Grade 13 · a vocational technology learning center, by urbanicity

newSchoolWorks.com › VoTechWorks › Building & Construction › Construction (general) › Courses

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.

Construction (general)

12 courses · 1,350 clock hours · 9 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.

~~$14,510~~ COMPLIMENTARYprogram tuition

12courses

83lessons

1,350hours

43assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons83 of 83 lesson pages writtenPractice663 practice questionsResources115 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 83 lesson pages are open (lesson titles below are links).

BLD-CONS02-01 Universal core

Universal Core: Safety, Math, Communication & Career in Construction

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course prepares adult learners for entry into the construction industry by building competency in jobsite safety, trade mathematics, technical communication, and professional readiness. Students earn OSHA 10 certification and First Aid/CPR certification while developing the numeracy, blueprint literacy, and digital skills demanded by modern construction employers. Lesson content is mapped directly to NCCER Core curriculum areas so that all classroom work supports credential attainment.

Outcomes

Demonstrate compliance with OSHA 10 construction industry safety standards and correctly apply hazard recognition and PPE selection on a simulated jobsite.
Perform trade math calculations—including fractions, decimals, percentages, area, volume, and unit conversion—accurately enough to support field measurement tasks.
Read and interpret basic construction drawings, including plan views, elevations, and common symbols, extracting information needed to complete a defined scope of work.
Use standard digital tools—including email, project-management apps, and digital measuring instruments—to communicate and document construction work.
Apply First Aid and CPR procedures to construction-relevant emergencies and state the employer reporting requirements under OSHA recordkeeping rules.
Prepare a professional resume, complete a job application, and demonstrate interview readiness aligned with construction employer expectations.

Course text

How the course runs. 7 blocks: OSHA 10 Construction Safety — Hazard Recognition and Personal Protective Equipment; First Aid, CPR, and OSHA Recordkeeping; Trade Math I — Whole Numbers, Fractions, and Decimals for the Field; Trade Math II — Area, Volume, Perimeter, and Unit Conversion; Technical Reading — Blueprints, Specifications, and Symbols; Digital Tools and Professional Communication in Construction; Career Readiness — Employment Documents, Workplace Professionalism, and Industry Pathways.

What competent looks like. Demonstrate compliance with OSHA 10 construction industry safety standards and correctly apply hazard recognition and PPE selection on a simulated jobsite. Perform trade math calculations—including fractions, decimals, percentages, area, volume, and unit conversion—accurately enough to support field measurement tasks. Read and interpret basic construction drawings, including plan views, elevations, and common symbols, extracting information needed to complete a defined scope of work. Use standard digital tools—including email, project-management apps, and digital measuring instruments—to communicate and document construction work. Apply First Aid and CPR procedures to construction-relevant emergencies and state the employer reporting requirements under OSHA recordkeeping rules. Prepare a professional resume, complete a job application, and demonstrate interview readiness aligned with construction employer expectations.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	OSHA 10 Construction Safety — Hazard Recognition and Personal Protective Equipment	12	theory	Students identify the top construction hazards (falls, struck-by, caught-in/between, electrocution) and select appropriate PPE for each, meeting the content requirements of OSHA 10 Outreach cards.	Facilitated lecture and discussion using the OSHA 10 Construction Industry authorized trainer outline; students complete the official OSHA 10 sign-in sheets and module quizzes as required by the Outreach program. Hazard-hunt walk through a simulated jobsite photo set: students categorize each hazard by OSHA Focus Four category and record the correct PPE on a worksheet. PPE station rotation where students physically don and doff hard hats, safety glasses, high-visibility vests, gloves, and steel-toed boots to manufacturer fit-check standards, evaluated by the instructor.	OSHA 10 Construction Industry authorized trainer materials, DOL-issued OSHA 10 sign-in documentation, hard hats (ANSI Z89.1), safety glasses (ANSI Z87.1), high-visibility vests (ANSI/ISEA 107), steel-toed boots, nitrile gloves, NCCER Core Module — Introduction to Construction Safety	Students pass each OSHA 10 module quiz at the score required by the authorized trainer curriculum; PPE donning evaluated by instructor checklist — all items must be fitted and worn correctly before proceeding.
2	First Aid, CPR, and OSHA Recordkeeping	16	lab	Students demonstrate adult CPR with an AED, control bleeding with direct pressure and tourniquet application, and correctly identify which construction injuries require OSHA 300 log recording.	American Heart Association or Red Cross-aligned hands-on CPR and AED skills session on manikins: each student completes at least two full CPR cycles and one AED scenario to certification standards. Simulated bleeding-control scenario using wound-packing trainers and commercial tourniquets; students follow STOP THE BLEED sequence and are timed and evaluated individually. Case-study exercise: students review five construction incident narratives and decide, using OSHA recordkeeping decision-tree guidance, whether each is a first aid case, a recordable case, or a reportable fatality/amputation — answers discussed as a class.	CPR manikins (adult), AED trainer units, bleeding-control trainer kits, commercial tourniquets (CAT or SOFTT-W style), first aid kits, OSHA recordkeeping guidance publication (OSHA 3245), NCCER Core Module — Basic Safety	Instructor-evaluated CPR/AED skills checkoff using certification provider rubric — pass requires correct compression rate, depth, and AED operation with zero critical-step errors; OSHA recordkeeping quiz scored at 80% or higher.
3	Trade Math I — Whole Numbers, Fractions, and Decimals for the Field	20	theory	Students perform addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals in construction contexts such as lumber counts and concrete batch ratios, achieving at least 80% accuracy.	Direct instruction with worked examples drawn from construction: calculating board feet of lumber, mixing concrete in a 1:2:3 ratio by volume, and splitting a job-cost evenly among crew members — students work problems on whiteboards. Paired drill sets of 30 timed field-math problems using a speed-and-accuracy format; partners check each other's work against an answer key and flag errors for instructor review. Hands-on measurement station: students use a standard tape measure to record dimensions to the nearest 1/16 inch, convert measurements between feet-and-inches and decimal feet, and record results on a field data sheet.	Scientific calculators, 25-foot steel tape measures, whiteboards/markers, NCCER Core Module — Introduction to Construction Math, instructor-prepared drill worksheets	Twenty-question timed math quiz covering all lesson operations; pass mark is 80% (16/20 correct); students who score below 80% receive targeted remediation and one retest opportunity.
4	Trade Math II — Area, Volume, Perimeter, and Unit Conversion	20	lab	Students calculate the area of rectangles and triangles, the volume of rectangular prisms and cylinders, and convert between US customary and metric units to solve realistic material-quantity problems.	Instructor-led problem set: calculate square footage of a floor slab, cubic yards of concrete needed for a footing of given dimensions (including the standard 10% waste factor convention), and lineal feet of perimeter — students work independently then compare with a partner. Lab exercise using a scale floor plan: students measure the plan with an architectural scale ruler, convert scale dimensions to real dimensions, and compute room areas to determine flooring material quantities. Unit-conversion relay: teams race to convert a series of measurements between inches, feet, yards, and meters using conversion factors; accuracy is scored and speed is the tiebreaker.	Architectural scale rulers (1/4-inch scale), printed scale floor plans, calculators, NCCER Core Module — Introduction to Construction Math, instructor-prepared problem worksheets, metric/US conversion reference card	Practical problem set of ten multi-step calculations graded by instructor; pass mark is 80%; each answer must include correct unit label to receive credit.
5	Technical Reading — Blueprints, Specifications, and Symbols	24	demo	Students locate dimensions, identify common plan symbols, and extract material specifications from a set of residential construction drawings sufficient to answer a defined scope-of-work question.	Instructor demonstration using a full-size set of residential construction drawings projected on screen: instructor narrates how to orient a plan sheet, locate the title block, read the scale, and find dimension strings — students annotate a reduced print at their desks. Symbol-identification worksheet: students match 25 common architectural and structural symbols (wall types, doors, windows, electrical outlets, plumbing fixtures, concrete, insulation) to their correct labels using the drawing legend. Scavenger-hunt exercise on a partial set of construction documents: teams of two answer 15 specific questions (e.g., 'What is the width of the front entry door?', 'What is the footing depth shown on section A-A?') by navigating between plan, elevation, and section sheets.	Full-size residential construction drawing sets (plan, elevation, section, detail sheets), architectural scale rulers, NCCER Core Module — Introduction to Construction Drawings, standard symbol legend reference sheet	Symbol identification worksheet scored at 80% or higher; scavenger-hunt answers graded for accuracy — students must correctly answer at least 12 of 15 questions to pass.
6	Digital Tools and Professional Communication in Construction	24	practice	Students compose a professional email reporting a site observation, log a daily report entry in a construction project-management app, and use a digital measuring tool to record and share field data.	Email-writing workshop: students are given a scenario (a subcontractor delivered the wrong lumber size) and must draft a professional email to the general contractor using correct subject line, clear body, and professional sign-off — instructor models a strong example first, then students draft independently. Hands-on session with a tablet loaded with a construction project-management application (such as Procore or a comparable training demo): students create a daily log entry, upload a mock field photo with a note, and submit a punch-list item. Digital measuring lab: students use a laser distance measurer to record dimensions of the classroom, enter data into a spreadsheet, calculate area and volume, and share the file with the instructor via email as a simulated field-report submission.	Tablets or laptops with internet access, construction project-management app (training/demo account), laser distance measurer, spreadsheet software (Google Sheets or Excel), NCCER Core Module — Communication Skills, instructor-provided email scenario cards	Instructor rubric evaluates email for professional tone, accuracy, and completeness (pass = all three elements present); daily log entry must include date, crew note, and photo attachment; area/volume calculation in spreadsheet must be within 2% of instructor's measurement.
7	Career Readiness — Employment Documents, Workplace Professionalism, and Industry Pathways	32	practice	Students produce a complete construction-industry resume and job application, participate in a mock interview evaluated against an employer rubric, and identify at least three NCCER credential pathways relevant to their career goals.	Resume workshop: students draft a construction-tailored resume using a provided template that includes objective statement, skills summary (tied to NCCER Core competencies), education, and any prior work or volunteer experience — peers give structured feedback using a checklist before final revision. Mock interview pairs: students take turns as applicant and interviewer using a set of realistic construction employer interview questions; the instructor circulates and scores each applicant on eye contact, professional language, and relevance of answers using an employer-sourced rubric. NCCER pathway mapping exercise: students visit the NCCER.org credential registry information, identify three craft areas of interest (e.g., carpentry, electrical, pipefitting), and complete a one-page personal career plan that lists the modules, timeline, and expected wage range based on Bureau of Labor Statistics Occupational Outlook Handbook data for their region.	Resume template (construction-specific), printed job application forms, mock interview question cards (employer-sourced), NCCER credential pathway charts, Bureau of Labor Statistics Occupational Outlook Handbook (bls.gov), NCCER Core Module — Your Role in the Green Environment and NCCER Core Module — Basic Employability Skills	Resume evaluated by instructor checklist — pass requires all five required sections present, no spelling errors, and at least two construction-relevant skills listed; mock interview scored by instructor at 70% or higher on five-point rubric across four criteria; career plan accepted when three realistic pathways are documented with module names.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 Construction Industry Written Examination	Written exam	25%	Score required by the OSHA Outreach authorized trainer to issue the DOL wallet card (established by the trainer's certifying organization); all module quizzes must be completed with satisfactory scores.	Students complete all required OSHA 10 Construction Industry Outreach module quizzes and a final written knowledge check administered by the authorized trainer. Successful completion results in issuance of the official DOL OSHA 10 wallet card, which maps directly to the safety domain of the NCCER Core credential. Accuracy · Safety · Communication · Professionalism
NCCER Core Knowledge Examination — Trade Math and Technical Reading	Written exam	25%	70% or higher on each NCCER-approved module written assessment, consistent with NCCER performance profile requirements.	Students sit instructor-administered NCCER-aligned written assessments covering introduction to construction math, introduction to construction drawings, and basic communication skills — the three cognitive domains tested in NCCER Core. Questions are drawn from NCCER module review items and are administered under controlled conditions to simulate the formal credential exam process. Accuracy · Safety · Communication · Professionalism
Integrated Field Documentation Project	Project	25%	Rubric score of 80% or higher across all four categories: measurement accuracy, blueprint interpretation, written daily log, and professional communication.	Working individually, students receive a partial set of residential construction drawings and a set of instructor-provided field conditions; they must measure a mock layout, calculate material quantities, complete a two-day simulated daily log, and compose a professional memo to the 'project manager' summarizing a scope change. The project is assessed against a four-category rubric and demonstrates integration of all course skill areas. Accuracy · Safety · Communication · Professionalism
Career Readiness and Safety Knowledge Oral Defense	Oral / panel	25%	Pass on all three evaluator prompts: correctly state the employer's OSHA recordkeeping obligation for a given scenario, explain one NCCER credential pathway relevant to the student's stated goals, and deliver a 60-second professional introduction without critical errors.	In a five-minute one-on-one session with the instructor acting as a simulated employer, each student answers three prompted questions that cover OSHA recordkeeping obligations, their personal NCCER credential plan, and a professional self-introduction. This oral format mirrors the informal interview conditions students will encounter at construction employer hiring events. Accuracy · Safety · Communication · Professionalism

BLD-CONS02-02 Trade course

Site Safety for Construction

92 hr · ~~$1,270~~ COMPLIMENTARY

This course develops the foundational safety knowledge and habits every construction worker must have before stepping onto a jobsite, with direct alignment to OSHA 10 outreach training content and NCCER Core safety competencies. Students learn to identify, evaluate, and control common construction hazards including falls, struck-by, caught-in/between, and electrical dangers using OSHA-recognized hierarchy of controls. Emphasis is placed on applying safety rules in realistic site scenarios, completing required documentation, and demonstrating correct use of personal protective equipment and emergency procedures.

Outcomes

Identify the four leading causes of construction fatalities and apply the hierarchy of controls to eliminate or reduce each hazard on a simulated jobsite.
Demonstrate correct selection, inspection, donning, and doffing of required personal protective equipment for at least five distinct construction hazard categories.
Interpret OSHA construction safety standards, employer rights and responsibilities, and worker rights under the OSH Act as applied to general construction scenarios.
Execute lockout/tagout procedures correctly on a simulated energy-isolating device and explain the steps required before resuming equipment operation.
Conduct a written job hazard analysis (JHA) for an assigned construction task, identifying hazards and specifying controls that meet recognized industry standards.
Respond appropriately to a simulated site emergency including first-alert notification, scene assessment, and coordination with emergency responders.

Course text

How the course runs. 8 blocks: OSHA Framework and Worker Rights on the Construction Site; The Fatal Four: Recognizing and Controlling Leading Hazards; Personal Protective Equipment: Selection, Inspection, and Use; Fall Prevention: Guardrails, Personal Fall Arrest, and Ladders; Electrical Safety and Lockout/Tagout; Trenching, Scaffolding, and Struck-By / Caught-In Hazards; Job Hazard Analysis and Site Emergency Response; Integrated Site Safety Walkthrough and OSHA 10 Exam Readiness.

What competent looks like. Identify the four leading causes of construction fatalities and apply the hierarchy of controls to eliminate or reduce each hazard on a simulated jobsite. Demonstrate correct selection, inspection, donning, and doffing of required personal protective equipment for at least five distinct construction hazard categories. Interpret OSHA construction safety standards, employer rights and responsibilities, and worker rights under the OSH Act as applied to general construction scenarios. Execute lockout/tagout procedures correctly on a simulated energy-isolating device and explain the steps required before resuming equipment operation. Conduct a written job hazard analysis (JHA) for an assigned construction task, identifying hazards and specifying controls that meet recognized industry standards. Respond appropriately to a simulated site emergency including first-alert notification, scene assessment, and coordination with emergency responders.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	OSHA Framework and Worker Rights on the Construction Site	10	theory	Students will accurately explain OSHA's authority over construction sites, worker rights to a safe workplace, employer obligations, and the process for filing a complaint, as covered in OSHA 10 construction outreach content.	Guided reading and discussion of the OSH Act general duty clause, OSHA construction standards (29 CFR 1926 overview), and employer versus worker responsibilities, using OSHA 10 student workbook materials. Case-study analysis: students read three real OSHA citation summaries from construction sites, identify which standard was allegedly violated, and write a one-paragraph explanation of the employer's obligation. Role-play in pairs: one student acts as a worker who believes a hazard exists, the other as a supervisor; students practice asserting the right to refuse imminently dangerous work and identify the next reporting step.	OSHA 10 Construction Outreach student workbook, 29 CFR 1926 reference printouts, OSHA citation sample handouts, whiteboard	Short written quiz of 20 multiple-choice questions covering OSH Act basics, worker rights, and OSHA standards structure; passing score 70% or above.
2	The Fatal Four: Recognizing and Controlling Leading Hazards	14	theory	Students will correctly classify construction site hazards into the four leading fatality categories—falls, struck-by, caught-in/between, and electrical—and identify at least one elimination, substitution, engineering control, administrative control, and PPE solution for each.	Instructor-led presentation on OSHA's Fatal Four statistics and the hierarchy of controls; students complete a graphic organizer matching each fatality category to real incident descriptions and applicable controls. Small-group photo analysis: groups examine 20 jobsite photographs, annotate each with the hazard category present, the control currently in place (or missing), and a recommended improvement using the hierarchy. Whole-class simulation using a tabletop cardboard site model: instructor introduces scenario changes (scaffold missing guardrail, overhead power line, open trench) and students verbally identify hazards and prescribe controls in sequence.	NCCER Core Curriculum module on construction site safety, OSHA Fatal Four fact sheets, laminated jobsite photographs, tabletop site model, hierarchy-of-controls reference card	Students individually complete a hazard identification worksheet on five new photographs, correctly categorizing each hazard and listing a feasible control; 80% of items must be correctly answered to pass.
3	Personal Protective Equipment: Selection, Inspection, and Use	12	demo	Students will select appropriate PPE for five assigned construction hazard scenarios and demonstrate correct inspection, donning, adjustment, and doffing of hard hats, safety glasses, hearing protection, high-visibility vests, gloves, and fall-protection harnesses.	Instructor demonstration of each PPE item: proper fit, inspection criteria (cracks, expiration dates, impact indicators on hard hats, harness webbing condition), and discard criteria; students take notes on a PPE inspection checklist. Station rotation lab with six PPE stations; at each station students pick up the item, complete the written inspection checklist, don the item correctly, receive instructor feedback, and doff safely. Scenario matching exercise: students read five task descriptions (concrete grinding, overhead work, noisy demolition, trench entry, night roadwork) and write the complete PPE ensemble required for each, citing the hazard addressed by each item.	Assorted hard hats (Type I and II, Class E), ANSI Z87.1 safety glasses and face shields, foam and muff hearing protectors, ANSI Class 2 and 3 vests, various gloves, full-body harnesses, PPE inspection checklists, NCCER Core Curriculum PPE module	Instructor observes each student complete the full inspection and donning sequence for a harness and hard hat; student must identify all four pre-use inspection points on the harness and adjust both items to a correct fit without prompting — all four points must be correct to pass.
4	Fall Prevention: Guardrails, Personal Fall Arrest, and Ladders	14	lab	Students will set up a portable guardrail section meeting OSHA construction requirements, correctly anchor and don a personal fall arrest system, and inspect and erect a straight ladder at the correct angle for a designated access point.	Instructor-led walkthrough of OSHA fall protection requirements for leading edges, floor holes, and ladder safety; students annotate a diagram of a two-story framing mockup with required protection at each exposed location. Hands-on lab: student pairs set up a portable guardrail system on the training scaffold, measuring and confirming top rail, mid-rail, and toeboard heights; instructor checks each installation before students move to the next station. Ladder and harness station: each student selects the correct ladder for an 8-foot access task, confirms the 4-to-1 angle using a tape measure, secures the top, dons and connects the harness and lanyard to an anchor, and ascends/descends maintaining three points of contact while being observed.	Training scaffold with adjustable rail fittings, portable guardrail system, full-body harnesses, shock-absorbing lanyards, anchor connectors rated to OSHA requirements, 6-foot and 10-foot straight ladders, tape measures, OSHA 1926 Subpart M reference sheet	Instructor uses a pass/fail skills checklist: guardrail top rail must be within the OSHA-specified height range, mid-rail in the correct position, ladder at 4-to-1 angle (±2 inches over 8 feet), harness fitted with no twisted webbing and D-ring centered at upper back — student must pass all four criteria.
5	Electrical Safety and Lockout/Tagout	12	demo	Students will explain the dangers of electrical hazards on construction sites including arc flash and ground fault, identify GFCI requirements for construction, and execute a standard lockout/tagout sequence on a simulated energy-isolating device.	Instructor presentation on how electricity flows, the effects of current on the human body, common construction electrical hazards (overhead lines, cord damage, improper grounding), and GFCI operation; students view a short OSHA-approved electrical safety video and answer comprehension questions. GFCI testing station: students plug a GFCI-protected extension cord into a training outlet, use a GFCI tester to verify function, deliberately trip the GFCI, and reset it, recording results on a log sheet. Lockout/tagout demonstration and practice: instructor demonstrates the six-step OSHA LOTO sequence on a training panel board; each student then performs the full sequence (notify, shut down, isolate energy, apply lockout device, release stored energy, verify) and is observed by a partner using a step-by-step checklist.	Training electrical panel with lockable breakers, padlocks and hasps, lockout tags, GFCI-protected extension cord, plug-in GFCI tester, OSHA 1910.147 and 1926.417 reference sheets, electrical safety video (OSHA-approved source), LOTO procedure card	Each student must complete all six LOTO steps in correct order without skipping any step and must verbally explain the purpose of the verify step; any omitted step or incorrect sequence is an automatic fail requiring repeat practice before recheck.
6	Trenching, Scaffolding, and Struck-By / Caught-In Hazards	12	theory	Students will identify OSHA-defined soil classification types, required protective systems for excavations, scaffold erection and access requirements, and controls for struck-by and caught-in/between hazards including tool tethering and barricading.	Instructor-led lesson using OSHA 1926 Subpart P (excavations) and Subpart L (scaffolding) reference sheets; students complete a comparison table distinguishing Type A, B, and C soils and the protective systems permitted for each at a given trench depth. Scenario problem set: students receive five trench cross-section sketches with varying dimensions and soil types and must write which protective system (sloping, shoring, or shielding) is required and why. Scaffold and struck-by tabletop exercise: using a printed scaffold diagram, students annotate required access, guardrails, and maximum platform gap; then they review three struck-by scenarios (swinging loads, vehicles, falling objects) and propose at least two controls per scenario.	OSHA 1926 Subpart P and Subpart L reference printouts, trench cross-section sketches, scaffold diagram worksheets, NCCER Construction Technology safety module, markers, ruler	Students complete a 15-question written check covering soil classification, required protective system selection, scaffold guardrail heights, and two struck-by controls; passing score is 75% or above.
7	Job Hazard Analysis and Site Emergency Response	10	practice	Students will produce a complete written job hazard analysis for an assigned multi-step construction task and demonstrate the correct sequence of actions in a simulated site emergency including activating EMS, controlling the scene, and communicating information to responders.	Instructor models completing a JHA form using a concrete form-stripping task as the example; students then independently complete a JHA for an assigned task (either ladder-assisted sheathing installation or hand-mixing concrete) using the standard JHA form format (task step, potential hazard, controls). Peer review: students exchange completed JHAs and use a review rubric to check that every task step is listed, each hazard is plausible, and each control is specific and actionable; feedback is given in writing and discussed. Emergency drill: instructor stages a simulated worker injury on the training site; students must identify the emergency, call out for help, direct someone to call EMS (or use mock call with instructor), keep bystanders back, provide basic scene information, and log the incident on a mock first-report-of-injury form.	Blank JHA forms, completed JHA example handout, peer-review rubric, mock first-report-of-injury form, emergency contact poster, scenario description cards, stopwatch	Completed JHA must include at least five task steps, a specific hazard for each step, and a feasible control for each hazard to receive a passing mark; emergency drill is evaluated pass/fail on whether the student activates EMS contact within 60 seconds of the signal, secures the scene, and provides the location and nature of injury.
8	Integrated Site Safety Walkthrough and OSHA 10 Exam Readiness	8	field	Students will conduct a structured safety inspection of the program's construction lab or training site, document at least five findings on an official inspection form, and correctly answer OSHA 10-level questions covering all topics addressed in the course.	Pairs conduct a 30-minute structured safety walkthrough of the construction lab or outdoor training area using a printed inspection form aligned to the Fatal Four and OSHA construction standards; each finding is documented with the hazard description, standard reference, risk level, and recommended correction. Debrief: pairs share findings with the full class; instructor confirms or redirects each finding and explains what OSHA would cite versus what is a best practice above minimum compliance. Timed OSHA 10-style practice exam of 40 questions drawn from all course topics (OSHA rights, Fatal Four controls, PPE, electrical, LOTO, excavations, scaffolding, JHA, emergency response); students self-score with answer key and identify weak areas for follow-up study.	Site inspection form (aligned to OSHA 1926 subparts covered in course), clipboards, pencils, personal PPE (hard hat, safety glasses, vest), 40-question practice exam with answer key, course reference materials for post-exam review	Inspection form must contain at least five documented findings each with a standard reference cited; practice exam passing score is 70% or above, consistent with OSHA 10 content expectations — students below 70% receive a targeted review list before the course knowledge exam.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Site Safety Knowledge Exam	Written exam	25%	70% correct (28 of 40 questions)	A 40-item multiple-choice written exam covering OSHA framework and worker rights, the Fatal Four hazard categories and hierarchy of controls, PPE requirements, electrical safety and LOTO, excavation and scaffold standards, and emergency response procedures, aligned to OSHA 10 outreach content areas and NCCER Core safety module objectives. Students who do not meet passing score may retake once after documented remediation. Standard met · Safety · Time · Quality/finish · Documentation
PPE and LOTO Skills Demonstration	Skills demonstration	45%	Pass all required steps on both checklists with no safety-critical omissions	The instructor evaluates each student individually on two sequential tasks: (1) inspecting and donning a full-body harness and hard hat using the course inspection checklist, and (2) executing all six LOTO steps in correct order on the training panel board. Any missed LOTO step or failure to identify a mandatory harness inspection point is a fail requiring repeat practice and recheck within five instructional days. Standard met · Safety · Time · Quality/finish · Documentation
Job Hazard Analysis Lab Log	Log	15%	JHA includes minimum five task steps, one specific hazard per step, one feasible control per hazard, and earns 75% on the peer-review rubric	Students submit the JHA completed during Lesson 7 along with the peer-review feedback they received and a brief written response explaining how they addressed or disagreed with each peer comment. The instructor evaluates the final JHA for completeness, accuracy of hazard identification, and appropriateness of controls against an instructor rubric. Standard met · Safety · Time · Quality/finish · Documentation
Site Safety Inspection Walkthrough	Safety audit	15%	All required PPE worn throughout; at least five valid findings documented with correct OSHA standard references; debrief score of 4 out of 5 findings confirmed by instructor	Conducted during Lesson 8, this field safety check requires students to enter the training site in full required PPE, conduct a structured inspection, and produce a written inspection form that the instructor reviews for accuracy of hazard identification and standard citation. This assessment directly mirrors the type of pre-task safety planning evaluated in NCCER Core safety competencies. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-03 Trade course

Hand Tools, Power Tools, and Equipment for Construction

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to identify, safely operate, maintain, and store the hand tools, portable power tools, and light equipment used daily on construction sites. Lessons integrate NCCER Core and Construction Technology tool-use competencies and reinforce the OSHA 10 hazard-recognition standards that apply to tool and equipment operation. By course end, students can select the correct tool for a task, use it safely and efficiently, and document defects in compliance with site inspection protocols.

Outcomes

Identify and state the correct application for at least 40 common hand tools and portable power tools used in general construction.
Inspect hand tools, power tools, and extension cords using a pre-use checklist and remove defective equipment from service in accordance with OSHA general industry and construction standards.
Demonstrate safe setup, operation, and shutdown of circular saws, reciprocating saws, drills, grinders, and pneumatic nailers, achieving a passing score on the skills rubric.
Apply appropriate PPE selection and lockout/tagout (LOTO) procedures for every tool category covered in the course.
Perform basic maintenance tasks—blade changes, chuck replacement, bit sharpening, and cord inspection—and record work in a tool maintenance log.
Select, use, and read measuring and layout tools (tape measure, level, chalk line, speed square, plumb bob) to within 1/16-inch tolerance on a practical layout task.

Course text

How the course runs. 8 blocks: Tool Hazard Recognition and PPE Selection; Hand Tool Identification and Correct Use; Measuring and Layout Tools; Portable Electric Power Tools—Drills and Circular Saws; Portable Electric Power Tools—Grinders, Reciprocating Saws, and Sanders; Pneumatic Tools and Air Compressors; Tool Inspection, Maintenance, and LOTO Procedures; Integrated Tool Selection and Job-Site Scenario Lab.

What competent looks like. Identify and state the correct application for at least 40 common hand tools and portable power tools used in general construction. Inspect hand tools, power tools, and extension cords using a pre-use checklist and remove defective equipment from service in accordance with OSHA general industry and construction standards. Demonstrate safe setup, operation, and shutdown of circular saws, reciprocating saws, drills, grinders, and pneumatic nailers, achieving a passing score on the skills rubric. Apply appropriate PPE selection and lockout/tagout (LOTO) procedures for every tool category covered in the course. Perform basic maintenance tasks—blade changes, chuck replacement, bit sharpening, and cord inspection—and record work in a tool maintenance log. Select, use, and read measuring and layout tools (tape measure, level, chalk line, speed square, plumb bob) to within 1/16-inch tolerance on a practical layout task.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Tool Hazard Recognition and PPE Selection	10	theory	Students will classify tool-related hazards (struck-by, laceration, electrical, caught-in) and select the correct PPE for each hazard category, scoring at least 80% on an in-class written check.	Instructor-led review of OSHA construction standards that govern hand and power tool use; students annotate a hazard-identification worksheet with the applicable standard category for 20 tool scenarios. Small-group card sort: match tool images to their primary hazard type and required PPE, then present findings to the class for peer correction. PPE sizing and donning station rotation: students practice putting on safety glasses, face shields, hearing protection, cut-resistant gloves, and hard hats to the manufacturer fit standard, with instructor sign-off on each.	NCCER Core Curriculum Module 00101 (Introduction to Construction Math and Safety), OSHA 1926 Subpart I (Tools—Hand and Power) fact sheet, assorted PPE samples, hazard-classification worksheet, projector	Written 20-question hazard-identification quiz; students must score 80% or higher; any missed PPE donning step during the station rotation requires a repeat before proceeding.
2	Hand Tool Identification and Correct Use	12	demo	Students will identify at least 20 hand tools by name and function and demonstrate the correct grip, stance, and cutting or driving technique for hammers, chisels, handsaws, utility knives, and wrenches.	Instructor demonstration at a workbench: each tool is named, its specific construction application explained, and a correct-vs.-incorrect-use comparison shown; students complete an identification log with blanks filled in as each tool is presented. Students rotate through a 20-tool identification station; each learner picks up each tool, states its name and one application aloud, and marks their own log sheet. Paired practice: partners coach each other on hammer driving technique (proper grip, elbow lead, follow-through) on a nail-driving board, using the NCCER performance checklist as the evaluation guide.	Claw hammers, rip and crosscut handsaws, utility knives with retractable blades, cold chisels and wood chisels, combination wrenches, adjustable wrenches, pliers set, pry bars, workbenches, safety glasses, cut-resistant gloves, NCCER Core hand-tool identification checklist	Instructor observation during paired practice using the NCCER hand-tool performance checklist; all critical safety steps (blade retraction, chisel-guard use, body positioning) must be marked satisfactory; tool-identification log graded at 90% minimum.
3	Measuring and Layout Tools	11	lab	Students will use a tape measure, speed square, chalk line, level, and plumb bob to lay out a rectangular floor plan on a plywood sheet to within 1/16-inch tolerance and verify square using the 3-4-5 method.	Instructor demonstration: reading a tape measure in fractions of an inch and in decimal equivalents; students complete a printed measurement-reading worksheet (20 items) before touching any tool. Guided layout exercise: following a dimensioned sketch, students snap chalk lines, mark stud locations at 16 inches on center, and check for square using the 3-4-5 triangle—instructor circulates and corrects technique in real time. Self-check verification: each student uses a second tape measure to independently verify all dimensions on their layout and records any discrepancy on a field-notes form; pairs swap layouts and cross-check each other's work.	25-ft tape measures, speed squares, chalk-line reels with blue chalk, 4-ft levels, plumb bobs, 4×8 sheets of 3/4-inch plywood, pencils, kneepads, safety glasses, dimensioned layout sketch handout, measurement-reading worksheet	Instructor measures three random dimensions on each student's completed layout; all three must be within 1/16 inch of the drawing dimension; square check must confirm the 3-4-5 relationship within 1/8 inch; any failing dimension requires the student to re-lay the line and recheck before the lesson ends.
4	Portable Electric Power Tools—Drills and Circular Saws	14	practice	Students will perform safe pre-use inspections of corded drills and circular saws, execute correct startup and shutdown sequences, and make three accurate straight cuts and drill five holes to a marked layout, meeting dimensional tolerances on the skills rubric.	Pre-use inspection drill: using a laminated defect-checklist, students inspect assigned drills and circular saws for cord damage, blade guard function, and trigger lock condition; any defect is tagged and reported to the instructor before work begins. Instructor demonstration of circular saw blade change, depth-of-cut adjustment, fence use, and two-hand grip; students practice the blade change procedure one at a time while the class observes. Cutting and drilling practice stations: students make three crosscuts on 2×4 lumber to a pencil line (±1/16 inch) and drill five 3/8-inch holes centered on marked X's (center within 1/8 inch), recording each result on a practice log.	Corded 15-amp circular saws with carbide-tipped combination blades, 3/8-inch corded variable-speed drills, drill-bit index set, 2×4 dimensional lumber (cut stock), sawhorses, clamps, safety glasses, hearing protection, push sticks, defect checklist cards, skills rubric, first-aid kit at station	Instructor evaluates each student against the NCCER-aligned skills rubric; all pre-use inspection steps must be completed in the correct sequence (100%); cut dimensions must be within 1/16 inch on all three cuts; drill centers must be within 1/8 inch; any missed safety step results in an immediate stop and re-briefing before the student may continue.
5	Portable Electric Power Tools—Grinders, Reciprocating Saws, and Sanders	10	practice	Students will select the correct wheel or blade for the material, perform pre-use ring tests on grinding wheels, and demonstrate safe two-hand operation of an angle grinder, reciprocating saw, and random-orbit sander, meeting all critical safety steps on the observation checklist.	Ring-test demonstration: instructor shows the auditory ring test on a grinding wheel and explains wheel-speed and RPM rating matching; students practice ring-testing three wheels and identify the cracked wheel intentionally included in the set. Angle grinder station: students dress a weld bead on a steel plate and smooth a cut edge on EMT conduit, using the correct guard position and maintaining the 15–30 degree work angle demonstrated by the instructor. Reciprocating saw and sander stations: students cut a window rough opening in a stud wall mock-up and then sand a wood surface through three grit progressions (80-120-180), documenting each step on a process card.	4.5-inch angle grinders with Type 27 grinding wheels and flap discs, reciprocating saws with bi-metal blades, random-orbit sanders with 80/120/180-grit discs, face shields (full), leather gloves, hearing protection, steel plate and EMT conduit samples, stud-wall mock-up, ring-test checklist	Instructor uses a binary (pass/fail) observation checklist for critical safety steps—guard in place, correct PPE worn, two-hand grip maintained, workpiece secured; all critical steps must be marked pass; dimensional or finish outcomes checked descriptively (weld bead removed, surface smooth to touch) with at least a satisfactory rating.
6	Pneumatic Tools and Air Compressors	10	demo	Students will set up an air compressor, adjust regulated pressure to the manufacturer's specification for a framing nailer, and safely drive fasteners into a wood assembly, completing all safety steps on the pneumatic-tool checklist.	Compressor orientation: instructor demonstrates oiling a reciprocating compressor, draining the tank moisture, and setting the regulator; students take turns adjusting the regulator to three different target pressures and reading the gauge. Hose and fitting inspection: students inspect two air hoses—one with a damaged whip check and one intact—identify the defect, and connect hoses using the correct quick-connect sequence with the compressor de-pressurized. Framing nailer station: students drive 16d sinker nails to flush depth in pre-marked 2×4 assemblies, practicing the sequential-trip trigger discipline; instructor verifies nail depth with a straightedge and documents each student's name on a log.	6-gallon and 20-gallon reciprocating air compressors, two framing nailers, coil-roofing nailer (demo only), 3/8-inch air hose with whip checks, quick-connect fittings, 16d plastic-collated nails, 2×4 lumber assembly, safety glasses, hearing protection, pneumatic-tool safety checklist, regulator pressure log	Instructor verifies the pneumatic-tool checklist is 100% complete for safety steps before each student drives nails; nail depth must be flush or within 1/16 inch (checked with a straightedge) on at least 8 of 10 nails; any safety-step failure stops the exercise pending re-briefing.
7	Tool Inspection, Maintenance, and LOTO Procedures	12	lab	Students will complete a pre-use inspection on six assigned tools, perform required maintenance tasks (blade change, cord wrap, bit sharpening, oil point lubrication), apply lockout/tagout to a simulated power source, and record all work in a tool maintenance log.	LOTO simulation: using a practice lockout station with a simulated breaker panel, students follow the six-step OSHA LOTO sequence—identify, notify, isolate, lock, tag, verify zero energy—with each step called out aloud and confirmed by a lab partner. Blade-change and maintenance rotation: students rotate through four benches to change a circular-saw blade, sharpen a wood chisel on a sharpening stone, replace a reciprocating-saw blade, and re-oil a pneumatic nailer oil point, following manufacturer instructions at each bench. Tool maintenance log completion: students document each inspection and maintenance action on a standardized log form (tool name, defect found or none, action taken, date, student signature) and flag any tool with a discovered defect using an out-of-service tag.	Practice LOTO station with hasp, personal locks, and danger tags, circular saw and assorted blades, reciprocating saw and blades, pneumatic nailer with oil, sharpening stone and honing guide, chisel set, out-of-service tags, maintenance log forms, OSHA LOTO reference card (29 CFR 1910.147 summary), safety glasses	Instructor grades maintenance log for completeness (all six fields filled for each tool, 100% required); LOTO sequence is evaluated with a pass/fail critical-step checklist—all six steps must be performed in correct order; any missed LOTO step requires the full sequence to be repeated correctly before moving on.
8	Integrated Tool Selection and Job-Site Scenario Lab	12	field	Students will independently select, inspect, and use the correct tools to complete a multi-step construction task (layout, cut, drill, fasten, and verify) within a realistic job-site scenario, meeting all quality and safety benchmarks on the capstone skills rubric.	Scenario briefing and planning: each student receives a task card describing a framing task (build a four-stud partition section, including layout, cutting, drilling pilot holes, and nailing); students complete a written tool-selection plan listing every tool needed with the reason for selection before touching any equipment. Independent task execution: students work at individual stations to complete the framing task from layout through final fastening, applying pre-use inspection and PPE protocols without instructor prompting; instructor observes and documents behavior on the rubric but does not coach. Quality verification and debrief: students measure all dimensions on their completed assembly (stud spacing, overall height, squareness) and record results on a self-assessment form; the class then debriefs tool-selection decisions, defects encountered, and safety observations in a structured group discussion.	Pre-cut 2×4 stock, tape measures, speed squares, chalk lines, circular saws, drills with pilot bits, pneumatic framing nailers, air compressors, levels, PPE (safety glasses, hearing protection, hard hats), out-of-service tags, tool-selection planning form, capstone skills rubric, self-assessment dimension record	Instructor scores the capstone skills rubric covering tool selection (correct tools chosen), pre-use inspection completion (100% of required steps), safety behavior (all critical PPE and LOTO steps), and dimensional accuracy (stud spacing within 1/4 inch, assembly square within 1/8 inch); students must score 80% overall with no critical safety failures; a failed critical safety step requires remediation and re-attempt.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Tool Knowledge Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question written exam covering tool identification, hazard classification, PPE selection, OSHA tool-use requirements, and basic maintenance principles, aligned to NCCER Core Module 00101 and NCCER Construction Technology tool-use knowledge areas. Students have 60 minutes to complete the exam; any student below 75% receives targeted review and one retake opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Power Tool and Pneumatic Operations Skills Demo	Skills demonstration	45%	All critical safety steps rated Satisfactory; overall rubric score of 80% or higher	Each student demonstrates, in front of the instructor, the complete pre-use inspection and safe operation of a circular saw, cordless drill, angle grinder, and pneumatic framing nailer, using the NCCER-aligned performance checklist. Critical steps (guard position, trigger discipline, PPE worn, LOTO before blade change) are binary pass/fail; failure of any critical step stops the demo and requires scheduled remediation before a single retake. Standard met · Safety · Time · Quality/finish · Documentation
Tool Maintenance and Inspection Lab Log	Log	15%	100% of required fields completed with no unsigned entries; at least one correctly completed out-of-service tag	Students submit the cumulative tool maintenance log kept throughout the course, documenting every pre-use inspection, maintenance action, and out-of-service tag applied during lab sessions. The log is evaluated for completeness, legibility, accuracy of defect descriptions, and proper use of out-of-service tagging; any missing entry or unsigned line requires correction before a passing grade is awarded. Standard met · Safety · Time · Quality/finish · Documentation
Daily PPE and LOTO Safety Check	Safety audit	15%	100% compliance on all critical safety behaviors on every lab/practice day; a single critical failure triggers a documented safety conference	The instructor or a designated lab monitor records PPE compliance and correct LOTO procedure execution on a daily sign-in safety checklist for every hands-on session in the course. This is a recurring, non-negotiable gate: any student who removes required PPE during a live tool operation or skips a LOTO step is removed from the activity, receives a documented safety conference, and must demonstrate the correct procedure before returning to tool use that day. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-04 Trade course

Rigging: Load Handling, Slings, and Lifting Safety

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to plan and execute safe rigging operations on construction sites, including selecting and inspecting slings, hardware, and hoisting equipment, and calculating load weights and rigging angles. Instruction is grounded in ASME B30 standards, OSHA rigging regulations, and NCCER Construction Technology rigging module content. Emphasis is placed on hands-on practice, pre-lift planning, and the signalperson/rigger communication system.

Outcomes

Identify and inspect wire rope, chain, synthetic web, and round slings, and remove from service any sling that fails ASME B30 criteria.
Calculate load weight from material dimensions and unit weights, and determine sling tension at common rigging angles using the D/d ratio and tension factor method.
Select appropriate shackles, hooks, eyebolts, and rigging hardware rated for the load and configuration.
Rig a load using a two-leg or four-leg bridle hitch and communicate lift signals to a crane or hoist operator using standard ASME hand signals.
Develop a written pre-lift plan that identifies the load weight, center of gravity, rigging configuration, exclusion zone, and emergency procedures.
Apply OSHA and ASME standards to recognize and correct unsafe rigging conditions before and during a lift.

Course text

How the course runs. 8 blocks: Rigging Fundamentals, Regulations, and Hazard Recognition; Rigging Math: Weight, Center of Gravity, and Sling Tension; Sling Types, Inspection, and Removal-from-Service Criteria; Rigging Hardware: Shackles, Hooks, Eyebolts, and Spreader Bars; Hitch Configurations and Rigging a Load; Crane and Hoist Signal Communication; Pre-Lift Planning and Exclusion Zone Management; Rigging Capstone Lab: Full Lift Evolution.

What competent looks like. Identify and inspect wire rope, chain, synthetic web, and round slings, and remove from service any sling that fails ASME B30 criteria. Calculate load weight from material dimensions and unit weights, and determine sling tension at common rigging angles using the D/d ratio and tension factor method. Select appropriate shackles, hooks, eyebolts, and rigging hardware rated for the load and configuration. Rig a load using a two-leg or four-leg bridle hitch and communicate lift signals to a crane or hoist operator using standard ASME hand signals. Develop a written pre-lift plan that identifies the load weight, center of gravity, rigging configuration, exclusion zone, and emergency procedures. Apply OSHA and ASME standards to recognize and correct unsafe rigging conditions before and during a lift.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Rigging Fundamentals, Regulations, and Hazard Recognition	10	theory	Students will identify the primary OSHA and ASME B30 standards governing rigging operations and list at least six common rigging hazards with their controls.	Guided reading of NCCER Construction Technology rigging module introduction; students annotate key OSHA general industry and construction rigging requirements and discuss how they apply to typical site lifts. Case-study review of three documented rigging incidents; student groups identify the root cause, the violated standard, and a corrective action for each case, then present findings to the class. Hazard-identification walkthrough of a rigging yard photograph set: students use a checklist to flag overloaded hardware, damaged slings, improper storage, and missing PPE, then justify each flag in writing.	NCCER Construction Technology Rigging module textbook, OSHA 1926 Subpart CC and Subpart H excerpts, ASME B30.9 and B30.26 standard summaries, incident-report case studies, hazard-identification photo packet, student annotation sheets	Written hazard-identification quiz: students correctly identify at least 8 of 10 pictured rigging hazards and cite the applicable standard; passing score 80%.
2	Rigging Math: Weight, Center of Gravity, and Sling Tension	12	theory	Students will calculate the weight of common construction loads and determine sling leg tension at 30°, 45°, and 60° sling angles using tension-factor tables.	Direct instruction on unit-weight method: students practice calculating the weight of steel beams, concrete slabs, and lumber bundles using given dimensions and standard material densities, checking answers against instructor key. Sling-angle tension-factor exercise: using a table of tension factors, students compute the tension in each sling leg for at least eight different load/angle combinations, then verify by comparing with a sample rigging calculator printout. Center-of-gravity estimation activity: students use a scale model of an asymmetrical load to predict the balance point by calculation, then test by lifting the model with a spreader bar and observing tilt, adjusting the pick point, and re-calculating.	NCCER rigging math worksheets, material unit-weight reference card (steel, concrete, lumber, pipe), sling-angle tension-factor table, scientific calculators, small load-model kit with spreader bar and spring scale, graph paper	Problem set of 10 weight and tension calculations graded by instructor; all calculation steps must be shown; passing score 80% (8 of 10 correct within 5% tolerance).
3	Sling Types, Inspection, and Removal-from-Service Criteria	11	demo	Students will inspect wire rope, chain, synthetic web, and round slings against ASME B30.9 criteria and correctly tag and remove from service any sling with a disqualifying defect.	Instructor demonstration of inspection procedure for each sling type: wire rope (broken wires per lay, kinking, corrosion, core damage), alloy chain (stretch, nicks, gouges, bent links), synthetic web and round slings (cuts, UV degradation, heat damage, missing tags); students follow along with their own sling specimens. Rotation through four inspection stations—one per sling type—each containing a mix of serviceable and defective specimens; students complete a condition report form for each sling, recording the defect type, location, and pass/fail decision. Class debrief: instructor reveals the pre-seeded defects; students compare their findings, discuss any missed defects, and practice filling out a removal-from-service tag.	Sets of wire rope slings (serviceable and defective), alloy chain slings (serviceable and defective), synthetic web slings (serviceable and defective), round slings, ASME B30.9 removal-from-service criteria card, inspection checklist forms, out-of-service tags, wire-rope lay-length gauge	Instructor observes each student inspecting one sling of each type independently; student must correctly identify all seeded disqualifying defects and correctly pass all serviceable slings; passing standard: 100% correct on removal decisions (no false passes allowed).
4	Rigging Hardware: Shackles, Hooks, Eyebolts, and Spreader Bars	9	demo	Students will select properly rated shackles, hooks, eyebolts, and spreader bars for a given load and rigging configuration and demonstrate correct assembly and pin-securing practice.	Instructor demonstration of hardware identification and rated load markings; students match a set of hardware items to their Working Load Limit (WLL) markings, then rank them by capacity from a provided load scenario. Hardware-selection exercise: each student receives a scenario card describing a load weight, rigging configuration, and attachment points; students select from a hardware bin the correctly rated and compatible components and justify each choice in writing. Assembly practice: students assemble a two-leg bridle with screw-pin shackles and a swivel hook, correctly orienting the shackle pin, mousing the pin with wire, and aligning the hook throat; instructor checks assembly before disassembly and reassignment.	Assortment of screw-pin and bolt-type shackles (various sizes), swivel and hook blocks, forged eyebolts, spreader bar, rigging hardware WLL reference chart, scenario cards, mousing wire, pliers, NCCER rigging module hardware section	Hardware-selection scenario graded by instructor: student selects correctly rated hardware for all components and demonstrates proper assembly with no unsafe conditions; passing standard: all WLL selections correct and assembly approved by instructor.
5	Hitch Configurations and Rigging a Load	14	lab	Students will rig a load using vertical, choker, basket, bridle (two-leg and four-leg), and hitched configurations and demonstrate that each configuration secures the load without exceeding the sling's rated capacity.	Instructor-led demonstration of each hitch type using a structural steel section on a low-headroom rigging frame; students note how the choker hitch reduces capacity and how the basket hitch load distribution changes with angle. Students rotate through five rigging stations (one per hitch type), rigging a standardized test load at each station, completing a rigging configuration sheet that identifies the hitch, the calculated sling tension, and the required sling WLL. Controlled raise-and-lower drill: using a manual chain hoist on a certified rigging frame, each student rigs a concrete block using a two-leg bridle hitch, confirms tension calculations, and raises the load 12 inches while a partner acts as safety spotter; instructor evaluates technique.	Wire rope slings (multiple legs and lengths), chain slings, synthetic web slings, shackles, rigging frame with certified chain hoist (rated capacity clearly marked), concrete test blocks (weights labeled), rigging configuration worksheets, load-angle protractor, PPE (hard hat, safety glasses, leather gloves, steel-toed boots)	Instructor evaluates the raise-and-lower drill using a performance rubric: correct hitch type, accurate tension calculation within 10%, proper hardware assembly, no load swing or uncontrolled movement; passing score 80% on rubric (16 of 20 points).
6	Crane and Hoist Signal Communication	10	practice	Students will demonstrate all standard ASME hand signals and radio communication protocols for directing a crane or hoist operator through a complete lift sequence without error.	Flashcard drill using ASME B30 hand-signal reference cards: students pair up and quiz each other on all standard signals (hoist, lower, stop, emergency stop, swing, travel, etc.) until each student can produce and identify every signal without hesitation. Simulated signal sequence: one student acts as signalperson and verbally calls and physically demonstrates the full signal sequence for a pick-and-place lift to a stationary partner acting as operator, using a script of 12 sequential commands; roles then reverse. Live signal drill at the rigging frame: using a manual chain hoist with an operator at the chain, the signalperson directs a complete lift—take up slack, hoist, boom, stop, hold, lower, set down—using hand signals only from a designated signal position; instructor times and evaluates accuracy.	ASME B30 hand-signal reference poster and wallet cards, signal script sheets, two-way radios (for radio-signal portion), rigging frame with chain hoist, test load, PPE, orange vest for signalperson identification	Live signal drill evaluated by instructor: student must execute all 12 commands in correct sequence with no ambiguous or incorrect signals; standard is zero signal errors during the live drill; any error requires a repeat of the drill before credit is awarded.
7	Pre-Lift Planning and Exclusion Zone Management	14	practice	Students will develop a complete written pre-lift plan for an assigned scenario and establish and maintain a safe exclusion zone during a simulated lift operation.	Students receive a scenario packet (load weight, pick and set points, site drawing, crane capacity chart excerpt) and individually complete a pre-lift plan form covering load weight verification, center-of-gravity estimate, rigging configuration, sling and hardware selection, exclusion zone radius, communication method, and emergency procedure. Peer review: students exchange plans and evaluate each other's document against a 15-point checklist; discrepancies are discussed with instructor, and students revise their plans before submitting. Exclusion zone drill on the practice yard: student teams set up cones and barrier tape for a designated pick zone based on load radius, establish a signal position, assign a ground crew, and conduct a dry-run lift using the chain hoist; instructor introduces a simulated change (load shifts unexpectedly) and evaluates the team's stop-work response.	Pre-lift plan form, scenario packets, crane load chart excerpts, site layout drawings, calculator, 15-point pre-lift checklist, cones and barrier tape, rigging frame with chain hoist, test load, PPE, stop-work scenario card for instructor use	Pre-lift plan graded against the 15-point checklist: passing score 80% (12 of 15 items correct and complete); exclusion zone drill evaluated pass/fail—team must correctly establish the zone and demonstrate an appropriate stop-work response to the simulated hazard.
8	Rigging Capstone Lab: Full Lift Evolution	11	lab	Students will plan, document, rig, signal, and execute a complete supervised lift from a pre-lift plan through set-down, demonstrating integration of all course skills without instructor prompting.	Each student receives a unique capstone scenario (different load, geometry, and rigging configuration from peers); student completes a full pre-lift plan independently in a timed 30-minute planning session, selecting slings and hardware from available inventory. Student conducts a pre-lift inspection of all selected slings and hardware, records findings on an inspection form, and presents the plan and inspection results to the instructor for a pre-flight review before proceeding. Student executes the lift—acting as both rigger and signalperson with a designated classmate as hoist operator—raising the load to a target elevation, holding, repositioning, and setting down; instructor evaluates the entire evolution against a comprehensive rubric covering planning accuracy, hardware selection, signal accuracy, load control, and adherence to exclusion zone.	Capstone scenario packets, pre-lift plan forms, inspection checklists, full sling and hardware inventory, rigging frame with certified chain hoist, labeled test loads, PPE, comprehensive capstone rubric, stop-watch for planning phase	Capstone rubric (30-point scale) covering pre-lift plan completeness, inspection accuracy, hardware selection, signal accuracy, load control, and zone management; passing score 80% (24 of 30 points); any safety violation (load over personnel, incorrect stop-work response) results in automatic failure and remediation before retest.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Rigging Knowledge Exam	Written exam	25%	80% (40 of 50 questions correct)	A 50-question multiple-choice and short-answer exam covering rigging regulations (OSHA and ASME B30), sling types and removal-from-service criteria, hardware ratings, hitch configurations, load weight calculation, sling-angle tension factors, and pre-lift planning requirements, mapped to NCCER Construction Technology rigging module competencies. Standard met · Safety · Time · Quality/finish · Documentation
Practical Skills Demonstration	Skills demonstration	45%	Pass on all five tasks; any safety violation is an automatic fail requiring remediation and retest	Instructor evaluates each student individually on five tasks: (1) inspect a wire rope sling and a synthetic web sling and make correct service decisions, (2) calculate load weight and sling tension for an assigned configuration, (3) select and assemble correct hardware for a given scenario, (4) rig a two-leg bridle hitch on a test load, and (5) give the complete hand-signal sequence for a pick-and-place lift; each task is scored pass/fail against a defined performance standard. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log	Log	15%	Complete entries for all lab and practice lessons with instructor sign-off; average rubric score of 80% across all entries	Students maintain a rigging lab log throughout the course, recording for each lab and practice session: the task performed, the rigging configuration used, calculated load weight and sling tensions, inspection findings, any defects identified, and a brief reflection on what went well and what required correction; entries are reviewed and signed off by the instructor at the end of each session. Standard met · Safety · Time · Quality/finish · Documentation
Safety Check: Pre-Lift Inspection and Stop-Work Authority	Safety audit	15%	100% on removal-from-service decisions (zero false passes); correct stop-work response demonstrated within 30 seconds of hazard introduction	The instructor presents each student with a set of slings and hardware specimens (mix of serviceable and seeded-defect items) for independent inspection and then introduces a live simulated hazard scenario during a brief chain-hoist operation; the student must correctly tag all defective items, pass all serviceable items, and invoke stop-work authority with a clear verbal statement and load lowering when the hazard is introduced, demonstrating that safety decisions are made without instructor prompting. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-05 Trade course

Formwork: Design, Construction, and Safe Stripping

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to plan, build, inspect, and strip wood and engineered formwork systems used to contain and shape cast-in-place concrete for walls, columns, slabs, and footings. Emphasis is placed on load calculations, alignment tolerances, safe assembly sequence, and compliance with OSHA excavation and concrete-forming standards. Lessons connect directly to NCCER Core hand-tool and safety competencies and to NCCER Construction Technology forming and concrete units.

Outcomes

Calculate lateral pressure loads on wall and column forms using concrete unit weight and pour rate, and select appropriate form hardware rated for that load.
Build a plumb, square, and braced wood wall form panel to within 1/4 inch in 10 feet tolerance using dimensional lumber, form ties, and walers.
Identify and correct at least five common formwork failure hazards—including inadequate bracing, overloaded shores, and missing mudsills—before a pour begins.
Apply release agent correctly, strip forms in the safe sequence after concrete reaches adequate strength, and inspect the resulting concrete surface for honeycombing, cold joints, and blow-outs.
Read a simple foundation or wall drawing and a formwork shop drawing to lay out form dimensions, tie spacing, and waler locations.
Follow OSHA Subpart Q (concrete and masonry construction) and Subpart R (steel erection where applicable) requirements for formwork shoring, reshoring, and stripping.

Course text

How the course runs. 8 blocks: Formwork Fundamentals: Materials, Hardware, and Industry Standards; Concrete Pressure and Load Calculations for Form Design; Formwork Safety: Hazard Recognition, PPE, and Pre-Pour Inspection; Layout and Story Pole: Reading Drawings and Setting Form Lines; Building Wood Wall Forms: Panel Fabrication and Assembly; Forming Special Conditions: Footings, Columns, and Openings; Form Release Agents, Stripping Sequence, and Surface Inspection; Integrated Formwork Build: Full Wall Form with Documentation.

What competent looks like. Calculate lateral pressure loads on wall and column forms using concrete unit weight and pour rate, and select appropriate form hardware rated for that load. Build a plumb, square, and braced wood wall form panel to within 1/4 inch in 10 feet tolerance using dimensional lumber, form ties, and walers. Identify and correct at least five common formwork failure hazards—including inadequate bracing, overloaded shores, and missing mudsills—before a pour begins. Apply release agent correctly, strip forms in the safe sequence after concrete reaches adequate strength, and inspect the resulting concrete surface for honeycombing, cold joints, and blow-outs. Read a simple foundation or wall drawing and a formwork shop drawing to lay out form dimensions, tie spacing, and waler locations. Follow OSHA Subpart Q (concrete and masonry construction) and Subpart R (steel erection where applicable) requirements for formwork shoring, reshoring, and stripping.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Formwork Fundamentals: Materials, Hardware, and Industry Standards	9	theory	Students will identify the principal formwork components—sheathing, studs, walers, form ties, and shores—and state the OSHA Subpart Q requirements that govern their design and use.	Instructor-led slideshow walkthrough of a complete wall form assembly, with students labeling a blank exploded diagram of sheathing, studs, double walers, snap ties, wedge bolts, and strongbacks. Small-group comparison of three sheathing materials (plywood, HDO, aluminum panel): students fill a T-chart rating each on reuse cycles, surface finish, and cost per square foot using manufacturer spec sheets. Paired reading of OSHA 1926 Subpart Q selected sections: each pair extracts three specific employer obligations and presents findings to the class in a two-minute summary.	NCCER Construction Technology textbook (forming chapters), OSHA 1926 Subpart Q printed excerpts, manufacturer catalog for Symons or Dayton Superior hardware, sample snap ties and wedge bolts, whiteboard	10-question written quiz covering component names, material properties, and three OSHA Subpart Q obligations; 80% minimum to proceed.
2	Concrete Pressure and Load Calculations for Form Design	10	theory	Students will calculate lateral pressure on a wall form for a given pour rate and concrete temperature using the ACI 347 design guide approach, and select tie and waler spacing to resist that pressure.	Instructor demonstrates step-by-step lateral pressure calculation on the whiteboard for a 12-foot wall poured at 4 feet per hour at 70°F, showing unit weight assumption and pressure distribution diagram. Students individually solve three progressively harder calculation worksheets (varying wall height, pour rate, and temperature) and check answers against an instructor answer key. Group activity: given a calculated maximum lateral pressure, students use a load table from a form hardware catalog to select the correct tie size and spacing and waler size, then sketch the resulting form section to scale on graph paper.	Scientific calculators, graph paper, ACI 347 design guide excerpts (pressure formula section), Symons or equivalent hardware load tables, ruler, pencil	Three-problem calculation quiz; all pressure values and hardware selections must be within 5% of correct answer; 80% of problems correct to pass.
3	Formwork Safety: Hazard Recognition, PPE, and Pre-Pour Inspection	10	theory	Students will identify at least eight formwork-specific hazards from a job-site photo set and describe the corresponding control measure aligned to OSHA Subpart Q and the hierarchy of controls.	Hazard hunt: students examine a set of 20 job-site photographs of real formwork assemblies and mark each hazard with a sticky note coded by severity (imminent danger, serious, other); class compares results and instructor confirms findings. Case-study analysis of documented formwork collapses: each group reads a one-page incident summary, identifies the root cause, and proposes a corrective engineering or administrative control. Students practice donning and inspecting PPE (hard hat, ANSI-rated safety glasses, cut-resistant gloves, high-visibility vest, steel-toed boots) and complete a written pre-pour inspection checklist adapted from NCCER and OSHA criteria, grading a mock form assembly set up by the instructor.	Job-site photograph set (printed or projected), incident case-study handouts, OSHA Subpart Q inspection checklist template, full PPE sets for each student, demonstration formwork assembly in lab	Students must correctly identify 8 of 10 planted hazards in the lab assembly and prescribe an acceptable control for each identified hazard; any missed imminent-danger hazard is an automatic fail requiring repeat of the activity.
4	Layout and Story Pole: Reading Drawings and Setting Form Lines	10	demo	Students will read a simple foundation plan and use a story pole, tape measure, chalk line, and builder's level to lay out footing and wall form lines to within 1/4 inch of specified dimensions.	Instructor demonstrates how to extract wall thickness, length, and elevation information from a one-page foundation drawing, then sets a story pole showing footing depth, top-of-footing, and top-of-wall marks; students replicate the pole for a different wall height. Students work in pairs to snap chalk lines for a rectangular footing layout on the lab floor, check squareness using the 3-4-5 method, and record measurements on a layout log sheet. Using a builder's level or laser level, each student establishes a consistent reference elevation at four corners of the layout and records benchmark readings; pairs compare readings and reconcile differences.	Foundation drawing (simple residential wall, instructor-prepared), story poles, 100-foot tape measures, chalk lines, builder's level or rotary laser level, leveling rod, pencils, layout log sheets	Instructor measures each student's completed layout; all four corners must be within 1/4 inch of specified dimensions and square within 1/8 inch per 10 feet; any dimension outside tolerance requires redo before advancing.
5	Building Wood Wall Forms: Panel Fabrication and Assembly	18	lab	Students will fabricate a 4-foot by 8-foot plywood form panel with dimensional-lumber studs, install snap ties and double walers, and erect a pair of opposing wall form panels that are plumb and braced.	Instructor-led demonstration of safe circular-saw and pneumatic-nail-gun operation (blade guard check, trigger safety, two-hand technique, lockout/tagout of the table saw between setups); students complete a tool inspection checklist before touching any power tool. Each student fabricates one 4×8 form panel: cuts 3/4-inch plywood sheathing, installs 2×4 studs at calculated spacing, and nails according to a panel shop drawing; instructor checks each panel for squareness before the next step. Student pairs join opposite panels with snap ties at calculated spacing, install double 2×4 walers, drive wedge bolts, attach diagonal kicker braces to stakes, plumb with a 4-foot level, and brace; instructor checks plumb and alignment.	3/4-inch plywood (HDO or form-grade), 2×4 and 2×6 dimensional lumber, snap ties, wedge bolts, double walers, kicker braces, form stakes, circular saw, pneumatic nailer, air compressor, 4-foot level, tape measure, chalk line, framing square, PPE (safety glasses, hearing protection, cut-resistant gloves, hard hat, steel-toed boots), NCCER Construction Technology textbook	Instructor-scored panel checklist: sheathing cuts within 1/8 inch, studs at correct spacing ±1/4 inch, walers level within 1/8 inch per 8 feet, form wall plumb within 1/4 inch in 8 feet; all items must pass; any plumb or spacing failure requires correction before lab log is signed.
6	Forming Special Conditions: Footings, Columns, and Openings	12	lab	Students will construct a formed rectangular column and a door buck opening within a wall form to specified dimensions, using appropriate hardware and bracing for each condition.	Instructor demonstrates column form assembly (four-sided box with yokes or column clamps at calculated spacing) using a manufactured column clamp set; students observe clamp tightening sequence and yoke spacing based on a provided load table. Each student or pair builds a 12×12-inch column form, 4 feet tall, using 3/4-inch plywood sides and column clamps; form is checked for squareness and clamp tightness before simulated pour pressure is discussed. Students cut and install a 3-foot wide by 6-foot 8-inch rough-opening door buck within a wall form panel, including double headers, trimmers, and blocking to maintain the opening dimension against concrete pressure; opening is checked with a tape measure and square.	3/4-inch plywood, 2×4 and 2×6 lumber, column clamps or manufactured yoke hardware, form stakes, circular saw, pneumatic nailer, tape measure, framing square, 4-foot level, column clamp load tables, PPE as above	Column form square within 1/8 inch on each face; column clamps at correct spacing per load table; door buck opening dimension within 1/4 inch of specified; any out-of-tolerance condition corrected before lab log entry signed off.
7	Form Release Agents, Stripping Sequence, and Surface Inspection	12	practice	Students will apply form release agent correctly, strip forms in the proper sequence after concrete has reached adequate strength, and classify surface defects on a concrete sample using standard inspection criteria.	Instructor demonstrates release agent application using a pump sprayer (thin, uniform coat, avoiding puddles and reinforcing steel contamination); students practice on their assembled panels, then instructor inspects coverage before simulated pour. Using pre-cast concrete samples or pre-stripped demo panels prepared by the instructor (showing honeycombing, cold joints, fins, and tie holes), students classify each defect type, record location and severity on an inspection log, and describe the repair method for each. Students strip their wall form panels in sequence (remove braces, loosen wedge bolts, break tie ends, pull sheathing away from concrete face) using form pullers and pry bars, demonstrating controlled technique to avoid cracking green concrete; stripped panels are cleaned and stacked for reuse.	Pump sprayer, petroleum-based or bio-based form release agent, MSDS/SDS for release agent, form puller bars, pry bars, concrete surface defect reference chart (NCCER or ACI 347), inspection log forms, pre-cast concrete defect samples or instructor-prepared demo panels, PPE (chemical-splash safety glasses, nitrile gloves, respirator if VOC threshold requires it, hard hat)	Release agent application scored by instructor: uniform coverage with no puddles or contaminated rebar (pass/fail); defect classification log scored at 80% correct identification of defect types; stripping sequence performed without instructor intervention on safety issues.
8	Integrated Formwork Build: Full Wall Form with Documentation	10	field	Students will design, document, build, inspect, and strip a complete wall form assembly—including layout, load calculations, panel fabrication, bracing, release agent, pre-pour inspection checklist, and post-strip surface inspection—demonstrating end-to-end competency.	Each student or team receives a wall drawing with specified dimensions and pour parameters; they complete a design package (lateral pressure calculation, tie spacing, waler size, brace layout sketch) before touching any material, and submit it for instructor sign-off. Students execute the full build sequence—layout, panel fabrication, form erection, waler installation, bracing, plumb and alignment check, release agent application, and pre-pour checklist completion—while the instructor observes and scores on a rubric but intervenes only for imminent safety hazards. After a simulated cure period (instructor confirms adequate strength for demonstration purposes), students strip the forms, clean and stack components, complete a post-strip surface inspection log, and give a five-minute verbal defense of their design decisions and any corrections made during the build.	Full formwork material kit (plywood, lumber, snap ties, walers, braces, stakes, column clamps as needed), all hand and power tools from previous labs, release agent, pump sprayer, pre-pour inspection checklist, design calculation worksheet, surface inspection log, PPE as above, NCCER Construction Technology textbook for reference	Instructor rubric: design calculations correct within 5%, all dimensions within 1/4 inch tolerance, pre-pour checklist complete with no imminent hazards missed, post-strip inspection log 80% accurate; verbal defense must address at least one design decision and one field correction; overall rubric score 80% to pass; any uncorrected imminent safety hazard is an automatic fail.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Formwork Knowledge Exam	Written exam	25%	80% (40 of 50 questions correct)	A 50-question written exam covering OSHA Subpart Q requirements, formwork component identification, lateral pressure concepts, hardware selection, and stripping criteria; questions are aligned to NCCER Construction Technology core competency areas for concrete forming. Students have 90 minutes and may not use notes. Standard met · Safety · Time · Quality/finish · Documentation
Wall Form Assembly Skills Demonstration	Skills demonstration	45%	All critical items passed; overall rubric score 80% or higher; zero uncorrected imminent-danger safety violations	Each student independently builds and braces a full-height wall form panel pair to a supplied drawing, completing the pre-pour inspection checklist and stripping in the correct sequence under instructor observation. The rubric scores layout accuracy, plumb and alignment, hardware installation, and safe work practices. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log and Design Portfolio	Log	15%	80% of entries scored as complete and accurate by instructor review	Students submit a compiled log of all lab sessions including calculation worksheets, layout measurement records, pre-pour inspection checklists, surface inspection logs, and the final design package from the integrated build lesson. Each entry must show the student's own data and a brief reflection on any correction made. Standard met · Safety · Time · Quality/finish · Documentation
Formwork Safety Check	Safety audit	15%	100% of critical safety items correct; no imminent-danger hazards missed; PPE donned correctly before any tool contact	The instructor plants eight specific hazards in a partially assembled form setup and evaluates each student's ability to identify and verbally prescribe a control for each hazard within a 15-minute walk-around inspection; students must also demonstrate correct PPE selection and donning for the forming environment before the inspection begins. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-06 Trade course

Framing: Wood and Metal Stud Construction

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to lay out, cut, and assemble wood-frame and light-gauge metal-stud wall, floor, and roof assemblies to residential and light-commercial standards, applying blueprint dimensions, building codes, and safe tool use throughout. Emphasis is placed on square, plumb, and level construction; proper fastening schedules; and industry documentation practices. Lessons map to NCCER Core and NCCER Construction Technology craft knowledge areas and reinforce OSHA 10 fall-protection and struck-by hazard awareness.

Outcomes

Read a set of residential framing drawings and extract plate layout, stud spacing, header sizes, and roof pitch without assistance.
Lay out and assemble a wood-stud wall section — including rough openings for doors and windows — that is square within 1/8 inch and plumb within 1/8 inch per 8 feet.
Cut and install light-gauge metal-stud track and studs for a non-load-bearing partition using proper aviation snips, screw guns, and fastener patterns.
Frame a gable end and a simple shed-roof rafter assembly, calculating common rafter length from span and pitch using the unit-rise method and a framing square.
Identify and apply fall-protection measures, struck-by controls, and lockout/tagout procedures specific to framing operations, scoring 100% on a framing safety check.
Produce a written framing inspection checklist and material take-off that match a given set of plans to within 5% of a master quantity.

Course text

How the course runs. 8 blocks: Framing Fundamentals: Lumber, Metal Stud, and Plan Reading; Framing Safety: Falls, Struck-By, and Tool Hazards; Floor Systems: Sill Plates, Floor Joists, and Sheathing; Wall Framing: Layout, Assembly, and Raising; Light-Gauge Metal-Stud Framing for Non-Load-Bearing Partitions; Roof Framing: Common Rafters, Ridge, and Gable Ends; Engineered Wood Products, Sheathing, and Framing Inspection; Integrated Framing Project: Material Take-Off and Final Assembly.

What competent looks like. Read a set of residential framing drawings and extract plate layout, stud spacing, header sizes, and roof pitch without assistance. Lay out and assemble a wood-stud wall section — including rough openings for doors and windows — that is square within 1/8 inch and plumb within 1/8 inch per 8 feet. Cut and install light-gauge metal-stud track and studs for a non-load-bearing partition using proper aviation snips, screw guns, and fastener patterns. Frame a gable end and a simple shed-roof rafter assembly, calculating common rafter length from span and pitch using the unit-rise method and a framing square. Identify and apply fall-protection measures, struck-by controls, and lockout/tagout procedures specific to framing operations, scoring 100% on a framing safety check. Produce a written framing inspection checklist and material take-off that match a given set of plans to within 5% of a master quantity.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Framing Fundamentals: Lumber, Metal Stud, and Plan Reading	10	theory	Students identify lumber species, grades, and sizes; light-gauge steel framing profiles; and locate framing information on residential drawings, correctly answering at least 80% of a written quiz.	Sort a mixed sample of #2 Southern Yellow Pine, Douglas Fir, and Hem-Fir boards by species-grade stamp, recording nominal vs. actual dimensions in a comparison table. Identify metal-stud track, stud, channel, and clip profiles from a hardware display; record gauge, width, and punch-out spacing in a lab log. Using a set of residential floor and wall plans, highlight all framing notes, stud-spacing callouts, and header schedule entries, then answer ten comprehension questions as a class debrief.	Assorted dimensional lumber samples, light-gauge metal-stud sample kit (20 and 25 gauge), residential plan set (instructor-provided), tape measures, NCCER Construction Technology Module — Framing, APA Engineered Wood Guide	10-question written quiz on lumber grades, nominal/actual sizes, metal-stud profiles, and plan symbols; pass = 80%.
2	Framing Safety: Falls, Struck-By, and Tool Hazards	8	theory	Students explain OSHA fall-protection requirements at leading edges, identify struck-by controls for nail guns and falling material, and demonstrate PPE selection for framing tasks, achieving 100% on a framing-specific safety checklist.	Review OSHA 1926 Subpart R (steel erection fall protection) and Subpart Q (concrete and masonry) safety requirements; students annotate a jobsite photo set identifying at least five hazards and their controls. Perform a nail-gun safety demonstration: students recite sequential trigger vs. contact trigger differences, inspect a coil nailer for misfeed, and practice muzzle-down transport with finger off trigger. Complete a PPE selection exercise: given five framing scenarios (overhead nailing, metal-stud cutting, floor sheathing at open edge, roof peak work, powder-actuated tool use), students select and don the correct hard hat, safety glasses or face shield, gloves, and fall-arrest or guardrail option.	OSHA 1926 Subpart R and Subpart Q excerpts, coil framing nailer (inert demo unit), full PPE sets, fall-arrest harness, lanyard, anchor simulation prop, framing safety checklist form	Framing safety checklist — instructor observes student don PPE, identify five hazards in a staged scenario photo, and state nail-gun safe-handling rules; pass = 100% of checklist items correct.
3	Floor Systems: Sill Plates, Floor Joists, and Sheathing	12	lab	Students install a sill plate, lay out floor joists at 16-inch on-center spacing, and nail structural sheathing to a mock foundation deck that is level within 3/16 inch across its full length.	Snap a chalk line for sill-plate placement on a mock foundation platform, drill anchor-bolt holes using a template, and fasten sill plates with washers and nuts, checking level with a 4-foot level and shim as needed. Mark 16-inch on-center joist layout on both sill plates (crown up, layout marks X-ed), cut joists to length with a circular saw, and toenail or use joist-hanger hardware to install them, including doubled joists at stairwell openings. Stagger 4×8 tongue-and-groove OSB panels, align panel edges to joist centerlines, and fasten with framing nailer following the nailing schedule (6-inch perimeter / 12-inch field); check surface flush with a straightedge.	2×10 dimensional lumber (joists), 2×6 sill plate stock, OSB 3/4-inch T&G sheathing, framing nailer with 3-inch ring-shank nails, joist hangers, hurricane ties, chalk line, tape measure, speed square, 4-foot level, circular saw, hearing protection, safety glasses, gloves	Instructor measures joist spacing at three points (pass = all within ±1/8 inch of 16 inches) and checks deck level diagonally (pass = ≤3/16-inch variation); student also identifies nailing schedule from plans without prompting.
4	Wall Framing: Layout, Assembly, and Raising	18	practice	Students lay out, assemble, and raise a 12-foot exterior wall section with a rough door opening, achieving plumb within 1/8 inch per 8 feet and square within 1/8 inch on the diagonal measurement.	Transfer plate layout from the plan set to top and bottom plates side by side: mark king studs, trimmers, cripples, headers, and common studs with a layout crayon following standard 16-inch on-center X-O-C sequencing, then have a partner verify marks before cutting. Assemble the wall flat on the deck: nail double top plate, bottom plate, common studs, king studs, trimmers, sill, cripples, and a built-up header using 16d sinkers per code schedule; check square by measuring diagonals — adjust until equal. Raise the wall as a team using wall jacks and braces, plumb with a 6-foot level or plumb bob on both ends and the center, stake temporary braces, and nail bottom plate to floor per nailing schedule.	2×4 and 2×6 framing lumber, 16d and 8d common nails, framing hammer, framing nailer, speed square, combination square, chalk line, 25-foot tape measure, 6-foot level, wall jacks, temporary brace material, safety glasses, hard hat, work gloves, residential plan set	Instructor spot-checks diagonal measurement (pass = within 1/8 inch) and plumb at both ends and midpoint (pass = within 1/8 inch per 8 feet); student verbally identifies each framing member by name during walkthrough.
5	Light-Gauge Metal-Stud Framing for Non-Load-Bearing Partitions	10	lab	Students cut and assemble a 10-foot non-load-bearing metal-stud partition with a door opening using proper layout, fasteners, and deflection head detail, with all studs plumb within 1/8 inch.	Snap layout lines on floor and ceiling for track placement; cut floor and ceiling track to length with aviation snips or a chop saw with a metal-cutting blade, drill or punch anchor holes, and fasten with appropriate concrete screws or powder-actuated fasteners per manufacturer specification. Insert 25-gauge studs at 16-inch on-center spacing, twist 90° into track, and attach with No. 8 wafer-head screws or crimping tool at each flange; install king studs and clip-angle or structural stud header at the door rough opening. Install a slotted (deflection) head track at the ceiling to allow for floor-to-floor movement; demonstrate why a standard screw in the top track slot would defeat deflection, then fasten correctly per Steel Framing Industry Association guidelines.	25-gauge light-gauge steel studs and track (3-5/8 inch), aviation snips (left, right, straight), No. 8 self-drilling screws, cordless screw gun, chop saw with metal-cutting blade, chalk line, tape measure, level, concrete screws, PPE (safety glasses, cut-resistant gloves, hearing protection), SFIA Prescriptive Method reference	Instructor checks stud plumb at three studs (pass = all within 1/8 inch) and verifies deflection head detail is correctly installed (screw in slot, not pinned); lab log entry required.
6	Roof Framing: Common Rafters, Ridge, and Gable Ends	18	practice	Students calculate common rafter length for a given span and roof pitch using the unit-rise method, cut a pattern rafter, and frame a simple gable-roof structure with ridge board, common rafters, and collar ties within ±1/4 inch of calculated layout.	Given a 24-foot building width and a 6-in-12 pitch, use a framing square and rafter tables (or the unit-rise calculation: run × unit length per foot of run from the rafter table) to calculate total rafter length including ridge deduction and overhang; record all calculations in the lab log before cutting. Cut a pattern rafter with plumb cut (ridge), seat cut (bird's mouth), and tail cut (fascia plumb); test-fit the pattern against the ridge board mock-up on sawhorses, adjust, then use it to trace and cut all remaining common rafters as a team. Erect the ridge board at calculated height using temporary supports, nail common rafters in opposing pairs from center outward at 16-inch on-center layout, install collar ties at the upper third of the rafter span, and check ridge for level and straight along its length.	2×8 rafter stock, 2×10 ridge board, framing square with rafter tables, speed square, circular saw, framing nailer, 16d nails, 1×6 collar tie stock, temporary ridge support (adjustable post or engineered support), 4-foot and 6-foot level, 100-foot tape, chalk line, safety glasses, hard hat, work gloves, NCCER Framing module rafter calculation reference	Instructor compares student's written rafter-length calculation to master answer (pass = within 1/4 inch); measures three installed rafter spans from wall plate to ridge at both sides (pass = all within ±1/4 inch of design); lab log calculation sheet collected.
7	Engineered Wood Products, Sheathing, and Framing Inspection	8	demo	Students identify common engineered wood products used in framing, specify correct installation orientation, and complete a mock AHJ (Authority Having Jurisdiction) framing inspection checklist on a partially framed structure.	Instructor demonstrates LVL (Laminated Veneer Lumber), I-joist, and glulam beam installation requirements, including bearing length, web stiffeners, and prohibited notching zones; students annotate cross-section diagrams in their lab logs. Students install a short run of I-joists on a mock floor section: align top-chord flush, install blocking at supports, and attach rim board — confirming no field notching of webs. Using an instructor-prepared framing inspection checklist (modeled on typical AHJ items: stud spacing, header sizing, anchor bolt spacing, hold-down hardware, nailing schedule compliance, fire blocking locations), students inspect the partially framed lab structure in pairs and document every finding with a pass/fail notation and corrective action.	I-joist samples and LVL sections (off-cuts), glulam cross-section diagram, web stiffener stock, construction adhesive, framing nailer, APA I-Joist installation guide, AHJ-style framing inspection checklist (instructor-prepared), lab log, pencil	Students submit completed inspection checklist; instructor compares to master list — pass = identifies at least 90% of planted deficiencies and recommends correct action for each.
8	Integrated Framing Project: Material Take-Off and Final Assembly	7	lab	Students produce a framing material take-off from a given plan set and assemble the final assigned framing component to plumb, level, and square standards, submitting a complete lab log portfolio.	From the course plan set, perform a complete wall and floor-framing material take-off: count linear feet of plate, number of studs, sheet count of sheathing, hardware quantities, and fastener estimates; enter quantities in a take-off form and compare to the instructor master within 5%. Frame the assigned final component (a corner return with an intersecting partition and a window rough opening) using all skills from previous lessons: layout, assembly, raise, plumb, brace, and document with photographs and a completed inspection checklist. Compile the full lab log portfolio: rafter calculations, inspection checklist, take-off form, and a one-page written reflection identifying the most challenging framing decision made and how it was resolved.	Full course plan set, framing lumber and hardware from lab stock, take-off form, lab log portfolio binder, digital camera or smartphone, all hand and power tools from previous lessons, PPE	Take-off within 5% of master quantity; assembled component meets plumb (1/8 inch per 8 feet) and square (1/8-inch diagonal tolerance) standards confirmed by instructor measurement; lab log portfolio submitted and complete — all four documents present for full credit.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Framing Knowledge Exam	Written exam	25%	80% or higher	A 50-question written exam covering lumber grades and sizes, metal-stud profiles, framing terminology, rafter math using the unit-rise method, engineered wood product limitations, nailing schedules, and framing plan-reading; questions are aligned to NCCER Construction Technology knowledge indicators for framing. Students may retake once after remediation. Standard met · Safety · Time · Quality/finish · Documentation
Framing Skills Demonstration	Skills demonstration	45%	All critical items rated Satisfactory; overall score 80% or higher on rubric	The instructor observes the student independently lay out, cut, and assemble a wall section with a rough opening — from reading the plan to raising and bracing — using a scored rubric assessing layout accuracy, cut quality, fastening schedule compliance, and plumb/square tolerances. A student who misses a critical safety item receives an automatic fail and must retake after remediation. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All four required documents complete and accurate; calculation accuracy within stated tolerances	Students submit a bound lab log containing their rafter-length calculation sheet, AHJ-style framing inspection checklist, material take-off form, and final project reflection; the portfolio demonstrates progressive documentation of competency across all lab sessions and is evaluated for completeness, accuracy, and professional presentation. Standard met · Safety · Time · Quality/finish · Documentation
Framing Safety Check	Safety audit	15%	100% — no items missed; any missed critical item requires immediate remediation and re-check	The instructor uses a standardized framing-specific safety checklist to evaluate the student's PPE selection and use, nail-gun handling, fall-protection awareness at elevated work surfaces, and ability to identify and name controls for the top struck-by and caught-between hazards present in a live or staged framing scenario; this assessment must be passed before the student is cleared for unsupervised lab tool use. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-07 Trade course

Concrete: Materials, Placement, and Finishing

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn the properties of concrete from raw materials through cured slab, covering mix design basics, formwork loading, reinforcement placement, placing and consolidating concrete, and finishing and curing techniques. Emphasis is placed on jobsite safety, quality control testing, and reading structural details, directly supporting NCCER Core, NCCER Construction Technology, and OSHA 10 competency areas. Upon completion, students can safely and correctly participate in a concrete pour from preparation through strip and cure.

Outcomes

Identify the components of a concrete mix and explain how water-cement ratio, aggregate size, and admixtures affect workability and compressive strength.
Safely set up a concrete work area, including proper PPE selection and chemical-burn prevention procedures compliant with OSHA standards.
Place, consolidate, screed, float, and finish a concrete slab to a specified grade and surface texture following industry standard practices.
Perform standard field quality-control tests including slump, air content, and cylinder sampling in accordance with ASTM procedures.
Read a basic concrete structural detail to locate rebar size, spacing, cover requirements, and lap-splice length, and place reinforcement accordingly.
Apply proper curing methods and identify common defects such as plastic shrinkage cracking, honeycombing, and scaling, stating their causes and corrections.

Course text

How the course runs. 8 blocks: Concrete Fundamentals: Materials, Mix Design, and Properties; Concrete Safety: PPE, Chemical Hazards, and OSHA Requirements; Reinforcement: Reading Details and Placing Rebar; Formwork Loading and Pre-Pour Inspection; Field Quality Control: Slump, Air, and Cylinder Sampling; Placing, Consolidating, and Screeding Concrete; Finishing and Curing Concrete; Defect Identification, Repair, and Cold-Weather and Hot-Weather Concreting.

What competent looks like. Identify the components of a concrete mix and explain how water-cement ratio, aggregate size, and admixtures affect workability and compressive strength. Safely set up a concrete work area, including proper PPE selection and chemical-burn prevention procedures compliant with OSHA standards. Place, consolidate, screed, float, and finish a concrete slab to a specified grade and surface texture following industry standard practices. Perform standard field quality-control tests including slump, air content, and cylinder sampling in accordance with ASTM procedures. Read a basic concrete structural detail to locate rebar size, spacing, cover requirements, and lap-splice length, and place reinforcement accordingly. Apply proper curing methods and identify common defects such as plastic shrinkage cracking, honeycombing, and scaling, stating their causes and corrections.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Concrete Fundamentals: Materials, Mix Design, and Properties	10	theory	Students will identify the role of portland cement, aggregates, water, and common admixtures in a concrete mix and explain how each affects workability and strength.	Instructor-led lecture with physical samples of Type I/II cement, coarse and fine aggregate, fly ash, and a water-reducing admixture; students record observations in a materials log. Small-group card-sort activity matching admixture types (accelerator, retarder, air-entrainer, water reducer) to their intended application scenarios on the jobsite. Guided worksheet: students calculate the effect of changing water-cement ratio on target compressive strength using a provided mix-design table, then share results and discuss trade-offs.	Portland cement (Type I/II) samples, coarse and fine aggregate samples, fly ash sample, admixture product data sheets, NCCER Construction Technology module on concrete, whiteboard, mix-design reference table	Five-question written quiz on material roles and mix-design concepts; students must score 70% or higher to proceed.
2	Concrete Safety: PPE, Chemical Hazards, and OSHA Requirements	10	theory	Students will select correct PPE for concrete work and demonstrate knowledge of chemical-burn prevention, housekeeping, and OSHA general industry and construction safety standards applicable to concrete operations.	Instructor demonstration of proper donning and doffing of alkali-resistant gloves, rubber boots, safety glasses, and face shield, followed by each student repeating the sequence while instructor observes. Case-study review of a concrete chemical-burn incident report (sanitized); students identify which OSHA requirements were violated and what corrective actions apply. Hazard-hunt walkthrough of the lab set up as a simulated pour site: students use a printed checklist to identify and tag at least eight safety deficiencies (missing barriers, unlabeled containers, improper tool storage, missing first-aid kit, etc.).	Full concrete PPE set per student (gloves, boots, glasses, face shield), OSHA 29 CFR 1926 Subpart Q reference handout, sanitized incident report handout, safety-deficiency checklist, hazard-hunt props	Students correctly identify all PPE items required for a concrete pour and score 80% or higher on a 10-question OSHA safety quiz; any missed PPE item during the donning demo requires immediate re-demonstration.
3	Reinforcement: Reading Details and Placing Rebar	12	demo	Students will read a simple concrete structural detail to identify bar designation, spacing, and cover requirements, then correctly position and tie rebar in a form to those specifications.	Instructor demonstrates how to read a structural detail: locating bar marks, reading a bar schedule, identifying cover dimension callouts, and finding lap-splice length; students annotate their own printed detail. Instructor demonstrates measuring and marking bar spacing on a form, placing chairs to achieve specified cover, laying rebar, and hand-tying wire ties at intersections; students observe and take notes. Students work in pairs to lay out and tie a 4-foot by 4-foot rebar grid in a mock form to instructor-specified bar size, spacing, and cover; instructor circulates and provides corrective feedback.	Printed concrete structural detail (slab-on-grade), rebar samples (No. 4 and No. 5), wire ties, tie-wire tool, plastic chairs/bar supports, tape measure, chalk line, mock timber form, NCCER Construction Technology rebar reference	Instructor measures bar spacing and cover at three randomly selected intersections; spacing must be within plus-or-minus one-half inch and cover within plus-or-minus one-quarter inch of specified dimensions; all tie points must be tight.
4	Formwork Loading and Pre-Pour Inspection	10	theory	Students will calculate the lateral pressure that fresh concrete exerts on vertical formwork and use an inspection checklist to verify that a form is ready for concrete placement.	Instructor-led lesson on lateral pressure concepts: fresh concrete unit weight, pour rate, and temperature effects; students complete guided practice problems calculating pressure at the base of a wall form using a simplified formula. Students review a pre-pour inspection checklist adapted from industry practice and discuss each line item: form alignment, shoring spacing, snap-tie condition, kicker bracing, embedded items, and cleanout. Working in teams of three, students perform a pre-pour inspection on the lab's standing wall form, completing and signing the checklist, and writing a brief deficiency note for any item that does not pass.	Pre-pour inspection checklist (printed), lateral-pressure reference formula handout, calculator, standing wall form (lab), tape measure, level, NCCER Construction Technology formwork reference	Pressure calculation worksheet must have correct process and answer within 5% of the instructor's solution; inspection checklist must be fully completed with all deficiencies noted; 70% minimum on a 10-question theory quiz.
5	Field Quality Control: Slump, Air, and Cylinder Sampling	12	lab	Students will correctly perform slump, air content, and fresh concrete sampling procedures and record results on a field test report following standard practice.	Instructor demonstrates the slump test procedure step by step with fresh concrete; students then perform the test in rotating groups of two, recording slump values and comparing to a specified range. Instructor demonstrates the pressure-meter air content test; each student group performs the test on a separate batch and records results. Students cast two standard cylinders per group following proper rodding, capping, and labeling procedures; completed field test reports are filled out for each batch tested.	Ready-mix or lab-mixed concrete batches, slump cone and tamping rod, base plate, steel rule, Type B pressure meter (air meter), cylinder molds (4-inch by 8-inch or 6-inch by 12-inch), tamping rod, vibrating table or hand-rodding setup, plastic caps, field test report forms, permanent marker, ASTM procedure reference cards	Each student's slump measurement must be within one-half inch of the instructor's reference measurement on the same batch; field test report must be complete and legible with no missing fields; cylinder labeling must be correct.
6	Placing, Consolidating, and Screeding Concrete	15	practice	Students will place, consolidate with an internal vibrator, and screed a concrete slab section to within specified grade tolerance while maintaining proper sequencing and safety practices throughout.	Instructor demonstration: proper chute and buggy placement technique to avoid segregation, correct vibrator insertion spacing and withdrawal rate, and screed operation; students observe and identify each step. Students rotate through three stations in groups of four: (1) directing concrete from a chute or buggy into the form, (2) operating the internal vibrator — correct insertion points, depth, and withdrawal — and (3) pulling the screed board to strike off the surface. Full-team pour of a prepared slab form approximately 4 feet by 8 feet: students apply all three skills in sequence under instructor supervision, trading roles to ensure every student practices each task.	Ready-mix or lab-mixed concrete, formed slab (4 ft × 8 ft, oiled), internal electric vibrator, 8-foot screed board, wheelbarrow or concrete buggy, chute extension, full PPE per student, water source and eyewash, NCCER Construction Technology placement module	Instructor checks surface with a straightedge; slab must be within plus-or-minus three-eighths inch of specified grade across any 10-foot span; no visible honeycombing at form face when stripped; vibrator technique observed to meet correct insertion spacing.
7	Finishing and Curing Concrete	12	practice	Students will bull-float, hand-float, and trowel a concrete surface to a specified finish, then apply at least one curing method correctly and explain why adequate curing duration matters for strength development.	Instructor demonstration of timing bleed-water stages: when to bull-float, when to begin hand finishing, and how to test surface readiness; students practice reading the surface on the slab poured in the previous lesson. Students rotate through finishing stations on the slab: bull float for initial flatwork, magnesium hand float for intermediate finish, and steel trowel for smooth finish or a broom tool for broom texture; instructor provides real-time feedback on angle, pressure, and timing. Students apply two curing methods to designated sections of the slab — wet burlap covered with poly sheeting, and liquid curing compound sprayed at the manufacturer's recommended rate — then record application method, time, and area covered in their lab log.	Poured slab from Lesson 6, bull float with extension handle, magnesium hand float, steel finishing trowel, broom, liquid curing compound and pump sprayer, burlap, polyethylene sheeting, tape measure, stopwatch or timer, full PPE, lab log	Instructor evaluates surface with a 10-foot straightedge (maximum gap of three-eighths inch) and visual inspection for trowel marks, tears, or burn marks; curing compound coverage verified by walking the slab and checking for missed areas; lab log entry must be complete.
8	Defect Identification, Repair, and Cold-Weather and Hot-Weather Concreting	10	theory	Students will identify common concrete defects from photographs, state the probable cause of each, describe the appropriate repair or preventive measure, and list the special precautions required for cold-weather and hot-weather concrete placement.	Photo-analysis activity: instructor presents a set of 12 photographs showing honeycombing, plastic shrinkage cracking, scaling, delamination, cold joints, and spalling; students work individually to write a cause and a corrective action for each. Guided discussion of ACI cold-weather and hot-weather concreting precautions (temperature thresholds, heating, insulating blankets, chilled water, ice); students complete a two-column comparison chart. Small-group scenario exercise: each group receives a weather forecast and a placement scenario (early morning summer pour versus late-fall evening pour) and must produce a one-page pre-pour plan identifying hazards and required precautions; groups present plans for peer review.	Defect photo set (printed or projected), ACI cold-weather and hot-weather concreting reference handout, blank comparison chart, scenario cards, NCCER Construction Technology module on concrete properties	Photo-analysis sheet must correctly identify cause and corrective action for at least 10 of 12 defects (83%) to pass; pre-pour plan must address temperature management, water-cement ratio control, and curing method selection to receive instructor sign-off.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Concrete Knowledge Exam	Written exam	25%	70% or higher (28 of 40 items correct)	A 40-item written exam covering mix design, cement types, admixture functions, lateral formwork pressure concepts, ASTM field testing procedures, curing methods, and defect identification, mapped to NCCER Construction Technology concrete competency areas. Students who score below 70% receive targeted remediation and one retake opportunity. Standard met · Safety · Time · Quality/finish · Documentation
Concrete Placement and Finishing Skills Demonstration	Skills demonstration	45%	All four critical tasks rated Satisfactory; no Unsatisfactory ratings permitted on safety behaviors	Each student is observed individually during a live placement and finishing sequence on a small test form: instructors use a four-task rubric assessing vibrator technique, screed operation, hand-float finish quality, and curing application, plus a mandatory safety-behavior checklist (PPE worn throughout, no contamination of eyes or skin, correct tool handling). This demonstration is directly aligned with NCCER Construction Technology hands-on performance indicators. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All seven required entries present and complete; no more than one entry rated incomplete after one revision opportunity	Students submit their cumulative lab log containing dated entries for each lab and practice lesson: materials observations, slump and air test data, cylinder identification records, placement notes, finishing timing notes, and curing method records. Entries must include sketches or photographs where specified, and each entry must be signed and dated on the day of the activity. Standard met · Safety · Time · Quality/finish · Documentation
Concrete Safety Check	Safety audit	15%	100% of critical safety items must be demonstrated correctly; any critical failure requires immediate remediation and re-check before the student may participate in further lab activities	Instructor administers a practical safety verification at the start of the placement lab: each student dons full concrete PPE, locates the eyewash station, states the procedure for a cement skin exposure, identifies the SDS location for the concrete mix, and correctly describes the lockout procedure for the electric vibrator. This check is mapped to OSHA 10 Construction focus areas for chemical hazards and personal protective equipment. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-08 Trade course

Blueprint Reading for Construction

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to read, interpret, and apply construction drawings and specifications used on residential and light commercial jobsites, including architectural, structural, mechanical, and site plans. Emphasis is placed on using drawings as a primary communication tool between the field and the design team, with direct application to layout, framing, formwork, and materials work covered elsewhere in the program. Lessons align with NCCER Core and NCCER Construction Technology blueprint reading competencies.

Outcomes

Identify and explain the standard components of a full set of construction drawings, including title blocks, drawing index, symbols, abbreviations, and scale notations.
Read and interpret architectural floor plans, elevations, sections, and detail drawings to extract dimensions, room configurations, and finish information.
Read structural drawings to identify foundation types, framing members, connection hardware, and load-bearing elements relevant to formwork and framing tasks.
Apply a given scale using an architect's scale and engineer's scale to measure distances and verify dimensions on printed drawings.
Cross-reference drawings with written project specifications to resolve conflicts, clarify materials requirements, and confirm construction methods.
Use a simple digital plan viewer or takeoff application to navigate a PDF drawing set and mark up field conditions or quantities.

Course text

How the course runs. 8 blocks: The Language of Drawings: Drawing Sets, Title Blocks, and Standards; Scales, Dimensions, and Measurement; Symbols, Abbreviations, and Legends; Floor Plans and Elevations; Sections, Details, and Structural Drawings; Site Plans, Plot Plans, and Civil Drawings; Specifications and Drawing-Spec Coordination; Digital Plan Viewing and Field Markup.

What competent looks like. Identify and explain the standard components of a full set of construction drawings, including title blocks, drawing index, symbols, abbreviations, and scale notations. Read and interpret architectural floor plans, elevations, sections, and detail drawings to extract dimensions, room configurations, and finish information. Read structural drawings to identify foundation types, framing members, connection hardware, and load-bearing elements relevant to formwork and framing tasks. Apply a given scale using an architect's scale and engineer's scale to measure distances and verify dimensions on printed drawings. Cross-reference drawings with written project specifications to resolve conflicts, clarify materials requirements, and confirm construction methods. Use a simple digital plan viewer or takeoff application to navigate a PDF drawing set and mark up field conditions or quantities.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Language of Drawings: Drawing Sets, Title Blocks, and Standards	10	theory	Students will identify every section of a construction drawing set and correctly read title block data — including sheet number, revision date, scale, and drawing discipline — on a sample residential plan set.	Instructor walks through a complete sample drawing set (architectural, structural, civil, MEP sheets) projected on screen; students label each discipline tab on a printed drawing index and answer a guided worksheet identifying what each discipline's drawings show. Students examine five different title blocks from real or realistic sample sheets and fill in a table capturing project name, designer, scale, revision number, and date for each; pairs compare and discuss discrepancies. Small groups sort a shuffled stack of 15 sample sheets into the correct drawing-set order by discipline and sheet number, then justify their sequence verbally to the instructor.	Sample residential drawing set (printed 11×17), drawing index handout, title block worksheet, projector, NCCER Construction Technology module on Print Reading	Completed title block table graded against an answer key; students must correctly identify all required fields on at least 4 of 5 title blocks to pass (80%).
2	Scales, Dimensions, and Measurement	12	lab	Students will use an architect's scale and an engineer's scale to measure drawn distances on floor plans and site plans and convert those measurements to real-world dimensions with no more than 1/8-inch error.	Instructor demonstrates the architect's scale (1/4\"=1'-0\", 1/8\"=1'-0\", 3/8\"=1'-0\" faces) and engineer's scale (10, 20, 30, 40 scales) on a projected plan; students follow along with their own scales and call out measurements. Students complete a 20-question measurement worksheet using two different scaled floor plans, recording both the drawn length and the real-world dimension; instructor circulates and corrects grip and alignment errors on the scale tool. Students measure six designated wall runs and two room diagonals on a site plan drawn at an engineer's scale and record results on a field measurement log; they then compare their logged dimensions to a provided answer sheet and identify any errors exceeding 1/8 inch.	Architect's scale (12-inch), engineer's scale (12-inch), printed floor plans at multiple scales, printed site plan, measurement worksheet, calculator, pencil	Measurement worksheet scored: student must achieve 80% correct (16 of 20) with all errors within 1/8 inch; field measurement log initialed by instructor confirming technique.
3	Symbols, Abbreviations, and Legends	10	theory	Students will correctly identify at least 40 of 50 standard construction drawing symbols and abbreviations drawn from architectural, structural, and civil sheets using a printed legend and an unaided symbol quiz.	Instructor distributes a standard symbol legend covering doors, windows, wall types, section cuts, elevation markers, north arrows, material hatching, and common MEP symbols; students create a personal reference card by sketching and labeling each symbol from memory after a short study period. Symbol bingo: instructor calls out the name or description of a symbol; students mark the matching symbol on a bingo card made from a grid of 25 drawn symbols; first to complete a row explains each marked symbol aloud. Students receive a partial floor plan with 15 unlabeled symbols and must identify each using only their personal reference card, then write a one-sentence explanation of what each symbol means for the field crew.	Printed symbol legend (AIA-style), blank reference card stock, symbol bingo cards, partial floor plan exercise sheet, NCCER Construction Technology print reading reference	Unaided symbol quiz of 50 symbols at end of lesson; passing score is 40 correct (80%); quiz is graded immediately so errors can be reviewed before the next lesson.
4	Floor Plans and Elevations	12	demo	Students will read a residential floor plan and corresponding exterior elevations to accurately identify room dimensions, door and window locations, ceiling heights, and exterior finish materials.	Instructor demonstrates how a floor plan is essentially a horizontal cut through the building at about 4 feet above the floor; students trace the cut plane concept on a simple 3-D sketch, then locate the same features on the matching floor plan. Using a provided set of floor plans and four exterior elevations, students complete a Room Data Sheet for each room: dimensions, door size, window size, ceiling height, and wall finish as noted on the drawings; partners cross-check each other's sheets. Students use the floor plan and elevations together to answer a ten-question scenario worksheet simulating questions a foreman might ask on site (e.g., 'What is the header height for the front entry door?', 'What siding material is specified on the north elevation?').	Residential drawing set with floor plans and four elevations, Room Data Sheet form, scenario worksheet, architect's scale, highlighters	Room Data Sheet checked against answer key: 80% of fields must be correctly populated; scenario worksheet graded with 8 of 10 correct required to pass.
5	Sections, Details, and Structural Drawings	14	lab	Students will locate section cuts on a floor plan, find and read the corresponding wall section and building section drawings, and extract structural member sizes, anchor bolt spacing, and header sizes relevant to framing and formwork.	Students are given a floor plan with three section cut markers; they locate the matching section sheets in the drawing set and draw a freehand sketch of each section, labeling at minimum: footing depth, sill plate, stud height, top plate, rafter or truss, and roof sheathing as shown. Working from a structural framing plan and associated detail sheets, students complete a Member Schedule table listing beam size, span, bearing condition, and connection hardware for six identified members; instructor demonstrates how to cross-reference the framing plan callout to the detail bubble. Lab exercise: students use the wall section drawing to lay out on paper (full-scale or reduced-scale) the vertical dimension string for a standard 8-foot-wall assembly — footing top, sill, rough floor, stud, double top plate — and check their layout against the drawn dimensions.	Residential/light commercial drawing set with sections and structural sheets, blank Member Schedule form, graph paper or layout paper, architect's scale, NCCER Construction Technology print reading module, pencil and straightedge	Member Schedule graded: 80% of cells correct; layout exercise checked by instructor for dimension accuracy within 1/8 inch on all six vertical control points.
6	Site Plans, Plot Plans, and Civil Drawings	10	theory	Students will read a residential site plan to identify property lines, setbacks, easements, building footprint, finished floor elevation, contour lines, and utility locations.	Instructor presents a site plan on the projector and traces the information layers present: legal boundary, topography, utilities, and construction layout; students annotate a printed copy of the same site plan identifying each layer with a different color highlighter. Students answer a site plan worksheet that asks them to determine the front and rear setbacks from the building footprint to property lines using the engineer's scale, identify the direction of drainage based on contour lines, and locate the sanitary sewer cleanout. Scenario discussion: instructor presents two conflicting pieces of information — a verbal instruction from a supervisor and a site plan dimension — and guides a class discussion on which document controls and how to escalate a conflict; students write a one-paragraph field note documenting the conflict as they would for a site log.	Printed residential site plan (engineer's scale), engineer's scale, color highlighters, site plan worksheet, field note paper	Site plan worksheet graded: 8 of 10 questions correct (80%); field note reviewed by instructor for completeness and professional language.
7	Specifications and Drawing-Spec Coordination	11	theory	Students will use the written project specifications in coordination with the drawings to resolve three simulated field conflicts involving material substitution, finish requirements, and structural fastener selection.	Instructor explains the relationship between drawings and specifications — drawings show what and where; specifications show the grade, standard, or performance requirement; students locate relevant spec sections in a condensed sample spec book (CSI MasterFormat divisions for concrete, framing lumber, and windows) and match each to the corresponding drawing note. Students work through a Conflict Resolution Worksheet presenting three realistic scenarios (e.g., drawing calls out 2×6 studs, spec references 2×4 at 16-inch OC; drawing notes 'painted finish,' spec lists specific paint manufacturer and sheen level); for each, students identify the conflict, cite the drawing sheet and spec section, and write a recommended action. Role-play: one student plays the field worker, one plays the project manager; the worker asks questions about material requirements based only on the drawings, and the manager answers using only the spec; pairs then swap roles and debrief on what information lived in each document.	Condensed sample project specification (CSI MasterFormat format, printed), matching drawing set, Conflict Resolution Worksheet, highlighters	Conflict Resolution Worksheet graded: all three conflicts must be correctly identified and a defensible action recommended, citing both a drawing reference and a spec section, to pass (all three required).
8	Digital Plan Viewing and Field Markup	12	practice	Students will navigate a multi-sheet PDF drawing set using a free plan-viewer application, locate three assigned drawing sheets, measure a dimension digitally, and add a field markup note with a cloud annotation on a specified detail.	Instructor demonstrates the core functions of a free plan-viewer application (Bluebeam Revu free trial, Adobe Acrobat Reader, or equivalent) on a projected screen: opening a PDF set, navigating the sheet index, zooming, measuring with the digital scale tool, and adding a text comment; students follow along on laptops or tablets using the same sample PDF drawing set. Students complete a Digital Navigation Checklist: open the file, go to the floor plan sheet, measure a specified room dimension using the digital tool, screenshot the measurement and paste it into a simple field report template; repeat for a structural sheet and a site plan sheet. Students receive a printed RFI (Request for Information) describing a field condition — for example, an anchor bolt location conflicts with a footing drain — and must open the relevant PDF sheets, place a cloud markup on the conflict area, add a text note explaining the issue, and save the marked-up PDF; the saved file is submitted digitally to the instructor.	Laptops or tablets (one per student or shared), free PDF plan viewer software, sample PDF drawing set, Digital Navigation Checklist form, RFI template, USB drives or shared folder for file submission	Submitted marked-up PDF reviewed by instructor: student must correctly measure the assigned dimension within 2% of the known answer, place the cloud markup on the correct location, and include a clear text note; all three elements required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Blueprint Reading Knowledge Exam	Written exam	25%	70% correct (28 of 40 questions)	A 40-question written exam covering drawing set organization, title block interpretation, symbols and abbreviations, scale and dimension reading, section/detail/structural drawing interpretation, site plan reading, and drawing-spec coordination. Questions are drawn from NCCER Construction Technology print reading competency areas and are administered closed-book under timed conditions (60 minutes). Standard met · Safety · Time · Quality/finish · Documentation
Drawing Interpretation Skills Demonstration	Skills demonstration	45%	Student correctly answers all four required field questions within 10 minutes; errors on dimension extraction must not exceed 1/8 inch	The instructor hands the student an unseen residential drawing set and verbally poses four realistic field questions (e.g., locating a beam pocket, confirming a door rough opening, identifying a footing depth, and reading a site setback); the student must locate the correct sheet, read the required information, and state the answer aloud while pointing to the source on the drawing. This simulates the jobsite task of answering a foreman's question directly from the drawings. Standard met · Safety · Time · Quality/finish · Documentation
Blueprint Reading Lab Log	Log	15%	All eight lesson lab entries present and signed; minimum 80% accuracy on recorded measurements and answers as verified against answer keys	Students maintain a running lab log throughout the course documenting their work from each of the eight lessons, including completed worksheets, sketches, member schedules, the field note from Lesson 6, and the marked-up PDF from Lesson 8. The log demonstrates progressive engagement with actual drawing sets rather than a single end-of-course product and is reviewed in full at course completion. Standard met · Safety · Time · Quality/finish · Documentation
Jobsite Safety and Drawing Handling Safety Check	Safety audit	15%	All three safety behaviors demonstrated correctly; any critical error (e.g., ignoring a hazard note on a drawing) requires immediate remediation and recheck before the student may proceed to the capstone project	The instructor observes each student during a brief scenario in which a drawing set contains a standard safety notation (confined space, fall protection required at leading edge, or hazardous material callout) and asks the student to identify the notation, explain what it means for the crew, and state the appropriate PPE or OSHA standard that applies. This check connects blueprint reading directly to the OSHA 10 hazard recognition competency. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-09 Trade course

Materials Estimating for Construction

91 hr · ~~$1,255~~ COMPLIMENTARY

Students learn to quantify and price materials for residential and light commercial construction projects, moving from manual take-off methods to digital estimating tools. The course covers lumber, concrete, masonry, drywall, roofing, and finish materials using actual project drawings and current supplier pricing. Work is tied directly to blueprint reading skills from the preceding course and feeds the documentation requirement of the Capstone Project.

Outcomes

Perform accurate quantity take-offs for at least five material categories (framing lumber, concrete, masonry, drywall, and roofing) from construction drawings with no more than 5% error.
Apply waste factors, conversion factors, and rounding conventions appropriate to each material type to produce a complete materials list.
Prepare a formatted materials estimate with unit costs, extended totals, and a written summary that a supervisor or owner can review.
Use at least one industry-standard digital estimating tool (such as Bluebeam Revu or PlanSwift) to perform a take-off from a PDF set of drawings.
Identify and explain common estimating errors—omissions, double-counts, incorrect unit conversions—and apply checking procedures to catch them before submittal.
Demonstrate professional work habits by submitting estimates that are organized, labeled, and cross-referenced to the drawing sheet and detail from which each quantity was taken.

Course text

How the course runs. 8 blocks: Estimating Fundamentals: Purpose, Process, and Professional Standards; Units, Conversions, and Waste Factors; Lumber and Framing Take-Off; Concrete and Masonry Take-Off; Drywall, Roofing, and Finish Materials Take-Off; Pricing Materials: Unit Costs, Supplier Quotes, and the Estimate Summary; Digital Estimating Tools: Software Take-Off on PDF Drawings; Integrated Estimating Project: Full Take-Off and Estimate Package.

What competent looks like. Perform accurate quantity take-offs for at least five material categories (framing lumber, concrete, masonry, drywall, and roofing) from construction drawings with no more than 5% error. Apply waste factors, conversion factors, and rounding conventions appropriate to each material type to produce a complete materials list. Prepare a formatted materials estimate with unit costs, extended totals, and a written summary that a supervisor or owner can review. Use at least one industry-standard digital estimating tool (such as Bluebeam Revu or PlanSwift) to perform a take-off from a PDF set of drawings. Identify and explain common estimating errors—omissions, double-counts, incorrect unit conversions—and apply checking procedures to catch them before submittal. Demonstrate professional work habits by submitting estimates that are organized, labeled, and cross-referenced to the drawing sheet and detail from which each quantity was taken.

Lessons · 8 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Estimating Fundamentals: Purpose, Process, and Professional Standards	8	theory	Students will explain the role of a materials estimate in the construction workflow, identify the types of estimates (conceptual, schematic, definitive), and list the steps of a systematic take-off process.	Instructor-led lecture and discussion: walk through a completed residential estimate package showing how each line item traces back to a drawing note, a specification, or a supplier quote; students annotate a printed copy to identify quantity, unit, unit cost, and extended cost columns. Small-group analysis: each group receives a real (anonymized) estimate with three deliberate errors (an omission, a unit error, and a double-count) and must identify and correct all three, then present findings to the class. Individual written exercise: students draft a one-page estimating plan for a hypothetical 24 ft × 30 ft garage addition, listing every material category they expect to take off and the drawing sheets they will reference for each.	Sample residential estimate package (instructor-prepared), CSI MasterFormat division list (Divisions 03–09 relevant sections), NCCER Construction Technology module on project planning, calculator, graph paper, pencils	Exit-ticket quiz of 10 questions covering estimate types, take-off sequence, and CSI divisions; students must score 80% or higher to proceed.
2	Units, Conversions, and Waste Factors	9	theory	Students will convert between linear, area, and volume units common to construction estimating and apply standard waste factors for lumber, concrete, drywall, and roofing without a reference sheet.	Instructor demonstration using a physical tape measure, a scale rule, and a conversion chart: show unit relationships (board feet, square feet, cubic yards, squares of roofing) with worked examples projected on screen; students solve parallel problems in real time. Timed practice worksheet: 30 conversion and waste-factor problems drawn from realistic take-off scenarios (e.g., convert 480 square feet of ceiling area to sheets of 4×8 drywall with 10% waste; convert 18 cubic feet of concrete to cubic yards); self-grade against answer key, then discuss errors. Pair exercise: using a simple floor plan (instructor-provided), each pair independently calculates the square footage of flooring needed, applies a 7% waste factor, and converts to the supplier's unit of sale (cartons covering 20 SF each); pairs compare answers and reconcile any differences.	Printed conversion and waste-factor reference card (instructor-prepared from RS Means data conventions), scientific calculator, scale rules (1/4 in = 1 ft and 1/8 in = 1 ft), sample floor plan drawing set	A 20-problem conversion quiz administered without reference materials; passing score is 80%. Any student below 80% receives targeted review before the next lesson.
3	Lumber and Framing Take-Off	11	lab	Students will perform a complete framing lumber take-off for a single-story wood-frame structure from a set of working drawings, producing a bill of materials accurate to within 5% of the instructor's key.	Instructor demonstration: using a printed plan set for a 1,200 SF one-story house, walk through the count of plates (bottom, top, double-top), studs (using the formula: linear feet of wall ÷ spacing + corners + openings), headers, cripples, king studs, ridge boards, rafters, and floor joists; students follow along on their own copies and highlight each element as it is counted. Supervised lab: students work individually on a different but similarly scaled plan set, completing a structured take-off worksheet that separates wall framing, floor framing, roof framing, and miscellaneous hardware (joist hangers, hurricane ties); instructor circulates and coaches without supplying answers. Class comparison and error analysis: students exchange completed worksheets and compare totals for each line item; differences greater than 5% are flagged, traced back to the drawing, and corrected; the corrected sheet is submitted.	Full-size printed plan sets (two different sets per student pair), lumber take-off worksheet (instructor-prepared), scale rules, colored highlighters (one color per framing element), NCCER Construction Technology framing module, RS Means Building Construction Cost Data (current edition, for reference only at this stage)	Submitted take-off worksheet checked against instructor answer key; all major categories (plates, studs, headers, joists, rafters) must be within 5% of key quantity; any category more than 10% off requires a recount before the lesson grade is recorded.
4	Concrete and Masonry Take-Off	10	lab	Students will calculate concrete volume (slabs, footings, walls) and masonry unit quantities (CMU block and brick) from foundation and detail drawings, applying correct waste allowances and converting to supplier order units.	Instructor demonstration at the board: derive volume formulas for rectangular slabs, continuous footings, and pier footings; compute an example order including 5–8% over-order for concrete and 5% waste for CMU; discuss why ready-mix is ordered by the cubic yard and block is ordered by the piece. Lab exercise — concrete: students receive a foundation plan with a 4-inch slab on grade, perimeter footings, and two interior piers; they calculate volume for each element separately, sum to total cubic yards, and add waste; they then write a mock ready-mix order specifying cubic yards, slump, and mix design (instructor provides a blank order form). Lab exercise — masonry: students receive an elevation drawing of a CMU block wall (8-inch block, standard coursing); they calculate the number of blocks needed per square foot of wall face, multiply by the wall area, apply a 5% breakage factor, and produce a block order by count; a second tier adds a running-bond brick veneer calculation on the same wall.	Foundation plan and elevation drawings (instructor-prepared), concrete take-off worksheet, CMU/brick take-off worksheet, blank ready-mix order form, calculator, scale rule, ACI 332 reference guide (basic residential concrete construction, for context)	Both completed take-off worksheets scored against answer key; concrete volume must be within 0.5 CY of key and block count within 5%; students who miss either threshold redo the calculation with instructor coaching before the next lesson.
5	Drywall, Roofing, and Finish Materials Take-Off	10	lab	Students will quantify drywall (sheets and linear feet of bead), roofing shingles (squares), underlayment, and interior finish materials (base molding, door and window trim) for a given set of architectural drawings.	Instructor demonstration: calculate drywall for a room with two doors and one window opening, showing the gross-area-minus-openings method and rounding up to whole sheets; then calculate roofing squares using the footprint-times-pitch-factor method from a standard pitch-factor table; students reproduce each calculation side-by-side. Lab — drywall and roofing: students use the floor plan and roof plan from the same house used in the framing lesson; they complete a drywall take-off (walls and ceilings, ceiling height given) with a 10% waste factor, and a roofing take-off (shingles in squares, 15-lb felt underlayment in rolls, ridge cap, drip edge in linear feet) with a 10% waste factor for shingles. Lab — finish materials: students measure base molding (linear feet of all rooms), window and door casing (linear feet per unit times number of units), and stair nosing; they compile a single finish-materials list with quantities and common lumber sizes, then cross-reference to the door and window schedule on the drawings.	Same residential plan set used in Lesson 3 (floor plan, roof plan, door/window schedule, room finish schedule), drywall take-off worksheet, roofing take-off worksheet, pitch-factor table (from NCCER Construction Technology or equivalent), calculator, scale rule	All three take-off worksheets (drywall, roofing, finish trim) reviewed against key; each must be within 5% of key quantity; a checklist confirms that every calculation shows the source drawing reference and the waste factor applied.
6	Pricing Materials: Unit Costs, Supplier Quotes, and the Estimate Summary	9	theory	Students will apply current unit prices to a completed bill of materials, extend quantities to produce line-item totals, and compile a formatted estimate summary with subtotals by CSI division.	Instructor lecture and worked example: demonstrate how to read a supplier price list or quote (unit of measure, price breaks, delivery charges, tax); apply unit prices to a 10-line bill of materials on a projected spreadsheet, showing the formula: quantity × unit cost = extended cost; discuss the difference between material cost and installed cost. Hands-on pricing exercise: each student receives the bill of materials they produced in Lesson 5 (drywall, roofing, finish materials) and a current or representative price sheet from a local building supply dealer (or instructor-prepared equivalent); students enter unit prices and calculate extended costs on a provided spreadsheet template in Excel or Google Sheets. Estimate summary construction: students combine priced bills of materials from Lessons 3, 4, and 5 into a single summary spreadsheet organized by CSI division (framing = Division 06, concrete = Division 03, masonry = Division 04, thermal/moisture = Division 07, finishes = Division 09); they add a grand total line and write a two-paragraph summary memo suitable for presentation to an owner.	Current or representative supplier price sheets (lumber yard, concrete supplier, roofing supply), Excel or Google Sheets on lab computers, estimate summary spreadsheet template (instructor-prepared), printer for final output, CSI MasterFormat division list	Printed estimate summary graded on accuracy of extended math (all formulas checked; no arithmetic errors allowed), correct CSI division assignment for each material category, and presence of a readable summary memo; passing score 80% on a rubric.
7	Digital Estimating Tools: Software Take-Off on PDF Drawings	12.5	demo	Students will use a digital plan takeoff tool (Bluebeam Revu, PlanSwift, or equivalent available in the lab) to measure linear, area, and count quantities directly from a PDF drawing set and export results to a formatted spreadsheet.	Instructor-led demonstration (60 minutes): open a PDF drawing set in the software, calibrate the scale using a known dimension, then demonstrate linear measurement (wall lengths), area measurement (slab footprint), and count tools (window symbols); students follow on their own workstations with the same file. Guided practice: students open a new PDF plan set (different from the demo file) and complete a structured digital take-off worksheet covering wall linear footage, floor area, roof area, window count, and door count; they mark up the PDF with color-coded annotations (one color per trade category) and save the marked-up file. Export and comparison: students export their digital quantities to a spreadsheet, then manually verify two line items by scaling the same measurement with a physical scale rule on a printed sheet at the same scale; they write a one-paragraph reflection on where digital tools reduce error and where they can introduce it (scale calibration mistakes, obscured lines).	Lab computers with Bluebeam Revu or PlanSwift installed (or free trial), PDF residential drawing set loaded on a shared drive, digital take-off worksheet, printed copies of two selected sheets for manual verification, headphones or quiet lab environment for video tutorial segments	Exported spreadsheet and marked-up PDF submitted; quantities must be within 5% of instructor-verified key for each of the five measured categories; color-coded PDF annotations must be present and legible; any scale calibration error corrected before submission is accepted.
8	Integrated Estimating Project: Full Take-Off and Estimate Package	21.5	practice	Students will independently produce a complete, priced materials estimate for a light commercial or residential project from a full drawing set, submitted as a professional package with take-off worksheets, a digital count file, a priced bill of materials, and an estimate summary.	Individual project work (sessions 1–2, 12 hours): students receive an unfamiliar drawing set (instructor-selected small commercial building or two-story residence) and complete manual take-offs for all assigned material categories using the worksheets and methods from Lessons 3–5; instructor is available for process questions but does not supply quantities. Digital take-off verification (session 3, 6 hours): students open the same drawing set in the digital estimating tool and re-measure at least three categories digitally, compare to their manual counts, reconcile differences, and document which method they trust more and why in a brief written note attached to the package. Pricing, summary, and package assembly (session 4, 6 hours): students apply current unit prices to the finalized bill of materials, build the estimate summary spreadsheet organized by CSI division, write a one-page cover memo addressed to a fictional project owner summarizing scope, major material categories, total cost, and any assumptions made; the full package is printed and submitted in a labeled folder.	Full drawing set for the integrated project (sealed in an envelope until Lesson 8 begins), all worksheets and templates from Lessons 3–7, lab computers with digital estimating software, current supplier price sheets, Excel or Google Sheets, printer, project folder	Estimate package scored on a four-category rubric: (1) take-off accuracy — all major categories within 5% of instructor key, (2) pricing and math — no arithmetic errors in extended costs, (3) organization — all sheets labeled with drawing reference and dated, (4) professional presentation — cover memo present and readable; students must pass all four categories at 80% or higher to pass the lesson.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Materials Estimating Knowledge Exam	Written exam	25%	70% correct (28 of 40 questions)	A 40-question written exam covering estimate types, CSI divisions, unit conversions, waste factors, lumber sizing, concrete volume formulas, masonry coursing, roofing squares, digital tool calibration, and common estimating errors. Questions are multiple choice and short calculation, aligned to the NCCER Construction Technology module objectives for project planning and materials management. Standard met · Safety · Time · Quality/finish · Documentation
Timed Take-Off Skills Demonstration	Skills demonstration	45%	All five material categories within 5% of instructor key within the allotted time; incomplete take-offs score zero for missing categories	Students are given a new, previously unseen drawing set and 90 minutes to complete a manual take-off for five assigned material categories (framing lumber, concrete, drywall, roofing, and one finish material category). The take-off worksheet is submitted and scored against the instructor's verified quantity key to assess speed and accuracy under realistic job-site time pressure. Standard met · Safety · Time · Quality/finish · Documentation
Estimating Lab Log	Log	15%	Log accepted when all eight lesson take-off worksheets are present, each entry shows the source drawing reference and waste factor used, and the integrated project package scores 80% or higher on all four rubric categories	Students maintain a running lab log throughout the course consisting of all completed take-off worksheets, digital take-off exports, pricing spreadsheets, and the final integrated estimate package from Lesson 8. The log demonstrates progressive skill development from simple unit conversions through a full professional estimate and serves as a portfolio artifact for employer interviews. Standard met · Safety · Time · Quality/finish · Documentation
Estimating Safety and Professional Standards Check	Safety audit	15%	All five criteria marked satisfactory; any unsatisfactory item must be corrected and re-checked before the course grade is finalized	An instructor observation checklist verifies that the student: (1) correctly interprets safety-related notes on drawings (fall protection edges, hazardous material callouts) when they affect material quantities; (2) uses scale rules and digital tools without altering original drawing files; (3) labels all documents with name, date, and drawing source to support traceability; (4) stores and handles printed drawing sets according to the program's document-control policy; and (5) cites assumptions rather than guessing when drawing information is missing, consistent with professional estimating practice. Standard met · Safety · Time · Quality/finish · Documentation

BLD-CONS02-10 Capstone

Capstone Project: Integrated Construction Build

162 hr · ~~$1,620~~ COMPLIMENTARY

Students plan, document, and construct a full-scale structural assembly—a framed, sheathed, and formed wood-frame structure with a concrete footing—integrating skills from every prior course in the program. The capstone requires written project documentation, a complete materials estimate, annotated blueprints, and a formal oral defense before an instructor panel. Successful completion demonstrates job-site readiness and directly supports NCCER Core, NCCER Construction Technology, and OSHA 10 credential requirements.

Outcomes

Produce a complete project package—site plan, bill of materials, cut list, and safety plan—that meets NCCER Construction Technology documentation standards before breaking ground.
Safely erect a code-compliant wood-frame wall assembly with correct layout, plumb and level framing, and properly installed sheathing, demonstrating all lockout/tagout and PPE protocols throughout.
Form, pour, and finish a concrete footing or slab segment to project specifications, applying proper mix evaluation, consolidation, and curing procedures.
Apply trade math—including linear, area, and volume calculations—accurately in both the planning documents and during construction to keep waste within 5 percent of the estimate.
Identify and correct at least three simulated jobsite safety hazards embedded in the build scenario, documenting each using an incident-report format aligned with OSHA recordkeeping principles.
Defend all design decisions, material selections, and safety choices in a structured oral presentation to an instructor panel, responding to technical questions with clear, evidence-based answers.

Course text

How the course runs. 4 blocks: Project Planning, Documentation, and Safety Plan Development; Footing and Formwork: Layout, Form Construction, and Concrete Placement; Wall Framing, Sheathing, and Rigging the Assembly; Project Closeout: Punch List, Documentation Package, and Oral Defense.

What competent looks like. Produce a complete project package—site plan, bill of materials, cut list, and safety plan—that meets NCCER Construction Technology documentation standards before breaking ground. Safely erect a code-compliant wood-frame wall assembly with correct layout, plumb and level framing, and properly installed sheathing, demonstrating all lockout/tagout and PPE protocols throughout. Form, pour, and finish a concrete footing or slab segment to project specifications, applying proper mix evaluation, consolidation, and curing procedures. Apply trade math—including linear, area, and volume calculations—accurately in both the planning documents and during construction to keep waste within 5 percent of the estimate. Identify and correct at least three simulated jobsite safety hazards embedded in the build scenario, documenting each using an incident-report format aligned with OSHA recordkeeping principles. Defend all design decisions, material selections, and safety choices in a structured oral presentation to an instructor panel, responding to technical questions with clear, evidence-based answers.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Planning, Documentation, and Safety Plan Development	36	theory	Students produce a complete pre-construction project package—including an annotated site plan, phased schedule, bill of materials, cut list, and written jobsite safety plan—that meets NCCER Construction Technology documentation standards and incorporates OSHA 10 hazard-identification requirements.	Working individually, students receive a project brief describing a 10-ft × 12-ft wood-frame structure with a concrete footing; they interpret the provided architectural and structural drawings, mark dimensions, call-outs, and section references, and produce a complete set of annotated working prints. Students calculate all material quantities—board feet of lumber, square footage of sheathing, cubic yards of concrete, and hardware counts—using the quantity takeoff methods practiced in Materials Estimating, then compile a priced bill of materials using current published supplier price lists provided by the instructor. Each student drafts a one-page written jobsite safety plan that identifies the top five anticipated hazards (fall, struck-by, caught-in, electrical, and overexertion), specifies required PPE for each phase, designates a lockout/tagout procedure for any power tools, and establishes an emergency action protocol including first-aid kit location and emergency contact numbers.	Architectural and structural drawing set (instructor-prepared), scale ruler, calculator, graph paper or CAD workstation with free viewer software (e.g., Autodesk Viewer), NCCER Construction Technology core curriculum module on print reading, OSHA 10 study reference, current lumber and concrete supplier price sheets, word-processing software, sample OSHA incident-report form.	Instructor reviews the complete project package using a 20-point rubric: annotated prints (5 pts), quantity accuracy within ±5% of instructor key (5 pts), priced BOM completeness (5 pts), safety plan covering all five hazard categories with correct PPE and LOTO procedure (5 pts). Pass = 14/20 (70%).
2	Footing and Formwork: Layout, Form Construction, and Concrete Placement	40	lab	Students lay out footing dimensions using batter boards and string lines, build and brace reusable form panels, place and consolidate a concrete mix, and perform a final float finish—demonstrating correct tool use, PPE compliance, and footing dimensions within ¼-inch tolerance.	Working in pairs, students set batter boards, stretch string lines, and use a 3-4-5 right-triangle method to verify square corners of the footing layout; they drive stakes and mark cut lines before any excavation, with the instructor verifying layout before the next step proceeds. Students assemble form panels using dimensional lumber and form ties per the project drawings, check for plumb and level using a spirit level, install temporary bracing, and apply form-release agent; one student in each pair acts as 'safety observer,' calling out any unsecured bracing or missing PPE before concrete is approved for placement. The class mixes or receives a ready-mix concrete batch; students place concrete in lifts, consolidate with a pencil vibrator or rod, strike off the surface with a screed board, and finish with a magnesium float, then cover the slab with curing compound or wet burlap and plastic sheeting—documenting water-cement ratio, slump estimate, and curing start time on a pour log.	Batter boards, string line, line level, tape measure, stakes, sledgehammer, 3-4-5 layout rope, form lumber (2×6 or 2×8), form ties, duplex nails, hammer, circular saw, spirit level, form-release agent, mixing equipment or ready-mix delivery, pencil vibrator or rod, screed board, magnesium float, curing compound or burlap and poly sheeting, PPE (hard hat, safety glasses, gloves, rubber boots, hearing protection), NCCER Concrete module reference.	Instructor measures finished footing against project drawings; dimensions must be within ¼ inch and corners within ⅛ inch of square. Pour log must be complete. Safety observer checklist must show zero unresolved PPE or bracing issues at concrete placement. Pass = all three criteria met; any dimension error greater than ½ inch or an unresolved safety flag requires a documented correction and re-check.
3	Wall Framing, Sheathing, and Rigging the Assembly	54	practice	Students frame a full exterior wall section with a rough opening, apply structural sheathing, and rig and tilt the wall into plumb position using proper hand signals and rigging equipment—meeting NCCER Construction Technology framing tolerances and OSHA material-handling guidelines throughout.	Using the approved cut list from Lesson 1, students snap chalk lines on the slab or deck, cut plates and studs to length, and nail or screw together a wall section complete with a king stud, trimmer stud, header, cripples, and a rough opening for a window or door, checking each member for crown direction before installation and verifying on-center spacing with a tape measure. Students apply OSB or plywood sheathing to the framed wall, maintaining correct panel orientation and edge spacing, driving fasteners at the schedule specified in the project drawings (edge and field nailing patterns), and marking the sheathing with the stud layout to facilitate future trades—then the instructor introduces three intentional errors (wrong fastener spacing, missing trimmer, out-of-square opening) for students to locate and document on a punch-list form. In groups of four, students attach a rope tag line and use a come-along or team lift with designated hand signals to tilt the wall to vertical; one student acts as rigger/signaler, directing the lift using NCCER standard hand signals, while the remaining students set temporary diagonal bracing and check the wall for plumb on two adjacent edges before releasing the lift, recording all steps on a rigging log.	Pressure-treated bottom plate, dimensional lumber (2×4 or 2×6 per project), OSB or plywood sheathing, chalk line, tape measure, framing square, speed square, circular saw, miter saw, framing nailer and compressor (or framing hammer), fasteners per project schedule, come-along or mechanical assist, rope tag line, temporary bracing lumber, duplex nails for bracing, spirit level, plumb bob, NCCER Framing and Rigging module references, PPE (hard hat, safety glasses, gloves, hearing protection, steel-toed boots).	Instructor uses a framing inspection checklist: stud spacing ±⅛ inch of specified on-center, rough opening within ¼ inch of drawing dimensions, sheathing fastener schedule met (verified by count on two panels), wall plumb within ⅛ inch per 8 feet, and all three embedded punch-list errors identified in writing. Rigging log complete with hand signals documented. Pass = all framing tolerances met, all three errors found, rigging log complete. Any missed error or out-of-tolerance condition requires correction before portfolio submission.
4	Project Closeout: Punch List, Documentation Package, and Oral Defense	32	field	Students complete a structured self-inspection punch list, compile a final project documentation binder, and deliver a 15-minute oral defense to an instructor panel—demonstrating the ability to explain all construction decisions, safety choices, and material calculations with supporting evidence.	Each student conducts a systematic self-inspection of the completed structure using an instructor-provided punch list that mirrors a general contractor's final walkthrough: checking dimensions against drawings, verifying fastener schedules, confirming curing documentation, reviewing that all PPE and LOTO logs are signed, and listing any remaining deficiencies with proposed corrective actions and a completion date—corrections must be made before the defense. Students assemble a final project binder containing: annotated as-built drawings (any field changes marked in red), the original BOM compared to actual materials used with variance analysis, the pour log, the rigging log, the safety plan with any incidents or near-misses documented on OSHA-format forms, the self-inspection punch list with all items closed, and a one-page reflective summary explaining what went as planned and what they would do differently. In a 15-minute panel defense (two instructors), each student presents a 5-minute overview using their binder as a reference, then responds to 10 minutes of technical questions drawn from a standardized question bank covering material selection rationale, code-basis for any dimension or spacing decision, one safety scenario ('what would you do if…'), and one math verification where the panel asks the student to re-derive a quantity calculation on a whiteboard on the spot.	Completed structure, measuring tape, punch list form (instructor-provided), red pen for as-built markups, project binder and dividers, OSHA incident-report template, calculator, whiteboard and markers for defense, NCCER Core and Construction Technology credential competency checklists (used as self-assessment reference), presentation copy of project documents.	Panel scores the defense on a 30-point rubric: punch list complete with all items closed (5 pts), binder complete and organized with all required sections (5 pts), variance analysis mathematically correct within ±5% (5 pts), oral overview clear and accurate (5 pts), technical questions answered correctly (8 pts—2 pts each for four questions), on-the-spot math correct (2 pts). Pass = 21/30 (70%). A student who fails the oral defense may revise the binder and re-defend once within two weeks.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Capstone Build Project	Project	60%	All physical construction tolerances met (dimensions within ¼ inch, fastener schedules verified, footing poured and cured per plan); punch list fully closed and signed off by instructor; all safety and rigging logs complete with no unresolved hazard flags. Any single unmet tolerance or open safety item constitutes a non-pass until corrected.	The completed physical structure—footing, wall assembly, and sheathing—is evaluated against the student's own approved drawings and specifications using a structured inspection checklist. This assessment verifies hands-on trade competence aligned with NCCER Construction Technology craft performance indicators and demonstrates the safe work practices required by OSHA 10. Meets specification · Within estimate · Workmanship · Safety · Documentation
Project Documentation Portfolio	Portfolio	20%	Portfolio earns at least 70% (35/50 points) on the portfolio rubric, with no required section missing; a missing section (e.g., no pour log, no safety plan) is an automatic non-pass regardless of total score.	The project binder is evaluated on completeness, accuracy, and professional presentation across five sections: annotated as-built drawings, bill of materials with variance analysis, pour and rigging logs, safety plan and incident documentation, and the reflective summary. The portfolio demonstrates the documentation and communication skills emphasized in NCCER Core and expected by employers for entry-level construction roles. Completeness · Organization · Evidence quality
Oral Defense	Oral / panel	20%	Student earns at least 21 out of 30 points on the panel rubric; a score below 21 requires one binder revision and one re-defense within two weeks, after which the higher score of the two attempts is recorded.	A 15-minute structured defense before two instructors tests the student's ability to explain and justify every major decision made during the project—material selection, framing layout, safety protocols, and quantity calculations—and to respond correctly to one live math verification performed on a whiteboard. This oral assessment maps directly to the communication and critical-thinking competencies in the NCCER Core curriculum and prepares students for employer interviews and field-supervisor interactions. Explains decisions · Answers technical questions · Professional communication

BLD-CONS02-11 Externship / clinical

Externship / Worksite Placement

243 hr · ~~$970~~ COMPLIMENTARY

Students complete 243 hours of supervised work at an approved construction employer site, applying skills from framing, formwork, concrete, rigging, blueprint reading, and site safety in real job conditions. A licensed journeyman or site supervisor evaluates performance against trade standards, and students document their hours and tasks in a daily field log. This course bridges classroom instruction and full employment, satisfying NCCER's field-experience component and reinforcing OSHA 10 safe-work practices under live site conditions.

Outcomes

Perform assigned construction tasks — including framing layout, concrete placement support, material handling, and rigging assist — safely and to the supervisor's quality standard on an active worksite.
Demonstrate consistent compliance with OSHA general industry and construction hazard-control requirements, including PPE selection, housekeeping, and lockout/tagout awareness, as rated satisfactory by the site supervisor.
Maintain a daily field log that records hours worked, tasks performed, tools and materials used, and safety observations, with entries legible and submitted on schedule.
Read and use site drawings, work orders, or cut sheets to carry out assigned tasks without requiring repeated re-direction from the supervisor.
Receive a passing employer evaluation score across all rated competency areas at the conclusion of the placement.
Identify at least three professional practices or trade skills observed on the job that connect to NCCER Core or NCCER Construction Technology credential content.

Course text

How the course runs. 4 blocks: Worksite Orientation and Safety Integration; Supervised Trade Task Execution — Weeks 2–6; Independent Contribution and Professional Practice — Weeks 7–11; Final Employer Evaluation and Field-Log Closure.

What competent looks like. Perform assigned construction tasks — including framing layout, concrete placement support, material handling, and rigging assist — safely and to the supervisor's quality standard on an active worksite. Demonstrate consistent compliance with OSHA general industry and construction hazard-control requirements, including PPE selection, housekeeping, and lockout/tagout awareness, as rated satisfactory by the site supervisor. Maintain a daily field log that records hours worked, tasks performed, tools and materials used, and safety observations, with entries legible and submitted on schedule. Read and use site drawings, work orders, or cut sheets to carry out assigned tasks without requiring repeated re-direction from the supervisor. Receive a passing employer evaluation score across all rated competency areas at the conclusion of the placement. Identify at least three professional practices or trade skills observed on the job that connect to NCCER Core or NCCER Construction Technology credential content.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Worksite Orientation and Safety Integration	24	field	The student completes the host employer's site-specific safety orientation and demonstrates correct PPE donning, hazard-communication awareness, and emergency-response routes before beginning any production tasks.	Attend and pass the employer's site-specific safety orientation (fall protection, struck-by hazards, electrical proximity, emergency muster point) and receive the site safety sign-off. Conduct a supervised pre-task hazard analysis with the journeyman mentor for the first assigned work area, identifying at least three potential hazards and their controls before touching any materials. Complete field-log entries for each of the first five days, recording PPE used, hazards observed, corrective actions taken, and any toolbox-talk topics covered by the site crew.	Hard hat, safety glasses, high-visibility vest, steel-toed boots, gloves, fall-protection harness (if elevated work required), site-specific safety packet, OSHA 10 wallet card, field-log notebook, pen	Site supervisor signs the safety-orientation checklist confirming the student correctly identified PPE requirements and emergency procedures; field-log entries for all five days are complete and legible. Pass = supervisor sign-off obtained and all five daily log entries submitted with no missing required fields.
2	Supervised Trade Task Execution — Weeks 2–6	100	field	The student performs assigned construction tasks in at least two trade areas (e.g., rough framing, concrete flatwork preparation, material handling, or formwork stripping) under journeyman supervision, meeting the site's production and quality expectations.	Carry out daily assigned tasks — such as setting wall plates to layout dimensions from a site plan, placing and consolidating concrete under direction, or rigging material bundles with approved slings and hardware — while the mentor observes technique and corrects errors in real time. Use site drawings or work orders to verify dimensions and material specifications before cutting or placing materials, recording any plan discrepancies in the field log and reporting them to the supervisor. At the end of each week, meet with the journeyman mentor for a five-minute verbal check-in: the student states one task performed well, one area needing improvement, and one safety observation from the week, which the mentor notes on the mid-placement evaluation form.	Hand tools (tape measure, hammer, utility knife, chalk line, speed square), power tools as authorized by site (circular saw, drill/driver), PPE kit, site drawings or work orders, field-log notebook, NCCER Core and Construction Technology reference modules	Journeyman mentor rates the student on the mid-placement employer evaluation rubric (task quality, safety compliance, communication, attendance/reliability, initiative) using a 1–4 scale per category. Pass = average rating of 2.5 or higher with no category rated 1 (unsatisfactory); any category rated 1 triggers an improvement plan before advancing.
3	Independent Contribution and Professional Practice — Weeks 7–11	95	field	The student completes increasingly independent trade tasks with decreasing direct supervision, demonstrating job-site professionalism — punctuality, communication, and initiative — that meets the employer's standard for a new-hire apprentice.	Accept task assignments from the general work schedule (not only from the direct mentor) and self-organize materials and tools needed before starting, checking back with the supervisor only for quality confirmation rather than task clarification. Participate in at least two crew toolbox talks as an active contributor: listen, ask one relevant question or offer one safety observation, and record the topic and discussion points in the field log. Draft a one-page 'skills inventory' at the end of week 11 listing every distinct task performed during the externship, the NCCER module or OSHA 10 topic it relates to, and a self-rating (developing / competent / proficient), to be reviewed by the mentor before the final evaluation.	Full PPE kit, site tools as assigned, field-log notebook, skills-inventory worksheet, NCCER Core and Construction Technology competency checklists (for self-rating reference)	Supervisor observes at least three independent task completions during this phase and records pass/fail on the NCCER-aligned performance checklist (measuring accuracy, safe methods, material economy, and quality of finished work). Pass = 80% or more of checklist items rated 'meets standard'; skills inventory submitted and mentor-reviewed before final evaluation session.
4	Final Employer Evaluation and Field-Log Closure	24	field	The student completes a formal final evaluation meeting with the site supervisor, submits a complete and accurate field log totaling the required externship hours, and reflects verbally on how worksite experience connects to NCCER credential content.	Sit for the final employer evaluation: the supervisor scores all rubric categories (safety compliance, technical skill, professionalism, communication, blueprint/document use) and reviews the scores with the student face-to-face, citing specific observed examples for each rating. Submit the bound field log — with every day's entry signed by the supervisor, total hours tallied, and no gaps — to the program instructor for verification against the employer's time records. Conduct a 10-minute structured reflection conversation with the instructor (in person or by video call): the student names three NCCER Core or Construction Technology competency areas practiced on the job, describes one situation where OSHA 10 knowledge prevented or corrected a hazard, and identifies one skill gap to address before the credential exam.	Final employer evaluation form (NCCER-aligned rubric), completed and bound field-log notebook, program externship hour-verification form, student skills inventory from Lesson 3	Final employer evaluation form returned with a passing composite score; field log verified for correct total hours and supervisor signatures on every entry. Pass = employer evaluation composite of 2.5 or higher on the 1–4 rubric with no unsatisfactory (1) ratings, AND field log hours verified at 243 or more with no unsigned days; reflection conversation completed and documented by instructor.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Performance Evaluation (Skills Demonstration)	Skills demonstration	70%	Composite score of 2.5 or higher on the 1–4 employer rubric across all rated categories (safety compliance, technical task quality, blueprint/document use, communication, professionalism/reliability), with no individual category rated 1 (unsatisfactory). A category-1 rating in Safety Compliance is an automatic program hold pending review.	The site supervisor completes a structured NCCER-aligned employer evaluation form at the midpoint and again at the conclusion of the externship, rating the student's observable job performance against entry-level apprentice standards. Ratings are based on direct observation of trade tasks, PPE use, tool handling, drawing interpretation, and professional conduct across the full placement period. Competency · Safety · Attendance · Conduct · Initiative
Field Log (Lab Log)	Log	30%	All 243 required hours documented with a daily entry for every day worked; each entry includes date, hours, tasks performed, tools and materials used, and at least one safety observation; every entry carries the supervisor's initials or signature; no more than two entries may be flagged by the instructor for missing information after one correction opportunity.	Students maintain a bound daily field log throughout the externship, recording tasks, tools, materials, safety conditions, and connections to prior coursework for every shift. The completed log is submitted at the end of the placement and verified by the program instructor against the employer's time records; it serves as the official documentation of supervised worksite hours for NCCER Registry submission. Complete · Verified

BLD-CONS02-12 Exam prep

Certification Exam Preparation: NCCER Core, NCCER Construction Technology & OSHA 10

68 hr · ~~$680~~ COMPLIMENTARY

This course systematically reviews every tested domain for the NCCER Core, NCCER Construction Technology, and OSHA 10 credentials through structured content review, timed practice questions, and full-length mock exams. Learners identify personal knowledge gaps, reinforce trade math, safety regulations, and construction fundamentals, and develop exam-day strategies. The course closes the program by ensuring each student enters credential testing with verified readiness.

Outcomes

Demonstrate mastery of NCCER Core tested areas—including safety, tools, rigging, and construction math—by scoring 70% or higher on timed practice sets.
Demonstrate mastery of NCCER Construction Technology tested areas—including formwork, framing, concrete, blueprint reading, and materials estimating—by scoring 70% or higher on timed practice sets.
Correctly answer OSHA 10 construction-focus area questions covering fall protection, electrical hazards, struck-by and caught-in/between hazards, scaffolding, and employer/worker rights.
Apply test-taking strategies—question elimination, time management, and flagging for review—to complete full-length timed mock exams within allotted time.
Self-assess diagnostic results to create and execute a targeted personal study plan addressing identified weak domains.
Complete a full-length mock exam for each credential (NCCER Core, NCCER Construction Technology, OSHA 10) and meet or exceed the minimum passing benchmark before sitting live credential tests.

Course text

How the course runs. 4 blocks: OSHA 10 Domain Review: Construction Safety Essentials; NCCER Core Domain Review: Safety, Trade Math, Tools, Rigging & Communication; NCCER Construction Technology Domain Review: Formwork, Framing, Concrete, Blueprints & Estimating; Full Mock Certification Exams & Exam-Day Readiness.

What competent looks like. Demonstrate mastery of NCCER Core tested areas—including safety, tools, rigging, and construction math—by scoring 70% or higher on timed practice sets. Demonstrate mastery of NCCER Construction Technology tested areas—including formwork, framing, concrete, blueprint reading, and materials estimating—by scoring 70% or higher on timed practice sets. Correctly answer OSHA 10 construction-focus area questions covering fall protection, electrical hazards, struck-by and caught-in/between hazards, scaffolding, and employer/worker rights. Apply test-taking strategies—question elimination, time management, and flagging for review—to complete full-length timed mock exams within allotted time. Self-assess diagnostic results to create and execute a targeted personal study plan addressing identified weak domains. Complete a full-length mock exam for each credential (NCCER Core, NCCER Construction Technology, OSHA 10) and meet or exceed the minimum passing benchmark before sitting live credential tests.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	OSHA 10 Domain Review: Construction Safety Essentials	14	theory	Students will correctly answer questions covering all major OSHA 10 construction focus areas—fall protection, scaffolding, electrical safety, struck-by, caught-in/between, personal protective equipment, hazard communication, and worker rights—at a rate of 70% or better on a timed domain quiz.	Instructor-led walkthrough of each OSHA 10 focus area using official OSHA outreach training topics as the outline; students annotate a structured notes template with key rules, hierarchy of controls, and required equipment for each hazard category. Small-group 'hazard sort' activity: students receive a deck of 40 scenario cards describing worksite conditions and must classify each card by OSHA focus area, identify the applicable control, and cite the general duty or specific standard category—groups compare answers and resolve discrepancies with instructor guidance. Timed 50-question domain quiz (OSHA 10 format, multiple choice) followed by immediate answer-key debrief; students log every missed item by focus area in a personal gap-tracking sheet to drive subsequent self-study.	OSHA 10 Construction outreach topic list (OSHA.gov), OSHA 10 student workbook, hazard scenario card deck (instructor-prepared), gap-tracking worksheet, whiteboard, projector, printed quizzes	Timed 50-question OSHA 10 practice quiz; students must score 70% or higher (35/50 correct) to demonstrate readiness; students scoring below 70% complete a targeted re-study assignment on missed focus areas before the mock exam lesson.
2	NCCER Core Domain Review: Safety, Trade Math, Tools, Rigging & Communication	18	theory	Students will correctly answer questions aligned to all NCCER Core module tested areas—including basic safety principles, construction math and measurement, hand and power tools, rigging fundamentals, technical reading, and career and employability skills—at a rate of 70% or better on a timed domain quiz.	Rotating 'station review' in which five classroom stations each cover one Core domain (safety/first aid, math/measurement, tools, rigging, communication/career); students spend 20 minutes per station completing guided review problems or scenario questions drawn from NCCER Core module content, then rotate; instructor circulates and answers questions. Math and measurement intensive: students work through a structured problem set covering fractions, decimals, area, volume, and linear measurement relevant to construction tasks (calculating board feet, concrete volume, material quantities); work is checked against an answer key and errors are corrected collaboratively. Timed 60-question NCCER Core-style multiple-choice practice exam administered under quiet, test-like conditions; after time is called, instructor projects each question and leads a rationale-based debrief, emphasizing why wrong answers are wrong—not just which answer is correct.	NCCER Core Curriculum textbook (current edition), NCCER Core module review guides, calculator (non-programmable), rulers and tape measure, practice exam printed copies, answer keys, gap-tracking worksheet	Timed 60-question NCCER Core practice exam; students must score 70% or higher (42/60 correct); missed items are logged by module domain on the personal gap-tracking sheet for self-directed review before the final mock exam session.
3	NCCER Construction Technology Domain Review: Formwork, Framing, Concrete, Blueprints & Estimating	22	theory	Students will correctly answer questions aligned to all NCCER Construction Technology tested areas—including formwork systems, wood and metal framing, concrete properties and placement, blueprint and drawing interpretation, and materials estimating—at a rate of 70% or better on a timed domain quiz.	Blueprint and estimating workshop: each student receives a reduced-scale residential floor plan and associated drawings; using standard estimating forms, students identify structural members, calculate linear footage of wall framing, determine concrete volume for a simple footing, and list materials needed—answers are compared against a prepared takeoff to identify errors and reinforce quantity-survey skills tested on the credential. Concept-mapping activity for formwork, framing, and concrete domains: students create a one-page visual summary for each domain showing key terms, material properties, sequences of work, and common code-level requirements (e.g., concrete cure time considerations, nailing schedule concepts, form pressure factors) then pair-share maps and fill gaps identified by a peer. Timed 60-question NCCER Construction Technology-style multiple-choice practice exam under quiet, test-like conditions; debrief follows the same question-by-question rationale format used in Lesson 2, with special attention to blueprint-reading questions that require students to interpret symbols, dimensions, and call-outs from a sample drawing included in the exam packet.	NCCER Construction Technology Curriculum textbook (current edition), module review guides, sample residential floor plan and elevation drawings, estimating forms, architect's scale, calculator, printed practice exams, answer keys, gap-tracking worksheet	Timed 60-question NCCER Construction Technology practice exam; students must score 70% or higher (42/60 correct); missed items are logged by domain on the gap-tracking sheet; students with two or more domains below 70% receive a structured re-study packet to complete before the final mock exam.
4	Full Mock Certification Exams & Exam-Day Readiness	14	practice	Students will complete full-length, timed mock exams for NCCER Core, NCCER Construction Technology, and OSHA 10 under realistic testing conditions and score at or above the passing benchmark on each, demonstrating overall readiness to sit the live credential exams.	Three sequential timed mock exams administered across the lesson block under strict testing conditions (no notes, timed, one question at a time on printed exam): OSHA 10 mock (30 questions, 60-minute window), NCCER Core mock (60 questions, 90-minute window), and NCCER Construction Technology mock (60 questions, 90-minute window); students use any remaining time to review flagged items before submitting. Individual score report conference: instructor meets briefly one-on-one with each student to review their mock exam results by domain, compare scores to program benchmarks, and co-sign the student's final personal study plan identifying any remaining weak areas and specific NCCER module sections or OSHA topics to review before the live exam date. Exam-day readiness briefing: group session covering logistics for each credential exam (registration process, what to bring, what is prohibited, how the NCCER Registry works, how OSHA 10 cards are issued), stress-management and test-taking strategies (process of elimination, pacing, flagging and returning to difficult questions), and a Q&A session to resolve any final content questions.	Full-length printed mock exams for NCCER Core, NCCER Construction Technology, and OSHA 10 (instructor-prepared from domain outlines), answer keys, individual score report forms, personal study plan template, NCCER Registry informational handout, OSHA 10 card issuance information sheet, pencils, clock/timer	Students must score 70% or higher on all three mock exams (OSHA 10: 21/30; NCCER Core: 42/60; NCCER Construction Technology: 42/60) to be cleared as exam-ready; any student not meeting benchmark on one or more exams completes a documented remediation conference and targeted re-study before the live exam is scheduled.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Full-Length Timed Mock Certification Exam Battery	Mock certification exam	100%	70% or higher on each of the three credential mock exams: OSHA 10 (21/30), NCCER Core (42/60), and NCCER Construction Technology (42/60); all three benchmarks must be met independently—passing one does not compensate for failing another.	Students complete three full-length, timed mock exams—one each for OSHA 10, NCCER Core, and NCCER Construction Technology—administered back-to-back under realistic, proctored testing conditions mirroring the actual credential exams. Scores are reported by domain so instructors and students can confirm readiness or identify any last remaining gaps before the live credentialing appointments are confirmed. Score · Time management

Program completion

External credential: NCCER Construction Technology; NCCER Core; OSHA 10

Students sit the NCCER Core and NCCER Construction Technology written and performance assessments administered through an NCCER-accredited training sponsor, and complete the OSHA 10-Hour Construction Outreach training delivered by an OSHA-authorized trainer who issues wallet cards upon completion. Pass standard: Credential issued by the body.

Back to Construction (general) · How the school gets authority to award these credentials