstone build. Execute rough framing, sheathing, roofing, stair or ramp construction, and exterior finish work to tolerances and quality standards consistent with NCCER Carpentry Levels 1–4 performance criteria. Install at least one interior finish assembly (cabinetry, door, or window unit) that is plumb, level, square, and within manufacturer's specified tolerances. Maintain a daily project log and photographic portfolio that documents decision-making, problem-solving, and compliance with applicable codes throughout the build. Apply lockout/tagout, fall protection, and PPE protocols consistently across all phases of the capstone build, with zero critical safety violations. Defend design choices, sequencing decisions, and quality outcomes in a structured oral presentation to an instructor panel, using trade vocabulary and supporting documentation.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Design, Planning, and Safety Kickoff	36	theory	Students produce a complete pre-construction package—scaled drawing or sketch, materials takeoff, cut list, project schedule, and a written OSHA-compliant jobsite safety plan—that is reviewed and approved by the instructor before any material is ordered or cut.	Working individually or in pairs, students sketch their capstone structure (a shed, workbench-and-storage unit, stair-and-landing assembly, or instructor-approved equivalent), then use a materials takeoff worksheet to calculate board feet of lumber, sheet goods, fasteners, roofing material, and hardware, pricing each item from a current supplier sheet to produce a project budget. Students draft a written jobsite safety plan that identifies every hazard anticipated during their build (fall hazards above 6 ft, power-tool hazards, hand-tool hazards, material-handling hazards), lists the required PPE and controls for each, incorporates a lockout/tagout procedure for any stationary power tool they will use, and names emergency procedures and the nearest first-aid resources—instructors score the plan against an OSHA 10 hazard-identification checklist. Students present their design package to the instructor in a structured 15-minute pre-construction conference; the instructor uses a standard approval rubric to verify that drawings are dimensioned, the takeoff is within 10% of the instructor's reference takeoff, the schedule includes milestones for each trade phase, and the safety plan is complete—students revise and resubmit any section scored below acceptable before advancing to Lesson 2.	Graph paper or CAD/SketchUp Free (school computers), architect's scale or engineer's scale, pencils, materials takeoff worksheet (instructor-prepared), current lumber and hardware pricing sheets from a local supplier, OSHA 10 course reference card, project-schedule template, calculators	Instructor approves the pre-construction package using a scored rubric (drawing dimensioned and to scale, takeoff within 10% of reference, safety plan covers all identified hazards with appropriate controls, schedule has five or more milestones). All sections must reach 'Acceptable' (equivalent to 70%) before the student advances. Safety plan must be complete and accurate with no missing hazard categories—this item is a hard gate.
2	Rough Framing, Sheathing, and Roofing Phase	72	lab	Students construct the floor platform, wall framing, roof framing, and sheathing of their approved capstone structure, meeting dimensional tolerances and structural layout requirements consistent with NCCER Carpentry Level 2 and Level 3 performance tasks.	Students lay out and cut floor or deck framing members (sill plate or rim joist, floor joists or skids) following their approved plans, checking for square using the 3-4-5 method or diagonal measurement, then install subfloor or deck sheathing with appropriate fastener spacing—instructor spot-checks diagonals (must be within 1/8 inch of equal) and fastener pattern before framing proceeds. Students frame at least two walls (one with a rough opening for a door or window), raise, brace, and sheathe them, then install roof framing (common rafters or pre-cut trusses) and roof sheathing, applying appropriate PPE including fall protection equipment whenever working at or above 6 feet; each student records daily progress photos and a brief written log entry describing work completed, problems encountered, and solutions applied. At the end of the rough phase, instructor and student conduct a structured walk-through using the NCCER Carpentry Level 2/3 performance-profile checklist, measuring stud spacing, checking header sizing against the plan, verifying rafter layout, and confirming sheathing nailing pattern—any item scored 'unsatisfactory' is corrected by the student before the finish phase begins.	Framing lumber (dimensional lumber per approved takeoff), OSB or plywood sheathing, joist hangers and structural fasteners, circular saw, miter saw, framing nailer, hand nails, hammer, framing square, speed square, tape measures, chalk line, level, fall-protection harness and lanyard (when working at height), safety glasses, hard hat, hearing protection, work gloves, NCCER Carpentry Level 2 and Level 3 modules (reference), daily log notebook or digital log template	Instructor walk-through using NCCER-aligned performance checklist: wall diagonal must be within 1/8 inch, stud spacing within 1/4 inch of plan, roof pitch verified with speed square, sheathing fastener spacing matches plan. Student must score 'Satisfactory' on every structural item to advance. Fall-protection use during elevated work is a binary safety gate—any unprotected work at or above 6 feet stops the build and triggers a documented safety counseling.
3	Finish Carpentry, Doors, Windows, Stairs, and Cabinetry Phase	72	lab	Students install at least three finish assemblies drawn from doors, windows, interior trim, a stair or ramp unit, and a cabinet or shelf assembly, achieving plumb, level, and square tolerances and a finish quality suitable for inspection.	Students install the rough-opening door or window unit they framed in Lesson 2: set the unit, shim to plumb and level (checking with a 4-foot level on both faces and both jambs), nail through shims, trim excess shim, apply interior and exterior casing with miter or butt joints, and test operation—gaps around the door or window sash must be uniform and the unit must latch or close without binding; instructor measures reveal with a combination square and checks operation. Students build and install a stair unit (two or more risers) or ADA-compliant ramp connecting two levels of their structure, or, where the structure design does not include a height change, construct and install a wall-hung cabinet or built-in shelving unit of at least four linear feet; layout, cutting, and assembly are performed by the student using their cut list, with the instructor observing at least one critical layout and one critical cut. Students apply interior finish trim (baseboard, corner bead, or equivalent) to at least one interior wall, cutting coped or mitered inside corners and mitered outside corners, nailing with a finish nailer or hand-set brads, setting nails, and filling holes; the student photographs each completed finish assembly with a tape measure in frame to document quality for the portfolio.	Pre-hung door unit or window unit (per project design), finish lumber and sheet goods per cut list, exterior and interior casing stock, baseboard stock, finish nailer and compressor, brad nailer, miter saw, jigsaw, router (optional), chisels, pry bar, shims, levels (2-foot and 4-foot), combination square, tape measure, nail set, wood filler, sandpaper, safety glasses, hearing protection, dust mask (P100 for sanding), NCCER Carpentry Level 1 and Level 4 modules (reference), student daily log	Instructor inspects each finish assembly using a trade-standard tolerance checklist: door/window reveal uniform within 1/8 inch on all sides, unit plumb within 1/8 inch over its full height, stair riser heights uniform within 3/16 inch of each other, cabinet doors/drawers operate without binding, trim joints tight (gap less than 1/16 inch visible at face). Student must pass every assembly before the portfolio is assembled. Daily logs must be complete through this phase.
4	Project Documentation, Portfolio Assembly, and Oral Defense Preparation	36	practice	Students compile a complete project portfolio—including as-built drawings, a finalized daily log, annotated photographs, a self-assessment, and a lessons-learned narrative—and rehearse a structured 20-minute oral defense presenting their work to peers and instructor.	Students produce a set of as-built sketches or drawings reflecting any deviations from their original plan, annotate at least 15 sequential build photographs (printed or in a digital slide deck) to explain what is shown and why decisions were made, then write a 300-to-500-word lessons-learned narrative addressing one problem they encountered, how they solved it, and what they would do differently—all items are formatted according to the instructor-provided portfolio guide and submitted as a bound or digital package. Students prepare and rehearse a 20-minute oral defense presentation that covers five required sections: project overview and design intent, safety practices maintained throughout the build, a walk-through of the finished structure pointing out key trade techniques, a candid self-assessment of quality against NCCER performance standards, and professional and career connections (how this project relates to entry-level employment)—students rehearse at least once with a peer reviewer using the instructor's defense rubric to give structured feedback. Students deliver their oral defense to a two-person panel (lead instructor plus one additional carpentry instructor or industry-connected guest); the panel uses a scored rubric assessing trade vocabulary accuracy, ability to answer follow-up questions about sequencing and code or standard references, and the quality of self-assessment; after the defense, students complete a final self-reflection form comparing their initial project plan to the finished outcome.	Completed capstone structure (the physical build), camera or smartphone for final photographs, measuring tape for as-built documentation, graph paper or computer for as-built drawings, word processor or presentation software, printer or digital submission platform, instructor-provided portfolio guide and oral defense rubric, NCCER Carpentry module guides (Levels 1–4) for standards reference	Portfolio is scored on completeness (all required sections present), accuracy (as-builts match structure within 1/4 inch), and quality of written reflection (lessons-learned narrative addresses a real problem with a clear solution). Oral defense is scored on trade vocabulary, ability to answer panel questions about decisions made, and self-assessment accuracy. Portfolio must score 70% or higher overall; oral defense must score 70% or higher overall; any section of the defense scoring below 50% requires a second defense attempt within two weeks.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Finished Capstone Structure Inspection	Project	60%	Student must earn 'Satisfactory' on all structural items and 80% or higher overall on the trade-quality inspection rubric, with no uncorrected safety violations present in the finished work.	The instructor conducts a final hands-on inspection of the completed structure, measuring dimensions against the approved plan, checking plumb and level on all finish assemblies, testing door and window operation, inspecting stair or cabinet quality, and confirming that all fastening, sheathing, and trim work meets the tolerances established in Lessons 2 and 3. The inspection directly mirrors the performance-task format used in NCCER Carpentry Level assessments. Meets specification · Within estimate · Workmanship · Safety · Documentation
Capstone Project Portfolio	Portfolio	20%	Portfolio must score 70% or higher on the instructor scoring guide, with all required sections present and the as-built drawings accurate to within 1/4 inch of the physical structure.	The portfolio is a complete record of the student's build process, including the approved pre-construction package, daily logs, annotated sequential photographs, as-built drawings, a self-assessment against NCCER performance standards, and a lessons-learned narrative. It serves as a portable work sample that can be shown to NCCER assessors and prospective employers. Completeness · Organization · Evidence quality
Oral Defense Before Instructor Panel	Oral / panel	20%	Student must score 70% or higher overall on the defense rubric, with no individual required section scoring below 50%; a second attempt is permitted within two weeks if the first attempt falls short.	In a 20-minute structured presentation followed by panel questions, the student explains and justifies every phase of the capstone build—design intent, safety decisions, trade techniques applied, quality outcomes, and professional takeaways—using accurate trade vocabulary and referencing NCCER performance standards and OSHA requirements as appropriate. The panel assesses both the quality of the presentation and the student's ability to respond to unscripted follow-up questions. Explains decisions · Answers technical questions · Professional communication

BLD-CARP03-10 Externship / clinical

Externship / Worksite Placement

324 hr · ~~$1,295~~ COMPLIMENTARY

Students complete 324 supervised hours at an approved construction employer site, applying carpentry skills learned in the classroom and lab to real production work under a journeyman or foreman mentor. Placement spans rough framing, finish work, or cabinetry/millwork depending on the host employer, giving students broad exposure to trade workflows, jobsite culture, and professional standards. Employer evaluations and a reflective log document growth against NCCER Carpentry competency areas and OSHA 10 safety practices.

Outcomes

Perform assigned carpentry tasks—framing, layout, finish, or cabinetry—to employer quality standards without direct supervision after an orientation period.
Apply OSHA 10 hazard-recognition and PPE protocols consistently on a live jobsite, with zero recordable safety violations during the placement.
Read and execute work from construction drawings, cut sheets, and verbal instructions provided by a journeyman or foreman mentor.
Document daily work activities, materials used, tools operated, and safety observations in a structured worksite log that meets program completeness requirements.
Demonstrate professional conduct—punctuality, communication, teamwork, and problem-solving—as rated satisfactory or above on the employer mid-term and final evaluation forms.
Connect tasks performed on site to corresponding NCCER Carpentry Level 1–4 module competencies, articulating that connection in written reflections.

Course text

How the course runs. 4 blocks: Externship Orientation and Site Induction; Weeks 1–6: Structured Productive Work — Rough and Structural Tasks; Weeks 7–14: Expanded Responsibilities — Finish, Trim, and Specialty Tasks; Week 15–16: Capstone Days, Final Evaluation, and Log Completion.

What competent looks like. Perform assigned carpentry tasks—framing, layout, finish, or cabinetry—to employer quality standards without direct supervision after an orientation period. Apply OSHA 10 hazard-recognition and PPE protocols consistently on a live jobsite, with zero recordable safety violations during the placement. Read and execute work from construction drawings, cut sheets, and verbal instructions provided by a journeyman or foreman mentor. Document daily work activities, materials used, tools operated, and safety observations in a structured worksite log that meets program completeness requirements. Demonstrate professional conduct—punctuality, communication, teamwork, and problem-solving—as rated satisfactory or above on the employer mid-term and final evaluation forms. Connect tasks performed on site to corresponding NCCER Carpentry Level 1–4 module competencies, articulating that connection in written reflections.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Externship Orientation and Site Induction	16	field	The student completes the employer's site-specific safety induction and program orientation requirements, confirming understanding of site rules, emergency procedures, mentor expectations, and log-keeping responsibilities before beginning productive work.	Attend the employer's new-worker site safety orientation, sign all required site forms, and receive and inspect assigned PPE (hard hat, safety glasses, hearing protection, high-visibility vest if required, steel-toed boots). Meet with the assigned journeyman or foreman mentor to review the 16-week placement schedule, discuss the employer's trade focus, and identify which NCCER Carpentry module competencies will be covered during the placement. Complete the program's externship log setup: create the daily log binder or digital log, record the site address, mentor name and contact, employer safety officer name, emergency muster point, and first-aid kit location; submit the completed setup checklist to the program coordinator.	Employer site safety packet, program externship handbook, NCCER Carpentry Levels 1–4 module competency checklist, personal PPE (student-supplied or employer-issued per site policy), externship daily log forms (paper or approved digital template), pen/pencil.	Program coordinator reviews the completed log setup checklist and signed site induction forms within 48 hours of the first day; all fields must be complete and the employer safety acknowledgment signed before the student begins tool-operating tasks. Pass = 100% of required fields completed and signed.
2	Weeks 1–6: Structured Productive Work — Rough and Structural Tasks	120	field	The student performs assigned rough carpentry tasks—including layout, cutting, and fastening of framing members, sheathing, or formwork—under mentor supervision, meeting the employer's production and quality standards while maintaining consistent OSHA-compliant safety practice.	Execute daily assigned tasks such as wall framing layout, stud cutting and nailing, header installation, floor or roof sheathing, or concrete formwork assembly; request mentor feedback at the end of each task and record the feedback in the daily log. At the end of each workday, complete a structured daily log entry identifying: tasks performed, tools and materials used, one safety decision made (hazard seen and action taken), and which NCCER competency area the day's work maps to. Participate in at least one weekly toolbox talk or jobsite safety meeting; record the topic, key points, and any site-specific guidance in the log's safety reflection section.	Employer-provided tools and materials appropriate to project scope (framing nailer, circular saw, tape measure, speed square, chalk line, hammer, fasteners, dimensional lumber, sheathing panels as assigned); NCCER Carpentry competency checklist; daily log forms; PPE.	Mentor completes the program's 6-week mid-term evaluation form, rating the student on task quality, safety compliance, communication, and initiative using a 1–4 scale. Pass = a score of 2 (meets expectations) or higher on every rated category, with no category left blank. Program coordinator reviews and countersigns within one week of submission.
3	Weeks 7–14: Expanded Responsibilities — Finish, Trim, and Specialty Tasks	148	field	The student takes on increased responsibility for finish carpentry, door and window installation, trim work, cabinetry, or stair work as available at the placement site, demonstrating improved independence, accuracy to tolerance, and self-correction of errors before mentor inspection.	Perform assigned finish tasks—such as hanging and shimming doors, setting window units, installing interior trim, fitting cabinet boxes, or cutting and fitting stair treads and risers—and self-inspect each completed unit against the applicable specification or drawing before calling for mentor review. Select and set up the appropriate tool for each finish task (miter saw, table saw, jigsaw, finish nailer, level, combination square), justify the selection to the mentor when asked, and clean up and properly store tools and offcuts at the end of each shift. Write a mid-placement written reflection (minimum one page) comparing two specific tasks performed during weeks 7–14 to the corresponding NCCER module content studied in class; identify one skill gap and describe how on-site practice is closing it. Submit to the program coordinator.	Employer-provided finish tools and materials (miter saw, finish nailer, levels, clamps, shims, trim stock, door/window hardware, cabinet hardware as assigned); measuring and layout tools; daily log forms; NCCER Carpentry Levels 1–4 modules for reference; mid-placement reflection template.	Program coordinator reviews daily log entries weekly for completeness (minimum 5 entries per 5-day work week); any week with fewer than 4 complete entries requires a makeup reflection. Mid-placement written reflection is reviewed and must address both NCCER competency mapping and a self-identified skill gap; pass = reflection is substantive (not bullet points) and submitted on time. Running total of log entries must be on track to meet 324 total hours.
4	Week 15–16: Capstone Days, Final Evaluation, and Log Completion	40	field	The student completes the final hours of productive work, assembles and submits a complete worksite log portfolio, and participates in a final employer evaluation meeting that documents competency growth across the full placement.	During the final two weeks of productive work, ask the mentor to assign one task at the highest complexity level the student has reached during the placement; complete it with minimal guidance and document the process, challenges, and outcome as an extended log entry (the 'capstone task' entry, minimum one page with a photo or sketch if permitted by site policy). Compile the complete externship log portfolio: organize all daily log entries chronologically, insert the mid-term and final employer evaluation forms, include the mid-placement reflection and the capstone task entry, and complete the program's hour-tally sheet confirming 324 total hours with employer signature. Participate in the final evaluation meeting with the mentor and (where possible) the program coordinator; respond to mentor feedback about strengths and areas for continued development, and complete the student self-evaluation form rating your own performance against the same categories as the employer evaluation.	Complete daily log binder or digital portfolio, program hour-tally and sign-off sheet, employer final evaluation form, student self-evaluation form, NCCER competency checklist (completed version), photo documentation if permitted by employer.	Program coordinator reviews the complete log portfolio for: (1) 324 total hours verified with employer signature, (2) daily logs present for at least 90% of scheduled workdays with substantive entries, (3) final employer evaluation submitted with a passing score (see assessments), (4) capstone task entry present and substantive. All four criteria must be met for the externship to be credited. Any missing hours must be made up before the certificate of completion is issued.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Final Skills Evaluation	Skills demonstration	70%	A rating of 2 (meets expectations) or higher on every scored category; no category may be left blank or scored below 2. A single category scored 1 (does not meet expectations) requires a documented remediation plan and a follow-up evaluation before the externship is credited.	The placement employer or mentor completes the program's standardized final evaluation form at the end of the placement, rating the student across categories that mirror NCCER Carpentry craft skill areas—layout and measurement, cutting and fastening, finish quality, blueprint/drawing use, tool selection and safe operation, worksite cleanup—as well as professional conduct items including attendance, punctuality, communication, teamwork, and safety compliance. Ratings use a 1–4 scale with defined behavioral anchors; the completed form is signed by the mentor and submitted to the program coordinator. Competency · Safety · Attendance · Conduct · Initiative
Worksite Log Portfolio	Log	30%	Complete portfolio must document the full 324 hours with employer-verified hour tally; daily entries must be present for at least 90% of scheduled workdays; each entry must name tasks, tools, materials, a safety observation, and a mapped NCCER competency; the mid-placement reflection and capstone task entry must be substantive; the student self-evaluation must be completed and submitted. Any gap in hours or missing required sections is not passing until corrected.	The student submits a compiled portfolio of all daily externship log entries, the employer hour-tally sheet with employer signature, the mid-placement written reflection, the capstone task extended entry, the employer mid-term and final evaluation forms, and the completed student self-evaluation. The program coordinator reviews the portfolio against a completeness rubric to confirm that the record is honest, specific, and provides evidence that the student engaged with a genuine range of carpentry tasks and consistently applied OSHA 10 safety practices throughout the placement. Complete · Verified

BLD-CARP03-11 Exam prep

Certification Exam Preparation: NCCER Carpentry L1–4 & OSHA 10

90 hr · ~~$900~~ COMPLIMENTARY

This course systematically reviews every domain tested on the NCCER Carpentry Levels 1–4 written assessments and the OSHA 10-Hour Outreach program, using spaced repetition, timed practice sets, and full-length mock exams to close individual knowledge gaps. Students analyze their own diagnostic results to focus study on weak areas, then sit two complete simulated credential exams under timed, proctored conditions. By the final session each student has a documented readiness profile and a clear understanding of the NCCER Registry submission process.

Outcomes

Score at least 70% on each NCCER Carpentry module knowledge verification practice set covering Levels 1 through 4 content domains.
Correctly answer OSHA 10 outreach program topic questions on hazard recognition, fall protection, electrical safety, struck-by and caught-in hazards, and workers' rights.
Interpret blueprint symbols, dimension strings, and specification notes drawn from all four NCCER Carpentry levels without reference materials within exam time limits.
Apply trade math—including area, volume, board-foot calculations, stair layout ratios, and roof pitch conversions—accurately on timed problem sets.
Complete a full-length NCCER Carpentry mock exam and an OSHA 10 knowledge check under proctored, timed conditions and achieve passing scores.
Describe the NCCER Registry credentialing process, including how to access transcripts and present credentials to employers.

Course text

How the course runs. 4 blocks: Diagnostic Assessment & Domain Mapping; Targeted Domain Review: Trade Knowledge, Math & Blueprint Reading; OSHA 10 & Safety Standards Deep Review; Full-Length Mock Credential Exams & Readiness Debrief.

What competent looks like. Score at least 70% on each NCCER Carpentry module knowledge verification practice set covering Levels 1 through 4 content domains. Correctly answer OSHA 10 outreach program topic questions on hazard recognition, fall protection, electrical safety, struck-by and caught-in hazards, and workers' rights. Interpret blueprint symbols, dimension strings, and specification notes drawn from all four NCCER Carpentry levels without reference materials within exam time limits. Apply trade math—including area, volume, board-foot calculations, stair layout ratios, and roof pitch conversions—accurately on timed problem sets. Complete a full-length NCCER Carpentry mock exam and an OSHA 10 knowledge check under proctored, timed conditions and achieve passing scores. Describe the NCCER Registry credentialing process, including how to access transcripts and present credentials to employers.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Diagnostic Assessment & Domain Mapping	10	theory	Students identify their personal knowledge gaps across all NCCER Carpentry L1–4 content domains and the OSHA 10 topic areas by completing and self-scoring a diagnostic inventory, then build a prioritized individual study plan.	Complete a written diagnostic quiz covering representative questions from each NCCER Carpentry Level 1–4 module area (safety, tools, framing, roofing, stairs, cabinetry, doors/windows, layout) and OSHA 10 topic areas; score it using the provided answer key and record percentage correct per domain on a personal tracking sheet. In small groups, compare domain scores, discuss which topics recurred most frequently in program coursework, and annotate a printed domain map showing which NCCER module each question cluster originates from. Draft an individual exam-prep plan listing the three lowest-scoring domains, specific lesson resources (NCCER Core Curriculum and Levels 1–4 trainee guides, OSHA Outreach reference cards) to be used, and a self-study schedule for the remaining weeks.	Printed diagnostic quiz (instructor-authored from NCCER module objectives), NCCER Carpentry Levels 1–4 Trainee Guides, NCCER Core Curriculum Trainee Guide, OSHA 10 outreach topic reference cards, domain tracking spreadsheet, pencils	Each student submits a completed domain tracking sheet and a written study plan; instructor reviews for realistic gap identification — pass requires all domains listed and at least three specific resource references cited.
2	Targeted Domain Review: Trade Knowledge, Math & Blueprint Reading	30	theory	Students accurately recall and apply carpentry trade knowledge, trade math, and blueprint-reading skills from NCCER Carpentry Levels 1–4 content at or above the 70% threshold on end-of-lesson practice sets for each domain reviewed.	Work through instructor-led review stations (rotating in groups of four) covering: hand and power tool identification and safe use, rough framing members and layout, roof framing terminology and pitch calculations, stair rise/run ratios, cabinet construction sequences, door/window rough-opening sizing, and site layout with builder's level — each station includes a 10-question timed practice set drawn from NCCER module objectives. Complete a 20-problem trade math sprint covering board-foot calculations, area and volume of walls and slabs, conversion between decimal feet and feet-inches-fractions, stair layout math, and roof pitch-to-slope conversions; peer-check answers against a solution key and correct errors in writing. Read two abbreviated construction drawings (a floor plan and a wall-section detail at scales common in residential construction), identify specified symbols, dimension strings, and notes, then answer a structured question sheet; debrief as a class and map each question back to the NCCER module that taught the underlying concept.	NCCER Carpentry Levels 1–4 Trainee Guides, printed station practice sets, trade math sprint worksheet, two sample construction drawings (residential floor plan and wall section), architect's scale, pencils, calculators	Score of 70% or higher on each station's 10-question practice set and on the trade math sprint; students who score below 70% on any set complete a targeted re-study assignment and retest before the next lesson.
3	OSHA 10 & Safety Standards Deep Review	20	theory	Students correctly identify the OSHA 10-Hour Outreach topic areas applicable to construction — including fall protection, electrical safety, struck-by and caught-in/between hazards, scaffolding, personal protective equipment, and workers' rights — and select appropriate hazard controls on timed practice questions.	Review each OSHA 10 construction outreach topic in sequence using OSHA outreach reference cards and instructor-led discussion; for each topic, students complete a short scenario card (e.g., an unlabeled photo of a construction site condition) and classify the hazard, identify the applicable OSHA general industry or construction standard category, and list the required control measures using the hierarchy of controls. Conduct a tabletop exercise using a set of 10 construction-site scenario descriptions (ladder use, scaffold erection, unguarded floor openings, lockout/tagout situations, struck-by from overhead work, trenching near utilities, and others); students work in pairs to write a brief hazard analysis and corrective action for each scenario, then present two scenarios to the class for critique. Complete a 50-question OSHA 10 knowledge-check practice set timed at 60 minutes; score independently, then review all missed items as a class, tracing each answer back to the outreach topic area and discussing why the correct control or regulatory requirement applies.	OSHA 10-Hour Construction Outreach topic reference cards, OSHA.gov construction eTool printouts, scenario photo cards and tabletop scenario description cards, 50-question OSHA practice set, answer key, pencils	Score of 70% or higher on the 50-question OSHA 10 practice set; students who score below 70% must complete instructor-assigned focused review of missed topic areas and retest before the final mock exam.
4	Full-Length Mock Credential Exams & Readiness Debrief	30	lab	Students complete a full-length simulated NCCER Carpentry written assessment and an OSHA 10 knowledge check under timed, proctored conditions, then analyze results to confirm readiness and complete the NCCER Registry credential process overview.	Sit a full-length NCCER Carpentry mock written exam (instructor-authored to mirror the module-by-module multiple-choice format of the actual NCCER knowledge verification tests for Levels 1–4) under proctored, timed, closed-book conditions; upon completion sit the OSHA 10 mock knowledge check; both are collected and scored by the instructor using the master answer key. Receive scored exams with a domain-by-domain breakdown; complete a written personal debrief form identifying: (a) domains where mock scores met the passing standard, (b) any remaining weak areas and a specific last-minute review action, and (c) test-taking strategies used and their effectiveness. Participate in a guided walkthrough of the NCCER Registry: how credentials are recorded after the accredited program submits results, how to access a personal NCCER transcript online, how to present the credential card and registry record to employers, and what continuing education pathways lead to higher NCCER levels.	Full-length NCCER Carpentry mock exam packet (L1–4, instructor-authored from module objectives), OSHA 10 mock knowledge-check packet, answer keys, personal debrief form, NCCER Registry access guide, pencils, a clock or timer visible to all students	Achieving 70% or higher on the NCCER Carpentry mock exam overall and on the OSHA 10 mock knowledge check; students who do not meet 70% on either exam receive a written remediation plan specifying topics and resources before sitting the actual credentialing assessments.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Dual Mock Credential Examination	Mock certification exam	100%	70% or higher on the NCCER Carpentry Levels 1–4 mock written assessment AND 70% or higher on the OSHA 10 construction knowledge check, both completed under timed, proctored, closed-book conditions	Students sit back-to-back simulated versions of the NCCER Carpentry written assessments (covering all Level 1–4 module content domains) and the OSHA 10-Hour Outreach knowledge check under conditions that replicate the actual credentialing exams; scored results are returned with a domain breakdown so the instructor and student can confirm readiness or assign targeted remediation before the student registers for the official NCCER and OSHA Outreach assessments. Score · Time management

Program completion

External credential: NCCER Carpentry L1-4; OSHA 10

Students sit the NCCER Carpentry Level 1–4 written knowledge exams and performance profiles administered through an NCCER-accredited training sponsor, and the OSHA 10-Hour Construction Outreach training delivered by an OSHA-authorized trainer, earning a completion card upon finishing that course. Pass standard: Credential issued by the body.

Back to Carpentry · How the school gets authority to award these credentials