Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the Technology Education 11 and 12: Carpentry and Joinery curriculum. The information contained in this IRP is also available through the Internet. Contact the Curriculum Branch's home page: http://www.bced.gov.bc.ca/curriculum

The Introduction

The Introduction provides general information about the Technology Education 11 and 12 curriculum, as a whole, including special features and requirements. It also provides a rationale for the subject-why technology education is taught in BC schools-and an explanation of the curriculum organizers.

The Technology Education 11 and 12: Carpentry and Joinery Curriculum

The Carpentry and Joinery 11 and 12 IRP is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

• provincially prescribed learning outcome statements for Carpentry and Joinery 11 and 12
• suggested instructional strategies for achieving the outcomes
• suggested assessment strategies for determining how well students are achieving the outcomes provincially
• recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students
will. . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. As with the instructional strategies, these strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a 'starter set' of basic resources to deliver the curriculum. With very few exceptions, learning resources listed in Grade Collections will be the only provincially evaluated and recommended learning resources. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs.

The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

• Appendix A contains a listing of the prescribed learning outcomes for the curriculum.
• Appendix B consists of general information on learning resources, including Grade Collections, selecting learning resources for the classroom, and funding, followed by the Grade Collection(s) for the Carpentry and Joinery 11 and 12 IRP containing grade level organizational charts and alphabetical annotated lists of the provincially recommended resources. New resources are evaluated on an ongoing basis and the new provincial recommendations are posted on the Curriculum web site. Teachers are advised to check the web site on a regular basis. http://www.bced.gov.bc.ca/irp_resources/lr/resource/consub.htm
• Appendix C contains assistance for teachers regarding provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for examples of criterion-referenced evaluations.
• Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP.
• Appendix E provides information on provincially approved courses that may be offered as an extension to Carpentry and Joinery 11 and 12.
  

Explanation of Section		Curriculum Organizer as seen on the World Wide Web
Grade and Curriculum Organizer		Grade 11 - Health & Safety This organizer contains the following sections: Prescribed Learning Outcomes Suggested Instructional Strategies Suggested Assessment Strategies Recommended Learning Resources
Internal links to each section of the document
Prescribed Learning Outcomes		PRESCRIBED LEARNING OUTCOMES It is expected that students will: identify Workers' Compenstation Board and WHMIS regulations that pply to a carpentry and joinery work enrionment describe safety and accident prevention procedures for a carpentry and joinery work environment use safe work practices
Suggested Instructional Strategies		SUGGESTED INSTRUCTIONAL STRATEGIES Engage students in a class discussion about the potential effects of a carpentry and joinery work environment on one's health. Have students brainstorm lists of specific health problems and safety hazards that could result from this work environment. In groups of two or three, have each group consider ways of improving or modifying the owrk environment (e.g., tools, equipment, accessories, ventilation, floor) that would inhibit the development of health problems and prevent accidents. Each group then presents its findings orally to the calss or produces a written report. Invite a speaker from WCB to give a presentation on the wide range of shop-related accidents. Have students address any questions they may have. Following the presentation, have students break into groups and conduct a safety audit. Have groups share their information and then ask each group to develop a "Shop Safety Guide" that would apply to the class wood shop. Provide students access to the MSD sheets and WHMIS regulations related to hazardous materials commonly found in a carpentry and joinery work enviornment. Using ten clearly labelled containers, have groups of students research and then report on the hazards, handling methods, and first-aid procedures associated with the material in each container.
Suggested Assessment Strategies		SUGGESTED ASSESSMENT STRATEGIES As students work in the wood shop, observe the extent to which they are able to: demonstrate safe use of tools and equipment demonstrate safe handling of potentially hazardous materials utilize safe and healthy work practices Use multiple-choice and short-answer tests to assess students' knowledge of safety regulations and of policies and procedures related to the use of equipment Evaluate students' knowledge of safe material handling by administering a WHMIS certification exam to the class. When students use MSD sheets, evaluate responses based on questions such as: What is the purpose of MSD sheets? How are these sheets obtained? What are the legal requirements? What kinds of information do the sheets provide? Where are these sheets kept for reference? What products must be labelled?
Provincially Recommended Learning Resources		RECOMMENDED LEARNING RESOURCES  Print Materials Exploring Woodworking Modern Cabinetmaking Modern Woodworking Trades Common Core Wood Technology and Processes Working Wood  Video Large Wood Power Tools I Large Wood Power Tools II Preparing and Repairing Wood Stains and Polyurethane Wood Finishing Video Series: Lacquer and Varnish Wood Finishing Video Series: Oil and Wax
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