Building Construction

M I N I S T RY O F E D U C AT I O N S C I E N C E A N D S P O R T S
Republic of Ghana
TEACHING SYLLABUS FOR BUILDING CONSTRUCTION

(SENIOR HIGH SCHOOL 2 - 4)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.
September, 2008
TEACHING SYLLABUS FOR BUILDING CONSTRUCTION
(SENIOR HIGH SCHOOL)
RATIONALE FOR TEACHING BUILDING CONSTRUCTION
To achieve the ambition of middle level income status by 2015 implies the need for massive construction work now and in the near future in the country. It further
implies the need for trained human resource capable of producing accommodation, shelter and related physical infrastructure and services to meet the needs for
welfare, health, industry, commerce and other national areas of development apart from the needs of individuals in society. Meeting these needs requires persons
trained at high levels in the knowledge, skills and processes in Building Construction.
The Building Construction course helps students to develop positive attitudes toward the use of the hands. The course is based on knowledge, skills and processes
already acquired at the JHS Basic Design and Technology programme. The course further equips students with more knowledge, skills and processes to enable
them fit into middle level manpower positions in the Building and allied Industries.
The course in Building Construction has been designed in such a way as to cater for the needs of students who wish to go on for further education as well as those
who wish to exit the school system after SHS 4. For students who wish to go on to higher levels of education and training in the University, Polytechnics and
Colleges of Education and Technology, the course provides adequate knowledge and skills for success at such levels. Students who wish to terminate their course
at SHS4 would have had adequate levels of skills and knowledge of materials, processes and procedures for building and construction; i.e. at substructure, super-
structure, roof construction and provision of building services, fittings and fixtures and finishes to enable them get into employment.
GENERAL AIMS
The Building Construction syllabus is designed to help students to:
1) develop the needed knowledge and skills for the building construction trade and related professions.
2) appreciate the use of local materials for building construction.
3) develop respect for the abilities of the craftsman in the building industry.
4) identify, investigate, analyse and provide solution for constructional problems.
5) observe safety precautions and safe practices.
6) appreciate the need for maintenance.
7) develop the sense of morality and trustworthiness in the use of materials and other input resources supplied for projects.
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SCOPE OF CONTENT
The content of the course covers the following areas in fairly good detail for SHS:
1. Materials
2. Safety precautions
3. Maintenance work
4. Simple building drawings
5. Walls and their construct.
6. Designing and make simple building components using appropriate skills.
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
Students offering the course in Building Construction should have had satisfactory knowledge in English, Mathematics and Science at the Basic Education level.
Building Construction is based on the course in Basic Design and Technology at the Junior High School and students who wish to take this course should have done
quite well in that course at JHS.
ORGANISATION OF THE SYLLABUS
The Building Construction Syllabus has been structured to cover three years of Senior High School programme. The structure and organization of the Building
Construction syllabus is shown on the next page.
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STRUCTURE AND ORGANISATION OF THE SYLLABUS
YEAR TWO (SHS 2) YEAR THREE (SHS 3) YEAR FOUR (SHS 4)
SECTION 1: INTRODUCTION TO BUILDING SECTION 1: WALL CONSTRUCTION (Pg. 27-29) SECTION 1: STAIRS (Pg. 48 – 50)
CONSTRUCTION (Pg. 1-5)
Unit 1: Load-bearing walls Unit 1: Types of stairs
Unit 1: Buildings Unit 2: Non-load bearing walls Unit 2: Timber Stairs Construction
Unit 2: Materials Unit 3: Structural Requirements Unit 3: Concrete Stairs Construction
Unit 3: Construction Teams Unit 4: Columns and Beams Unit 4: Construction of Metal Stairs
Unit 4: Preliminaries Unit 5: Lintels
Unit 5: Documents of Building Projects
Unit 6: Working Drawings
SECTION 2: WORKSHOP PRACTICE (Pg. 6-7) SECTION 2: ROOFS (Pg. 30 – 31) SECTION 2: RETAINING WALLS (Pg. 51)
Unit 1 : Safety Precautions Unit 1: Types of Roofs Unit 1: Types of Retaining wall
Unit 2: Safe Practices Unit 2: Roof construction Unit 2: Piling
Unit 3: Basic First Aid Procedures Unit 3: Roof materials Unit 3: Underpinning
Unit 4: Hoarding
SECTION 3 : SUBSTRUCTURE WORK (Pg. 8-15) SECTION 3: BUILDING AND CONSTRUCTION SECTION 3: BUILDING SERVICES (Pg. 52 – 56)
MATERIALS (Pg. 32 – 37)
Unit 1: Site Work Unit 1 : Drainage
Unit 2: Site Clearance and Levelling Unit 1: Building Materials Unit 2: Domestic Water Supply
Unit 3: Hoarding Unit 2: Concrete Works Unit 3: Electricity Installation
Unit 4: Site layout and organization Unit 3: Timber Unit 4: Practical work (Jointing of Pipes)
Unit 5: Setting out Unit 4: Local Materials
Unit 6: Excavation and Earthwork
Unit 7: Classification of soils Practical Work:
Unit 8: Foundations Unit 5: Manufacture of blocks
Unit 9: Piling Unit 6: Manufacture of concrete for pavement
Unit 10: Substructure walls
Unit 11: Damage protection of substructural work
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YEAR TWO (SHS 2) YEAR THREE (SHS 3)
YEAR FOUR (SHS 4)
SECTION 4: SUPERSTURCTURE: (Pg. 16-23) SECTION 4: FINISHES AND FITTINGS SECTION 4: MAINTENANCE
(Pg. 38-43) PRACTICES (Pg. 57– 58)
Unit 1: Walls
Unit 2: Floors Unit 1: Floor finishes Unit 1: Types of Maintenance work
Unit 3: Ground floors Unit 2: Wall finishes Unit 2: Shores and shoring
Unit 4: Suspended floors Unit 3: Doors and Door frames Unit 3: Precautions in shoring
Unit 5: Formworks and supports Unit 4: Windows and Window frames
Unit 6: Scaffolds and scaffolding Unit 5: Ironmongery
Unit 7: Practical Work (walling) Unit 6: Ceiling
Unit 8: Practical Work (setting out) Unit 7: Paint and painting
SECTION 5: INTRODUCTION TO PROJECT SECTION 5: PRACTICAL WORK (Pg. 44- 45) SECTION 5: PROJECT WORK
WORK (Pg. 24 – 26) (Pg. 59-61)
Unit 1: Construction of door/window frame
Unit 1: Introduction Unit 2: Fixing of Doors/Window frame Unit 1: Introduction
Unit 2: Literature Review Unit 3: Hanging of door Unit 2: Literature Review
Unit 3: Methodology Unit 4: Laying of floor and wall tiles Unit 3; Methodology
Unit 4: Analysis of Date Unit 4: Processing/Analysis of Data
Unit 5: Summary/Conclusion Recommendation SECTION 6: SIMPLE BUILDING DRAWINGS Unit 5: Interventions
(Pg. 46 – 47) Unit 6: Summary/Conclusions
Unit 1: Dimensioning /Recommendations
Unit 2: Building Drawing symbols
Unit 3: Presentation of Simple Building drawings
Unit 4: Detailed drawings of a building
TIME ALLOCATION
Year Two (2): 5 periods per week: two (2) periods for theory and three (3) periods for practicals
Year Three (3): 7 periods per week: three (3) periods for theory and four (4) periods for practicals
Year Four (4): 6 periods per week: three (3) periods for theory and three (3) periods for practicals
SUGGESTIONS FOR TEACHING THE SYLLABUS
A variety of teaching methods including demonstration, supervised practice, project work, site visits, etc. has been suggested for teaching this syllabus.
The reason for such an approach is to emphasize the need for extensive practical exposure to the students. The instructional method should emphasize practical skills
while laying a sound foundation for further academic pursuit. It is essential that each school should have workshops for students to acquire the necessary skills and
attitudes for successful building and maintenance work.
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In addition to practical training in the workshop, teachers should arrange to send students on field trips. Such visits will expose students to a wide range of current
research and practical development in building construction. Where possible, use should be made of resource persons from the building industry, related professional
Institutes, Environmental Protection Agencies, etc. Teacher should ensure that students keep proper records of all practical activities.
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives flow from
the general aims for teaching Woodwork listed on page (ii) of this syllabus. The general objectives form the basis for the selection and organization of the unit topics.
Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives again to
be sure you have covered both of them adequately in the course of your teaching.
Sections and Units: Each section of the syllabus is divided into units, where a unit consists of a body of knowledge and skills that form a logical aspect of the section.
Column I - Units: The Units in Column 1 provide the major topics of the section. You are expected to follow the unit topics according to the linear order in which they
have been presented. However, if you find at some point that teaching and learning of a unit will be more effective, if you skipped to another unit before coming back
to the unit in the sequence you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.2.2 or 2.2.1. These
numbers are referred to as "Syllabus Reference Numbers”. The first digit in the syllabus reference number (SRN) refers to the section; the second digit refers to the
unit, while the third digit refers to the rank order of the specific objective. For instance, 1.2.2 means: Section 1, Unit 2 (of Section 1) and Specific Objective 2. In
other words, 1.2.2 refers to Specific Objective 2 of Unit 2 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1, of
Unit 2 of Section 2.
You will note also that specific objectives have been stated in terms of the student i.e. “what the student will be able to do after instruction and learning in the unit. Each
specific objective hence starts with the following: "The student will be able to." This in effect, means that you have to address the learning problems of each
individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit
of the syllabus.
As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There should however, be a linkage in the order in
which the units and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry out
during a particular lesson. Knowing the requirements of a lesson, the teacher should assemble the tools and materials required for the activities well in advance.
The collection of tools and materials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be used
when needed. When materials are not available in the school or in the immediate environment, the teacher should try to contact persons in higher institutions and in
the community for help.
As students begin work on the activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest.
As much as possible, resource persons may be invited to carry out demonstrations and talk about their work to the class. Field trips may be organized to the
community.
Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular unit.
In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In any case, try to find
more information through reading and personal investigations to add to the content provided. The use of resource persons will in many cases, help to provide your
class with more practical information and skills. The column also suggests tools and materials that can be used for the unit or lesson.
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Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. The teaching of this
subject should be activity oriented. The major portion of class work and other assignments should emphasize practice. Group work and other participatory methods
should be emphasized in the teaching and learning process. In this particular subject, students are expected to acquire valuable basic practical skills to serve as a
foundation for further skill development. Observe and also ensure that students exhibit skills and values in their behaviour and in creative activities.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral
questions, quizzes, class assignments, project work; etc. Try to ask questions and set tasks and assignments that will challenge your students to apply their
knowledge to issues and problems, and that will engage them in creating new and original items, and developing positive attitudes as a result of having undergone
instruction in this subject. Evaluation should also include observation of processes students go through in performing various activities, and the products students
make. Processes and products are both equally important and need observation and correction. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of
each unit.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson plans
for teaching the units of this syllabus.
PROFILE DIMENSIONS
Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each of
the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the instructional
period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student will be able to do
after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the student has acquired
"knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop,
plan, construct, etc. means that the student can "apply" or use the knowledge acquired in some new context. Each of the action verbs in the specific objectives of
the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the
prime focus of teaching, learning and assessment in schools.
As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. The profile dimensions required in Building
Construction and their respective weights are as follows:
Knowledge and Understanding 10%

Application of Knowledge 40%
Attitudes and Practical Skills 50%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching
and learning process will ensure that Building Construction is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in
the subject.
The explanation and words involved in each of the dimensions are as follows:
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Knowledge and Understanding (KU)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to
remember or recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)
Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension "Use of
Knowledge" is a summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:
Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,
solve, operate, plan, demonstrate, discover etc.
Analysis The ability to:

break down materials into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc,
recognize unstated assumptions and logical facilities, recognize inferences from facts etc.
Synthesis The ability to:

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design, organize, create,
generate, discuss etc.
Evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude,
make recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials based on some criteria.
Practical Skills (PS)
Practical skills involve demonstration of manipulative skills using tools/equipment and materials to carry out practical operations, pre-imaging to solve practical
problems, and produce items. The teaching and assessment of practical skills should involve projects, case studies and creative practical tasks. Skills required for
effective practical work are the following:
1. Handling Tools/Equipment/Materials
2. Observation
3. Craftsmanship/Draftsmanship
4. Perception
5. Creativity
6. Communication
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Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the needed
manual skills.
Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this case
should be able to imitate the techniques he/she has observed for performing other tasks.
Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of the
students.
Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. The
student should be encouraged to apply these senses to every project he/she undertakes.
Originality/Creativity Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be
original in their practical work. You can help them to be creative and original by encouraging any little creative effort or technique they may use or develop.
Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting and appreciation
etc.
The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from the
action verbs provided for your teaching, in evaluating learning before, during and after the instruction.
Competency Based Learning

Competency learning is a combination of knowledge, skills, and the ability to use tools and equipment for accomplishing work to acceptable standards in the
industry. A competent person performs tasks using appropriate knowledge, skills and tools to achieve high level quality of output or process. Competency includes
cognitive and practical skills as well as attitudinal and other personality characteristics. These characteristics include principles of social orientation that is, the core
values of honesty, fairness, reliability, trustworthiness, cooperation and support as well as the ability to relate well with people.
Competency Based Learning requires students to perform tasks by using relevant knowledge, skills, and tools to achieve specified targets within specified times and
at specified levels of quality. The case study approach in teaching and learning is particularly suitable in providing students with situations which they could emulate
to reach high levels of practice. Collaboration with others perhaps through membership of a work group or team may be desirable for the performance of some tasks.
Competence is however, assessed on individual basis and personal accountability for analysis, diagnosis, design, planning, execution and evaluation of task is a
requirement. Competency Based Learning is useful for teaching and learning in practical subjects. Teachers are encouraged to use the competency learning
approach to help their students achieve competence in a number of areas in their studies in Building Construction.
Competency Assessment
The quality of the product or outcome, and the speed used in performing the task are crucial. A two level grading system is normally used. For practical work
assessment in class, you could adopt the competency approach to ensure that your students reach appropriate levels of competence in certain selected vital skills.
.
The action verbs provided on page (viii) should help you to structure your teaching to achieve the effects needed. Different verbs are needed for teaching and
assessing “knowledge”, “understanding”, “application of knowledge” and “attitudes and process skills”. Select from the action verbs provided for your teaching under
the various profile dimensions and for developing various assessment processes. This will ensure that you give your students the chance to develop good thinking
skills as well as good practical skills and the capacity for excellent performance in examinations. Check the weights of the profile dimensions to ensure that you have
given the required emphasis to each of the dimensions in your teaching and assessment.
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FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment
procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the
syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative
sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a
term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will consist of a sample of
the important objectives taught over a period.
Building Construction should be tested using two papers indicated below and the School Based Assessment (SBA). The structure for the two test papers is indicated
as follows:
PAPER 1 A: Objective test - 10 percent

PAPER 1 B: Short essay - 15 percent
PAPER 1 C: Structured essay - 25 percent
PAPER 2: A: External Practical work - 30 percent
PAPER 2: B: Project work (school based) - 20 percent
TOTAL Weighting: - 100 percent
The two papers have equal weights in the examination.
Paper 3 will be the School Based Assessment (SBA) which is not indicated above. Paper 1 has three sections, A, B and C, the components of which are indicated
above. Paper 2 will consist of a practical test and project work. The SBA will be based on all three dimensions. The distribution of marks for the objective test items,
structured questions and the practical test should be in line with the weights of the profile dimensions already indicated.
PRACTICAL TEST
The student is to take an external three (3) hour on the spot practical test to be assessed by an external assessor/examiner at the school.
GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)
School Based Assessment (SBA) system, formerly referred as continuous assessment will be introduced into the Senior High School from September. SBA is a
very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment system that
will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all schools in the country
o Provide reduced assessment tasks for subjects studied at each of the school levels
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each class of the school system
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
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The arrangements for School Based Assessment may be grouped in categories as follows: Projects, Class Tests, homework and Terminal Test.
1. Projects: These are tasks assigned to students to be completed over an extended time.
These will include the following:

i) practical work
ii) experiments
iii) investigative study (including case study)
A report must be written for each project undertaken.
2. Class Tests These will essentially consist of written assignments covering topics/units completed at some specific period within the term.
3. Home Work: This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and other problems to
be solved.
4. End –of –Term Examination :

The end –of-term examination is a summative assessment system and should consist of the knowledge and skills students have acquired in the term. The
end-of-term test for Term 3 should be composed of items/questions based on the specific objectives studied over the three terms, using a different weighting
system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an end-of-term test in
such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of objectives studied in Term 3
Senior High Schools will be provided with information on the structure of the new SBA by the middle of 2009
GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning
grades on students‟ test results.
Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: 34% and below - Fail
In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, consists of the points for the best answer you
expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question carries
20 marks, and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the student) to each
point , hence totalling 18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you may develop an answer
key to speed up the marking.
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In assigning grades to students‟ test results you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade. The grade
boundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 65% in the example. When you adopt a fixed cut-off
score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to be
awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for grading
achievement tests.
Note however, that the WASSCE has a different grading system from the above. The WASSCE grading system is as follows:
WASSCE GRADING SYSTEM
Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade C7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail
The WASSCE grading system consists of nine grades and is rather too long for use in schools. What you need to do is to encourage your students to strive to attain
a minimum of 50 percent marks in class tests in order to increase their chances of getting good grades in the WASSCE examination.
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SENIOR HIGH SCHOOL – YEAR 2
SECTION ONE
INTRODUCTION TO BUILDING CONSTRUCTION
General Objectives: The student will:
1. appreciate types of building in Ghana

2. acquire knowledge of building materials
3. acquire the skills and expertise involved in building construction
4. appreciate the degree of preparation and documentation carried out before site work
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
UNIT 1 The student will be able to: Teacher to: Students to:
BUILDINGS 1.1.1 explain the meaning of Explanation of a building. guide students to brainstorm the Explain meaning of
“building”. meaning of a building. building.
1.1.2 state the purpose of a Purpose of a building assist students to discuss the purpose of State the purpose of a
building. - accommodation a building. building.
- keep off inclement weather
- social
- commercial
- industrial
1.1.3 describe types of building. Types of building discuss with students types of building Describe types of building.
- domestic building (discussion should be done in groups).
- public building e.g. bungalow,
hospital, market, office, etc.
1.1.4 explain the differences Differences in the types of building. assist students to compare the various Explain the differences
between types of building. - Timber types of building. between types of building.
- Sandcrete
- Landcrete
- Pise
- Wattle and Daub
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ACTIVITIES
MATERIALS 1.2.1 list the materials used for Materials for building e.g. guide students to list the various types of list the materials for
the types of building. Wood, cement, bricks tiles, iron sheet, building materials. types of building.
louvers.
1.2.2 compare the merits and Comparison of materials for domestic and guide students to compare the compare the merits and
demerits of materials used public buildings. differences between the materials. demerits of materials
for types of building. used for types of
building.
UNIT 3
CONSTRUCTION 1.3.1 list the teams involved in Teams in the building process guide students to list the various teams in list various teams in the
TEAM the building process. - client team the building process. building process.
- contractor‟s team
- statutory personnel
1.3.2 outline the relationship(s) Relationship(s) between teams in the guide students to describe the outline the relationship(s)
between the various building process. relationship(s) within the various teams. between the various
teams that make the - Client organization teams in the building
construction team. - Architect/ Engineer – client guide students to state the importance of process.
organization the contribution of each team.
- Architect/Contractor
- Statutory Organs
- Public – Site Organization
1.3.3 identify the members Members in the building teams: guide students to identify members identify the members
involved in each team. Client‟s team: client, architect, engineer, involved in the teams. involved in the building
quantity surveyor. teams.
Contractor‟s team: Builder/site engineer,

general foreman, gang leader,
tradesmen/craftmen (mason, carpenter,
welder, plumber, gateman, watchman /
security officer, painter, iron binder, time
keeper)
Statutory personnel : building inspector,

town planner, public health inspector,
inspector of factory.
1.3.4 describe the duties of Duties of each member of the teams guide students to describe the duties of describe the duties of
each member of the members involved in the teams. each member of the
teams. teams.
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ACTIVITIES
UNIT 3 (CONT’D) The student will be able to: Teacher to: Students to:
CONSTRUCTION 1.3.5 distinguish between the Roles of Team members. (i) guide students to explain the line of distinguish between the
TEAM roles and relationships of -Client action each member plays in the roles and relationships of
the members of each -Contractor construction tasks the members of each
team. -Statutory team.
-Personnel (ii) discuss with students members with
direct and indirect relationships
UNIT 4
PRELIMINARIES 1.4.1 explain the term Preliminaries: guide students to brainstorm on the explain the term
„Preliminaries” - site clearance meaning of preliminaries and follow up “preliminaries” as used in
as used in building - site huts and shops offices, etc with explanations on the need for the site building construction.
construction. - site services e.g. water, electricity to be set up prior to actual production.
- site roads and access
1.4.2 state the items of work Items of work before actual work. (i) guide students to state the items of state the items of work
needed before the - site investigation work. undertaken before
construction work begins on - site clearance etc construction work begins
site. ii) take students on a trip to new sites to on site.
observe preliminary works.
1.4.3 explain the various items Items of cost in the preliminaries. assist students to state preliminary items explain items of cost in
of cost included in the - site clearance that apply to all sectors of work on site; - the preliminaries.
preliminaries. - site investigation access roads, site workshops, stores
- site services installation welfare facilities, etc.
- site offices, stores and workshops
- site access and in-site roads
- site welfare provision.
1.4.4. explain how the items of Preparation of items of cost into building Put students into groups to explain the explain how the item of
cost are factored into projects. costing of various items and its inclusion cost are factored into
building projects. in the preliminaries. building projects.
15
ACTIVITIES
DOCUMENTS OF 1.5.1 list the items involved in The building permit documents guide students to list the items involved in list the items involved in
BUILDING building permit documents. e.g. building drawings, site plan, block the building permit documents. the building permit
PROJECTS plan etc. documents.
1.5.2 state the purpose of each of Purpose of building permit document discuss with students purpose of items of state the purpose of
the items in building permit items. building permit document. each of the items in
documents. - development approval building permit
- development regulation documents.
- quality of construction
1.5.3 explain the processes Processes for applying for the building discuss with students the processes in explain the processes
involved in the preparation development permit the preparation of the application for involved in the
of the application for - preparation of drawing building development permit. preparation for building
building development - completion of proposal jacket Note development permit.
permit. Invite a Building Inspector to talk to the
class on procedures for acquiring a
building development permit.
1.5.4. explain features of the Features of Bills of Quantities assist students to explain the features of explain the features of
BILLS OF QUANTITIES. - function the bills of quantities and their functions. the Bills of Quantities.
- article of association - discuss with students samples of bills
- bill item specification of quantities.
1.5.5 explain material Materials schedule 1) guide students to explain materials explain the material
schedules in building - timber schedule in building construction. schedule in building
construction. - steel reinforcement construction and give an
- drainage pipe 2) demonstrate with samples of material example of schedule of
- sanitary items etc Schedule. material.
1.5.6 explain the meaning of Labour schedule discuss labour schedule and explain the explain labour schedule
Labour Schedule - Carpenter and Joiner types of labour in building construction with a table of the labour
- Masons and bricklayer work. types involved.
- Concrete gang
16
ACTIVITIES
WORKING
DRAWINGS 1.6.1 define the term “working Working drawings: guide students to brainstorm for the define the term “working
drawing”. meaning of drawing. drawing” .
1.6.2 outline the items in the Items in the working drawing: guide students to outline items in the outline items in the
working drawing. - elevations working drawing working drawings.
- plans
- sections
1.6.3 explain the purposes of Purposes of items in working drawing. discuss with students purposes of items explain the purposes of
items involved in working in working drawings. items in the working
drawings. drawings.
1.6.4 explain the functions of Functions of Grid lines. assist students to explain functions of grid explain the functions of
grid line on a site plan. - ground formation lines on a site plan. Use chart to explain grid lines on site plan.
to students the functions of grid lines.
1.6.5 sketch a Block Plan of a Block Plan – Sketch. guide students to sketch a block plan. sketch a block plan of a
proposed building. proposed building.
1.6.6 explain the functions of Types of plan: guide students to list types of plan and explain the functions of
types of plan. - site plan discuss their functions (See content) each type of plan.
- block plan
- foundation plan
- ground plan
- floor plan
17
SENIOR HIGH SCHOOL - YEAR 2
SECTION TWO
WORKSHOP PRACTICE
1. acquire skills in workshop practices

2. be aware of Site Welfare Procedures

ACTIVITIES
SAFETY 2.1.1 state the safety conditions to Workshop safety: guide students to state safety conditions state the safety conditions
PRECAUTIONS be observed at the worksite. - precautions at work to be observed at worksite. to be observed at
- personal safety and attitudes e.g. worksite.
carefulness: inattentiveness, etc.
- tools and equipment
2.1.2 explain the need for Health and Welfare Regulations at Work discuss with students the need for explain the need for
observing health and welfare site. observing health and welfare regulations observing health and
regulations at worksite. - minimize accidents on site at worksite. welfare regulations at
- ensure welfare of site workers worksite.
- public safety
2.13 explain the care and Care and maintenance of tools and discuss the care and maintenance of explain how to care and
maintenance of tools equipment: tools and equipment. maintain tools and
and equipment. - maintenance officer and equipment equipment.
- maintenance schedule
- type of maintenance: regular, crisis
mile; etc.
guide students to describe safety describe safety equipment

2.1.4 describe safety equipment Safety equipment: equipment at construction site. at the construction site.
at construction sites. - fire fighting appliances e.g.
hydrants, fire alarms, etc
18
ACTIVITIES
ACCIDENTS 2.2.1 explain the causes of Causes of accidents at building site guide students to identify causes of explain causes of
accidents at the building site. e.g. fire, fall, defective tools, horse-play, accidents at the building site. accidents at the building
carelessness etc. site.
2.2.2 describe methods of Accident Prevention methods e.g. discuss with students methods of explain methods of
accident prevention at - site working rules accident prevention. accident prevention at
building sites. - appoint safety officer for site building site.
- inspection of tools and equipment
prior to start of work
- sensitize workers of accidents
regulations
2.2.3 explain the reasons for Reason for Involvement of related discuss the reasons for involving related explain the reasons for
involving related agencies in agencies: agencies in building projects. involving related agencies
building projects. - Health agencies in building projects.
- Fire service department
- Security Services
UNIT 3
BASIC FIRST AID guide students to identify first aid

PROCEDURES 2.3.1 identify First Aid equipment First Aid equipment e.g. equipment using charts. identify first aid equipment
at the worksite. - sand bucket. at worksite.
- asbestos cloth/blanket.
- fire distinguishers and types.
- wet and dry pipe fire flighting systems.
2.3.2 outline the procedures to be Procedure for treatment guide students to study the procedures explain the procedure to
taken for treatment of an - first aid to be taken for treatment of an accident be taken for treatment of
accident victim on site. - permanent treatment victim on site. an accident victim on site.
Note
You may invite a resource person from
the local hospital or clinic to talk to
students on the topic.
19
SECTION THREE
SUBSTRUCTURE WORK
1. acquire practical site work skills

2. acquire knowledge in ground work

ACTIVITIES
SITE WORK 3.1.1 explain the term “Site work “. Site work. guide students to brainstorm the define site work.
meaning of site work.
3.1.2 explain the importance of Importance of boundary lines.. discuss the importance of boundary explain the importance of
boundary lines. lines with students. boundary lines.
3.1.3 explain the need for site Need for site investigation. discuss with students the need for site explain the need for site
Investigation. - for the selection of foundation type. investigation. investigation.
- building types and structural decision.
- identification of soil types and nature.
3.1.4 explain the items of Items of site investigation. discuss items required in site explain items of
information expected from - site visit investigation and their usefulness to site information expected from
site investigation. - soil investigation work. site investigation.
- services lines/routes etc
1.3.5 describe the types of test Soil investigation tests. assist students to describe the types of describe types of test for
for soil investigation. e.g. trial pit test used for soil investigation. soil investigation.
1.3.6 describe the types of Types of access road to site. discuss types of access road to site explain types of access
access road to site. - sleeper using sketches and the construction roads with sketches of
- patent fabric methods to avoid failures in their use construction.
- hoggings etc
20
ACTIVITIES
SITE CLEARANCE 3.2.1 explain the meaning of site Site clearance. discuss with students site clearance. explain the clearance
AND LEVELLING clearance.
3.2.2 explain the purpose of site Purpose of site clearance. guide students to explain purpose of site explain the purpose of site
clearance. - removal of shrubs, etc. clearance with visit to sites to observe clearance; listing the
- equipments tools and equipment and how spoils are equipments used and
- disposal of spoils disposed of. starting how spoils are
disposed of.
3.2.3 explain site leveling and its Site levelling. guide students to explain site leveling explain site leveling and
importance. - tools and equipment and its importance demonstrating using its importance and identify
- shaping site site leveling equipments. leveling equipment.
- methods of levelling
3.2.4 describe methods of Extermination of termites. discuss with students methods of explain the method of
exterminating termites. - methods destroying termites with the use of exterminating termites.
- chemical chemicals.
- destruction of colonies
UNIT 3
HOARDING 3.3.1 explain the term hoarding. Hoarding of site. discuss hoarding of sites with types of explain the term “hoarding
hoarding sites. of site”.
3.3.2 explain the precautions to Precautions for underpinning. discuss with students the precautions for explain the precautions to
be taken for underpinning - explain underpinning underpinning with regard to adjoining be taken for underpinning
work. - materials properties. work.
- types and methods of
UNIT 4
SITE LAYOUT 3.4.1 explain the term “site Site layout. guide students to explain site layout explain site layout.
AND layout”. - site roads using sample site long out plans and site
ORGANISATION - location of services runs visits.
- siting of buildings
- siting of temporary structures
3.4.2 explain the purpose of site Purpose of site layout e.g. i) discuss purpose of site layout explain the purpose of
layout. to avoid delays, confusions, construction site layout.
in disorganized manner ii) assist students to discuss the
problems of not laying out the site
with examples.
21
ACTIVITIES
SITE LAYOUT 3.4.3 describe the items to be Items in site layout. discuss with students items in site layout describe the items in the
AND considered in site layout. site layout.
ORGANISATION - site boundary
- access roads
- temporary structures e.g. site hut etc
- site services e.g. water, electricity,
telephone and gas
3.4.4. sketch a simple layout of a Site lay-out: Location of site layout. i) guide students to sketch a simple site sketch a simple site
site. - site plan layout. layout.
- access roads
- temporary huts ii) visit sites with students to see site
- site services. layouts.
UNIT 5
SETTING-OUT
A SIMPLE
RECTANGULAR 3.5.1 explain the meaning of Setting out: of building: guide students to explain the term explain setting out.
BUILDING “setting out”. Using: - 3.4.5 method, “setting out”
- site level
- survey equipments
3.5.2 list the tools and equipment Tools and Equipment used in setting out. i) discuss with students the tools and list the tools and
used in setting out. - site square equipment used in setting out. equipment used in setting
- tape measure ii) visit new site to see use of and types out.
- builders‟ square of setting out tools or equipment.
- line and pins
- hammer
22
ACTIVITIES
SETTING-OUT
A SIMPLE 3.5.3 explain the measures to Precautions to be taken in setting out: discuss the precautions to be taken explain the precautions to
RECTANGULAR be taken before a setting - checks for accuracy of tools and before setting out. be taken prior to setting
BUILDING out operation. equipment. out.
3.5.4 differentiate a building line Building line and boundary line: discuss with students the difference explain the difference
from a boundary line. - distance of building line from between a building line and a boundary between a building line
boundary line and from road edge line. and a boundary line.
display pictures or sketches of building

and boundary lines for students to tell
the differences and similarities.
3.5.5 explain the procedure for Procedure for erecting timber profile. discuss students procedure involved in explain the procedure for
erecting timber profile. - space of pegs from corner pegs. erecting profile erecting timber profile
- fixing of profile boards to profile pegs.
- check for alignment and level of
profile board.
3.5.6 explain the method of Procedure for datum level. - discuss the method of establishing a explain the method of
establishing a datum level. - location of existing datum datum level. establishing a datum level
- establishing datum on site - take students to visit a site to see how
a datum is fixed.
3.5.7 demonstrate setting out a Setting out of a simple rectangular building demonstrate the setting out of simple demonstrate the setting
simple rectangular on flat or gentle slope using building using out of a simple building.
building. - levelling instrument; (e.g. site square) -levelling instrument Assess students‟ work.
- triangulation method (3.4.5. method) -triangulation
- builder‟s square -builder‟s square
Students to practice setting out of simple

building.
23
ACTIVITIES
EXCAVATION 3.6.1 state the purpose(s) of Purpose of Excavation. discuss with students the purpose(s) of state the purpose(s) of
AND EARTH- excavation. - to remove op soil/organic material excavation. excavation.
WORK - shape site to formation level, remove
excess material.
3.6.2 state the types of Types of excavation equipment guide students to identify excavation state the types of
equipment for excavation. e.g. drag-line, face shovel, backactor, equipment, and state the uses of each equipment for excavation.
bulldozer, skimmer etc. equipment.
3.6.3 state uses of the Use of excavation equipment e.g. discuss with students the uses of the state the uses of
excavation equipment. - trench types of excavation equipment. excavation equipment.
- pits
- grading
- skimming
3.6.4 explain the types of Types of excavation discuss types of excavation. explain the types of
excavation. - trenches excavation.
- pits
- site clearance
3.6.5 explain the procedure for Supports to sides of trenches i) discuss with students the explain the procedure for
supporting the sides of e.g. timber support and sheet pinning. procedure for supporting trench supporting the sides of a
trenches. sides. trench.
ii) illustrate with sketches support

to trench sides with students.
Take students to site to observe and

report on how a trench is supported.
3.6.6 sketch a typical timber Supports to sides of trenches in guide the students to sketch typical Sketch timber supports to
supports to trenches in - firm soil supports to the sides of a trench trenches in the various
various types of soil. - moderately firm soil excavation. types of soil.
- loose soil
- wet soil
24
ACTIVITIES
3.6.7 describe the methods of Safety methods in trench works. discuss with students the methods of explain the methods of
EXCAVATION ensuring safety when ensuring safety in the digging of a trench ensuring safety when
AND EARTH- digging a trench. digging a trench.
WORK
3.6.8. explain the causes of Causes of collapse of trench sides. discuss with students the causes of explain the causes of the
collapse of trench sides. - locating heavy plant and spoils close collapse of trench sides collapse of trench sides.
to trench
- non-supports for sides of trenches
UNIT 7
CLASSIFICATION 3.7.1 identify types of soil. Types of soil discuss with students types of soil identify types of soil.
OF SOILS e.g. gravels, sand, silt, clays, peat, made- Dig samples of soil to class for students
up soil, rock, laterite etc. to exercise and
3.7.2 state the characteristics of Characteristics of types of soil:- discuss the characteristics of types of state the characteristics of
types of soil. soil with the student each type of soil.
- cohesive soil
- non-cohesive soil
UNIT 8
FOUNDATION 3.8.1 identify types of foundation. Types of foundation guide students to identify types of identify types of
- strip foundation with sketches. foundation.
- raft Field Trip:- Students to go out and
- pile observe different types of foundation.
- pad
3.8.2 state the functions of the Functions of the foundation assist students to discuss the functions state the functions of
foundation of the foundation. foundation.
3.8.3 describe the sizes of Sizes of types of foundation. use diagrams or pictures to discuss the state the sizes of the types
types of foundation - narrow trenches sizes of foundations. of foundation.
- deep trench
- water legged sites
- subsidence soils
3.8.4. explain the factors which Factors to determine the bearing capacity discuss the factors which affect the explain factors for
affect the bearing of subsoil e.g. bearing capacity of subsoil with the determining the bearing
capacity of a subsoil. - nature of soil students capacity of a subsoil.
- type of soil
- load of building
- underground streams
- mined site
25
ACTIVITIES
PILING
3.9.1 explain the meaning of Piling in foundation work. Use sketches to explain piling in explain piling in foundation
“piling” in foundation work foundation work work.
3.9.2 explain types of pile used in Types of pile: discuss types of pile using explain types of pile used
foundation work - placement sketches/charts. in foundation work.
- displacement
3.9.3 explain the methods of Methods of placing piles. discuss the methods of placing piles; explain the methods of
placing piles - boring for replacement, illustrate with sketches of the various placing piles with
- displacement using hammer methods. sketches.
- percussion method
3.9.4 differentiate between Difference between bearing pile and discuss the difference between bearing explain the difference
bearing pile and friction friction pile. pile and friction pile with the students between bearing pile and
pile using sketches of the types of piles. friction pile using
sketches.
3.9.5 explain the advantages of Advantages of types of pile. discuss with students the advantages of explain the advantages of
each type of pile In-situ piles: each type of pile. each type of pile.
- precast
- pressure
- bored etc
26
ACTIVITIES
SUBSTRUCTURE 3.10.1 describe types of wall. Types of wall at substructure level. guide students to describe types of wall. describe types of walls.
WALLS - foundation wall
- cavity wall
- honey-comb wall
3.10.2 list materials for types of Materials for types of walls: guide students to identify types of describe types of wall.
wall. - bricks/ blocks walling materials.
- wattle and daub
- soil wall
- compressed block
- cement slab
- ilice soil block
- pise construction
3.10.3 explain the functions of Functions of walls. discuss with students the functions of explain types of bonding
walls. - space enclosure walls. for walls.
- keep out adverse of soil
3.10.4 explain types of bonding Bonding for walls - guide students to explain the types of explain the functions of
for walls. - stretcher bond bonding and the principles involved walls.
- English bond using sketches.
- header bond - assist students to erect walls in explain types of bonding
- Flemish bond different bonds. for walls.
3.10.5 describe types of mortar. Description of types of mortar for structure guide students to describe the types of describe types of mortar
wall. mortar for structure walls. for structure walls.
- cement-sand mortar
- cement – soil mortar
- soil mortar
- lime mortar
- cement, lime, sand mortar
27
ACTIVITIES
DAMAGE TO 3.11.1 describe some of the Defects in substructure work: discuss with students defects in explain defects in
SUBSTRUCTURE defects in substructure e.g. collapse to sides of trench, settlement substructure work. substructure work.
WORK work. crack, etc.
3.11.2 describe the methods of Protection against damage to substructure discuss methods of protection against explain the methods of
protection against work. damages to substructure work. protections against
damages to substructure - support to sides of trenches damages to substructure
work. - damp-protection work.
- dewatering water logged trenches
- site freezing of soil, etc.
28
SECTION FOUR
SUPERSTRUCTURE
1. be aware of types of wall and materials used

2. acquire skills in the construction of types of wall

ACTIVITIES
WALL
4.1.1 explain the term “wall” in Explanation of a wall in super structure. discuss with students the term wall in explain wall in building
super structure. building construction construction .
4.1.2 discuss the functions of Functions of walls. guide students to discuss the functions state the functions of
external walls. - space enclosure of walls. walls.
- support roof and other loads
- keep off adverse weather effects
- improve beauty of building
4.1.3 identify types of wall. Types of wall. guide students to identify types of wall. identify types of wall.
- partition wall
- load bearing wall
4.1.4 explain functions of types of Functions of types of wall. discuss functions of walls with students. explain the functions of
wall. - thermal resistance the types of wall.
- sand resistance
- moisture penetration
4.1.5 describe methods of wall Methods of wall construction. discuss the methods of wall describe methods of
construction of each type of - Atakpame construction. construction of each type
wall. - Wattle and daub of wall.
- Pise construction
- Concrete wall
- Precast concrete wall
- Timber wall
- Block/brickwalls
29
ACTIVITIES
WALL 4.1.6 explain the methods of Protection of wall surface against weather - discuss with students methods of explain the methods of
protecting wall surface degradation. protecting wall surface against protecting wall surface
against weather erosion and - rendering e.g. weather degradation and physical against weather erosion
physical damage. cement-sand, lime-cement sand/soil, damage. and physical damage
bitumen-soil, lime-pozzolana-soil, - assist students to render wall
pozzolana- cement sand surface against weather. - render wall surface
- tiling - assist students to paint wall surface - paint wall surface
- oil based paint against weather
- painting e.g. oil and water
- sheeting e.g. bituminous felt etc
UNIT 2
FLOOR
4.2.1 explain the meaning of Definition of a floor. assist students to define a floor. explain a floor.
floor.
4.2.2 describe types of floor. Types of floor. discuss with students types of floor. outline types of floor.
- ground floor
- suspended floor etc.
UNIT 3
GROUND FLOOR 4.3.1 define a ground floor. Definition of ground floor. i) guide students to define ground floor. define ground floor.
ii) discuss with students types of
4.3.2 describe types of ground Types and uses of ground floor. ground floor and their uses.
floor and their uses. - solid ground floor iii) guide students to sketch types of describe types of ground
- suspended ground floor ground floor. floor and their uses
- timber ground floor
4.3.3 explain the functions of Functions of floor types with regards to discuss with students functions of explain the functions of
types of floor in relation to their characteristics. ground floor and their characteristics. types of floor in relation to
their characteristics. their characteristics.
4.3.4 differentiate between Formation level and Ground level. guide students to explain formation level differentiate between
formation level and ground and ground level with minimum height formation level and ground
level. 150 mm above ground level. level.
4.3.5 describe the methods of Construction of ground floors. assist students to describe the methods describe the methods of
constructing ground floors. - solid ground floor of constructing ground floors using constructing ground floors
- timber floor sketches. with the aid of sketches.
- suspended ground floor
30
ACTIVITIES
GROUND FLOOR 4.3.6 select ground floor Selection of ground floor materials: discuss with students how to select select materials for ground
materials. - selected soil/laterite material materials for ground floor construction. floor construction.
- sand
- rock dust waste
- sand reinforced clay rammed in-place
- (cement, sand, stone)
4.3.7 explain the factors for Factors for selecting materials discuss factors for selecting materials for explain the factors for
selecting materials for - types of floor use e.g. domestic, factory, ground floor construction. selecting materials for
ground floor construction. conference hall, institutional etc. ground floor construction.
4.3.8 select appropriate floor Characteristics of floor materials discuss the characteristics of a material i) state the
material depending upon - hard wearing required for floors that serve different functional
their characteristics and the - inert and stable functions requirements of a
functions of the floor - strong floor.
- chemical resistant
- water resistant etc ii) explain the effect
that the
characteristic of a
material has on
the functional
requirements of
the floor.
UNIT 4
SUSPENDED 4.4.1 explain the term “suspended Suspended floors discuss with students with the aid of explain the term
FLOOR floor” in building construction sketches suspended floor types. “suspended floor” with the
aid of sketches.
4.4.2 explain the structural Structural requirements of suspended discuss with students the structural explain the structural
requirements of suspended floors:- requirements of suspended floors. requirements of a
floors. - tension and compression suspended floors.
reinforcement bars
- surface finish
- vibrating forces
- sound and thermal resistance
- fire resistance
31
ACTIVITIES
SUSPENDED
FLOOR 4.4.3 state types of suspended Types of suspended floor. guide students to identify types of state types of suspended
floor - solid floor suspend floor. Illustrate the types of floor and illustrate them.
- timber floor suspended floor for students to observe
- suspended precast hollow floors and illustrate in their books.
- corridors and balconies etc
4.4.4 explain the functions of Functions of suspended floors. discuss with students functions of explain the function of
suspended floors. - provide surface for finishes suspended floors. suspended floors.
- provide for service runs
4.4.5 state uses of corridors and Corridors and balconies. discuss the uses of corridors and state the uses and safety
balconies of suspended balconies. Guide students to identify precautions to be taken for
floors. suspended corridors and balconies and suspended corridors and
their safety precautions. balconies.
4.4.6 describe materials used for Materials for suspended floor construction discuss with illustrations materials used describe materials for
suspended floor e.g. reinforced, concrete, timber, earth, for constructing suspended floors. constructing suspended
construction. hollow blocks, etc. floors with the aid of
sketches.
4.4.7 explain the methods of Methods for constructing suspended. discuss with students methods of explain the methods of
constructing suspended floors; constructing suspended floors using constructing suspended
floors with the aid of - solid sketches and charts. floors with the aid of
sketches. - timber sketches.
- hollow
32
ACTIVITIES
The student will be able to: Teacher to: Students to:
UNIT 4 (CONT’D)
4.4.8 explain the functions of Functions of ceiling. let students brainstorm on the functions explain functions of
SUSPENDED ceiling. of ceiling. ceiling.
FLOOR
4.4.9 state the materials used for Materials: discuss with students materials used for state materials used for
ceiling construction. - plywood, plastic, plaster of Paris (POP) ceiling construction. ceiling construction.
timber, concrete
4.4.10 explain the methods of Methods of constructing ceiling. discuss with students methods of explain the methods of
constructing ceiling. constructing ceiling. Illustrate with constructing ceiling with
sketches methods of constructing the aid of sketches.
ceiling.
UNIT 5
FORMWORK AND 4.5.1 explain the term „formwork”. Formwork. discuss the term “formwork” with define the term
SUPPORTS students. “formwork”.
4.5.2 state uses of formwork. Uses of formwork e.g. guide students to state uses of state uses of formwork.
- timber formwork.
- metal
- plastic
4.5.3 select the materials used Materials for formwork. discuss with students the criteria for the select materials for the
for the types of formwork. - bamboo selection of material for formwork. types of formwork.
- timber
- steel
- made woods, plywood, hard board;
plastic sheets
4.5.4 describe the types of Types of formwork. discuss types of formwork with describe the types of
formwork in building students. formwork in building
construction. construction.
4.5.5 explain the factors to be Factors involved in constructing timber discuss with students the factors to be explain the factors to be
considered in constructing formwork. considered in constructing timber considered in constructing
timber formwork. - strength formwork. timber formwork.
- stability
- load
- shape of concrete
4.5.6 describe the erection of Erection of formwork. guide students to describe erection of describe the erection of
types of formwork with the formwork with the aid of sketches. types of formwork with the
aid of sketches. aid of sketches.
4.5.7 explain method of striking Striking of formwork. discuss with students method of striking explain method of striking
formwork formwork. formwork.
33
ACTIVITIES
The student will be able to:
UNIT 6 Teacher to: Students to:
SCAFFOLDS AND 4.6.1 explain the term „scaffold” . Explanation of scaffold. discuss with students the term explain the term “scaffold”.
SCAFFOLDING “scaffold”.
4.6.2 outline the types of scaffold. Types of scaffold. discuss with students the types of outline the types of scaffold.
- putlog scaffold.
- independent
4.6.3 describe the scaffold fittings Scaffold fittings. discuss with students scaffold fittings describe the fittings of scaffold
with the aid of sketches. e.g. base plate, couplers, putlog, with the aid of sketches. with the aid of sketches.
etc
4.6.4 explain the uses of scaffolds. Uses of scaffolds. discuss with students the uses of explain the uses of scaffolds.
scaffolds with sketches.
4.6.5 describe materials used for Materials for scaffolding: discuss with students materials used for describe the materials for
the construction of - bamboo constructing scaffolds. constructing scaffolds.
scaffolds. - timber
- metal
4.6.6 explain the methods of Scaffolds construction. discuss the construction of scaffolding explain the methods of
constructing scaffolds. with students using sketches. constructing scaffolds.
4.6.7 explain precautions Precautions in scaffolding. discuss with students the precautionary explain the precautions
necessary in the use of measures in scaffolding. necessary in the use of
scaffolding. scaffolds.
34
ACTIVITIES
UNIT 7 The student will be able to:

Teacher to: Students to:
PRACTICAL WORK
SETTING-OUT A 4.7.1 establish a building line. Building line. guide students to establish building line establish a building line.
SIMPLE BUILDING with the aid of site and block plans.
RECTANGULAR
4.7.2 establish frontage line. Frontage line. guide students to establish frontage establish frontage line.
line.
4.7.3 establish an adjacent line to Adjacent corner line to frontage demonstrate how to establish an establish an adjacent corner
the frontage line. line. adjacent line to a frontage line at 90. line to frontage line.
- triangulation method
- builders square assist students to establish an adjacent
- site square line to a frontage line at 90.
4.7.4 measure the length of the Measure of length on frontage line demonstrate with students the measure the length of the
building on the frontage line. of building. measuring of the frontage line from building on the frontage line.
Peg 1 to establish Peg 2.
4.7.5 establish an adjacent corner Establishment of an adjacent demonstrate how to establish other establish an adjacent corner at
at 90. corner. adjacent corner of the building at 90 to 90.
the frontage line for students to
practice.
4.7.6 complete the outline of the Completion of outline of building. guide students to complete the corners complete the outline of the
rectangular building. building. rectangular building .
4.7.7 erect profiles at the Erection of profile. demonstrate the method of establishing erect profile at the corner and
corners and intersections of profiles at the corners and at the intersections of the walls of
the walls of the building. intersections of walls for students to the building
practice
35
ACTIVITIES
The student will be able to:
UNIT 8 Teacher to: Students to:
PRACTICAL WORK 4.8.1 set out the outline for the Setting out for a corner brickwall demonstrate method of setting out set out the outline for the
(WALLING) length of a corner brickwall. with builders square. using straight edges measuring tape, length of a corner brick wall.
builders chalk etc. for students to
practice
4.8.2 batch materials for preparing Batching of materials guide students to batch materials for batch materials for preparing
clay/lime-sand mortar. - use of gauge box. mortar correctly. lime-sand mortar.
4.8.3 mix materials for mortar. Mixing of materials demonstrate mixing of materials using mix materials for mortar.
- hand mixing of clay/lime sand spade, watering can etc. for students to
and water. practice
4.8.4 pick and spread mortar. picking and spreading of mortar. demonstrate the correct use of trowel to pick and spread mortar.
pick and spread mortar for students to
practice
lay bricks for the first course.
4.8.5 laybrick for the first course. Laying of bricks. demonstrate brick laying by placing the
- using trowel, straight edge first and the end bricks.
spirit level, guage rod, demonstrate the method of gauging, top
builder‟s square, brick leveling, plumbing and checking face
hammer, club hammer alignment of the corner bricks for
bolster, builder‟s line students to practice.
4.8.6 fill in between the end bricks Filling in of bricks. guide students to fill in between the end fill in between the end bricks to
to complete the first course. bricks and align them correctly and fill complete the first course.
the vertical joints.
guide students to repeat the processes

of
i) picking and spreading mortar
on the previous course.
ii) gauging, top leveling, plumbing
iii) checking horizontal and vertical

alignment.
4.8.7 lay subsequent courses to Laying other courses. guide students to use the builder‟s lay subsequent courses to
complete the required square where return corners are complete the required number
number of courses involved and complete the laying of of courses.
other courses.
36
SECTION FIVE
INTRODUCTION TO PROJECT WORK
1. acquire knowledge in carrying out a project work
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
INTRODUCTION
5.1.1 explain the term Introduction to project work. discuss with students the term “introduction” to define the term
“Introduction” to project project work. “introduction” to project
work. work.
5.1.2 outline the processes Processes In carrying out project work guide students to outline the processes for outline processes involved
involved in the carrying out project work. in the introduction of a
Introduction to project - background of the study project work.
work. - statement of the problem
- purpose of the study
- the survey method of the study
- limitations of the study
- definition of terms (if any).
5.1.3 explain the processes in Explanation of Processes in the guide students to explain the processes in the explain processes in the
the introduction to the introduction to the project work. introduction to the project work. introduction to the project
project work. work.
37
ACTIVITIES
LITERATURE 5.2.1 explain the term Literature review. guide students to discuss literature define literature review.
REVIEW “literature review”. review.
5.2.2 explain the purpose of Purpose of literature review: To read from Assist students to discuss the purpose of
“literature review” various sources to collect more literature review (See content)
information on the topic of the project. The Note
review helps one to get information on the Emphasize the importance of observation
different types of work that has been done and reading to be able to do something
on the topic by other people. The review new in one‟s project
also helps the student to carry out a
project that is different or slightly different
from what others have done.
5.2.2 state the procedures to Procedure in literature review. discuss with students item included in state items involved in
consider in reviewing -Reading from different sources literature review. literature review.
literature. -The internet
-Personal observations
5.2.3 prepare a sample of Preparation of literature review. guide students to prepare a sample of prepare a sample of literature
literature review. literature review. review.
UNIT 3
METHODOLOGY 5.3.1 explain the term Methodology of the project work: This explain to students methodology for explain the term methodology
“methodology” for carrying essentially involves a description of how carrying out of project work. for carrying out a project work.
out a project work. data was collected.
5.3.2 analyze the elements in Items of methodology: guide students to list items to be use the methodology to carry
the methodology of a - development of data collection considered in the methodology of a out a project.
project instruments: questionnaire, interview project work. Guide students to explain
scale etc the items.
-data collection procedure
-sort data collected
38
METHODOLOGY 5.3.3 explain the methods of Data collection methods: guide students to explain methods for explain the methods used
collecting data. -Administering the questionnaire collecting data whether by post or by hand for collection of data.
-Conducting interviews etc.
-Observing situations etc. develop a short interview
scale and collect data in the
neighbourhood
UNIT 4
DATA ANALYSIS 5.4.1 state various ways for Methods of data analysis: discuss the methods used for processing or state methods used to
analysing data collected Quantitative methods: means, analyzing the data. analyse the data.
percentages etc
Qualitative methods: Types of design etc
5.4.2 explain the methods to Data analysis. guide students to explain methods used to explain methods to be used
use in analyzing data. analyse data. in analyzing data.
UNIT 5
INTERVENTION 5.5.1 explain intervention as Interventions. discuss with students interventions. explain interventions as
used in project work. used in project work.
5.5.2 prepare the project work. Preparation of project work. guide students to prepare a project wok. prepare a project work.
UNIT 6
5.6.1 summarize write up of a Project write up summary. guide students to write a summary of project summarize the write up of a
SUMMARY/ project work. work. project work.
CONCLUSION/
RECOMMENDA-
TION 5.6.2 draw conclusion and Conclusion/Recommendations; guide students to draw conclusion to project draw a sample of conclusion
make recommendations. Identification of strengths and work and make recommendation for and recommendations.
weaknesses strengths and weaknesses.
39
SECTION ONE
WALL CONSTRUCTION
General objectives: The student will:
1) recognize load bearing and non load bearing walls

2) use columns, beams and lintels in wall construction
LOAD BEARING 1.1.1 explain the functions of Functions of load bearing wall: Assist students to identify and discuss the explain the functions of load
WALL load bearing wall. -create enclosure functions of a load bearing wall bearing wall
-carry imposed load
-exclude wind, stormy rain, keep out
curious persons and animals
-keep out the burglars
-protect properties.
UNIT 2
NON-LOAD 1.2.1 explain the functions of Non-load-bearing wall. discuss the functions of non-load bearing explain the functions of non-
BEARING WALLS non-load bearing wall. - partition wall wall load bearing wall
- screen wall
1.2.2 compare the differences Comparison of load and non-load bearing guide students to compare load bearing and compare the differences
between load bearing and walls non-load bearing walls between load bearing and
non-load bearing walls. non load bearing walls
1.2.3 describe the materials for Materials for non load bearing wall. guide students to describe materials for wall describe the materials for
Non-load bearing wall. - timber construction wall construction
- metal
- block/brick
40
NON-LOAD 1.2.4 describe free standing Free standing wall guide students to describe free standing wall describe free standing wall
BEARING WALLS wall. - fence wall
- parapet wall explain the methods used
to prevent moisture
penetration in free standing
1.2.5 explain the methods used Preventive methods e.g. use of discuss the methods of preventing moisture wall with the aid of sketches
to prevent free standing coping damp proof course and penetration in free standing wall using
wall from moisture flashing. sketches
penetration.
UNIT 3
STRUCTURAL 1.3.1 explain the structural Structural requirements of walls: discuss the structural requirements of load explain the structural
REQUIREMENTS requirements of walls. - load bearing bearing and non-load bearing walls requirements of walls
- non-loading bearing walls
1.3.2 explain the stresses that Stresses supported by load bearing discuss the stresses supported by load explain the stresses that the
load-bearing wall support. wall. bearing wall load bearing wall support
- buckling
- tension
- compression
UNIT 4
COLUMNS AND 1.4.1 define the terms “column” Column and beam guide students to define column and beam define column and beam
BEAMS and “beam”. - buckling
- bending
1.4.2 state the materials for columns Materials for columns and beams guides students to identify materials for state the materials for
and beams. timber columns and beams columns and beams
stone
blocks & bricks
- reinforced concrete
- metal
1.4.3 explain the functions of Function of column and beam guide students to discuss the functions of explain the functions of
column and beam. transmit load. column and beam column and beam
1.4.4 apply reinforcement steels to Reinforcement to column and beams. assist students to apply reinforcement steel place/fix steel reinforcement
column and beam. to columns and beams. in columns and beams.
41
ACTIVITIES
-
WINDOWS AND 4.4.1 identify types of window. Window types: guide students to identify types of window. identify types of window.
WINDOWS batten
FRAMES casement
louvered /jalousy
glazed.
4.4.2 describe types of window and Window and window frames i) with the aid of charts, guide students to describe types of window and
their frames. Parts. describe types of window and their frames. window frame with the aid of
sketches.
ii) illustrate with students, sketches of window
types and parts.
4.4.3 explain the functions of Functions of windows: discuss with students functions of windows. explain the functions of
windows. -ventilation windows.
-lighting, etc.
4.4.4 describe the methods of Windows and window frames illustrate the construction of windows and window describe the methods of
construction of windows. construction. frames. construction of windows with
the aid of sketches.
4.4.5 describe the methods of Moisture Prevention i) guide students to describe how to prevent describe the methods of
preventing entry of moisture at sills/cills moisture from entering the joints moisture exclusion from the
joints in windows and window water bar joints of windows and window
frames. DPC. ii) illustrate with students methods of preventing frames.
moisture from entering the joints
UNIT 5
IRONMONGERY 4.5.1 define the term “ironmongery”. Ironmongery. guide students to define ironmongery. define Ironmongery.
4.5.2 identify types of ironmongery. Types of Ironmongery; - guide students to identify types of ironmongery. - identify types of ironmongery
e.g. hinges, nails, locks, - explain to students the criteria for selecting iron - select types of iron mangery.
catches, stays, bolts, latches, managery.
etc.
4.5.3 sketch types of ironmongery. Types of ironmongery. guide students to sketch types of ironmongery. sketch types of ironmongery.
4.5.4 explain the uses of types of Uses of types of ironmongery. - discuss with students the uses of types of - explain the uses of types of
ironmongery. - hinging ironmongery. Ironmongery.
- catchment - assist students to hinge a door. - fix a door/using hinges.
- lock secure
42
ACTIVITIES
CEILING 4.6.1 explain the term “Ceiling”. Ceiling. guide students to explain the term “ceiling”. explain the term “ceiling “.
4.6.2 state materials for ceiling. Ceiling materials guide students to identify materials for ceiling. state materials for ceiling.
e.g. plywood, plastic sheet
glass fibre, fibre board etc.
4.6.3 explain purpose of ceiling. Purposes of Ceiling - guide students to explain purposes of ceiling explain purposes of ceiling.
- create level finish - take students on tours to sites to observe ceiling
- as decoration use types..
- intercept dust from roof
space, etc.
- background to
finishes/decoration
4.6.4 explain the functions of the Parts of ceiling: guide students to explain the functions of the explain functions of parts in
parts in ceiling construction. e.g. noggings, sheeting/ceiling parts using charts and sketches. ceiling construction.
covering, cove mouldings,
battens, joist, hangers, cornice,
etc.
4.6.5 describe the methods of construction of ceiling. i) guide students to describe methods of describe the methods of
constructing ceiling. constructing ceiling. constructing ceiling.
ii) illustrate the details of ceiling construction for

students to practice
43
ACTIVITIES
PAINT AND 4.7.1 explain the term: “painting”. Painting. discuss with students painting. explain the term “painting”.
PAINTING
4.7.2 describe types of paint. Types of paint discuss types of paint. describe types of paint.
- oil paint
- emulsion paint.
4.7.3 explain functions of paints. Functions of paints. guide students to explain functions of paints. explain functions of paints.
4.7.4 describe the methods of Methods of painting. - guide students to describe methods of painting describe methods of painting.
painting. - brushing
- rolling
- spraying
4.7.5 explain the procedures for Preparation of surfaces guide students to prepare background surface to explain the procedure for
preparing surfaces to receive timber receive paints preparing surfaces to receive
paint. plaster board paints.
cement/sand finish - demonstrate the methods of preparing surfaces
metal. for painting. Students to practice.
4.7.6 explain the purpose of priming Purpose of priming in painting. guide students to explain the purpose of priming explain the purpose of priming
in painting. surfaces in painting.
4.7.7 describe the types of Types of tool/equipment. discuss types of tool/equipment for painting describe the types of
tool/equipment for painting. tool/equipment for painting.
4.7.8 explain the defects in painting. Defects in painting - guides students to discuss defects in painting explain the defect in painting.
- blisters - conduct students on tour of existing buildings to
- flaking identify defects in painting
- cracks, etc.
4.7.9 explain the remedies for Remedies in painting. discuss the remedies for defects in painting. explain the remedies for
defects in painting. defects in painting.
44
SECTION FIVE
PRACTICAL WORK
1) acquire skills in constructing and fixing door/window frames

2) acquire skills in installing fittings
3) acquire skills in applying finishes
SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING
UNIT EVALUATION
ACTIVITIES
UNIT 1
5.1.1 explain the term cutting list. Cutting list. discuss with students cutting list. explain cutting list.
PRACTICAL
WORK 5.1.2 prepare cutting list from a given Preparation of cutting list. guide students to prepare cutting list. prepare cutting list from a
drawing for a miniature door/ given drawing for a miniature
(CONSTRUCTION window frame. door/window frame.
OF
DOOR/WINDOW 5.1.3 prepare wood for Preparation of wood demonstrate with students preparation of piece prepare a piece of wood for
FRAME) door/window frame. e.g. measuring, cutting, of wood for door/window frame using working door/window frame.
planning. drawings.
5.1.4 prepare setting out rod for Setting out rod demonstrate with students the preparation of prepare setting out rod for
door/window frame. - using measuring tape, setting out rod for door/window frame. door/window frame.
Try square etc.
5.1.5 mark out for door/window frame. Marking out. guide students to mark out door/window frame mark out door/window frame
from setting out rod. from setting out rod.
5.1.6 prepare joints and shape wood Preparation of joints and guide students to prepare joints and shape wood prepare joints and shape wood
pieces. shaping of wood using hand machine tools. pieces.
- the use of mortise and tenon/
housing joints.
5.1.7 assemble prepared wood Assembling prepared wood i) guide students to trial assemble i) assemble work
pieces. pieces. ii) guide students to effect any corrections in ii) trial test work for
joints and dress them correction
iii) guide students to glue up work and clamp it iii) glue, assemble and
iv) guide students to remove work from clamp clamp work to dry
and finish it up. iv) remove work from clamp
and finish it up.
45
ACTIVITIES
PRACTICAL 5.2.1 fix door/window frame to Fixing of door/window frame demonstrate methods of fixing door/window fix door/window frame to
WORK block/brick wall opening. -use of breeze block frame to wall opening for students to practice block/brick wall opening.
(FIXING OF -wood plug
DOOR -galvanized clamps
/WINDOWS
FRAME)
UNIT 3
PRACTICAL 5.3.1 hang a door to door frame. Hanging of doors. techniques in hanging door to door frame for hang a door to a door frame.
WORK students to practice
(HANGING OF
DOOR)
UNIT 4
PRACTICAL 5.4.1 prepare the surface to be tiled. Preparation for tiling. demonstrate preparations involved before tiling. prepare surface to receive
WORK tiles.
(LAYINNG OF keying
FLOOR AND cleaning
WALL TILE) dampening, etc.
5.4.2 use correct method for Fixing and laying of tiles demonstrate the correct methods for laying/fixing use correct methods for
laying/fixing tiles. adhesives tiles for students to practice laying/fixing tiles.
cement mortar etc
5.4.3 finish the tiled surface. Finishing to tiled surface. demonstrate finishing off tiled surface for students finish off tiled surface.
to practice.
46
SECTION SIX
SIMPLE BUILDING DRAWING
1. acquire skills and techniques in building drawing.

2. recognize simple interpretation of building plans and their detailed drawing.
3. apply building drawing to actual building processes.

ACTIVITIES
UNIT 1 The student will be able to: Teacher to: Student to:
DIMENSIONING 6.1.1 dimension views using Dimensioning. i) guide students to assign dimensions dimension views of plan
appropriate scales. using appropriate scales. using appropriate scales.
ii) demonstrate how to dimension views

of building plans.
6.1.2 assign letters and figures to Lettering. illustrate methods of lettering views and assign letters and figures to
views and details correctly. details of simple building plan with views and details correctly.
students.
UNIT 2
BUILDING DRAWING 6.2.1 identify electrical and plumbing Electrical Symbols. i) discuss with students simple electrical identify electrical and
SYMBOLS symbols. e.g. sockets, fans, bells, switches, and plumbing symbols with sketches plumbing symbols.
etc. and charts.
ii) guide students to identify

simple electrical and plumbing
symbols.
6.2.2 use symbols in building Use of symbols. guide students to use symbols with use symbols in building
drawings. chart, illustrating how to represent drawing.
electrical and plumbing symbols correctly.
47
ACTIVITIES
PRESENTATION OF 6.3.1 explain the principles of Principle of orthographic projection. (i) illustrate with the aid of explain the principles of
SIMPLE BUILDING orthographic projection in charts and models the principles of orthographic projection in
DRAWINGS building drawing. orthographic projections. building drawing.
6.3.2 explain the principles of Principles of freehand sketching. guide students to explain the principles of explain the principles of
freehand sketching. freehand sketching. freehand sketching.
6.3.3 sketch a simple building in Elevations (i) illustrate drawing of elevations in sketch in first angle and
orthographic projection in e.g. front, end, plan orthographic projection for students to third angle projects the
st
freehand. - 1 angle practice i) front view
rd
- 3 angle ii) plan
(ii) guide students to use orthographic iii) end view
principles in detail drawing. of a simple building in
freehand.
UNIT 4
DETAILED DRAWING
OF A BUILDING 6.4.1 explain detailed drawing of a Detailed drawing: (i) discuss with students the purpose of explain detailed drawing of
building. - foundation plan detailed drawing. a building.
- ground floor plan
- sectional elevations (ii) illustrate with students using charts
- foundation footings the detail drawings of a building.
- columns
- beams
6.4.2 produce detailed drawings in Detailed elevation drawings guide students to produce detailed produce detailed drawings
st
orthographic projection of a - 1 angle projection drawings of simple building using charts of a simple building in first
rd
simple building. - 3 angle projection and sketches. and third angle
orthographic projections.
6.4.3 sketch simple building details Freehand sketching (i) use charts and models to explain the sketch simple building
in freehand. - sectional views freehand sketching. drawing details using
e.g. foundations, footings, doors, freehand.
windows, sills, roof details, etc. (ii) illustrate with students freehand
sketching of various details.
48
SECTION ONE
STAIRS
1. acquire knowledge in stairs.

2. understand the fundamentals stair construction.

ACTIVITIES
TYPES OF STAIR
1.1.1 define stairs. Definition of stairs. guide students to define stairs. define stairs.
1.1.2 explain types of stair. Types of stair - discuss with students types of stair. explain types of stair.
- straight flight, quarter, half-turn, - assist students to upstairs building to
dog-legged, spiral, tapered. observe stair and their details.
1.1.3 list the parts of stairs. Parts of stairs - discuss parts of stairs. - list parts of stairs
e.g. tread, riser, newel string - assist students to draw types of stairs - draw types of stair with
balustrades, etc. with their details. details.
1.1.4 explain the parts of stairs. Parts of stairs. discuss parts of stairs using charts, and explain the parts of stairs.
models.
1.1.5 explain the functional Functional requirements of stair discuss with students the functional explain the functional
requirements of stair construction. requirements of stair construction. requirements of stair
construction. construction.
- uniform steps,
- strength,
- durability, etc.
49
ACTIVITIES
TIMBER STAIR
CONSTRUCTION 1.2.1 describe the method of setting Setting out. describe the procedures for setting out describe the method of
out a timber stairs. timber stairs with students. setting out timber stairs.
show models of setting out to students.
demonstrate with students the act of

setting out timber stairs.
1.2.2 sketch the lay-out of stairs. Lay-out of timber stairs discuss with students the preparation of lay out stairs.
e.g. tread, riser, nosing, landing, layout of stairs using sketches.
skirting, etc.
1.2.3 explain the method of Timber stair construction. discuss with students methods of explain the construction of
constructing timber stairs. - joint between tread and riser with constructing timber stairs with sketches timber stairs.
nosing. and models of joints.
- joint between tread with riser and
strings
- fixing handrails and balusters in
stairs.
1.2.4 explain the problems associated Defect in timber stairs (i) discuss with students defects of explain the problems
with timber stairs. - materials defects materials used for timber stairs. associated with timber
- constructional defects stairs.
(ii) discuss constructional defects with
students.
50
ACTIVITIES
CONCRETE STAIR 1.3.1 describe formwork construction Formwork for concrete stairs. (i) discuss with students the steps describe the construction of
CONSTRUCTION for concrete stairs. involved in erecting formwork. formwork for concrete
(ii) demonstrate with students using stairs.
models.
1.3.2 explain the method of placing Placement of reinforcement bars. (i) discuss with students the method of explain the method of
reinforcement in concrete stairs - tension placing reinforcements in concrete placing reinforcement in
- compression stairs. concrete stairs.
(ii) take students on guided tour to
observe stairs reinforcement placing.
1.3.3 explain methods of fixing Fixing of balustrade. discuss with students the methods of explain the methods of
balustrade to concrete stairs. - timber fixing balustrade in concrete stairs using fixing balustrade in
- metal sketches. concrete stairs.
- concrete
1.3.4 explain the functional Functional characteristics of discuss with students the functional explain functional
characteristic of the illustrate materials for balustrade. characteristics of balustrade materials. characteristics of
materials. construction. - rotting effect of moisture on timber balustrade materials.
- timber - rustion iron/steel due to dampness
- metals, - concrete cracks, decomposition due to
- concrete poor mixing, poor design, etc.
UNIT 4
CONSTRUCTION OF
METAL STAIRS 1.4.1 identify types of metal used for Metal stairs. discuss with students types of metal for identify types of metal stair.
metal stair. - steel stair construction.
- aluminum
- alloy metals
- discuss with students the method of explain the methods of

1.4.2 explain the method of fixing Fixing balustrade fixing balustrade using sketches. fixing balustrade in metal
Balustrade in metal stairs. - bolts and nuts - discuss with students the welding stairs.
- welding method.
51
SECTION TWO
RETAINING WALL
1. know types of retaining wall.

2. understand the functions of retaining walls.
3. acquire knowledge in piling.

ACTIVITIES
TYPES OF 2.1.1 explain retaining walls. Retaining walls. discus with students retaining wall. explain retaining wall.
RETAINING WALL
2.1.2 describe types of wall used Types of wall discuss with the students types of wall describe types of wall for
for retaining walls. - brick used as retaining walls. retaining walls.
- stones
- concrete e.g. mass and reinforced.
2.1.3 sketch cross section Sections through retaining walls guide students to sketch retaining walls sketch cross section
through retaining wall. - show construction methods. in section. through types of wall in
retaining wall.
2.1.4 explain the effects of Overloading effects. discuss with students the effect of explain the effects of
overloading in retaining overloading using models. overloading in retaining
walls. walls.
52
SECTION THREE
BUILDING SERVICES
1. be aware of the type of services provided in buildings.

2. recognise the provision of building services.
3. appreciate the importance of safety precautions.

ACTIVITIES
DRAINAGE 3.1.1 explain “drainage”. Drainage. guide students to explain drainage, explain drainage.
stating its importance to health and
sanitation
3.1.2 explain the principles of Principles of Drainage. discuss the principles of drainage. explain the principles of
Drainage. drainage.
3.1.3 explain the types of Types of drainage system: guide students to discuss the types of explain the types of
drainage scheme. - combined drainage using sketches. drainage scheme using
- separate sketches to illustrate.
- partially separate
3.1.4 explain the factors to Factors for selecting a type of drainage discuss with students the factors for explain the factors to
consider in selecting a type scheme. selecting a type of drainage scheme. consider in selecting types
of drainage scheme. of drainage scheme.
3.1.5 describe the materials for a Materials for drainage: discuss materials for drainage with describe the materials for
drainage system. - clay pipe students showing samples. drainage system.
- asbestos
- PVC
- ceramic
- fibre glass, etc
53
ACTIVITIES
DRAINAGE 3.1.6 describe the methods of Methods of laying and bedding of drains: discuss the methods of laying and describe the methods of
laying and bedding drain - rigid and flexible materials bedding drain pipes with charts and laying and bedding drain
pipes. - rigid and flexible joints sketches. pipe.
3.1.7 explain with the aid of Methods of joining pipes. discuss the methods of joining different explain the methods of
sketches the methods of types of pipes using sketches. joining pipes with the aid
joining pipes. of sketches.
3.1.8 describe the functions of Functions of traps: (i) discuss with students the functions describe the functions of
Traps. - create siphonic action to empty effluent of traps. drainage using sketches
- seal off foul air from back flors. (ii) use models of trap to explain the to illustrate.
functions of a trap to students.
3.1.9 describe methods of testing Methods of testing drains - discuss with students the methods of describe methods of
drains. - water test testing drains. testing drains.
- smoke test
- air test
- mirror test
- ball test
3.1.10 explain the functions of an Functions of an inspection chamber: (i) discuss with students the functions explain the function of an
inspection chamber. - for rodding of an inspection chamber. inspection chamber.
- for inspecting (ii) assist students‟ learning with
- for maintenance sketches to illustrate.
3.1.11 explain the measures for Protection against flooding: discuss measures to prevent flooding in explain the measures
protecting against - storm drain drainage. taken to protect drainage
flooding. against flooding.
54
ACTIVITIES
DRAINAGE 3.1.12 explain the functions of Functions of soakaway. discuss the functions of soakaway using explain the functions of
Soakaway. sketches soakaway.
3.1.13 explain the methods of Construction of manhole. (i) discuss with students the methods of explain the method of
constructing manhole. constructing manhole using constructing manhole with
sketches. the aid of sketches.
(ii) illustrate to students using site visits
with line construction work.
explain the method of
3.1.14 explain the method of Construction of septic tank. discuss with students methods of constructing septic tank
constructing septic tank . - compartmentation constructing septic tank using sketches with the aid of sketches.
- baffle provision
3.1.15 explain cesspool with the Cesspool. (i) discuss with students cesspool using explain cesspool with the
aid of a sketch. sketches aid of sketches.
(ii) differentiate cesspool from septic
tanks with sketches with students.
UNIT 2
DOMESTIC 3.2.1 explain the types of pipe Cold water pipes discuss with the students pipes used in explain the pipes used in
WATER SUPPLY used in cold water supply. - communication pipes cold water supply. cold water supply.
- service pipes
- distribution pipes
3.2.2 explain types of joint in cold Types of joint guide students to describe types of joint explain the types of joint in
water supply. - manipulative using sketches. cold water supply with the
- non-manipulative aid of sketches.
- capillary
3.2.3 explain the differences Differences between cold water supply discuss the differences between direct explain the differences
between direct and indirect system and indirect of cold water supply between direct and
cold water supply systems. - direct systems with sketches and charts. indirect cold water supply
- indirect systems.
55
ACTIVITIES
DOMESTIC 3.2.4 describe direct hot water Direct hot water supply system. discuss with students direct hot water describe direct hot water
WATER SUPPLY supply system. supply system using sketches. supply system with the aid
of sketches.
3.2.5 describe indirect hot water Indirect hot water supply. (i) guide students to describe indirect describe indirect hot water
supply system. hot water supply system using supply system with the aid
sketches. of sketches.
(ii) explain the difference between
direct and indirect hot water
supply systems.
UNIT 3
ELECTRICAL 3.3.1 identify types of Electrical representative symbols, discuss with the aid of sketches, types of identify types of electrical
INSTALLATION representative symbol used - accessories and fitting electrical representative symbol. representative symbol.
in electrical installation e.g. switches, sockets, fuses, meter,
works. consumer unit, etc,
3.3.2 explain types of materials for Materials for electrical installation (i) discuss the materials explain the types of
electrical installation work. e.g. steel, PVC, copper, aluminum, etc. for electrical installation work materials for electrical
showing samples. installation work with their
(ii) discuss with students the specific characteristics.
characteristics of each material.
3.3.3 explain types of electric Types of lamps used in buildings (i) discuss with students types of lamp
lamp used in building. e.g. incandescent lamp, showing samples. explain types of electric
fluorescent lamps, (ii) explain to students the factors that lamps used in buildings.
compact florescent lamps differentiate them.
3.3.4 explain electrical wiring Methods of wiring (i) discuss with students the methods explain the methods used
systems used in building. - trunking used in electrical wiring system. in electrical wiring
- surface wiring (ii) discuss with students the difference systems.
- conduit wiring between the electrical wiring
systems.
56
ACTIVITIES
ELECTRICITAL 3.3.5 explain the functions of Electrical fittings discuss the functions of electrical fittings. explain the functions of
INSTALLATION electrical fittings. e.g. switches, wall sockets, main switches, electrical fittings.
meter, lamp holders.
3.3.6 explain the safety measures Safety measures (i) discuss with students the safety explain the safety
to be observed in electrical - fuses measures to be observed in electrical measure in electrical
installation system. - arresters installation system. installation system.
- earthling, etc.
UNIT 4
JOINTING OF
PIPES 3.4.1 join pipes. Jointing of pipes. i) guide students to join pipes of same join pipes.
diameter.
ii) guide students to join pipes of

different diameter.
iii) guide students to join pipes using

simple fitting.
3.4.2 bend pipes. Bending of pipes. guide students to bend pipes to required bend pipes.
shape.
3.4.3 fix simple accessories. Accessories guide students to fix simple accessories fix simple accessories.
- shower rose using appropriate tools.
- taps, etc.
57
SECTION FOUR
MAINTENANCE PRACTICES
1. appreciate the importance of maintenance work.

ACTIVITIES
TYPES OF 4.1.1 outline the term Maintenance work. explain the term “maintenance” with outline the term
MAINTENANCE “maintenance” in building students. “maintenance” in building
WORK construction. construction.
4.1.2 explain types of Types of maintenance work: - discuss the types of maintenance work explain the types of
maintenance work. - repair - take students on study tour of some maintenance work.
- alteration neglected buildings in locality to
- improvement sensitise them on maintenance.
- demolition
4.1.3 describe works involved in Works involved in maintenance: discuss with students the work involved describe the details of
maintenance. - replacement in maintenance. works involved in
- renovation maintenance.
- refurbishment, etc.
4.1.4 analyse the importance of Importance of maintenance work discuss with students the importance of analyse the importance of
maintenance work. e.g. preservation, beauty change of maintenance to: maintenance work.
design, use, etc. - property owner
- user
- preservation of national built-
environment.
58
ACTIVITIES
SHORES AND
SHORING 4.2.1 explain the term „shoring‟. Shoring. guide students to explain the term explain the term „shoring‟.
„shoring‟.
4.2.2 describe the types of shore Shores used in building construction discuss with students the types of shore describe types of shores
used in building - dead shore used in building construction. Illustrate used in building
construction. - raking shore with sketches and models. construction.
- flying shore
4.2.3 explain the methods of Methods of erecting shore. discuss methods of erecting shore with explain the methods of
erecting each type of shore. students using sketches. erecting shore.
4.2.4 explain the precautions to Precautions of shoring: discuss with students precautions in explain the precautions to
be taken when installing - protection to third parties shoring works: be taken when installing
shores. - protection of workmen - protection to third parties. shores.
- protection of workmen.
discuss with students the precautions to

be taken when installing shores.
UNIT 3
4.3. 1 explain the term Underpinning. guide students to explain underpinning. explain the term
UNDER PINNING “underpinning”. “underpinning”.
4.3.2 explain the precautions to Precautions for underpinning: discuss with students the precautions for explain the precautions to
be taken for underpinning - shore floors, walls, roof underpinning with regards to adjoining be taken for under pinning
work. - strut opening in walls. properties. work.
59
SENIOR HIGH SCHOOL - YEAR 4
SECTION FIVE
INTRODUCTION TO BUILDING PRODUCTION CONTROL INFORMATION
1. develop the ability to collect process generated site information.

2. process the production data and process for production control.
3. plan, organization, take minutes of site project meetings for construction administration purposes.

ACTIVITIES
INTRODUCTION 5.1.1 explain site project Project site information. - discuss the various explain the various protect
TO information formats. a. Daily records keeping documentation activities/systems used formats information.
PROJECT WORK - labour attendance register. on building sites.
- visitation record register. - assist students to develop samples of
- whether reports. record keeping formats. .
- plant equipment records. - assist students to apply the formats.
- materials delivery records and way
bills.
- works progress records.
- site accident report.
b. Daily allocation records

- weekly/ monthly activity works
programme.
- daily/ weekly / monthly progress
report.
c. Taking and writing minutes of sites

meeting: including
- site meeting.
- weekly site meeting.
- monthly project meeting.
- construction activity report.
60
ACTIVITIES

UNIT 1 (CONT’D)
INTRODUCTION 5.1.2 explain the information Explanation of information format as listed discuss with students information format. explain how the
TO PROJECT data items used on above. information data is used
WORK building site. for building sites
production purposes.
5.1.3 explain how each format Explanation of information data format. assist students to discuss the use of the
is used for the building format used for the building process
process. control.
5.1.4 prepare the site Preparation of information data format assist students to prepare the various prepare the site
information data format (as listed in 5.1.1 above). site information data format. information data format
used for building used for building
production work. production work.
5.1.5 analyze the data obtained Analysis of projects information data. assist students to analyze data from the analyze the data from the
from the use of format. project information format. project information
document.
UNIT 2
PREPARATION 5.2.1 prepare simple project Preparation of programme assist students to prepare simple bar prepare simple project
AND USE OF programme for building - Bar chart chart for a building project. programme or bar chart
PROGRESS AND work . - Simple C.P chart for building.
PROGRAMME
FORMAT
5.2.2 progress the programme Progressing the building construction guide students to progress a processed progress the programme
format of a building programme. building production programme. format of a building
project. project.
5.2.3 analyze the progress Analysis of progress format. assist students to prepare analysis of analyze the progress
format for performance of the progressed programme of a building format of a building project
project. project. plan.
61
ACTIVITIES
DETERMINING 5.3.1 determine the cost of Determination of cost of a completed assist students to determine the cost of determine project from a
COST OF A the project from a progressed programme of a project. a project from completed plan form. construction progressed
PROJECT FROM A processed chart. programme.
PROGRESSED
PLAN/PROGRAMME
62
BUILDING CONSTRUCTION PRACTICAL WORK
RECOMMENDED TOOLS
A. WOODWORK WORKSHOP TOOLS
1. Folding Rule/tape measure

2. Marking/mortice gauge/Marking knife
3. Pair of dividers/compasses
4. Cross-cut saw
5. Rip Saw
6. Tenon Saw/Dovetail Saw
7. Firmer Chisels
8. Jack Plane/Rough Plane
9. Try Plane
10. Smoothing Plane
11. Brace and bits
12. Hand drills and Twist drills
13. Woodwork bench vices
14. Bench Holdfast
15. G-Clamp and Sash clamps
16. Screw drivers
17. Pincers
18. Crowbars
19. Try Square
20. Sliding Bevel
21. Warrington Hammer
22. Grinding stone
23. Oil can
24. Mallet (wood)
B. BLOCKWORK/BRICK WORK TOOLS
Measuring Tape
Lines and pins
Builder‟s Square
Laying Trowel
Pointing Trowel
Plastering Trowel
Bolster
Brick Hammer
Club Hammer
Spirit Level
63
Boat Level
Gauge Rod
Straight edge
Shovel
Spade
Pick Axe
Float (Steel/Wood)
Hawk (Steel/Wood)
Site Square
Mortar Board
Cold Chisel
Quickset
Sitesquare
Tingle plate
Plumb rule
Ranging poles
Boning rods
Gauge Box
C. PLUMBING TOOLS
1. Pipe Wrench
2. Mallet (rubber)
3. Blow Lamp
4. Pipe Wrench
5. Screw driver
6. Bench Vice/Metalshop Vice
7. Dices
8. Ballpein Hammer
9. Screw driver
10. Folding Bar
11. Hack Saw Frame and blades
12. Files
ELECTRICAL TOOLS
Tester
Screwdrivers
Ballpein Hammer
Plier
Side cutter
Jumping bit and holder
Rubber gloves
64
SHS BUILDING CONSTRUCTION
RECOMMENDED BASIC MATERIALS
1. Different Types of Wood

2. Bamboo
3. Plastics
4. Steel rods
5. Cement
6. Lime
7. Sand/stones
8. Clay
9. Laterite
10. Raffia
11. Borrasius Palm
12. Aluminum Roofing Sheet
13. Corrugated galvanized steel sheel
14. Corrugated plastic roofing sheet
15. Plaster of Paris (POP)
16. Conduit pipes
17. Electrical Cables and Wires
18. Tiles
19. Pipes: Drains/Water supply
20. Electrical Accessories
21. Plumbing Accessories
65
SHS BUILDING CONSTRUCTION: RECOMMENDED BOOKS
S/NO. AUTHORS TITLES PUBLISHERS
1. W. G. NASH BRICKWORK. VOLUMES 1,2,3 HUTCHINS ON EDUCATIONAL - LONDON

LONGMAN, LONDON, ESSEX CM20 2 JE
2. R. CHUDLEY CONSTURCTION TECHNOLOGY Vol. 1,2,3 ENGLAND (ELBS edu. 1985 Re-print)
Singapore
3. J. T. GRUNDY CONSTRUCTION TECHNOLOGY Vol. 1,2,3 ARNOLD INTERNATIONAL – LONDON

RD
4. IVOR H. SEELEY BULDING TECHNOLOGY 3 Ed MACMILLIAM EDUCATION
5. BARRY BUILDING CONSTRUCTION Vol. 1-4
6. MCKAY BUILDING CONSTRUCTION vol. 1-4
7. BART JOHN & PAUL DETTEN-MAIAR OFFSITE CONSTRUCTION
8. ANNA SCHRACKENBURG & ANOTHER BUILDING CONSTRUCTION IN WARN CLIMATE
9. VINCENT B. AMEVORDZIE BUILDING CONSTRUCTION FOR SSS
10. MITCHELL BUILDING CONSTRUCTION SERIES 1-4
11. M. J. TOMLINSON FOUNDATION DESIGN & CONSTRUCTION
12. OXLEY & POSKITT MANAGEMENT TECHNIQUES APPLIED TO

CONSTRUCTION
66

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M I N I S T RY O F E D U C AT I O N S C I E N C E A N D S P O R T S

TEACHING SYLLABUS FOR BUILDING CONSTRUCTION

Enquiries and comments on this syllabus should be addressed to:

RATIONALE FOR TEACHING BUILDING CONSTRUCTION

The Building Construction syllabus is designed to help students to:

2) appreciate the use of local materials for building construction.

4) identify, investigate, analyse and provide solution for constructional problems.

5) observe safety precautions and safe practices.

6) appreciate the need for maintenance.

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

ORGANISATION OF THE SYLLABUS

YEAR TWO (SHS 2) YEAR THREE (SHS 3) YEAR FOUR (SHS 4)

SUGGESTIONS FOR TEACHING THE SYLLABUS

Knowledge and Understanding 10%

Knowledge The ability to:

Understanding The ability to:

Application of Knowledge (AK)

Application The ability to:

Analysis The ability to:

Synthesis The ability to:

Evaluation The ability to:

Practical Skills (PS)

Competency Based Learning

PAPER 1 A: Objective test - 10 percent

TOTAL Weighting: - 100 percent

The two papers have equal weights in the examination.

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

These will include the following:

A report must be written for each project undertaken.

4. End –of –Term Examination :

Grade A: 80 - 100% - Excellent

WASSCE GRADING SYSTEM

Grade A1: 80 - 100% - Excellent

INTRODUCTION TO BUILDING CONSTRUCTION

General Objectives: The student will:

1. appreciate types of building in Ghana

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

Contractor‟s team: Builder/site engineer,

Statutory personnel : building inspector,

1. acquire skills in workshop practices

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

guide students to describe safety describe safety equipment

BASIC FIRST AID guide students to identify first aid

1. acquire practical site work skills

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

display pictures or sketches of building

Students to practice setting out of simple

ii) illustrate with sketches support

Take students to site to observe and

General Objectives: The student will:

1. be aware of types of wall and materials used

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 7 The student will be able to:

guide students to repeat the processes

ii) gauging, top leveling, plumbing

iii) checking horizontal and vertical

INTRODUCTION TO PROJECT WORK

General Objectives: The student will:

1. acquire knowledge in carrying out a project work

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

1) recognize load bearing and non load bearing walls

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

ii) illustrate the details of ceiling construction for