CBLM Core 1

Sector : CONSTRUCTION
Qualification : MASONRY NC I
Module Title : Perform basic Masonry Works
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY
Date Developed: Document No.

May 11,2018 Issued by:
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MASONRY NC
I
COMPETENCY - BASED LEARNING MATERIAL

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MASONRY NC I
COMPETENCY - BASED LEARNING MATERIAL
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code

01 Prepare Masonry Preparing of Masonry CON712301
Materials Materials
02 Perform Basic Masonry Performed Basic CON712302
Work Masonry Work

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HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIAL
Welcome!
The Unit of competency “Perform Basic Masonry Works” in This module contains
training materials and activities for you to complete.
The unit of competency “Perform basic masonry works” contains knowledge,

skills and attitudes required for Masonry NC I. It is one of the specialized modules at
National Certificates Level (NC I).
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets and Resources Sheets (Reference Materials for further reading
to help you better understand the required activities). Follow these activities on your
own and answer the self-check at the end of each learning outcome. You may
remove a blank answer sheet at the end of each module (or get one from your
facilitator/trainer) to write your answers for each self-check. If you have questions,
don’t hesitate to ask you facilitator for assistance.
Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in
this learner’s guide because you have:
 been working for some time

 already completed training in this area
If you can demonstrate to your trainer that you are competent in a particular
skill or skills, talk to him/her about having them formally recognized so you don’t
have to do the same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to your trainer. If the skills you
acquired are still current and relevant to the unit/s of competency they may become
part of the evidence you can present for RPL. If you are not sure about the currency
of your skills, discuss this with your trainer.
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At the end of this module is a Learner’s Diary. Use this diary to record
important dates, jobs undertaken and other workplace events that will assist you in
providing further details to your trainer or assessor. A Record of Achievement is
also provided for your trainer to complete once you complete the module.
This module was prepared to help you achieve competency, in Masonry NC

I . This will be the source of information for you to acquire knowledge and skills in
this particular trade independently and at your own pace, with minimum supervision
or help from your instructor.
 Talk to your trainer and agree on how you will both organize the Training of this
unit. Read through the module carefully. It is divided into sections, which cover all
the skills, and knowledge you need to successfully complete this module.

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MODULE CONTENT
QUALIFICATION : MASONRY NC I
UNIT OF COMPETENCY : Perform Basic Masonry Works
MODULE TITLE : Perform Basic Masonry Works
INTRODUCTION : This module covers the knowledge, skills and

proper attitude in preparing Materials in masonry
NOMINAL DURATION : 104 HOURS
LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
1. Select materials, tools and equipment needed

2. Haul materials
3. Mix mortar / concrete
ASSESSMENT CRITERIA:
At the end of this module the trainees or the student must be able to :
1. Materials are listed as per job requirements Quantity and description of

materials conforms with the job requirements Tools and accessories are
identified according to job requirements
2. Materials and tools needed are requested according to the listed prepared
Required is done as per company standard operating standard procedures

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(SOP) substitute materials and tools are provided without sacrifing cost and
quality of work
3. Materials and tools issued are inspected as per quantity and specification
tools, accessories and materials are checked for damages according to
enterprising procedures, materials and tools are set aside to appropriate
location nearest to workplace.
4. Workplace location, Materials relevant to the unit of competency, technical
plans, drawing and specifications relevant to the activities
5. Direct observation and oral questioning

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LEARNING OUTCOME NO. 1
Content:
1. Identify and explain the uses of the tools and equipment in Basic Masonry
Work
2. Identify and explain the materials used in masonry works.
3. Identify and interpret drawing symbols and plans
4. Perform trade mathematics and mensuration
5. Identify and descried safety practice and first aid regulations in Basic Masonry
works
6. Perform safe work practices and respond to emergency Situations.
7. Install / dismantle Scaffold.
8. Establish plumbness and of squareness of surface
9. Check Masonry works
10. Clean Work site and maintain tools and equipment.
Assessment Criteria:
1. Materials are installed according to the manufacturer instruction
2. Materials is updated according to its order
3. On – going checks of the quality of the work are undertaken in accordance
with established procedures.
4. Symbols are identify and interprets drawing symbols and plans
5. safety practice and first aid regulations in Basic Masonry works
Conditions:
The participants will have access to:
Trainees/ Students must be provided by the following
1. Tools and Materials
2. Blueprint reading
3. Masonry Calculation
4. Mortar mixing
Assessment Methods:
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1. Written Test
2. Practical Performance test
3. Interview
Table of Content
Table of Content
Title . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
List of Competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
How to use this CBLM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5
Module Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Learning Outcome No. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 8
Table of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learning Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Information Sheet 1.2-1 Basic Masonry Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-36
Self Check .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . ... . . . . . . . . . . .. . . . . . .37
Answer Self Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Information Sheet 1.2.3
Identify and Interpret Drawing Symbols and Plans . . . . . . . . . . . . . . . . . . . . . . . . . . .39-56
Self – Check 1.2-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 57
Answer Self Check . . . . .. . . . .. . . ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Information Sheet 1.2.3. . . . .. . . . .. . . ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..59-80
Identify and describe safety practices and first aid regulations in basic masonry works
Self Check . . . . .. . . . .. . . ............ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Answer Self check . . . . .. . . . .. . . ............ . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 82
Information Sheet 1.2-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83-102
Perform safe work practices and Respond to emergency situations
Self-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Answer Self Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

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Learning Outcome
LEARNING EXPERIENCE
Learning Activities Special Instructions

Read Information Sheet 1.2 – 1 on Identify and The trainer will conduct a lecture regarding
explain the materials used in basic masonry the materials used in basic masonry works
works
Answer Self – Check 1.2-1 Try to answer the Self – check without looking at
the answer key
Compare Answer key 1.2-1 Check and Double check the answer correctly
through self – check
Read Information sheet 1.2.2a Identify and The trainer will conduct a lecture regarding the
interpret drawing symbols and plans basic introduction to Types of Concrete Blocks,
bricks, cements and aggregates
Answer Self – check 1.2-2a Try to answer the Self – check without looking the
answer key
Compare Answer key 1.2-2a Check and Double check the answer correctly
Answer Self – check 1.2-2a Answer the self – checked without looking at the
answer key
Read Information Sheet 1.2 –3 Identify and The trainer will conduct a lecture regarding the
describe safety practices and first aid regulations kinds of masonry anchors, ties and reinforcement
in basic masonry works
Answer Self – Check 1.2-3 Try to answer the Self – check without looking at
the answer key
Compare Answer key 1.2-3 Check and Double check the answer correctly
Read Information Sheet 1.2-4 on  Listen attentively so you may be able to
perform a demonstration
Perform safe work practices and
respond to emergency situations.  Ask question if you are in doubt for
clarification or verification
Answer Self – Check 1.2 -4 (Written Read the information sheet carefully
Test)
Compare to answer key 1.1-5
Read Information Sheet 1.2-5 on Install / Read the information sheet carefully
dismantle
Scaffold
Guided by information sheet 1.2-6 , Jot Down and Observation
observe the trainer as he demonstrates the
different Types of Masonry Materials

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Information Sheet 1.2-1
Basic Masonry Work
Learning Objective
After reading information sheet, you must able to:

1. Building Masonry Materials
2. What are the tools and materials used in basic masonry work?
3. Explain what is the masonry work
https://www.thespruce.com/overview-of-materials-for-masonry-work-1821974
This information sheet will provide the basic cover the information regarding the use of masonry materials,
masonry work.
Masonry Building Materials

An extensive group of building materials and articles of stonelike composition. A
distinction is made between natural masonry materials, which are obtained by mechanical
processing of rock (they may sometimes be produced without special processing), and
artificial materials, which are produced by technological processing of a mineral raw
material. Because of their good construction qualities (durability, strength, and frost
resistance) and the wide distribution and unlimited reserves of natural raw materials,
masonry materials are widely used in modern construction. They are the basic building
materials for housing, public, and industrial construction, as well as various engineering
structures.
In terms of shape, masonry materials are divided intomaterials consisting of irregula
rly shaped pieces
(quarrystone or crushed rock) and dimension articles with aregular shape (blocks, slabs, an
d shaped articles). They aredivided according to density into three groups: heavy (morethan
1, 800 kg/m3), light (1, 800–1, 200 kg/m3), and verylight (less than 1, 200 kg/ m3). Artifici
al masonry materialsused as thermal insulation materials may have a density ofabout 500 k
g/cu m.

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The main index of masonry materials is the compressivestrength, which is characteri
zed by a grade. According to thisfeature, masonry materials are divided into high-
strength(10–300 meganewtons per sq m [MN/m2], or about 100–3,000 kilograms-force per
sq cm [kgf/cm2]), average (2.5–10.0MN/m2), and low-strength (0.4–5.0 MN/m2). The tens
ilestrength of masonry building materials is less than theircompressive strength by a factor
of 7–15; therefore, masonry materials are often reinforced with fibrous materials
(asbestos, fiberglass, or organic fiber) or metal (steelreinforcement). The masonry materials
used in exteriorstructures should have some degree of frost and waterresistance. Depending
on the area of use, masonrymaterials are also rated according to water absorption, acidresist
ance, and wearability.
The natural masonry materials are divided into the followingbasic varieties, according to th
e method of mechanicalprocessing used: sand and gravel, which are produced bysifting and
washing appropriate friable rock; quarrystone,which is produced mainly by mining of lime
stones,sandstones, and other sedimentary rock in blastingoperations; crushed rock; cut ston
e and blocks, which aresawn from light rock (tuff and coquina) directly in thequarries using
stone-cutting machines; and racing stones,slabs, and shaped articles, which are made at spe
cializedstone-working enterprises from decorative rock (marble,granite, and limestone).
Various requirements established by the appropriateConstruction Standards and Rules and
GOST (All-UnionState Standard) apply to natural masonry building materials(hydraulic-
engineering structures, road construction, or theexternal or internal finishing of buildings),
depending on theirpurpose. The most widespread natural masonry materials—sand, gravel
and crushed rock—are widely used as fillers inmanufacturing concretes and mortars. Quarr
ystone is usedmainly in laying the foundations of buildings and retainingwalls. Sawn stone
and blocks are used mainly as local wallmaterials. Facing stone, slabs, and shaped pieces w
ithvarious surfaces (finishes)—for example, split, hewn,ground, and polished—are used lar
gely for exterior andinterior finishing of buildings, for flooring, and formanufacturing steps
, parapets, and partitions because oftheir good decorative qualities and durability as well as
areduction in their cost as a result of introducing modernprocessing methods (diamond tool
s, thermal treatment, and mechanized methods of splitting).
Rock is widely used as a raw material for manufacturingvarious artificial masonry

materials (for example, ceramics,glass, and thermal insulation materials), as well as inorga
nicbinders (gypsum, lime, and cement). The production of thesematerials and articles invol
ves processes that alter thecomposition, structure, and properties of the naturalmaterials. Ar
tificial masonry materials may be produced fromclay and other ceramics, with subsequent f
iring (clay brickand ceramic stone); from silicate melts (stone casting, slagcasting, and glas
s products); and from mixtures containing abinder, such as products made of concrete and
mortar (forexample, concrete, reinforced-concrete, and silica-concretepanels and blocks; sil
ica brick).
The most important and most industrial artificial masonrymaterials are concrete and reinfor
ced-concrete structuralmembers and products based on mineral binders (cementand lime).
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Masonry Products and Properties
Masonry units are available in sizes, shapes, colors, textures, and profiles for
practically every conceivable need. Historically, units came from a variety of sources and
included materials such as rock and stone, either natural or cut. Today, units most
commonly used are concrete block or clay brick, offering standardized sizes and
mechanical properties. The units are joined together by mortars made from a binder
consisting of one or more cements for masonry, sand, and water. Portland cement plaster,
or stucco, is made from the same material as mortars, and as such, is sometimes considered
to be a masonry product as well."Architectural masonry is the evolvement of standard
concrete masonry blocks into aesthetically pleasing concrete masonry units (CMUs) CMUs
can be manufactured to provide a variety of surface appearances. They can be colored
during manufacturing or stained or painted after installation. They can be split as part of
the manufacturing process, giving the blocks a rough face replicating the appearance of
natural stone, such as brownstone. CMUs may also be scored, ribbed, sandblasted,
polished, striated (raked or brushed), include decorative aggregates, be allowed to slump in
a controlled fashion during curing, or include several of these techniques in their
manufacture to provide a decorative appearance
Masonry is widely used to construct small and large structures because of its
attractive appearance, minimum maintenance, safety (fire resistance and wind/earthquake
resistance), and economy. Masonry provides an effective barrier to sound and reduces
internal temperature variations and peak loads on heating and cooling systems. It provides
architectural freedom and versatility with striking aesthetic appeal. Almost any shape of
structure is possible.

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When high winds occur, reinforced masonry buildings resist the pressures and flying debris
that can knock down or damage less robust construction. Masonry can offer fire resistant
qualities that saves homes.
Masonry also resists weathering and vandalism. The durability and minimum maintenance
extend a building’s useful life, providing an enduring, high-quality appearance.
 Masonry Products
 Modern masonry products include Portland cement plaster (stucco), cements for
masonry, mortars, concrete block, and clay brick. These materials can be used on
the interior or exterior of structures in a wide range of environments. Load-bearing
walls serve a structural purpose, while veneers and claddings, frequently used as
architectural finishes, also function as weather barriers. Whichever materials are
used, modern masonry construction provides durability, safety, aesthetic appeal, and
other benefits in a cost-effective manner. val-shaped stones is used as a veneer. This
type of material is not favored for solid masonry as it requires a great amount of
mortar and can lack intrinsic structural strength.
 Manufactured-stone, or cultured stone, veneers are popular alternatives to natural
stones.
 Manufactured-stone veneers are typically made from concrete.
 Natural stones from quarries around the world are sampled and recreated using molds,
aggregate, and colorfast pigments.
 To the casual observer there may be no visual difference between veneers of natural
and manufactured stone.
Brick
Brick is the oldest manufactured building material. The earliest brick, made from
mud (sometimes with added straw), was invented almost 10,000 years ago. Clay brick
started to appear about 5,000 years ago, when builders borrowed pottery manufacturing
techniques to improve its strength and durability. From some of the oldest known
structures to modern buildings, clay brick has a history of providing shelter that is durable,
comfortable, safe, and attractive.
Cements for Masonry

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Cements for masonry include masonry cement (ASTM C 91) and mortar cement (ASTM C 1329). They are
hydraulic cements designed for use in mortar for masonry construction. Masonry cement consists of a mixture of
portland cement or blended hydraulic cement and plasticizing materials (such as limestone or hydrated or hydraulic
lime), together with other materials introduced to enhance one or more properties such as setting time, workability,
water retention and durability. These components are proportioned at the cement plant under controlled conditions to
assure uniformity of performance.
Concrete Masonry Units

Since 1882, when the first concrete block was molded, concrete masonry units have become a standard
building material. Concrete blocks create structures that are economical, energy efficient, fire-resistant, and involve
minimal maintenance. In addition, concrete masonry allows architectural freedom and versatility.
Mortar & Grout

Masonry mortar is composed of one or more cementitious materials, clean well-graded masonry sand, and
sufficient water to produce a plastic, workable mixture. Grout for masonry is composed of similar materials, but is
generally mixed to a much more fluid condition. It may also contain coarse aggregate.
Stucco
Stucco, the common term for portland cement plaster, is a popular exterior finish for buildings. It provides an
economical hard surface that is rot, rust, and fire resistant, which can be colored and finished in a wide range of
textures to adorn any architectural style.diploma or GED certificate to enroll in a masonry program.
Masonry Certificate
Masonry certificate programs teach students basic and advanced bricklaying and masonry practices, as well as
how to safely build and maintain stone, concrete and brick structures. Programs allow students to gain technical
industry knowledge, as well as hands-on experience. Common courses include:
 Basic bricklaying
 Reading masonry diagrams and blueprints
 Cleaning, pointing and caulking
 Masonry power tools
 Stonework and other surfaces
 Cost estimation
Apprenticeship
Masons are generally required to have at least four years of experience. Masons gain experience by beginning
as laborers or mason tenders. They perform basic construction duties and aid experienced masons. They can then enter
an apprenticeship where they perform more advanced duties under the supervision of another mason.
Classroom instruction is part of the apprenticeship, and the combination of classroom teaching and practical
experience allows masons to become proficient in masonry within several years. Apprenticeships are typically
arranged by contractors or masonry unions.

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Continuing Education Information
Some states require masons to be licensed as contractors, attesting to work experience and masonry
knowledge. Masons who run their own company can also seek certification from the Masonry Contractors Association
of America (MCAA). To obtain certification, the owner of the company must attend training courses to earn 100
educational credits, as well as passing a multiple choice exam. To renew certification, the owner and supervisors of the
company must participate in continuing education courses throughout the 3-year certification period, but they do not
need to retake the exam.
The MCAA also holds online and in-person seminars for masons, mason foremen and masonry supervisors.
The seminars cover topics like masonry estimation, quality assurance and risk management in masonry. Many of these
seminars are offered as part of the organization's continuing education program.
Additional Professional Development

Masons can find professional development resources from MCAA. The organization
publishes Masonry magazine, which provides career and continuing education information for readers. The MCAA
holds competitions, conferences and offers a library of information on masonry safety and legal issues. Members can
find a detailed job board, discussion forum and online bookstore with textbooks, training guides and other resources.
The organization's continuing education program provides a number of opportunities for masons to develop
professionally.
Vocational schools that offer masonry programs typically hold masonry training workshops. Typically, these
workshops address a specific area of masonry, such as bricklaying, pointing and cleaning, masonry alteration,
decorative masonry or installing firebrick. Workshops may also be offered by employers in order to familiarize newly
hired masons with the employer's specific policies and procedures.
Aspiring masons can seek their training through certificate programs and/or apprenticeships with experienced
masons. These programs help prepare masons for licensure in states that require it. Masons can also pursue voluntary
certifications through the Masonry Contractors Association of America (MCAA), an organization that also offers
online and in-person seminars on masonry.
Passive Fire Protection (PFP)
Masonry walls have an endothermic effect of its hydrates, as in chemically

bound water, as well as unbound moisture from the concrete block, as well as the poured
concrete if the hollow cores inside the blocks are filled.
Masonry buildings can also be built to increase safety by reducing fire damage, such
as the use of fire cuts during construction.
racteristics are required. It is medium strength (minimum 750 psi) and is meant for
reinforced interior and above-grade exterior load-bearing walls. It is great for semi-soft
stone or masonry since it will flex more than a high-strength mortar - this prevents cracking
of the masonry units.
Specifying Mortar
There are two methods for specifying mortar when issuing construction documents.
You can either specify the performance properties of the hardened mortar or you can
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specify the proportions of the ingredients in the mortar. It is absolutely critical that the
specifier understand the structural requirements that the project must adhere to so that the
mortar type and mix can be specified correctly - when in doubt, be sure to consult a
structural engineer.
The Performance Specification, requires that a mix be created and tested in a laboratory,
which makes it less common, but much more exact for critical applications. The specifier
will identify the minimum compressive strength allowed after the 28-day cure period, the
percentage of air in the hardened mortar, the percentage of water retained in the mortar,
and aggregate ratio of the mix. Once the mix has been tested in a laboratory, the recipe can
be used in the field.
For a Proportion Specification, the specifier will identify the exact proportions of
ingredients for the mix. This can be done using either weights or volumes. This allows all
mortar preparation to be done in the field, which makes it the most common approach since
less time is involved in creating the mortar mixtures.
Masonry Mixtures and Function
The physical properties of density and strength of concrete are determined, in part,
by the proportions of the three key ingredients, water, cement, and aggregate. You have
your choice of proportioning ingredients by volume or by weight. Proportioning by volume
is less accurate, however due to the time constraints of a class time period this may be the
preferred method.
A basic mixture of mortar can be made using the volume proportions of 1 water : 2
cement : 3 sand. Most of the student activities can be conducted using this basic mixture.
Another "old rule of thumb" for mixing concrete is 1 cement : 2 sand : 3 gravel by volume.
Mix the dry ingredients and slowly add water until the concrete is workable. This mixture
may need to be modified depending on the aggregate used to provide a concrete of the right
workability. The mix should not be too stiff or too sloppy. It is difficult to form good test
specimens if it is too stiff. If it is too sloppy, water may separate (bleed) from the mixture.
Remember that water is the key ingredient. Too much water results in weak concrete. Too
little water results in a concrete that is unworkable.
Suggestions:
1. If predetermined quantities are used, the method used to make concrete is to dry
blend solids and then slowly add water (with admixtures, if used).
2. It is usual to dissolve admixtures in the mix water before adding it to the concrete.
Superplasticizer is an exception.
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3. Forms can be made from many materials. Cylindrical forms can be plastic or paper
tubes, pipe insulation, cups, etc. The concrete needs to be easily removed from the
forms. Pipe insulation from a hardware store was used for lab trials. This foam-like
material was easy to work with and is reusable with the addition of tape. The bottom
of the forms can be taped, corked, set on glass plates, etc. Small plastic weighing
trays or Dairy Queen banana split dishes can be used as forms for boats or canoes.
4. If compression tests are done, it may be of interest to spread universal indicator over
the broken face and note any color changes from inside to outside. You may see a
yellowish surface due to carbonation from CO2 in the atmosphere. The inside may
be blue due to calcium hydroxide.
5. To answer the proverbial question, "Is this right?" a slump test may be performed. A
slump test involves filling an inverted, bottomless cone with the concrete mixture. A
Styrofoam or paper cup with the bottom removed makes a good bottomless cone.
Make sure to pack the concrete several times while filling the cone. Carefully
remove the cone by lifting it straight upward. Place the cone beside the pile of
concrete. The pile should be about 1/2 to 3/4 the height of the cone for a concrete
mixture with good workability. (SEE DIAGRAM)
Diagram :
Tools, Equipment and Materials
Tools are particularly important in construction work. They are primarily used to put
things together (e.g., hammers and nail guns) or to take them apart (e.g., jackhammers and
saws). Tools are often classified as hand tools and power tools. Hand tools include all non-
powered tools, such as hammers and pliers. Power tools are divided into classes, depending
on the power source: electrical tools (powered by electricity), pneumatic tools (powered by
compressed air), liquid-fuel tools (usually powered by gasoline), powder-actuated tools
(usually powered by an explosive and operated like a gun) and hydraulic tools (powered by
pressure from a liquid). Each type presents some unique safety problems.

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Hand tools include a wide range of tools, from axes to wrenches. The primary
hazard from hand tools is being struck by the tool or by a piece of the material being
worked on. Eye injuries are very common from the use of hand tools, as a piece of wood or
metal can fly off and lodge in the eye. Some of the major problems are using the wrong
tool for the job or a tool that has not been properly maintained. The size of the tool is
important: some women and men with relatively small hands have difficulty with large
tools. Dull tools can make the work much harder, require more force and result in more
injuries. A chisel with a mushroomed head might shatter on impact and send fragments
flying. It is also important to have the proper work surface. Cutting material at an awkward
angle can result in a loss of balance and an injury. In addition, hand tools can produce
sparks that can ignite explosions if the work is being done around flammable liquids or vapours. In such
cases, spark-resistant tools, such as those made from brass or aluminium, are needed.
Power tools, in general, are more dangerous than hand tools, because the power of
the tool is increased. The biggest dangers from power tools are from accidental start-up and
slipping or losing one’s balance during use. The power source itself can cause injuries or
death, for example, through electrocution with electrical tools or gasoline explosions from
liquid-fuel tools. Most power tools have a guard to protect the moving parts while the tool
is not in operation. These guards need to be in working order and not overridden. A
portable circular saw, for example, should have an upper guard covering the top half of the
blade and a retractable lower guard which covers the teeth while the saw is not operating.
The retractable guard should automatically return to cover the lower half of the blade when
the tool is finished working. Power tools often also have safety switches that shut off the
tool as soon as a switch is released. Other tools have catches that must be engaged before
the tool can operate. One example is a fastening tool that must be pressed against the
surface with a certain amount of pressure before it will fire.
One of the main hazards of electrical tools is the risk of electrocution. A frayed wire
or a tool that does not have a ground (that directs the electrical circuit to the ground in an
emergency) can result in electricity running through the body and death by electrocution.
This can be prevented by using double-insulated tools (insulated wires in an insulated
housing), grounded tools and ground-fault circuit interrupters (which will detect a leak of
electricity from a wire and automatically shut off the tool); by never using electrical tools
in damp or wet locations; and by wearing insulated gloves and safety footwear. Power
cords have to be protected from abuse and damage.
Other types of power tools include powered abrasive-wheel tools, like grinding,
cutting or buffing wheels, which present the risk of flying fragments coming off the wheel.
The wheel should be tested to make sure it is not cracked and will not fly apart during use.
It should spin freely on its spindle. The user should never stand directly in front of the
wheel during start-up, in case it breaks. Eye protection is essential when using these tools.
Pneumatic tools include chippers, drills, hammers and sanders. Some pneumatic
tools shoot fasteners at high speed and pressure into surfaces and, as a result, present the
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risk of shooting fasteners into the user or others. If the object being fastened is thin, the
fastener may go through it and strike someone at a distance. These tools can also be noisy
and cause hearing loss. Air hoses should be well connected before use to prevent them
from disconnecting and whipping around. Air hoses should be protected from abuse and
damage as well. Compressed-air guns should never be pointed at anyone or against oneself.
Eye, face and hearing protection should be required. Jackhammer users should also wear
foot protection in case these heavy tools are dropped.
Gas-powered tools present fuel explosion hazards, particularly during filling. They should
be filled only after they have been shut down and allowed to cool off. Proper ventilation
must be provided if they are being filled in a closed space. Using these tools in a closed
space can also cause problems from carbon monoxide exposure.
Powder-actuated tools are like loaded guns and should be operated only by specially
trained personnel. They should never be loaded until immediately before use and should
never left loaded and unattended. Firing requires two motions: bringing the tool into
position and pulling the trigger. Powder-actuated tools should require at least 5 pounds (2.3
kg) of pressure against the surface before they can be fired. These tools should not be used
in explosive atmospheres. They should never be pointed at anyone and should be inspected
before each use. These tools should have a safety shield at the end of the muzzle to prevent
the release of flying fragments during firing. Defective tools should be taken out of service
immediately and tagged or locked out to make sure no one else uses them until they are
fixed. Powder-actuated fastening tools should not be fired into material where the fastener
could pass through and hit somebody, nor should these tools be used near an edge where
material might splinter and break off.
Hydraulic power tools should use a fire-resistant fluid and be operated under safe
pressures. A jack should have a safety mechanism to prevent it from being jacked up too
high and should display its load limit prominently. Jacks have to be set up on a level
surface, centred, bear against a level surface and apply force evenly to be used safely.
In general, tools should be inspected before use, be well-maintained, be operated according
to the manufacturer’s instructions and be operated with safety systems (e.g., guards). Users
should have proper PPE, such as safety glasses.
Tools can present two other hazards that are often overlooked: vibration and sprains and
strains. Power tools present a considerable vibration hazard to workers. The most well-
known example is chain-saw vibration, which can result in “white-finger” disease, where
the nerves and blood vessels in the hands are damaged. Other power tools can present
hazardous exposures to vibration for construction workers. As much as possible, workers
and contractors should purchase tools where vibration has been dampened or reduced; anti-
vibration gloves have not been shown to solve this problem.
Poorly designed tools can also contribute to fatigue from awkward postures or grips,
which, in turn, can also lead to accidents. Many tools are not designed for use by left-
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handed workers or individuals with small hands. Use of gloves can make it harder to grip a
tool properly and requires tighter gripping of power tools, which can result in excessive
fatigue. Use of tools by construction workers for repetitive jobs can also lead to cumulative
trauma disorders, like carpal tunnel syndrome or tendinitis. Using the right tool for the job
and choosing tools with the best design features that feel most comfortable in the hand
while working can assist in avoiding these problems.
Tools in Masonry
Hammer Drill
A hammer drill (or hammering drill) is a rotary drillwith a

hammering action. The hammering action provides a short,
rapid hammer thrust to pulverize relatively brittle material and
provide quicker drilling with less effort. These tools are usually
electrically powered, and increasingly powered by batteries. The
same technology is also used in electric "demolition hammers",
also known as "chipping guns" or "breakers".
A tape measure or measuring tape is a

flexible ruler and used to measure distance. It
consists of a ribbon of cloth, plastic, fibre glass,
or metal strip with linear-measurement markings.
It is a common measuring tool.
A saw is a tool consisting of a

tough blade, wire, or chain with a hard toothed
edge. It is used to cut through material, very often
wood though sometimes metal or stone. The cut is
made by placing the toothed edge against the
material and moving it forcefully forth and less
forcefully back or continuously forward. This
force may be applied by hand,
or powered by steam, water, electricity or
other power source. An abrasive saw has a
powered circular blade designed to cut through
metal or ceramic.
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A ruler, No.
sometimes called a rule or line
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distances orRevision
to rule
# 01straight lines.
A screwdriver is a tool, manual or
powered, for screwing and unscrewing
screws. A typical simple screwdriver
has a handle and a shaft, ending in a tip
the user puts into the screw head before
turning the handle.
A spirit level, bubble level or simply a level is

an instrument designed to indicate whether a surface
is horizontal (level) or vertical (plumb). Different types
of spirit levels may be used
by carpenters, stonemasons, bricklayers, other building
trades workers, surveyors, millwrights and other
metalworkers, and in some photographic or video
graphic work
A caliper (British spelling also calliper, or

in plurale tantum sense a pair of calipers) is
a device used to measure the distance
between two opposite sides of an object. A
caliper can be as simple as a compasswith
inward or outward-facing points. The tips of
the caliper are adjusted to fit across the points
to be measured, the caliper is then removed
and the distance read by measuring between
the tips with a measuring tool, such as a ruler.
It is used in many fields such as mechanical
engineering, metalworking, forestry, woodwo
rking, science and medicine. May 11,2018 Issued by:
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Grinding practice is a large and diverse
area of manufacturing and tool making. It
can produce very fine finishes and very
accurate dimensions; yet in mass
production contexts it can also rough out
large volumes of metal quite rapidly. It is
usually better suited to the machining of
very hard materials than is "regular"
machining (that is, cutting larger chips
with cutting tools such as tool
bits or milling cutters), and until recent
decades it was the only practical way to
Equipment, Machinery and Materials machine such materials as hardened steels.
Construction work has undergone major changes. Once dependent upon craftsmanship with simple
mechanical aids, the industry now relies largely on machines and equipment.
New equipment, machinery, materials and methods have contributed to the industry’s development. Around
the middle of the 20th century, building cranes appeared, as did new materials like light-weight concrete. As time went
on, the industry began using prefabricated construction units along with new techniques in the construction of
buildings. Designers began to use computers. Thanks to such equipment as lifting devices, some of the work has
become easier physically, but it has also become more complicated.
Instead of small, basic materials, such as bricks, tiles, board and light concrete, prefabricated construction units are
commonly used today. Equipment has expanded from simple hand tools and transport facilities to complex machinery.
Similarly, methods have changed, for instance, from wheel barrowing to the pumping of concrete and from manual
lifting of materials to the lifting of integrated elements with the assistance of cranes.
Innovations in equipment, machinery and materials can be expected to continue to appear.
Scaffolding
One of the types of construction equipment that frequently affects worker safety is
scaffolding, the primary means of providing a work surface at elevations. Scaffolds are
used in connection with construction, rebuilding, restoration, maintenance and servicing of
buildings and other structures. Scaffold components may be used for other constructions
such as support towers (which are not considered scaffolds) or for the erection of
temporary structures such as grandstands (i.e., seating for spectators) and stages for
concerts and other public presentations. Their use is associated with many occupational
injuries, particularly those caused by falls from heights (see also the article “Lifts,
escalators and hoists” in this chapter).

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Types of scaffolds
Support scaffolds may be erected using vertical and horizontal tubing connected by
loose couplers. Prefabricated scaffolds are assembled from parts manufactured in accord
with standardized procedures that are permanently attached to fixation devices. There are
several types: the traditional frame or modular type for building facades, mobile access
towers (MATs), craftsmen scaffolds and suspended scaffolds.
Vertical adjustment of the scaffold
The working planes of a scaffold are normally stationary. Some scaffolds, however,
have working planes that may be adjusted to different vertical positions; they may be
suspended from wires that raise and lower them, or they may stand on the ground and be
adjusted by hydraulic lifts or winches.
Erection of prefabricated facade scaffolds

The erection of prefabricated facade scaffolds should follow the following
guidelines:
Detailed erection instructions should be provided by the manufacturer and kept at the
building site, and the work should be supervised by trained personnel. Precautions should
be taken to protect anyone walking under the scaffold by blocking off the area, erecting
additional scaffolding for the pedestrians to walk under or creating a protective overhang.
The base of the scaffold should be placed on a firm, level surface. An adjustable steel base
plate should be placed on planking or boards to create a sufficient surface area for weight
distribution.
A scaffold that is more than 2 to 3.5 m off the ground should be equipped with fall
protection comprising a guard rail at a height of at least 1 m above the platform, an
intermediate guard rail and a toe board. To move tools and supplies on or off the platform,
the smallest possible opening in the guard rail may be created with a foot stop and guard
rail on either side of it.
Access to the scaffold should normally be provided by stairs and not ladders.
The scaffold should be firmly secured to the wall of the building as directed by the
manufacturer’s instructions.
The stability of the scaffold should be reinforced using diagonal elements (braces)
according to the manufacturer’s instructions.
The scaffold should be as close as possible to the facade of the building; if more than 350
mm, a second guard rail on the inside of the platform may be needed.

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If planks are used for the platform, they must be secured to the scaffold structure. A
forthcoming European standard stipulates that the deflection (bending) should be not more
than 25 mm.
Earth-moving machinery
Earth-moving machinery is designed primarily to loosen, pick up, move, transport
and distribute or grade rock or earth and is of great importance in construction, road-
building and agricultural and industrial work (see figure 1). Properly used, these machines
are versatile and can eliminate many of the risks associated with the manual handling of
materials. This type of equipment is highly efficient and is used worldwide.
Figure 1. Mechanical excavation at a construction site in France
Earth-moving machines that are used in construction work and in road-building include
tractor-dozers (bulldozers), loaders, backhoe loaders (figure 2), hydraulic excavators,
dumpers, tractor-scrapers, graders, pipelayers, trenchers, landfill compactors and rope
excavators.
Figure 2. Example of an articulated steer backhoe loader

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The machine is versatile. It can be used for excavating, loading and lifting. The angling of
the machine (articulation) enables it to be used in confined spaces.
Earth-moving machinery can endanger the operator and people working nearby. The
following summary of the hazards associated with earth-moving machines is based on the
European Community’s Standard EN 474-1 (European Committee for Standardization
1994). It points out the safety related factors to be considered when acquiring and using
these machines.
Access
The machine should provide safe access to the operator’s station and maintenance areas.
Operator’s station
The minimum space available to the operator should allow for all manoeuvres necessary
for the safe operation of the machinery without excessive fatigue. It should not be possible
for the operator to have accidental contact with the wheels or tracks or the working
equipment. The engine exhaust system should direct the exhaust gas away from the
operator’s station.
A machine with an engine performance above 30 kW should be equipped with an
operator’s cab, unless the machine is being operated where the year-round climate permits
comfortable operation without a cab. Machines having an engine performance less than
30 kW should be fitted with a cab when intended for use where the air quality is poor. The
airborne sound power level of excavators, dozers, loaders and backhoe loaders should be
measured according to the international standard for measurement of airborne exterior
noise emitted by earth-moving machinery (ISO 1985b).
The cab should protect the operator against foreseeable weather conditions. The interior of
the cab should not present any sharp edges or acute angles that may injure the operator if
he or she falls or is thrown against them. Pipes and hoses located inside the cab containing
fluids that are dangerous because of their pressure or temperature should be reinforced and
guarded. The cab should have an emergency exit separate from the usual doorway. The
minimum height of the ceiling above the seat (i.e., seat-index point) depends on the size of
the machine’s engine; for engines between 30 and 150 kW it should be 1,000 mm. All

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glass should be shatter-proof. The sound pressure level at the operator’s station should not
exceed 85 dBA (ISO 1985c).
The design of the operator’s station should enable the operator to see the travelling and
work areas of the machine, preferably without having to lean forward. Where the
operator’s view is obscured, mirrors or remote cameras with a monitor visible to the operator should enable
him or her to see the work area.
The front window and, if required, the rear window, should be fitted with motorized
windscreen wipers and washers. Equipment for defogging and defrosting at least the front
window of the cab should be provided.
Roll-over and falling object protection
Loaders, dozers, scrapers, graders, articulated steer dumpers and backhoe loaders
with an engine performance of more than 15 kW should have a structure that will protect
against roll-over. Machines intended for use where there is a risk of falling objects should
be designed for and fitted with a structure that will protect the operator against falling
material.
Operator’s seat
Machinery with provision for a seated operator should be fitted with an adjustable
seat that keeps the operator in a stable position and allows him or her to control the
machine under all expected operating conditions. Adjustments to accommodate to the
operator’s size and weight should be easily made without the use of any tool.
The vibrations transmitted by the operator’s seat shall comply with the relevant
international vibration standard (ISO 1982) for tractor-dozers, loaders and tractor-scrapers.
Controls and indicators
The main controls, indicators, hand levers, pedals, switches and so on should be
selected, designed and arranged so that they are clearly defined, legibly labelled and within
easy reach of the operator. Controls for machine components should be designed so that
they cannot accidentally start or be moved, even if exposed to interference from radio or
telecommunications equipment.
Pedals should have an appropriate size and shape, be surfaced with a non-skid tread
to prevent slipping and be adequately spaced. To avoid confusion the machine should be
designed to be operated like a motor vehicle, with pedals located in the same way (i.e.,
with the clutch on the left, the brake in the centre and the accelerator on the right).
Warning signs
When the movement of a machine creates hazards not obvious to a casual spectator,
warning signs should be affixed to the machine to warn against approaching it while it is in
operation.
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Verification of safety requirements
It is necessary to verify that safety requirements have been incorporated in the
design and manufacture of an earth-moving machine. This should be achieved through a
combination of measurement, visual examination, tests (where a method is prescribed) and
assessment of the contents of the documentation that is required to be maintained by the
manufacturer. The manufacturer’s documentation would include evidence that bought-in
components, such as windscreens, have been manufactured as required.
Operating manual
A handbook giving instructions for operation and maintenance should be supplied
and kept with the machine. It should be written in at least one of the official languages of
the country in which the machine is to be used. It should describe in simple, readily
understood terms the health and safety hazards that may be encountered (e.g., noise and
hand-arm or whole-body vibration) and specify when personal protective equipment (PPE)
is needed. A space intended for the safekeeping of the handbook should be provided in the
operator’s station.
A service manual giving adequate information to enable trained service personnel to
erect, repair and dismantle machinery with minimum risk should also be provided.
Operating conditions
In addition to the above requirements for design, the instruction handbook should
specify conditions that limit use of the machine (e.g., the machine should not travel at a
greater angle of inclination than is recommended by the manufacturer). If the operator
discovers faults, damage or excessive wear that may present a safety hazard, the operator
should immediately inform the employer and shut down the machine until the necessary
repairs are completed.
The machine must not attempt to lift a load heavier than specified in the capacity
chart in the operating manual. The operator should check how the slings are attached to the
load and to the lifting hook and if he or she finds that the load is not attached safely or has
any concerns about its safe handling, the lift should not be attempted.
When a machine is moved with a suspended load, the load should be kept as near to the
ground as possible to minimize potential instability, and the travel speed should be adjusted
to prevailing ground conditions. A rapid change of speed should be avoided and care
should be taken so the load does not begin to swing.
When the machine is in operation, no one should enter the work area without
warning the operator. When the work requires individuals to remain within a machine’s
work area, they should observe great care and avoid unnecessarily moving or remaining
under a raised or suspended load. When someone is within the work area of the machine,

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the operator should be particularly careful and operate the machine only when that person
is in the operator’s view or his or her location has been signalled to the operator. Similarly,
for rotating machines, such as cranes and backhoes, the swing radius behind the machine
should be kept clear. If a truck must be positioned for loading in a way such that falling
debris might hit the driver’s cab, no one should remain in it, unless it is strong enough to
withstand impact of the falling materials.
At the beginning of the shift, the operator should check brakes, locking devices, clutches,
steering and the hydraulic system in addition to making a functional test without a load.
When checking the brakes, the operator should make certain that the machine can be
slowed down rapidly, then stopped and safely held in position.
Before leaving the machine at the end of the shift, the operator should place all operating
controls in the neutral position, turn off the power supply and take all necessary
precautions to prevent unauthorized operation of the machine. The operator should
consider potential weather conditions that might affect the supporting surface, perhaps
causing the machine to be frozen fast, tipped over or sunk, and take appropriate measures
to prevent such occurrences.
Replacement parts and components, such as hydraulic hoses, should be in compliance with
the specifications in the operating manual. Before attempting any replacement or repair
work in the hydraulic or compressed air systems, the pressure should be relieved. The
instructions and precautions issued by the manufacturer should be observed when, for
instance, a working attachment is installed. PPE, such as a helmet and safety glasses,
should be worn when repair and maintenance work are done.
Positioning a machine for work

When positioning a machine, the hazards of overturning, sliding and subsidence of
the ground beneath it should be considered. When these appear to be present appropriate
blocking of adequate strength and surface area should be provided to assure stability.
Overhead power lines
When operating a machine near overhead power lines, precautions against contact
with the energized lines should be taken. In this connection, cooperation with the power
distributor is advisable.
Underground pipes, cables and power lines

Prior to starting a project, the employer has the responsibility to determine if any
underground power lines, cables or gas, water or sewer pipes are located within the work
site and, if so, to determine and mark their precise location. Specific instructions for

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avoiding them must be given to the machine operator, for instance, through a “call before
you dig” program.
Operation on roads with traffic
When a machine is operated on a road or other place open to public traffic, road signs,
barriers and other safety arrangements appropriate for the traffic volume, vehicle speed and
local road regulations should be used.
It is recommended that transport of a machine on a public highway should be executed by
truck or trailer. The hazard of overturning should be considered when the machine is being
loaded or unloaded, and it should be secured so that it will not shift while in transit.
Materials
Materials used in construction include asbestos, asphalt, brick and stone, cement,
concrete, flooring, foil sealing agents, glass, glue, mineral wool and synthetic mineral
fibres for insulation, paints and primers, plastic and rubber, steel and other metals,
wallboard, gypsum and wood. Many of these are covered in other articles in this chapter or
elsewhere in this Encyclopaedia.
Asbestos
The use of asbestos for new construction is prohibited in some countries but, almost
inevitably, it will be encountered during the renovation or demolition of older buildings.
Accordingly, stringent precautions are required to protect both the workers and the public
against exposures to asbestos that was previously installed.
Bricks, concrete and stone
Bricks are made of fired clay and grouped into facing bricks and brick stones. They can be
solid or designed with holes. Their physical properties depend on the clay used, any added
materials, the method of manufacture and the incineration temperature. The higher the
incineration temperature, the less absorbency the brick will exhibit.
Bricks, concrete and stone containing quartz can produce silica dust when cut, drilled or
blasted. Unprotected exposures to crystalline silica can increase susceptibility to
tuberculosis and cause silicosis, a disabling, chronic and potentially fatal lung disease.
Flooring
Materials commonly used for interior flooring include stone, brick, floorboard,
textile carpeting, linoleum and plastic. The installation of terrazzo, tile or wood flooring
can expose a worker to dusts that can cause skin allergies or damage the nasal passages or
lungs. In addition, the glues or adhesives used for installing tiles or carpeting often contain
potentially toxic solvents.

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Carpetlayers can damage their knees from kneeling and striking a “kicker” with the knee in
stretching the carpeting to fit the space.
Glue
Glue is used to join materials through adhesion. Water-based glue contains a binding agent in water and
hardens when water evaporates. Solvent glues harden when the solvent evaporates. Since the vapours can be
harmful to health, they should not be used in very close or poorly ventilated areas. Glues consisting of components
that harden when mixed can produce allergies.
Mineral wool and other insulation

The function of insulation in a building is to achieve thermal comfort and to reduce
energy consumption. To achieve acceptable insulation, porous materials, such as mineral
wool and synthetic mineral fibres, are used. Great care must be taken to avoid inhaling the
fibres. Sharp fibres can even penetrate the skin and cause an annoying dermatitis.
Paints and primers
`Paints are used to decorate the exterior and interior of the building, protect materials like
steel and wood against corrosion or decay, make objects easier to clean and provide signals
or road-markings.
Lead-based paints are now being avoided, but they may be encountered during the renovation or
demolition of older structures, particularly those made of metal, such as bridges and viaducts. Inhaled or swallowed
fumes or dusts can cause lead poisoning with kidney damage or permanent nervous system damage; they are
particularly dangerous for children who may be exposed to lead dusts carried
home on work clothes or
shoes. Precautionary measures must be taken whenever lead-based paints are used or
encountered.
Use of cadmium- and mercury-based paints is prohibited for use in most countries.
Cadmium can cause kidney problems and some forms of cancer. Mercury can damage the
nervous system.
Oil-based paints and primers contain solvents which may be potentially hazardous. To
minimize solvent exposures, the use of water-based paints is recommended.
Plastic and rubber
Plastic and rubber, known as polymers, can be grouped into thermoplastic or thermosetting
plastic and rubber. These materials are used in construction for tightening, insulation,
coating, and for products like piping and fittings. Foil made of plastic or rubber is used for
tightening and moisture-proof lining and may cause reactions in workers sensitized to these
materials.

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Steel, aluminum and copper
Steel is used in construction work as a supporting structure, in reinforcement rods,
mechanical components and facing material. Steel may be carbon or alloy; stainless steel is
a type of alloy. Important steel properties are its strength and toughness. Fracture toughness
is important in order to avoid brittle fractures.
The properties of steel depends on its chemical composition and structure. Steel is heat-
treated in order to release internal strain and to improve weldability, strength and fracture
toughness.
Concrete can withstand considerable pressure, but reinforcement bars and nets are
required for acceptable tensile strength. These bars typically have a considerable carbon
content (0.40%).
Carbon steel or “mild” steel contains manganese, which, when released in fumes
during welding, can cause a Parkinson’s disease-like syndrome, which can be a crippling
nervous disorder. Aluminium and copper can also, under certain conditions, be harmful to
health.
Stainless steels contain chromium, which increases corrosion resistance, and other alloy
elements, such as nickel and molybdenum. But welding of stainless steel can expose
workers to chromium and nickel fumes. Some forms of nickel can cause asthma or cancer;
some forms of chromium can cause cancer and sinus problems and “nose holes” (erosion
of the nasal septum).
Next to steel, aluminium is the most commonly used metal in construction, because
the metal and its alloys are light, strong and corrosion-resistant.
Copper is one of the most important metals in engineering, because of its corrosion-
resistance and high conductivity for electricity and heat. It is used in energized lines, as
roof and wall coating and for piping. When used as a roof coating, copper salts in the rain
runoff can be harmful to the immediate environment.
Wallboard and gypsum
Wallboard, often coated with asphalt or plastic, is used as a protective layer against
water and wind and to prevent seepage of moisture through the building elements. Gypsum
is crystallized calcium sulphate. Gypsum board consists of a sandwich of gypsum between
two layers of cardboard; it is widely used as wall covering, and is fire-resistant.
Dust produced when cutting wallboard can lead to skin allergies or lung damage; carrying
oversize or heavy board in awkward postures can cause musculoskeletal problems.
Wood
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Wood is widely used for construction. It is important to use seasoned timber for
construction work. For beams and roof trusses of considerable span, glue-laminated wood
units are used. Measures are advisable to control wood dust, which, depending on the
species, can cause a variety of ailments including cancer. Under certain conditions, wood
dust can also be explosive.
Machine that is used in Masonry Work

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Masonry Work
What is Mason Work?

The common materials of masonry construction are brick, building stone such as
marble, granite, travertine, and limestone, cast stone, concrete block, glass block, and
adobe. Masonry is generally a highly durable form of construction. ... A person who
constructs masonry is called a mason or bricklayer.
What is the job description of a Mason?
A mason uses bricks, concrete blocks, or natural stones to build structures, including walls,
walkways, and fences. Depending on the building material in which these construction
tradespeople specialize, they are called brickmasons, blockmasons, and stonemasons.
Brickmasons are sometimes called bricklayers.
Quick Facts
In 2016, brickmasons and blockmasons earned a median annual salary of

$49,250 and hourly wages of $ 23.68, while stonemasons earned $39,780 annually and
$19.13 hourly.
There were 292,500 masonry workers, as of 2016. Just over 91,100 were blockmasons and
brickmasons, and slightly fewer than 18,900 were stonemasons.
About 13% of masonry workers are self-employed.
Most jobs are full time and often include overtime work.
Schedules can be erratic during cold weather months when there isn't a lot of building
taking place.
The job outlook for masons is excellent. The U.S. Bureau of Labor Statistics
predicts employment will grow faster than the average for all occupations through 2026.
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A Day in the Life of a Mason
To find out what typical roles and responsibilities a mason has, we looked at job
announcements on Indeed.com. Masons:
"Assist in building layout, framing, sheathing, and roofing structures"
"Use equipment and tools properly and safely to perform basic construction tasks"
"Lift and place bricks weighing approximately 5 pounds hundreds of times per day"
"Lift and place blocks weighing 24 to 55 pounds hundreds of times per day"
"Correct any safety hazards and communicate to the foreman"
"Tear down, rebuild, and point chimneys"
"Cut openings into walls, ceilings, and floors constructed of masonry materials"
How to Become a Mason
You can train to work in this occupation by doing a three to four-

year apprenticeship. Apprentices must complete about 144 hours of related technical
instruction and 2,000 hours of paid on-the-job training each year.
They learn about blueprints, building code requirements, mathematics, safety requirements,
and first aid procedures.
To enroll in an apprenticeship program, which is usually sponsored by a union or

contractor association, you must be at least 18 years old, have earned a high
school or equivalency diploma and be physically up to the challenges of the work involved
in being a mason. Upon completion of the program, you will be considered a journey
worker which means you can do your job unsupervised.
To learn about apprenticeship programs in your area, contact the local union that represents
masons. The International Union of Bricklayers and Allied Craftworkers maintains a list
of locals that are part of that organization.
Alternatively, you may choose to get training through a one-year program at a technical
college. The credits you earn may count toward an associate degree.
What Skills Do You Need?
If you think you might want to become a mason, you should evaluate whether you
have several essential qualities. First of all, are you physically strong? Masons must
regularly lift very heavy equipment and material, such as blocks that weigh more than 40
pounds.
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How is your manual dexterity? You will have to apply smooth, even layers of mortar and
quickly set bricks.
Do you have a lot of physical stamina? If you want to be a brickmason, you will have to
keep up a steady pace as you lay bricks all day.
Are you creative? If stone masonry appeals to you, you should know that you will have to
shape stones into attractive and functional structures.
What Will Employers Expect From You?
What do employers look for when they hire masonry workers? Here are some
requirements from actual job announcements found on Indeed.com:
"Ability to read and comprehend instructions including, but not limited to, safety policies
and procedure manuals"
"Enjoy physical work in the outdoors"
"Ability to work independently and complete daily activities according to work schedule"
"Must be physically fit and have the ability to work with very little downtime"
"Valid driver's license and ability to travel required"
"Must be able to tolerate pushing/pulling motions, bending at waist, and reaching above
shoulder level"
Is a Masonry Career a Good Fit for You?
Before you decide whether any career is right for you, you must make sure it's a
good fit for your interests, personality type, and work-related values. If you have the
following traits, you should consider becoming a mason:
Interests (Holland Code): Brickmason or Blockmason: RCI (Realistic, Conventional,
Investigative); Stonemason: RAC (Realistic, Artistic, Conventional)
Personality Type (Myers Briggs Personality Type Indicator [MBTI]): ESTP, ISTP
Work-Related Values: Support, Working Conditions, Independence
Self – Check 1.2-1
Check your mastery in types of tools and materials used in staking out building lines by
completing the tasks below
Direction: Identify or give the corresponding meaning that is ask for. Write your
answer on the space provided below.
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_____________ 1. It is made between natural masonry materials, which are obtained
by mechanical processing of rock (they may sometimes be produced without special
processing), and artificial materials, which are produced by technological processing of a
mineral raw material.
________________ 2. a flexible ruler and used to measure distance. It consists of a ribbon of
cloth, plastic, fibre glass, or metal strip with linear-measurement markings. It is a common
measuring tool
_______________ 3. In what year the first block concrete was molded
________________ 4. A tool, manual or powered, for screwing and unscrewing screws.

A typical simple screwdriver has a handle and a shaft, ending in a tip the user puts into the
screw head before turning the handle.
_________________ 5. Line gauge, is a device with equally spaced markings along its
length, used in geometry, technical drawing, engineering and building to measure distances
or to rule straight lines.
Answer Key 1.2-1
1. Masonry Building
2. Measuring Tape
3. Concrete Masonry Unit

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4. Screw
5. Ruler

Identify and Interpret Drawing Symbols and Plans
Learning Outcomes:
After reading the Information Sheet, the trainee must be able to:

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1. What is Blueprint?
2. How to read Blueprint
3. Identify the Drawing and symbols and its plans
________________________________________________________
What is Blueprint?
What is Blueprint?
A blueprint is a reproduction of a technical drawing, documenting an architecture or
an engineering design, using a contact print process on light-sensitive sheets. Introduced in
the 19th century, the process allowed rapid and accurate reproduction of documents used in
construction and industry.
What is structural drawing for a building?
A structural drawing, a type of engineering drawing, is a plan or set of plans for how
a building or other structure will be built. Structural drawings are generally prepared by
registered professional structural engineers, and informed by architectural drawings.
Structural Drawing
A structural drawing, a type of engineering drawing, is a plan or set of plans for how
a building or other structure will be built. Structural drawings are generally prepared by
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registered professional structural engineers, and informed by architectural drawings. They
are primarily concerned with the load-carrying members of a structure. They outline the
size and types of materials to be used, as well as the general demands for connections.
They do not address architectural details like surface finishes, partition walls, or
mechanical systems. The structural drawings communicate the design of the building's
structure to the building authority to review. They are also become part of the contract
documents which guide contractors in detailing, fabricating, and installing parts of the
structure.
Blueprint Drawing
Blueprint drawings—as construction drawings is to reference other drawings
within the set. For example, a circle drawn around an area of a drawing with an extension
to a number would indicate that this portion of the drawing has been drawn to a larger scale
to provide more information than would be possible at the existing scale (Figure 8.1). In
the preparation of working drawings for the building-construction industry, architects and
engineers have devised systems of abbreviations, symbols, and keynotes to simplify the
work of those preparing the drawings and to keep the size and bulk of the construction
documents to an acceptable, comprehensible minimum. Drawing simple building
components without the use of symbols would indeed be a tiresome task. Visualizing and
reading construction drawings therefore necessitate a knowledge of symbols and
abbreviations used in the construction industry and of their proper use in representing
materials and other components and their locations
The majority of architects and engineers today use symbols adopted by the
American Institute of Architects (AIA) and the American National Standards Institute
(ANSI). However, designers and drafters continue to modify some of these symbols to suit
their own particular needs for the types of projects they are normally commissioned to
design. For this reason, most drawings have a symbol list or legend drawn and lettered
either on each set of working drawings or in the written specifications. Modified symbols
are normally selected by the consultant because they are easier to draw and interpret and
are sufficient for most applications.
In order for this system of symbols to work, each drawing within the set has its own
unique number. This is usually a combination of numbers: the number for the individual
drawing as well as the page or sheet number on which the specific drawing appears.
Individual drawings may be referenced many times throughout a set of construction
drawings. The symbols discussed in this chapter are not all-inclusive by any means, but
they are the ones that the builder or designer is likely to encounter in most general
building-construction applications.

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Figure 8.1 a computer-generated section of a residential structure showing different
elements with encircled portions. These portions are detailed to a larger scale at another
location within the set. Notice that the highlighted portions do not necessarily have to be
circles but can take on other shapes.
Graphic symbols are often used on building plans to show elements such as gas and water
service lines and window types as well as to list drawing notes and identify finishes and
revisions. The same graphic can be used for more than one purpose. For example, the same
symbol is used for every revision; it is the number within the graphic that carries specific
information. Trade-specific symbols are included for the electrical, HVAC, and plumbing
trades.
The Meaning of Symbols

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The following figures show some of the most common standard symbols; during the
course of your work you will likely see many other types as well. For various reasons,
some of the symbols on a drawing may not be standard. Many times you will figure out
what a symbol means by analyzing it and thinking about what it looks like. The legend on a
drawing should show any nonstandard symbols and their meanings. Occasionally a symbol
for a particular component or device may have been specifically created by the architect or
engineer who developed the drawing.

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Figure 8.3 Different examples of north-point symbols. Architects and designers often like
to design their own symbols for particular items.
ARCHITECTURAL GRAPHIC SYMBOLS
Reading blueprints requires a good understanding of line types. For example, on a

plot plan some of the information shown will include property lines, rights-of-way,
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easements, topographic features, and a north arrow. Line types are discussed in greater
detail in Chapter 3. Figure 8.4A and B show various door, window, and wall symbols used
in general construction.
Figure 8.4A Examples of different common door and window symbols shown in plan form.

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INTERIOR WALLS
Figure 8.4B Examples of different exterior and interior wall symbols used in general
construction.
MATERIAL SYMBOLS
Material symbols are used to represent materials or contents on floor plans,
elevations, and detail drawings. Different symbols may be used to represent the same item
on these drawings. The outline of the drawing may be filled in with a material symbol to
show what the object is made of. Many materials are represented by one symbol in
elevation and another symbol in section. Examples of this are concrete block and brick.
Other materials look pretty much the same when viewed from any direction, so their
symbols are drawn the same in sections and elevations as seen in Figure 8.5.

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To read blueprints, including the drawings, written specifications and symbols used
in the trade. Masonry focuses on specific parts of a blueprint since it deals only with
structures made from units bound together with mortar, such as brick, stone, concrete
block, glass block and tile. This means you do not need to learn the symbols of the entire
blueprint, though of course it is always better to learn as much as you can for your
profession.
Figure 8.6 Drawing of a part elevation of a townhouse showing the use of notes for the
brick on the facade and asphalt roof shingles rather than partial drawing of the symbols.
When a large area is made up of one material, it is common to only draw the symbol
in a part of the area. Some drafters simplify this even further by using a note to indicate
what material is used and omitting the symbol altogether (Figure 8.6).

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Throughout the remainder of this text, material symbols are presented as they appear
in plan and elevation views. Many symbols are designed to approximate the actual
appearance of material. This is especially true on elevation drawings, as shown in Figure
8.6. Because of the complexity and space required, many symbols do not have any graphic
relationship to the items they represent. These must be memorized if drawings are to be
consistently interpreted. When material symbols are similar, always look for a notation,
different view, detail, or specification for information about the material.
ELECTRICAL SYMBOLS
Electrical drawings—like other types of building-construction drawings—must be

prepared by competent electrical drafters in a given time period to avoid unnecessary
delays. Symbols are used on electrical drawings to simplify the drafting work for both the
drafters and the workers interpreting the drawings. It should be noted that electrical
symbols are not standardized throughout the industry, which is one reason why electrical
drawings typically have a symbol legend or list.
Many electrical symbols are used to show the desired lighting arrangement. Switch
symbols are usually placed perpendicular to the wall and read from the right side or bottom
of the sheet. Figure 8.7 shows two lists of electrical symbols currently in use on most
electrical drawings. The lists represent a good set of electrical symbols in that they are easy
to draw, easily interpreted by workers, and sufficient for most applications.
The electrical system for a small property would typically include wiring as well as devices
such as switches, receptacles, light fixtures, and appliances. Wiring is indicated by lines
that show how devices are connected. These lines are not shown in their actual position.
They simply indicate which switches control which lights. Outlets (receptacles) and
switches are usually shown in their approximate positions. Major fixtures and appliances
are shown in their actual positions. In Figures 8.8, 8.9, and 8.10 we see examples of
receptacle symbols, alarm symbols, and other electric symbols.
Some of the symbols listed contain abbreviations, such as TV for television outlet and WP
for weatherproof. Others are simplified pictographs, such as the symbol for an electric
meter. One way to develop the ability to interpret a drawing and its symbols is by first
learning the basic form of the different symbols. This is because many symbols are similar
(square, circle, etc.), and the addition of a line, letter, or number determines the specific
meaning of that symbol.

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PLUMBING SYMBOLS
One must differentiate between industrial and residential or commercial piping.

Industrial piping is generally designed to carry liquids and gases used in manufacturing
processes. In heavy construction steel pipes have welded or threaded fittings and
connections. Piping used in commercial and residential applications is generally termed
“plumbing” and is designed to carry fresh water, liquid and solid wastes, and gas. These
pipes can be made of plastic, copper, galvanized steel, or cast iron. In preparing a plumbing
drawing, all pipe fittings, fixtures, valves, and other components are represented by
symbols
How to Read Masonry Blueprint
In order to pass skills and competencies tests when training to be a mason, you must
be able to read blueprints, including the drawings, written specifications and symbols used
in the trade. Masonry focuses on specific parts of a blueprint since it deals only with
structures made from units bound together with mortar, such as brick, stone, concrete
block, glass block and tile. This means you do not need to learn the symbols of the entire
blueprint, though of course it is always better to learn as much as you can for your
profession.
Step 1
Identify the scale of the blueprint. This is usually found next to the title, near the
bottom of the page. Usually, it will simply state something like, 1/4". It is up to you to
realize this means that every 1/4" on the paper represents 1' in the finished structure.
Likewise, 1/8" means 1/8" on the paper is 1' in real life, and so on.
Step 2
Look for areas that will require masonry. Walls and floors are likely candidates, though
many of these may be made from other materials that are not part of your work.
Step 3
Identify the materials used by referring to symbols. Occasionally, a key will be provided to
tell you what various markings mean, but often you are simply expected to have
memorized common conventions. For example, diagonal lines spaced far apart represent
concrete block, diagonal lines close together represents brick and cross-hatched diagonal
lines represent tile.

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Step 4
Read any written instructions that pertain to the masonry areas of the blueprint. Be sure
you understand them, and reread them if necessary.
Drawing and symbols and its plans

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Concept drawings or sketches are drawings, often freehand, that are used as a quick
and simple way of exploring initial ideas for designs. They are not intended to be accurate
or definitive, merely a way of investigating and communicating design principles and
aesthetic concepts.
Construction Drawing / Working Drawing

Working drawings or construction drawings provide dimensioned, graphical
information that can be used; by a contractor to construct the works, or by suppliers to
fabricate components of the works or to assemble or install components. Along
with specifications and bills of quantities or schedules of work, they form a part of the
'production information', that is prepared by designers and passed to the construction team
to enable a project to be constructed.
Design Drawing
Design drawings are used to develop and communicate ideas about a developing
design. In the early stages they might simply demonstrate to the client the ability of a
particular design team to undertake the design. They may then be used to develop and
communicating the brief, investigate potential sites and assess options, develop the
approved idea into a coherent and co-ordinated design, and so on.

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Detail Drawing
Detail drawings provide a detailed description of the geometric form of a part of an
object such as a building, bridge, tunnel, machine, plant, and so on. They tend to be large-
scale drawings that show in detail parts that may be included in less detail on general
arrangement drawings.
Elevations
The term ‘elevation’ refers to an orthographic projection of the exterior (or

sometimes the interior) faces of a building, that is a two-dimensional drawing of the
building’s façades. As buildings are rarely simple rectangular shapes in plan, an elevation
drawing is a first angle projection that shows all parts of the building as seen from a

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particular direction with the perspective flattened. Generally, elevations are produced for
four directional views, for example, north, south, east, west.
Floor Plans

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Floor plans are a form of orthographic projection that can be used to show the layout
of rooms within buildings, as seen from above. They may be prepared as part of the design
process, or to provide instructions for construction, often associated with
other drawings, schedules, and specifications.
Engineering Drawing
An engineering drawing is a type of technical drawing used to define the

requirements for engineering products or components. Typically, the purpose of
an engineering drawing is to clearly and accurately capture all geometric features of a
product or component so that a manufacturer or engineer can produce the required item.
Location Drawing /General Agreement Drawing

General arrangement drawings (GA’s, sometimes referred to as location drawings)
present the overall composition of an object such as a building. Depending on the
complexity of the building, this is likely to require a number of different projections, such
as plans, sections and elevations, and may be spread across several different drawings.
Installation Drawing
Installation drawings present the information needed by trades to install part of the
works. This may be particularly important for complex installations such as plant rooms,
data centres, ventilation systems, underfloor heating, and so on.

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Perspective
Perspective drawing is a technique for depicting 3-dimensional volumes and spatial
relationships based on the eye level and vanishing point (or points) of the viewer. It can
give a realistic impression of what a volume or space will look like in reality.
Constructing perspective drawings of buildings is extremely complicated, but has been
much simplified recently by the development of computer aided design (CAD), building
information modelling (BIM) and other forms of computer generated imagery (CGI).
Double Scaffolding
Double Scaffolding is generally used for stone masonry so, it is also called as mason’s
Scale Drawing
Scale drawing is a generic term used to describe any drawing that illustrates items at less
than (or more than) their actual size. This is generally necessary where the items is so large
or small that it is not useful or convenient to draw it at its actual size.
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Section Drawing
A section drawing shows a view of a structure as though it had been sliced in half or
cut along another imaginary plane. This can be useful as it gives a view through the spaces
and surrounding structures (typically across a vertical plane) that can reveal the
relationships between the different parts of the buildings that might not be apparent on
plan drawings.
Shop Drawing
Shop drawings might be prepared by contractors, subcontractors, suppliers, manufacturers
or fabricators. They generally relate to pre-fabricated components, showing how they
should be manufactured or installed. They take design intent
drawings and specifications prepared by the project design team and develop them to show
in detail how the component will actually be manufactured, fabricated, assembled or
installed.
Site Drawing
Shop drawings might be prepared by contractors, subcontractors, suppliers,
manufacturers or fabricators. They generally relate to pre-fabricated components, showing
how they should be manufactured or installed. They take design intent
drawings and specifications prepared by the project design team and develop them to show
in detail how the component will actually be manufactured, fabricated, assembled or
installed.
Site Plan
A site plan is a large-scale drawing that shows the full extent of the site for an
existing or proposed development. Site plans, along with location plans, may
be necessary for planning applications. In most cases, site plans will be drawn up following
a series of desk studies and site investigations.
Technical Drawing
The term ‘technical drawing’ has a very broad meaning, referring to any drawing
that conveys the way that something functions or how it is constructed. Technical
drawings are intended to convey one specific meaning, as opposed to
artistic drawings which are expressive and may be interpreted in a number of ways.
Most drawings prepared during the design and construction of buildings might be
considered to be technical drawings.

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Direction: write True if the statement id correct and write False if the statement is
incorrect on the space provided below :
_______ 1. Blueprint is a reproduction of a technical drawing, documenting an

architecture or an engineering design,
_______ 2. A Structural drawing is a type of engineering drawing, is a plan or set of
plans for how a building or other structure will be built.
_______ 3. Applied to the building-construction industry—are generally used to show
how a building, object, or system is to be constructed, implemented, modified, or repaired.
One of the main functions of graphic symbols on
_________ 4. Blueprint reading or drawing is an system of symbols to work, each drawing
within the set has its own unique number. This is usually a combination of numbers: the
number for the individual with a corresponding meaning,
_________5. The term ‘technical drawing’ has a very broad meaning, referring to any
drawing that conveys the way that something functions or how it is constructed.

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Answer Self – Check 1.2.2
1. True
2. True
3. False
4. True
5. True

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Identify and describe safety practices and first aid regulations in basic masonry
works
After you read this module trainees/students must be able to:

1. Description of Safety Practice in Basic Masonry
2. What are the first Aid Regulation in Masonry
Safety Practice in Basic Masonry
Masonry wall safety

During construction work
Plan and prepare

Principal contractors and masonry contractors are jointly responsible for the
masonry work on site. As part of your
preparation, provide:
• advice about who is responsible for installing, inspecting and removing any temporary
supports

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• designs and materials for temporary supports, considering the particular walls’
characteristics (seek
engineering advice if necessary)
• materials to identify no-go zones – e.g. fencing, tape or signage
• instruction for workers, including site induction and supervision.
If you’re a masonry contractor, you must also prepare a work method statement in
consultation with workers and
get it reviewed by the principal contractor before you start work. Ensure that you use any
relevant information
from the manufacturer, supplier and site management.
Identify and assess the risks
Principal contractors and masonry contractors are jointly responsible for the risk
assessment, which should identify any walls that may need temporary supports during
construction work. Include in your assessment:
• walls previously identified on the design drawings as needing temporary supports

• any features of the wall that may affect its strength – e.g. control joints, lintels, damp
proof course, bond type
or openings
• worker walkways or access paths
• plant, equipment and material movement, including delivery and storage areas
• the proposed sequence for the wall construction, including whether you will build cross
walls or returns at the
same time as the wall so that they support each other, the rate of construction and proposed
stop heights the
structural adequacy of the foundations
• existing or proposed excavations
• walls adjacent to another property or a public area
• likely weather conditions for the location and season – e.g. wind (see table 1), extreme
temperatures and rain
• the proposed height, width and layout of walls (see table 2 and figure 1).
In addition to your risk assessment, establish an ongoing inspection program – at the start
of each day and after
adverse weather conditions, inspect the walls and any temporary supports for damage. If
repairs are required,
maintain no-go zones until it is safe to approach.

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Figure 1: Illustration of unsupported wall height above a brace
Note: The upright member above the diagonal is ignored, as it may not be rigid enough to provide support. If the brace
was not in place, the maximum unsupported wall height from table 2 would apply from ground level.
Control the risks

Your risk assessment may identify a range of control measures – such as:
• designing walls to provide additional stability during the construction phase, such as adding sequential core
Filling with reinforcing or wall stiffeners (see figures 2 and 3)
• building walls at the same time as cross walls (see figure 4) or returns, or nailing-off frame ties in veneer
Construction, so that they support each other
• Installing temporary supports (see figure 5)
• establishing stop heights to allow mortar to gain adequate strength before further construction – e.g. at lintel
Height
• stacking materials away from unsupported masonry walls – i.e. no leaning materials against walls
• preventing inadvertent impact on walls by plant such as wheelbarrows, cranes or pallet trolleys – e.g. using
Dedicated travel paths and storage areas
• Monitoring weather conditions – e.g. wind (see table 1), extreme temperatures and heavy rain – and amending
Work practices to suit
• stopping work if the existing top course is affected by rain to the point where the mortar bond strength will be
Impaired
• preventing the collapse of excavation behind masonry retaining walls
• not backfilling behind masonry retaining walls until they are permanently supported or (for self-supporting
Walls) have reached their design strength
• installing no-go zones, identified by barricades or other physical identifiers, to keep people outside of
Potential collapse zones. (This is not an adequate control measure for walls that could fall outside the
Construction site. Prevent such walls from falling under all likely conditions.)
Communicate the adopted risk control measures to all relevant people on site via site-specific induction training.
Also communicate any changes to the controls – e.g. via toolbox talks.

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Figure 2: Sequential core filling with reinforcing
Figure 3: Wall stiffener – open-ended blocks used to build around stiffener

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Figure 4: Cross walls
Figure 5: Examples of typical types of temporary supports (not to scale
Note: If your risk assessment identifies temporary supports as a control measure, select an
appropriate design for your wall that is of adequate strength and can be adequately fixed.
You may need to prevent wall failure from either side. Typical examples are shown in
figure 5.
Space the braces, fix them to the floor and to the wall if required, in accordance with the
design specifications.
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Braces may be designed and installed as either single-acting or double-acting. Double-
acting braces are installed on one side only, with through-wall connection.
Once you have erected the supports, maintain them until the wall is incorporated into
the completed structure
Or you have installed alternative support – e.g. a cross wall.
Note: This table is based on a maximum spacing of 3 m between supports, and applies to standard-weight
extruded or pressed-clay bricks and hollow-core concrete blocks. Lower heights apply for lighter weight
bricks or blocks – seek engineering or manufacturer’s advice.

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Control the risks
Your risk assessment may identify a range of control measures – such as:
• designing walls to provide additional stability during the construction phase, such as
adding sequential core
filling with reinforcing or wall stiffeners (see figures 2 and 3)
• building walls at the same time as cross walls (see figure 4) or returns, or nailing-off
frame ties in veneer
construction, so that they support each other
• installing temporary supports (see figure 5)
• establishing stop heights to allow mortar to gain adequate strength before further
construction – e.g. at lintel
height
• stacking materials away from unsupported masonry walls – i.e. no leaning materials
against walls
• preventing inadvertent impact on walls by plant such as wheelbarrows, cranes or pallet
trolleys – e.g. using
dedicated travel paths and storage areas
• monitoring weather conditions – e.g. wind (see table 1), extreme temperatures and heavy
rain – and amending
work practices to suit
• stopping work if the existing top course is affected by rain to the point where the mortar
bond strength will be
impaired
• preventing the collapse of excavation behind masonry retaining walls
• not backfilling behind masonry retaining walls until they are permanently supported or
(for self-supporting
walls) have reached their design strength
• installing no-go zones, identified by barricades or other physical identifiers, to keep
people outside of
potential collapse zones. (This is not an adequate control measure for walls that could fall
outside the
construction site. Prevent such walls from falling under all likely conditions.)

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Figure 2: Sequential core filling with reinforcing
Figure 3: Wall stiffener – open-ended blocks used to build around stiffener

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Figure 4: Cross walls
Figure 5: Examples of typical types of temporary supports (not to scale)

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A Guide to the Workplace
Safety and Health
(First-Aid) Regulations
INTRODUCTION & PURPOSE
1.1 The statutory requirements for first aid, in the workplace, are detailed in the Health and
Safety (First Aid) Regulations 1981 as amended Third edition 2013, further interpreted by
the 1997 Approved Code of Practice (DOC L74) require employers to ensure there are
adequate and appropriate first aid facilities for their employees in the event of an injury or
illness at work. This includes suitably trained personnel to respond in first aid emergency
and suitable equipment provided by the employer.
1.2 The Regulations place the following INTRODUCTION & PURPOSE
1.1 The statutory requirements for first aid, in the workplace, are detailed in the Health and
Safety (First Aid) Regulations 1981 as amended Third edition 2013, further interpreted by
the 1997 Approved Code of Practice (DOC L74) require employers to ensure there are
adequate and appropriate first aid facilities for their employees in the event of an injury or
illness at work. This includes suitably trained personnel to respond in first aid emergency
and suitable equipment provided by the employer.
The Regulations place the following duties on employers. They must:
Undertake an assessment of first aid needs to determine the required numbers of

first aiders or appointed persons, level of training, facilities and equipment. This will
depend on the nature of the work, the number of employees, and the location of the
premises. The assessment may be documented although there is no requirement to do so.
Provide adequate and appropriate levels of First Aid equipment and facilities. Make sure
there are adequate numbers of suitable staff available for administering First Aid to
employees. These 'First Aiders' must be trained and be qualified as deemed appropriate by
the HSE, and must have any additional training, as appropriate, for example, in workplaces
where cyanide or electricity, etc may be notable hazards. Appoint an alternative person, to
take charge when the First Aider is away from the premises in temporary and exceptional
circumstances.
Provide an 'appointed person', where the assessment of first aid needs indicates that due to
the low risk nature of the work and location, a 'first aider' is not required.
Provide employees with information regarding the provision of First Aid, location of
equipment, facilities and relevant personnel.

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1.3 The HSE conducted a consultation in 2013, to evaluate existing provision for First Aid
training. The changes are reflected below.
1.3. 1 the 4 day First Aid at work has been replaced with a 3 day First Aid at Work course.
On an annual basis, a three hour refresher course is recommended. At the end of 3 years, a
2 day “re-qualification” course is required.
1.3. 2 The First Aid for Appointed Persons has been replaced with a one day Emergency
First Aid at work course. You should attend an annual refresher and at the 3 year point, you
will need to repeat the full Emergency First Aid at work course.
1.3.3 For further information refer to Appendix 4.
SCOPE & DEFINITIONS
This document applies to all directly and indirectly employed staff within Solent
NHS Trust and other persons working within the organisation in line with Solent NHS
Trust’s Equal Opportunities Document. This Policy applies to all members of staff in all
working environments; clinical staff, managers, administrative staff, bank staff, temporary
workers, and volunteers. Where staff from other organisations (e.g., other NHS Trusts)
work on and /or along side Solent NHS Trust members of staff this policy and basic first
aid procedures in accordance with relevant legislation will apply.
DEFINITIONS
First Aid
First-aid is the treatment of minor injuries that happen on premises that would otherwise
receive no treatment or do not require treatment by a medical practitioner or nurse. In cases
where a person will require help from a medical practitioner or nurse, first aid aims to
preserve life and minimise the consequences of injury or illness until such help is obtained.
A Mini Kit
A mini kit is a very basic first aid kit given to lone workers (e.g. kept in the car or in a bag)
so that if they have an accident whilst out of the office, they can self administer first aid.
Certified First Aider
A person who has undergone a training course in administering first aid at work and holds
a current first aid at work certificate following attendance at a training course delivered by
a provider who meets the Health & Safety Executive (HSE) criteria for first aid training.
First Aid at Work Certificate (FAW)

Currently, this is obtained, following a 3 day training which meets HSE criteria.
Attendance on such a course is recommended for those Responsible Persons/Managers in
parts of the county where there is not ready access to the A&E Departments or Minor
Injuries Units or, where the risk of injury is considered to be high. Participants will cover
all the subject listed for EFAW listed below and also be able to:
Administer first aid to a casualty with injuries to bones, muscles and joints including
suspected spinal, chest and eye injuries, sudden poisoning or anaphylactic shock
Recognise the presence of a major illness including (heart attack, stroke, epilepsy, asthma,
diabetes) and provide appropriate first aid
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Emergency First Aid at Work (EFAW) First Aid at Work Policy (Health and Safety) Page
6 of 21
This one day course, which now falls within the HSE Regulations, is an introduction to the
basic medical and emergency skills that all First Aid contacts in the workplace should
cover:
Role of the first aider
Importance of preventing cross infection
The need for recording incidents and actions
Use of available equipment
Assess the situation and circumstances in order to act safely, promptly and effectively in
an emergency
Administer first aid to a casualty who is unconscious (including seizure)
Administer first aid to a casualty who is chocking, wounded and bleeding or in shock
Practical first aid for minor injuries such as cuts, burns, scalds, grazes.
Appointed Person (AP)

Appointed Person refers to a person who has been appointed by a Responsible
Person/Manager to take charge in a medical emergency in the absence of a First Aider,
check and as appropriate replenish the first aid equipment.
ASSESSMENT OF FIRST AID PROVISION
3.1 The Health and Safety (First Aid) Regulations 1981 require employers to assess the
needs for first aid with regard to the workplace, the location, the numbers and needs of
employees and the activities taking place. When deciding the level of First Aid required it
should be borne in mind that the facilities and equipment should enable:
Immediate assistance to be given to employees suffering from potential injuries or illness
associated with the specific undertaking rapid summoning of an ambulance or medical
assistance.
3.2 Typically, first-aiders will hold a valid certificate of competence in either first aid at
work (FAW) or emergency first aid at work (EFAW). EFAW training enables a first-aider
to give emergency first aid to someone who is injured or becomes ill while at work.
3.3 The Regulations do not prescribe the level of First Aid facilities an employer must
provide, because every work place has different hazards. The level of service provided
must be appropriate to the risks identified in the workplace assessment, and separate
assessments may be required for various parts of the premises, and off site activities
dependent on the operations undertaken.
3.4 There is no obligation for an employer to record the results of such an assessment, but a
record may be useful to justify at a later date, the reasons behind the particular level of first
aid provision. In determining the nature and extent of first aid provision within the various
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localities, wards and departments, the factors to be considered and which should therefore
be recorded if a record is desired, include:
 The nature of the work undertaken, the situation and environment and the hazards
and risks they present.
 The size and location of the workforce.
 The location in relation to the nearest “expert” medical services (e.g. A&E and
Minor Injuries Units)
 The sharing of First Aiders and facilities in multi-occupancy buildings.
 The provision during normal working hours and also any out of hour’s occupation
of premises.
 Working patterns e.g. “fixed base” working, shift work, peripatetic working (i.e.
staff who have a work base but spend significant amounts of time within the
community). Services requiring 24 hours cover etc.
 The needs of travelling, remote or lone workers, particularly where their job is
considered high risk. Such staff may need to be trained to become Appointed
Persons and be provided with a personal first aid kit.
 Cover for leave/absence of first aiders
 The number of non-employees (service users, visitors, contractors, members of the
public etc.).
 The first aid provision already in place, i.e. trained staff and first aid boxes.
 The location of first aid materials and equipment that are readily available when
needed.
To complete a first aid assessment

Refer and follow the guidance in Appendix 1 Checklist for assessment of first-aid needs
and Appendix 3 Suggested number of first-aid personnel to be available at all times at work
Record result by completing Appendix 2 Record of First- aid provision
Appendix 1 Checklist for assessment of first-aid needs

Appendix 2 Record of first-aid provision
Appendix 3 Suggested number of first-aid personnel to be available at all times at work
FIRST AID PERSONNEL SELECTION

4.1 Those responsible for selecting First Aiders should consider the personal qualities
required of a good First Aider, whether or not they have a physical deficiency which would
impair their capabilities, and whether their normal duties would enable them to rapidly
attend an incident, when required.
Employees selected must be:
capable of working in a calm manner in an emergency
normally be on-site during working hours
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aware of the urgency of attending an incident immediately when alerted.
4.2 First Aiders should be reliable and have good communication skills, and should be
capable of learning new skills and absorbing information.
4.3 When determining the numbers of first aiders required, employers may take into
account the availability of qualified medical professionals provided they can demonstrate
current knowledge First Aid at Work Policy (Health and Safety) Page 8 of 21 and skills in
first aid the training and experience of the following qualify them to administer first aid in
the workplace without the need to hold a FAW or EFAW or equivalent qualification.
ROLES AND RESPONSIBILITIES IN RELATION TO THE IDENTIFICATION

AND PROVISION OF FIRST AID SERVICES
The Chief Executive Officer (CEO) - Has delegated responsibility for ensuring the
organisation complies with all relevant Health & Safety legislation of which First Aid is a
part. The CEO will ensure that sufficient resources are provided to enable the policy to be
implemented and to remain effective.
The Appointed Director for health and safety (Director of Finance)-Will through the Solent
Health & Safety Sub-Committee be responsible for monitoring compliance with the First
Aid at Work Policy , generating status reports reporting any significant risks associated
with First Aid to the Quality Improvement and Risk Group .
Managers (Facility Managers, Support Services Managers, Premises Managers and
responsible persons both clinical and non-clinical):
They shall be responsible for

Ensuring that day-to-day work activities under their control are carried out with full regard
to good Health and Safety management. In particular they are responsible for ensuring that
those Responsible Persons/Managers accountable to them appoint sufficient First Aiders to
cover periods of annual leave, sickness and other planned absences so that the service is
maintained.
First Aid at Work Policy (Health and Safety) Page 9 of 21

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They are responsible for Conducting a workplace risk assessment (see Section 3 above) to
determine the number of first aiders/Appointed Persons required, in order to ensure
compliance with the Health and Safety Regulations. See also Checklist at Appendix 1.
Liaising with other management colleagues in circumstances where more than one
manager has responsibility for a particular work area and, to ensure, that a joint approach is
taken in the determination of first aid provision.
Identifying employees who are willing to undertake first aid training and/or act as
Appointed Persons.
Identifying employees who are prepared to take on responsibilities of the Certified First
Aider and the associated training.
Maintaining details of Certified First Aiders, Appointed Persons, their training records, and
training renewal dates.
Ensuring the provision of first aid equipment as detailed in section 7 below. In work areas
where one or more Certified First Aider has been appointed, it would only be necessary to
provide a sufficient number of boxes to meet local requirements.
Communicating the location and names of Certified First Aiders (and Appointed Persons)
to all staff within each respective work area. Such information should also be prominently
displayed on strategically placed notices within the work area.
FIRST AID ROOMS
First Aid rooms are usually only required in high-risk areas/departments, they may also be
required if the workplace is remote and access to medical assistance is difficult, or liable to
be delayed.
If the assessment of first aid needs identifies the need for a First Aid room, the room should
contain vital First Aid facilities and equipment, access should only be available to
authorised personnel.
The room should be clearly signposted (white lettering or symbols on a green background)
and, it must only be used for First Aid provision and or to provide rest facilities for
pregnant and nursing mothers.
To be effective, First Aid rooms should be:

accessible to stretchers, wheelchairs etc
available for use at all times when persons are at work
positioned as near as possible to a point of access for transport to hospital
First Aid at Work Policy (Health and Safety)
large enough to contain a chair and a couch, with sufficient access around it
provided with a desk and telephone or other communication equipment easily cleanable
with an impervious floor regularly cleaned and have suitable arrangements for the disposal
of waste suitably and sufficiently ventilated, heated and lit the responsibility of a suitable
person who is available whenever employees are at work. In addition, the room may be
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provided with: a sink with hot and cold running water drinking water and disposable cups
soap and paper towels
A store of first aid materials
A container for the safe disposal of clinical waste
A first aid record book.
SUCCESS CRITERIA/MONITORING COMPLIANCE
9.1 Health and safety manager will monitor compliance with this policy as part of their day
to day activities i.e. accident/ incident reports, staff complaints, management requests.
Non-Compliance
9.2 Issues, which cannot be resolved at Service level, breaches in or failures to meet the
Health and Safety (First-Aid) Regulations, must be reported to the Solent NHS Health and
Safety Manager and raised at Health & Safety Sub- Committee or equivalent. Where
applicable an Incident Report must be completed “Safeguard” (via paper form or the web-
based system) following Solent’s reporting of adverse events policy.
9.3 Health and Safety Manager is the designated focal point for the Health and Safety
Executive (HSE) with regard to legislative accident and incident reporting requirements
Reporting of Injuries Diseases Dangerous Occurrences Regulations 1995 (RIDDOR) as
amended.
9.4 Prohibition and/or Improvement Notices served by the HSE, or the Local Autho
Authority, as a result of management failings and/or non-compliance with this policy will
be brought to the attention of the Appointed Board level Director for health and safety and/
or Risk manager at the earliest opportunity, through Health and Safety Manager’s
functional management chain.
10. EQUALITY & DIVERSITY AND MENTAL CAPACITY ASSESSMENT

10.1. A thorough and systematic assessment of this policy has been undertaken in
accordance with the Trust’s Policy on Equality and Human Rights.
10.2. The assessment found that the implementation of and compliance with this policy has
no impact on any Trust employee on the grounds of age, disability, gender, race, faith, or
sexual orientation. See Appendix 5
What is in this section of the Guide?

This section of the Guide provides a brief explanation of the main features in the
Workplace Safety and Health (First-Aid) Regulations to assist you in complying with the
Regulations.
Why is there a need for First-Aid Regulations?

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The life of an injured employee may depend on proper first-aid given within the first few
minutes of an accident. Besides saving lives, first-aid treatment is important in preventing
further injury and pain. The requirement for first-aid treatment in the workplace is not new
and was defined in Section 58 of the Factories Act as well as the Factories (First-Aid)
Regulations 1995.
In the new framework for occupational safety and health in Singapore, the
Workplace Safety and Health Act replaces the Factories Act with effect from 1 March
2006. This Workplace Safety and Health (First-Aid) Regulations is one of the subsidiary
legislations under the new Act.
Where will the Workplace Safety and Health (First- Aid) Regulations apply?
The Regulations will apply in the following workplaces.
1. Any premises which is a factory.

2. Any premises within an airport where any checking,
inspecting, cleaning, loading, unloading or refueling of
an aircraft is carried out by persons other than by the
crew of the aircraft.
3. Any ship in a harbour where any of the following is
carried out:
a. scaling, scurfing or cleaning of boilers, including
combustion chambers and smoke boxes,
in the ship;
b. cleaning of any tank, bilges or holds in the ship;
c. construction, re-construction, repair, fitting,
furnishing or breaking up.
4. Any laboratory or other premises where the testing,
What are the responsibilities of the employer or

occupier of the workplace?
• Provision and maintenance of first-aid box,

• Appointment and training of first-aiders,
• Provision and maintenance of first-aid room,
• Provision of suitable facility for quick drenching of body or flushing of eyes where toxic
or corrosive substances are used.
What factors do I have to consider in carrying out

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my responsibilities as an employer or occupier?
When deciding on the number of equipment, first-aiders, and facilities for your workplace,
you should consider the following factors:
• Type of industry, the nature and specific hazards of the work,

• Number of employees,
• Number of work shifts,
• Physical layout of the workplace,
• known occurrences of accidents or illnesses,
• Location of the workplace in relation to
The nearest medical clinic or hospital,
• Work during holidays.
• First-aiders on sick leave. The Safety Committee in the workplace should periodically
Review the first-aid facilities to ensure that these facilities are adequate.
Provision
Of First-aid Box
Maintenance
What should be provided in the first-aid box and how should it be maintained?
Contents of First-Aid Box
The required minimum contents of first-aid boxes are listed
in Annex A.
First-aid boxes should not contain materials other than
those required for first-aid treatment.
It is essential that first-aid boxes be checked frequently
to make sure they are fully equipped and all items are
usable. Used or expired items should be replaced as soon
as possible.
Number of First-Aid Boxes

The number of first-aid boxes required depends on
The physical layout of the premises and the number of
Employees.
There should be at least one first-aid box on each floor of
The premises. The total number of first-aid boxes required
Should be sufficient for use by all employees.
Accessibility of First-Aid Boxes

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The first-aid box should be labeled clearly and placed in an unmistakably identified, well-
illuminated and easily accessible location. The first-aid box must be made of sturdy
material and be portable so that it can be quickly taken to the site of an accident.
Where the factory covers a large area, an adequate number of first-aid boxes should be
provided and well distributed throughout the premises. Employees should be informed of
the location of all the first-aid boxes.
Provision And Maintenance Of First-Aid Room
How should it be maintained?

A first-aid room is to be provided where there are more than 500 employees.
Design of First-Aid Room

The room should be large enough to hold a couch, and still have space for people to move
about. It should be well lit and ventilated and have provision for emergency lighting.
It should also be clearly identified as a first-aid room by means of a sign.
Facilities in First-Aid Room
The items that should be provided in a first-aid room are listed in Annex B.
Location of First-Aid Room
When choosing a site for a first-aid room, bear in mind the following factors:
• Proximity to toilets,
• Proximity to lifts and main passageways which are wide enough to allow a stretcher,
wheelchair or carrying chair through,
• Accessibility to work area,
• Accessibility to car park, so as to facilitate transfer of injured persons to an ambulance.
Working With Toxic Or Corrosive Substances

What first-aid facilities are required if toxic or corrosive substances are being used?
If the workplace has exposure to toxic or corrosive substances, the Commissioner of
Workplace Safety and Health may require the provision of suitable facilities for emergency
treatment, such as emergency showers for quick drenching and eye wash for flushing the
eyes. These facilities for emergency use should be located within the
work area and be properly maintained. Special Instructions Some chemicals handled in the
factory may not be commonly used. Hence, instructions on the handling of employees

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injured by such chemicals may need to be written down in Safety Data Sheets (SDS) for
easy reference in the event of an accident. If a chemical has an antidote eg amyl nitrite for
cyanide poisoning, the antidote should be available. Instructions on the administration of
the antidote should be clearly written down. Copies of the SDS should be located near the
first-aid boxes
so that they can be referred to quickly and easily.
Appointment of First-Aiders
Shift Work
If there is a shift work schedule, there must be a sufficient number of first-aiders
corresponding to the number of employees working on that shift to provide adequate
coverage for each shift.
Availability of First-Aiders
The names and where the first-aiders normally work must be displayed on a notice in a
prominent location in the workplace.
What are the responsibilities of the first-aider?

The first-aider has 3 main responsibilities
1. Management of Casualty
The first-aider should be aware of the specific hazards (eg, hazardous substances,
dangerous goods, machinery or equipment) in the workplace and be able to render first-aid
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for these specific hazards. In the management of an injured employee, the first-aider should
take the following steps.
• Assess the situation without endangering his own life.
• Identify the injuries.
• Give immediate first-aid treatment, keeping in mind that a casualty may have more than
one injury and that some casualties will require more urgent attention than others.
• Arrange without delay for the injured employee(s) to be sent to a doctor, hospital or
home, according to the seriousness of his condition.
• Provide information to an attending doctor on the nature of the incident and the first-aid
treatment rendered.
The first-aider’s responsibility ends when the casualty is handed over to the care of a
doctor, nurse or other appropriate person.
2. Maintenance of Treatment Record

The first-aider must record the treatment given and keep the record in a designated place.
3. Maintenance of First-Aid Facilities
The first-aider is responsible for maintaining the first-aid box. He should ensure that only
first-aid equipment is kept inside the box. The first-aider should periodically check the
first-aid box to ensure that the contents of the box are regularly replenished. In workplaces
with Occupational Health Nurses, the supervision of first-aiders and the responsibility for
the maintenance of first-aid facilities may be taken over by the nurse.
Training Of First-Aiders
What are the qualities and training required for a

person selected to be a first-aider?
Selection for Training
An employer or occupier should select suitable persons for first-aid training. Persons who
are suitable are those who:
• are mature and responsible,
• can remain calm in an emergency,
• can leave their work immediately to respond to an emergency,
• are physically fit. The employer or occupier should maintain a written record of all the
first-aiders, and record the dates they obtained their first-aid certificates and the dates on
which they received retraining.
Training Providers
A person is considered a trained first-aider if he successfully completes a first-aid course
approved by the Ministry of Manpower. The list of training providers can be found at
http://www.mom.gov.sg/oshd, under “Occupational First-Aid Courses”.
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Validity of Certificates
First-aid certificates are valid for 3 years only. Thereafter, the first-aider has to undergo a
refresher course and be issued with a new certificate.
Transitional Period
What is the status of persons appointed or

documents obtained before 1 March 2006 when the Workplace Safety and Health Act
comes into force?
Any persons appointed, and any documents, certificates or permits issued or approved
under the Factories Act, will continue to be valid under the Workplace Safety and Health
Act during the transition between the two pieces of legislation until the Act is fully
implemented. Examples of such persons or documents include safety officers, safety
auditors, authorized boiler inspectors, approved persons, designated factory doctors, safety
committees, certificates of factory registration, and inspection reports. Subsidiary
legislation made under the Factories Act will also remain in force.

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Check your mastery in types of first aide used in masonry building lines by completing the
tasks below
Direction : Enumeration Write your answer on the space provided below 5 points each
question
1. SUCCESS CRITERIA/MONITORING COMPLIANCE

2. ROLES AND RESPONSIBILITIES IN RELATION TO THE
IDENTIFICATION AND PROVISION OF FIRST AID SERVICES

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Answer Self – Check 1.2-3
9.1 Health and safety manager will monitor compliance with this policy as part of their day
to day activities i.e. accident/ incident reports, staff complaints, management requests.
Non-Compliance
9.2 Issues, which cannot be resolved at Service level, breaches in or failures to meet the
Health and Safety (First-Aid) Regulations, must be reported to the Solent NHS Health and
Safety Manager and raised at Health & Safety Sub- Committee or equivalent. Where
applicable an Incident Report must be completed “Safeguard” (via paper form or the web-
based system) following Solent’s reporting of adverse events policy.
9.3 Health and Safety Manager is the designated focal point for the Health and Safety
Executive (HSE) with regard to legislative accident and incident reporting requirements
Reporting of Injuries Diseases Dangerous Occurrences Regulations 1995 (RIDDOR) as
amended.
Question 2 : The Chief Executive Officer (CEO) - Has delegated responsibility for
ensuring the organization complies with all relevant Health & Safety legislation of which
First Aid is a part. The CEO will ensure that sufficient resources are provided to enable the
policy to be implemented and to remain effective.
The Appointed Director for health and safety (Director of Finance)-Will through the Solent
Health & Safety Sub-Committee be responsible for monitoring compliance with the First
Aid at Work Policy , generating status reports reporting any significant risks associated
with First Aid to the Quality Improvement and Risk Group .
Managers (Facility Managers, Support Services Managers, Premises Managers and
responsible persons both clinical and non-clinical):

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Information Sheet 1.2-4
Perform safe work practices and Respond to emergency situations
Trainees must be able to identify the following:
1. Construction Health and Safety

2. Common Situation on a construction
3. Types of Accident Measurment
4. What is emergency situation respond?
5. Perform the procedure on How to Perform safety Emergency practice
Construction Health and Safety
• Safety is free from risk and danger.

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• Accidents is defined as an unexpected and desirable event resulting in damage or
harm.
• Hazards is an unsafe condition or activity, that if left uncontrolled can contribute to
an accident.
• Risk is the assessment of ’probability of loss’ and ’potential amount of loss’.
_________________________________________________________________________
Common situation on a construction site
• Construction work is dynamic, diverse, and constantly changing in nature.

• Constantly changing job site environments and conditions
• Multiple contractors and subcontractors
• High turnover; unskilled laborers
• Constantly changing relationships with other work groups
• Diversity of work activities occurring simultaneously
• Construction workers are at risk of exposure to various hazards and risks that can
result in injury, illness, permanent disability, or even death.
_________________________________________________________________________
Types of hazards
• Chemical
• Physical
• Biological
• Ergonomic
_________________________________________________________________________
Key Messages To Emergency Situation
Effective Response involves pre-planning with community partners

Pro-active efforts in the Prevention-Mitigation and Preparedness phases will impact the
quality of response
Responses to emergencies will vary depending upon the severity and intensity of the event
Responses to emergencies involve informed decision-making and clear identification of
lines of decision-making authority
There are three key response actions: evacuation, lock-down, and shelter-in-place
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After-action briefings and reports are an integral part of the emergency planning continuum
_________________________________________________________________________
Phases of Emergency Management Preparedness

Prevention-Mitigation
Response Recovery
What is the Response Phase?
Response is taking action to effectively contain and resolve an emergency

•The Response phase is when emergency management plans are operationalized.
Steps taken during this phase include:
• Activating the plan
• Deploying resources
• Activating communication plans
• Working with community partners/first responders
• Accounting for students and staff
• Making informed decisions
• Accelerating the Recovery phase
GOAL: Implement the emergency management plan
Chemical Hazards
Chemicals can exist in the form of

• dusts, fumes, fibers (solids)
• liquids, mists
• gases, vapors

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Physical Hazards
Physical hazards are different types of energy which may be hazardous to workers.
• Noise
• Vibration
• Temperature extremes
• Radiation
Biological Hazards
Exposure may occur during demolition, renovation, sewer work, work on air
handling systems, or other construction work from contact with contaminated or disease-
carrying
• soil
• water
• insects (mosquitoes, ticks)
• bird, bat droppings
• animals
• structures
Ergonomic Hazards
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Ergonomic hazards can cause painful and
disabling injuries till example Musculoskeletal
Disorders (MSDs) . This following situation may
causes these injuries:
• heavy, frequent, or awkward lifting

• repetitive tasks
• awkward grips, postures
• using excessive force, overexertion
• using wrong tools for the job
or using tools improperly
Types of accident measurements
• Death
• Fatal injury (broken leg, hips, amputation)
• Non-fatal injury (finger cut)
• Occupational accidents (MSD, hearing loss)
• Absence from work ( >1 day, > 3 days etc)
• Near misses
• Rate per 100 000 – number of injuries or causes of ill health per 100 000
employees.
• Working days lost – days off work due to workplace injuries & work-related ill
health
Other health hazards
• Living conditions and welfare facilities

– Temporary accomodation
– Food
– Drinking water
– Sanitary conveniences
– Facility for clothing
• Work related mental stresses
– Alcoholism and drug addiction
_________________________________________________________________________
Personal protective clothing and eqiupment (PPE)
• Legal requirements
• Eye protection
• Respiratory protection Date Developed: Document No.
May 11,2018
• Ear protection Date Revised:
Issued by:
Perform basic
• Face protection Page 87 of
Masonry Works NTTA
• Head protection Developed by:
Asterio V. Domingo
• Hand protection Revision # 01
• Foot protection
• Body protection
Construction accident record for 2005
(Samuelson & Lundholm, 2006)
18
16
Occupational fatality
14
12 Occupational
number
fatality /1000 person

10
8 Occupational health fa-

tality
6
4
Occupational health fa-
2 tality/1000 person
0
95 96 97 98 99 0 1 2 3 4 5
years
Causes of construction accidents 2005

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Other injuries Leackage, flood
2% 1%
Fire explosion Landslide, fall,breaking of mate-
Body injury due to physical lifting 2% rial
17% 14%
Body injury not due to physical Lost control of machine
lifting 5%
5%
Lost control of vehicle
6%
Fall of person not from height
11%
Loss control of tools
Fall from height 15%
11%
Loss control of material handling
Other form of loss of control 10%
1%
ISO EU Sweden UK Malaysi

a
Existing health &
safety legislations ISO Framewor The Work The Health The
in practice BS880 k Environme and Safety Health
0 Directive nt Act at Work Act and
Council (1997:1160) 1974 Safety
Directive at
89/391/EE Work
C Act
1994
The
Constructio
n (Design
and
Managemen
t)
Regulations
1994

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Reasons and benefits to improve health and safety in construction
• Responsibility;
• Economic reasons;
• Impact of safety on overall performance;
• Contractor’s performance;
• Control of accident causes
Responsibility
• Safety is everyone’s responsibility.
• It is a moral and legal obligation of employers to provide a safe working place and
of employees to work safely.
• Employer’s duty of care to employees as covering the following areas:
– safe system of work;
– a safe place of work;
– plant and machinery that is safe to use;
– competent supervision and/or suitable training; and
– care in the selection of fellow employees.
Control of accident causes
• Safety performance measurement enables behaviours and conditions to be identified

that have the greatest potential in contributing to an accident.
• It also forms a basis to predict future accident problems and enables management to
control the causes of accidents on site and establish long-term accident control.
• These measurement techniques provide continuous information concerning changes
in the safety state within an organisation in operation.
How to improve health and safety on construction sites?
• Reactive measures
– Accident recording & reporting
– Accident investigations
– Proactive measures
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– H & s safety policy
– H & s safety programme/plan
– H & s safety induction/training
– Tool-box talk
– Others
Example of an accident analysis
Accident: Falling off a stepladder

The unsafe act: Climbing a defective ladder
The unsafe condition: A defective ladder
The correction: Replace the ladder
Questions:
– Why was the defective ladder not found during normal inspection?
– Why did the supervisor allow its use?
– Didn’t the injured employee know it should not be used?
– Was the employee properly trained?
– Was the employee reminded not to use the ladder?
– Did the supervisor examine the job first?
Answers:
– An improved inspection procedure
– Improved training
– A better definition of responsibilities
– Pre-job planning by supervisors
Response
• Effective Response involves pre-planning with community partners

• Pro-active efforts in the Prevention-Mitigation and Preparedness phases will impact
the quality of response
• Responses to emergencies will vary depending upon the severity and intensity of the
event
• Responses to emergencies involve informed decision-making and clear
identification of lines of decision-making authority
• There are three key response actions: evacuation, lock-down, and shelter-in-place

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• After-action briefings and reports are an integral part of the emergency planning
continuum
• Response is taking action to effectively contain and resolve an emergency

• The Response phase is when emergency management plans are
operationalized. Steps taken during this phase include:
Component
• Unified Command/Incident Command
• Communication
• Media messages
• Interoperability of equipment
• Planning for individuals with special needs
• Decision-making
• Flexible and adaptable to change
• Incident documentation and after action briefing
Response Planning
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• Use data from school crimes, discipline referrals, school and community crime,
vulnerability, threat, and security assessments, and lessons learned from drills and
other incidents
• Use community resources to avoid developing policies and procedures in a vacuum
• Reinforce comprehensive and detailed procedures for actions needed to effectively
contain and resolve each hazard identified in the Prevention-Mitigation phase
• A coordinated, all-hazard, system-wide approach with various levels of activation,
depending on the severity or intensity of event, that includes:
• Collaboration and formal agreements with first responders
• A plan for each school that has a clear connection with the district's central
emergency management plan
• Procedures for activating a multi-level response
Response Actions
• During an emergency, there are three primary responses:

• Evacuation
• Lock-down
• Shelter-in-place Each response type should be viewed along a continuum
Response Actions: Evacuation
Evacuation: Use when locations outside the school are safer than inside the school
• Have more than one evacuation route that does not interfere with public safety
vehicles and/or fire hydrants
• Provide every teacher and staff member a readily available emergency "go-kit"

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• Provide administrators an office "go-kit" that includes a staff and student class
roster, daily visitors log, student check-in/out log, school floor plans, keys, and
important phone numbers
• Ensure that someone (e.g., nurse, secretary) has emergency medical supplies,
emergency medical forms, medications, and medication log Determine how teachers
will account for students
Emergency Preparedness and Response
Regulatory Requirements
• Applicable Regulations
• Risk assessments done
• Written policies and procedures implemented
• Emergency exit routes provided and marked
• Emergency lighting of workplace and exit routes
• Supervisors must inform workers of risk
• Annual emergency drills
• Inventory of substances that endanger firefighters/rescuers
• Provide emergency wash facilities
• Train workers in fire prevention
If TOXIC process gases such as AMMONIA or CHLORINE are used in the workplace, the
employer must provide emergency ventilation and an emergency shut down system to
ensure containment and control of an accidental release. If the nature of the work could
prevent a worker escaping from the contaminated area, the worker must carry an
emergency escape respirator.
If emergency action or rescue is required by workers, only properly instructed and

QUALIFIED workers may be exposed to the hazard, and every possible effort must be
made to control the hazard while their work is being done. At least one member of the
rescue team must hold a valid level one first aid certificate.
Workers performing rescue or evacuation must wear personal protective equipment and
clothing appropriate to the hazards.
Rescue and evacuation equipment must be maintained according to the manufacturer's

instructions. The maintenance of that equipment must be documented.
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Effective communication must be maintained between the workers engaged in rescue or
evacuation.
Any workers who are assigned to fire fighting duties must be trained annually and be
physically capable of performing their assigned duties safely and effectively before being
permitted to do them.
• Written evacuation procedures must include:

• Notification of workers about an emergency
• Evacuation of all workers
• Notification of the fire department
• Notification of adjacent workplaces
• Written evacuation procedures must include methods to:
• Notify workers about the emergency
• Evacuate all workers
• Notify the fire department
• Notify adjacent workplaces
Responsibilities
Display this overhead as you introduce the Responsibilities section.
I will now outline the RESPONSIBILITIES that apply in this program. I will give
the basic responsibilities for several appointments. LATER in the presentation I will
amplify some of these job descriptions and provide more information on just HOW they
live up to their responsibilities.
Use this overhead to outline what you intend to present during this part of the
presentation. Expose the lines one at a time reading the line as it is exposed.
During this segment of the presentation I intend to explain the following responsibilities:
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The responsibilities of [[Corporation]] in the program:
Manager responsibilities
The Emergency Coordinator
Supervisor responsibilities
An Emergency Warden’s responsibilities
Workers’ responsibilities; and finally we’ll discuss
The Joint Health & Safety Committee’s responsibilities
Ensure local emergency response plans are in place
Ensure that workers are trained in fire prevention, emergency evacuation and rescue where
required
Appoint an EMERGENCY COORDINATOR and delegate authority for emergency
management
Establish policy to emphasize that emergency wardens have the ultimate authority during
an emergency event evacuation, including drills
Display the overhead title and explain the following as you continue to expose the
overhead one line at a time:
Managers are responsible for:

Recruiting emergency wardens
Ensuring or assigning the posting of emergency plans
Assigning responsibility to an individual to post floor plans, establish and identify muster
stations, and maintain emergency lighting equipment
Ensuring that emergency evacuation and rescue risk assessments are completed
Responsibilities – Emergency Coordinator
Display the overhead title and explain the following as you continue to expose the overhead one
line at a time:
The Emergency Coordinator is responsible for:

Identifying positions, operational groups, worksites, jobs, tasks, activities, situations, etc.,
that may require emergency response
Reviewing and annually updating risk assessments on the need for evacuation and rescue
Compiling and maintaining emergency procedures, including communications, specific rescue
procedures and operational guidelines, in cooperation with operational groups
Designate workers to assist disabled individuals

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Ensure evacuation routes and floor plans are available
Template for site specific emergency plans
Requesting and ensuring, by contract for service or agreement for reciprocal service,
assistance for emergency rescue, by outside agencies, as identified and required by risk
assessments
Designating workers who will assist disabled individuals during emergency evacuation
procedures
Making available floor plans showing evacuation routes and location of emergency
equipment
Making available a template for site specific emergency plans
You might ask:

Can anyone tell me who is the emergency coordinator for our organization?
You might answer:

By giving the name of the emergency coordinator.
Responsibilities - Designated Supervisor
Emergency policies, procedures and work arrangements

Understand and follow emergency procedures
Training - fire prevention, emergency evacuation and rescue
Responsibilities – Emergency Warden

Be familiar with emergency program
Know names of First aid attendants and location of supplies
Assist in new employee emergency orientation
In cooperation with supervisors, recruit workers to assist in the evacuation of disabled persons
during an emergency

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In the event of an evacuation the emergency wardens are responsible to:
Identify themselves by putting on their EMERGENCY WARDEN hardhat and high visibility vest
Enter each area for which they are responsible, including washrooms, and direct occupants to leave
the building
Ensure that persons designated to assist in the evacuation of workers who need assistance are
available
Ensure that everyone has left the building

Report to the DESIGNATED EMERGENCY SUPERVISOR on the state of evacuation of the
building
Prevent re-entry of the building
line at a time.
Workers are responsible for:

Providing input into risk assessments
Participating in education, training activities and drills for emergency evacuation and rescue
Following the workplace procedures for emergency evacuation and rescue
Accepting and following instructions of EMERGENCY WARDENS and EMERGENCY
SUPERVISORY PERSONNEL
line at a time.
The Joint Occupational Health and Safety (JOHS) Committee will review the effectiveness of
drills and make recommendations to management on possible corrective actions as a result of
emergency evacuation and rescue.
You might ask:

What are some of the things the safety committee might look for during drills?
You might answer:
There is a form in Appendix H to the program that can be used by someone to observe the
effectiveness of an emergency drill. (You might want to refer your audience to Appendix H.)
Risk Assessments and Potential Response and Rescue

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The purpose of this part is to explain what hazards have been considered in the program.
You will list the hazards that were considered such as:
Fire
Earthquake
Nearby hazards requiring evacuation
Flood
Tsunami
etc.
Use this overhead to outline what you intend to present during this part of the presentation.
Expose the lines one at a time reading the line as it is exposed.
During this part I will cover:

Evacuation Procedures
Fire Prevention
Use of Fire Extinguishers; and
Summoning and Reporting First Aid
You must develop additional overheads to explain the evacuation procedures. This can only be
done once your program has been customized and the evacuation procedures have been developed
to suit the locations.
To help you, the following overheads have been provided ON THE ASSUMPTION that your
Corporation’s Evacuation Plan will follow or be similar to the Draft Evacuation Plan found in the
Program Framework.
As you present this section you should have your Evacuation Plan available for reference by each
student.
I will now lead you through our Evacuation Plan.
First, the Emergency Phone Numbers:

Draw the student’s attention to the emergency phone numbers.
Next, let’s look at the purpose of this plan.

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The purpose of this evacuation plan is to prepare all employees for an evacuation of the building so
that, if and when the time arrives, they will act in a safe, rapid and orderly manner.
Although the plan is primarily designed for "FIRE", it is also intended to function for other
potential emergencies, such as earthquakes, bomb threats, or possible building occupations.
WHO IS IN CHARGE?
There can be several people in charge depending upon the situation.
During the actual Emergency

The Emergency Coordinator, [[insert name of Emergency Coordinator]] will coordinate services
to all workers.
During Evacuations
Evacuations are under the control of [[insert names of Emergency Wardens and the Worksite
Emergency Supervisor (a.k.a. as Chief Emergency Warden) here]].
You might wish to refer to a list of areas in your buildings that are the responsibilities of different
emergency wardens
[[Corporation]] or managers have appointed these personnel to carry out required planning and
implementation of this plan, as required by the WorkSafeBC OHS Regulation.
First Aid
All First Aid services are legally under the direction and control of the building First Aid
Attendants. The authority of the First Aid Attendant and provision of First Aid services are based
on the standards established by the WorkSafeBC OHS Regulation.
More Information
If clarification is required on any point concerning this emergency plan, ask your supervisor.
Supervisors should address their questions to [[insert the name or job title of your emergency
coordinator here]].
Emergency Coordinator
The Emergency Coordinator is designated by [[Corporation]] to coordinate the emergency
procedures for evacuation and rescue for the organization, and to liaise with the emergency
supervisor(s).
Emergency Supervisor
An Emergency Supervisor is an employee designated by local management to be responsible for
the implementation of the evacuation plan within a building or worksite. Note that this could be an
assignment that applies only to emergencies.
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Emergency Wardens
Emergency Wardens are designated by the Emergency Supervisor to be responsible for the
implementation of this plan on specific floors in a building or worksite areas.
Designated Receptionist
Designated Receptionist is an employee designated by the Emergency Coordinator to coordinate
emergency communications pertaining to this plan.
First Aid Attendants

Those persons who have been designated by local management and supervisors to provide first aid
to workers at a workplace, and who hold an appropriate and valid first aid certificate for that
workplace.
Let’s now talk about how we maintain communications during an emergency.
First, Alarms:
Two types of alarms may be used to evacuate the building:
A bell alarm in the event of a fire, or

A silent alarm (by verbal/written order) in the event of bomb threat or building occupation.
Next, direct Worker Notification:

The Emergency Warden will:
Enter all rooms, including washrooms to ensure that all workers are notified of the evacuation
Personally notify any worker with a hearing impairment; and
Notify the workers who are required to assist persons with a disability
Outside Notification:
The Designated Receptionist will notify the fire department and any adjacent workplaces that may
be affected by the emergency. They will be told the nature of the emergency and that an
evacuation is underway.
The following equipment must be shut down or secured at the time of an evacuation:
If time allows and it is safe to do so:
•Exit all computer programs and turn off all computers
•Secure all laptop computers
•Secure all cash drawers
•Shut off all kitchen appliances
•Close the door to the records vault
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•Close but do not lock all other doors
•Shut off all portable heaters
EVACUATION ROUTES AND EMERGENCY EXITS

Illuminated EXIT signs (red letters) identify all emergency routes/exits. All workers must
know the evacuation routes to the two nearest exits in the immediate area. Refer to the
appropriate floor plans posted near the reception area.
ASSEMBLY AREAS
All workers must meet at the following muster stations so that the emergency warden can
do a head count thereby ensuring that everyone has left the building. Workers should not
leave the muster station until the emergency warden has completed a head count. In the
event that an employee is not accounted for, the emergency warden will alert the
emergency response team to institute a search of the building. Workers may be putting
others at risk if they leave the area.
Note to Workers: If you are aware that one of your co-workers is absent from work at the
time of the evacuation, please notify the emergency warden.
MUSTER STATION LOCATIONS

Using overhead or handout site plans, point out the Muster Station locations. Ensure that
each student understands the location.
EVACUATION ROLES AND RESPONSIBILITIES

The following general roles and responsibilities and procedures were developed in
compliance with Sections 4.13 - 4.18 and Section 32 of the WorkSafeBC OHS Regulation.
Designated Receptionist
The designated receptionist will summon assistance (fire/police/security) when, and as
directed by local building procedures.
Line Managers and Supervisors

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Each manager or supervisor has determined what special attention will be taken to protect
records, securities, etc., in case of fire/evacuation and have assigned responsibility to
designated personnel.
HOWEVER, persons assigned must still follow the evacuation directions of wardens.
Emergency Wardens
Emergency Warders have been assigned to the building. These co-workers have been
trained and equipped deal with emergencies. There instructions and guidance are to be
followed as they:
Clear the building
Check routes
Direct assistance to others
Secure the building
Count people
Advise the Emergency Warden of any missing people and DO
Fire Prevention - continued

Check extinguishers in your area
Store hazardous materials in designated areas
Keep exits free of obstructions
Pre Construction Planning Stages

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What is Pre Construction
On any construction job, there is a phase of planning known in the industry as “pre construction.” This initial phase of
the project serves to lay out the entire scope and schedule of the project for the construction team as well as the client.
In this post, we’re going to dig deep into the “what is pre construction?” question and give you the information you
need to fill out your pre construction checklist. After reading, you’ll be able to go into any construction project much
more knowledgeable about the process and know what to expect when your job is set to begin.
Without further ado, let’s take a closer look at pre construction.
What is Pre Construction?

Pre construction services are preliminary planning and engineering services that are offered by construction companies
before a construction job even begins. This pre construction planning stage involves the definition of the project, the
identification of potential issues, planning and scheduling, the scope, cost estimation, and analysis of needs for the job.
Good pre construction will help a client decide if they can follow through with the construction project. They may find
during this pre construction phase that the work is either too expensive, or not feasible for the space they have. If the
contractor and client agree work to be done is viable, the contractor will then provide the client with a cost and
schedule for the construction project.
The pre construction phase should give the construction team a clear outline to follow during the job, as well as
educate the owner/client on what they will need to do to make their project functional, as well as what they can expect
it to cost. This process helps the client better understand the project before they even commit to any work being done.

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Pre construction services themselves come at a cost, which will depend on a number of factors, including the type of
job, your location, and the scope of the project. The pre construction cost will be separate from the cost of the actual
construction.
If the client is unsatisfied with the contractor, or if the project isn’t feasible for the client because of cost or
constructability, then the client can terminate the relationship before any construction begins. This is a much better
option (and much less costly) than figuring out you aren’t happy with the work being done, aren’t confident with the
contractor’s abilities, or realize the project’s scope is too large for the allotted space after construction has begun.
Outline of the Pre Construction Process

The pre construction process is vital to the success of the entire construction project. Also sometimes referred to as the
design phase, pre construction gives owners a full understanding of the cost, scope, and schedule of a project. The
project’s success will often be dependent on this phase before a single nail is driven or brick is laid.
Construction managers will form an understanding of the project, assemble a team to do the work, create a strategy
and schedule, develop an understanding of the owner’s business goals, and align the project to match.
While it sounds like a lot, and it is, it’s not that daunting for clients, since they don’t have to do any of the work. To
help put your mind at ease, here is a step-by-step look at the pre construction process.
Meeting with the Client
The pre construction process should always start with a meeting between the client and general contractor. During this
meeting, the two will get a better sense of each other, and the general contractor will gain an understanding of the
client’s wants and needs. Goals and objectives will be defined, and any questions or issues the client has will be laid
out for the general contractor to resolve.
More than anything, the client will give the general contractor their vision for the project, and the general contractor
will then get to work to see if that vision is feasible. From this initial meeting, the general contractor will determine the
project’s feasibility, and will then assess how much work is required to get the job done. Deliverables will be properly
defined and a schedule will be outlined.
Develop an Initial Design
Once the meeting has occurred, the general contractor gets to work on the design phase of the project’s pre
construction. They will go into the field and visit the construction site to produce a digital schematic of the design and
layout. This will then be presented to the client so they can visualize how the project is going to look after
construction.
Helping clients visualize their project is extremely important for the general contractor to land the construction job. It
will allow them to see that there will be sufficient space for all of the components, equipment, furnishings, and other
elements that they want or need.
Assessment of Engineering
During this portion of the pre construction phase, the contractor must look into the existing conditions of the space or
construction site and figure out what needs to be done for the project. This will include checking on existing
components such as the electric, plumbing, and HVAC systems to ensure that they will perform in the new
construction. If not, they will need to recommend that these items be updated or replaced.

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Cost Estimating
The contractor will then be able to put together a preliminary construction budget based on of their design and
engineering assessment. But how does the contractor come up with a number?
Beyond materials needed and whether or not the components listed in the step above are needed, they will also factor
in the budgets used for comparable projects. While this estimate will be another vital part of the process, it’s important
to note that the cost estimation is not necessarily a bid.
The bid document will be prepared later after other parts of the pre construction phase are complete, as other elements,
such as the final design, will help to create a more accurate bid. Here, the contractor is mainly looking to get a close
ballpark to the actual price so the client can see if the project will be feasible.
Forming a Responsibility Matrix
The responsibility matrix is used in pre construction to identify deliverables by all parties involved. This will
specifically outline who is responsible for what, including who is providing what item, and who will be handling the
installation. Since when the project is underway, the client, contractor, and building owner may all have a part to play,
this responsibility matrix will keep all parties involved on the same plan and give a clear outline on who has signed up
for what.
Clear communication will help to ensure that the construction project flows smoothly and is done correctly, on time,
and on budget.
Define an Initial Schedule
Now that the majority of the project scope has been laid out, it’s time to formulate a schedule. The preliminary
schedule serves more as a guide to show the client when certain aspects of the job will begin and end. This will be
fine-tuned as final decisions for the project are made, but it gives the client a better idea of the timeline for
construction.
The contractor will lay out an estimation for the number of days it will take to complete each different task within the
job, and provide a rough idea of when the project would be completed based on a certain start time.
Guidance & Leadership
Pre construction services will involve more than just documents that the general contractor provides to the client. The
contractor also will need to guide their client through every step of the process and educate them on what is going on.
The contractor should be able to talk to the client about their options and give them recommendations and what the
contractor thinks will be best for their budget or to meet their goals.
The ongoing consultations should help the client feel more comfortable about the construction process and ultimate
help the contractor win the bid based off their familiarity. Not only will it give the client peace of mind, but it will also
save time during the construction phase.
Despite the initial investment, pre construction is also proven to save money on construction projects because of the
value it provides. Good pre construction allows for value engineering and helps to prevent issues from arising, each of
which can be extremely costly on a construction project.
Good contractors are able to provide this guidance because they are the leaders of the project. They lean heavily on
their expertise to anticipate potential issues and provide solutions to any of these problems. They will effectively

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coordinate all efforts between the owner, client, architect, and contractor and manage any subcontractors needed for
the project.
The contractor should have vast knowledge of all legal issues, permits, and building codes involved so the project
stays on the straight and narrow. They will also be mindful of controlling cost and assessing risk throughout the pre
construction and construction process.
Pre Construction Checklist

Here are some of the items you can expect to cover during the pre construction phase:
 Initial meeting to discuss the project

 Planning the design
 Estimating costs and offering cost-saving options
 Managing project scope
 Identifying potential issues & outlining solutions
 Determine any options for value engineering
 Site selection and study feasibility
 Evaluating soil condition on site
 Checking existing utilities
 Determining equipment required
 Check for green building options and viability
 Life-cycle analysis
 Outlining contingencies for both client and contractor
Expected Outcomes of Pre Construction

The main outcomes of pre construction can provide include the scope, schedule, and estimated cost of the project.
Having all of these elements accurately outlined give the client the necessary expectations going into construction. The
process also helps to make sure the project is feasible before issues are encountered along the way. As a precaution, a
post construction phase is commonly used, which also ensures issues are taken care of after the pre construction and
building phases. Read more in our related article, Post Construction Phase: What to Expect.
Benefits of Pre Construction

Pre Construction offers a number of benefits to both the clients and contractors. Pre construction can remove a lot of
the unknown variables for the client and give them a clear picture for what the project is going to look like, how it is
going to get done, and when it will be completed. The contractor should also present potential options for further
savings, which are an obvious benefit to the client.
Being able to evaluate all possible scenarios up front gives the client confidence that the contractor they are working
with knows what they are doing, and having realistic expectations helps to avoid issues while the project is underway.
It’s a real win, win for everyone involved.
How Much Does Pre Construction Cost?
Pre construction costs
will depend on the scope of the project, the location, and more, but will usually be somewhere in the range of
one to three percent of the total cost of the project. The cost of Pre Construction is a separate fee from the construction

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cost, as it comes before a bid for the actual construction is even in place. But as we mentioned above, the potential
savings it can provide in addition to the peace of mind make pre construction well worth it.
How Long Does Pre Construction Take?

Again, the length of the pre construction process will depend on the scope of the project. This phase can take
anywhere from two to 12 weeks. While 12 weeks may seem like a long time, it really isn’t when you consider the
amount of value the pre construction phase adds to the project. Contact us or schedule a demo today to learn more!
Pre Construction Planning Stages
The Planning Stages of Pre Construction

First, we should note that the following stages are not necessarily in any kind of order. All of them happen fairly
simultaneously unless otherwise noted, but are all important cogs in the wheel to make the whole project roll along
cohesively.
Of course, now that we say that, the first step is ALWAYS the one that will happen first.
Initial Meeting Between Client & Contractor
It all starts with an initial meeting. The contractor will meet face-to-face with the owner or client to go over their goals
for the construction project. An initial budget will likely be discussed as well as when the client hopes the job will be
completed.
The initial meeting is more about learning the client’s vision for the project than discussing any hard details. The
contractor will then take all of the information he or she gathers at this meeting and start to put together the rest of the
pre construction plan. The contractor and client will stay closely tied at the hip during the entire process and have
many follow-up meetings to stay updated and make changes.
Define the Objectives of the Project
During the initial stage of pre construction planning, you will outline the overall project. This will include looking
over blueprints and architectural designs, as well as the big picture goals of the client. The client should submit any
questions they have to the contractor during this time, including any issues with the planning, placement, or design that
the client thinks may become a problem during construction.
This evaluation will lay the groundwork for the rest of the pre construction planning process. Knowledgeable
contractors will have all the answers a client needs and should be able to determine if the client’s vision is feasible for
construction in the intended location.
From here, the contractor will move on to the main three objectives of the pre construction planning process: the scope
of work, setting a budget, and creating a schedule.

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The Scope, Schedule & Budget
A Detailed Project Scope
To better envision the client’s objectives and get on the same page for the big picture of the project, the greater scope
will need to be understood.
The “scope” of a construction project is essentially a description of the work that will be performed during the
construction job. The contractor will need to outline the scope from start to finish, and determine what types of
workers are needed for each phase, as well as what equipment and materials will be required to complete the job.
Combined, all of these elements will form the overall scope of the project.
This is perhaps the single most important part of the pre construction planning process, as it will act as a roadmap for
the entire job. The scope will go from a broad outline to a step-by-step definition of each item that needs to be checked
to reach the project goal. It should be clearly described for the client to understand and will need to be agreed upon by
all stakeholders involved in the process.
Setting a Budget
Every construction project will begin with an initial budget or a price that the client had in mind to spend on a
given project. However, this number is typically uninformed and with no consideration given to how much a
construction project costs.
Often, this is simply the initial number that a client has to spend on the project. The contractor can attempt to see if the
project is feasible within this budget, or make suggestions to either change the project within those confines or stretch
the budget to accommodate the client’s goals.
The budget is a vital component of realizing the actual project scope and will help determine what materials are
needed, what subcontractors will need to be hired, as well as the site for construction. The early budget estimates will
be rather fluid, as contractor and client work together to reach an agreement on price and goals for the construction.
The budget should not be aspirational, rather based on previous experience with similar jobs as well as an in-depth
knowledge of what certain materials and components will cost. During this budget-setting period, the contractor will
look into potential issues that may arise, and come up with contingencies in the budget to cover them. They will also
search for opportunities to save money in every part of the job.
The contractor will create this budget and evaluate savings opportunities using two tools of the trade: cost estimating
and value engineering/optimization.
 Cost Estimating - early cost estimates will be important to create an accurate budget for the project.
Realistic budgeting based on facts instead of feelings will accurately document these cost estimates, which
can help the client maximize their budget. These cost estimates will be provided up front during the pre
construction planning stage, as well as during design development and the construction document stages
should there be any changes. However, the initial budget should have built in contingencies to prepare for
any of those changes that do happen to occur
 Value Optimization - during this stage of pre construction, the contractor will look to not only cut costs, but
also improve the overall value of the project. They will need an understanding of what the client considers
“valuable” to reach these conclusions, as well as have a firm grasp on value engineering. This value
optimization is most effective early in the planning of a construction project when the team can look into

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the scope of the project and find opportunities for both cost savings and value improvement, whether that
be via life-cycle cost analysis or using more sustainable materials and efficient LEED components.
A common unfortunate pitfall for construction projects is to go over budget, but careful evaluation during the pre
construction planning process can help to avoid this problem. The team should continue to review the estimates and
make adjustments throughout the project so everyone is aware of any budget changes. With a sound plan in place,
none of these changes will put costs far beyond the original budget.
Setting a Schedule
The schedule of a construction project will be another vital component of the pre construction planning stages. High
on the pre construction checklist will be the due date for when the project needs to be done. Perhaps the client has a
hard end date that they absolutely need the job done, while others may be more flexible.
Knowing ahead of time can make all the difference, and staying on task with a clearly outlined schedule will ensure all
contractors and subcontractors are held accountable for their portion of the job. To keep things moving toward the
goal, an initial schedule will be created.
Key milestones will be outlined in this early schedule, and the team will form start and finish dates for each different
portion of the project to see that it is finished in its entirety by the given date. With so many moving parts, it is a big
help to have everyone working together along the same timeline.
From this early baseline, subcontractor input will be given to see what is feasible, and tweaks will be made to the
initial schedule. Everyone involved in the project will need to add their input to avoid falling behind schedule. The
tasks, milestones, and completion dates will need to be agreed upon, and all responsibilities will need to be clearly
defined.
It’s often a good idea to build check-in dates into the schedule to keep the client updated on progress and
adjust any scheduling issues. Staying ahead of problems in the timeline allows for things to move around more easily.
The scope, budget, and schedule are the main three elements of pre construction planning that will drive a construction
project. At times, one component may cause certain decisions to be made more than another, but overall they should
all be developed in unison to have a more cohesive project.
The construction team will encounter scenarios that may challenge the budget or timeline during construction, but
contingencies will be in place to handle them. This pre construction phase enables wiggle room for things to happen,
and it is likely that something will, but good preparation means that it likely won’t set the project back too far.
By anticipating problems, the scope, budget, and schedule will likely stay close to its original plan throughout the
project. They will be sufficiently detailed and correspond with each other to make the project move smoothly. An item
in the schedule will have a corresponding budget value that will be factored into the overall scope.
There are other key items that fall under this trio of pre construction planning stages that will require special attention
from the construction team.

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The Initial Schematic Design
Sometimes created during the initial evaluation, the schematic design will serve as the first visual to the client and will
be what the rest of the project is drawn from. The client will offer feedback and other circumstances will force changes
to be made, but it is likely that this initial schematic will help to form the final product.
Analysis of the Construction Site
Construction can’t move forward if the site is found to be unsuitable for the client’s goals. The contractor will visit the
site to look into its’ feasibility and see whether or not the work required can be done on site. This will include an
evaluation of the site’s soil to ensure it can provide a solid foundation, as well as keeping in mind things like traffic
flow, parking, landscaping, capacity, and more.
The contractor will take this information back to the client to offer suggestions on how to make the site work,
otherwise, a new site will have to be found.
Procurement Management
An often-overlooked part of pre construction is long lead times. This refers to when a material may take a long time to
acquire. Careful pre-planning will build this lead time into the schedule so no time is lost waiting for it to arrive. Other
aspects of the job can continue while the material is on its way and senseless delays can be easily avoided.
Acquiring the Proper Approvals
Naturally, every construction job requires the proper approvals and building permits before it can move forward.
These are items that should be acquired by the contractor during the pre construction phase to ensure that construction
can move forward. Once this phase is completed, your project will move to the building stage, and eventually post
construction. Read more in our related article about the post construction phase and what to expect.
CONTRACT PLANNING TECHNIQUES
These include bar charts, critical path analysis, line of balance techniques and precedence diagrams. Various
examples from practice have been used relating to programming and sequence studies. Systems of planning used in
industry have been adapted to suit the areas selected.
References:
https://proest.com/what-is-pre-construction/
https://proest.com/pre-construction-planning-stages/
Sources:
http://www.therossgrp.com/blog/how-to-outline-the-scope-of-work-for-your-next-construction-project
https://www.proformaco.com/pre-construction-phase-design-development/

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https://joeris.com/services/preconstruction/preconstruction-process/
http://www.onealinc.com/news22.ph
Self Check 1.2.4
________________________________________________________________________
What is response phase and reponse planning ?
Give atleast the steps in Planning stage of Pre Construction
What is a contract planning techniques?

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Answer Self Check 1.2-4

• Response is taking action to effectively contain and resolve an emergency
• The Response phase is when emergency management plans are
operationalized. Steps taken during this phase include:

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Response Planning
• Use data from school crimes, discipline referrals, school and community crime,
vulnerability, threat, and security assessments, and lessons learned from drills and
other incidents
• Use community resources to avoid developing policies and procedures in a vacuum
• Reinforce comprehensive and detailed procedures for actions needed to effectively
contain and resolve each hazard identified in the Prevention-Mitigation phase
• A coordinated, all-hazard, system-wide approach with various levels of activation,
depending on the severity or intensity of event, that includes:
• Collaboration and formal agreements with first responders
• A plan for each school that has a clear connection with the district's central
emergency management plan
• Procedures for activating a multi-level response
Here are some of the items you can expect to cover during the pre construction phase:
 Initial meeting to discuss the project

 Planning the design
 Estimating costs and offering cost-saving options
 Managing project scope
 Identifying potential issues & outlining solutions
 Determine any options for value engineering
 Site selection and study feasibility
 Evaluating soil condition on site
 Checking existing utilities
 Determining equipment required
 Check for green building options and viability
 Life-cycle analysis
 Outlining contingencies for both client and contractor

Date Revised:
Masonry Works NTTA
Developed by:
Asterio V. Domingo
Revision # 01

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Sector : CONSTRUCTION

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

Date Developed: Document No.

Date Developed: Document No.

COMPETENCY - BASED LEARNING MATERIAL

No. Unit of Competency Module Title Code

Date Developed: Document No.

The unit of competency “Perform basic masonry works” contains knowledge,

Recognition of Prior Learning (RPL)

 been working for some time

This module was prepared to help you achieve competency, in Masonry NC

Date Developed: Document No.

UNIT OF COMPETENCY : Perform Basic Masonry Works

MODULE TITLE : Perform Basic Masonry Works

INTRODUCTION : This module covers the knowledge, skills and

NOMINAL DURATION : 104 HOURS

Upon completion of this module, the trainee/student must be able to:

1. Select materials, tools and equipment needed

1. Materials are listed as per job requirements Quantity and description of

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Learning Activities Special Instructions

Date Developed: Document No.

Basic Masonry Work

After reading information sheet, you must able to:

Masonry Building Materials

Date Developed: Document No.

Rock is widely used as a raw material for manufacturingvarious artificial masonry

Date Developed: Document No.

Cements for Masonry

Date Developed: Document No.

Concrete Masonry Units

Mortar & Grout

Date Developed: Document No.

Additional Professional Development

Passive Fire Protection (PFP)

Masonry walls have an endothermic effect of its hydrates, as in chemically

Masonry Mixtures and Function

Tools, Equipment and Materials

Date Developed: Document No.

A hammer drill (or hammering drill) is a rotary drillwith a

A tape measure or measuring tape is a

A saw is a tool consisting of a

A spirit level, bubble level or simply a level is

A caliper (British spelling also calliper, or

Date Developed: Document No.

Vertical adjustment of the scaffold

Erection of prefabricated facade scaffolds

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Positioning a machine for work

Underground pipes, cables and power lines

Date Developed: Document No.

Date Developed: Document No.

Mineral wool and other insulation

Paints and primers

Date Developed: Document No.

Machine that is used in Masonry Work

Date Developed: Document No.

What is Mason Work?