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2e DANIEL BONNICI ALISTER FORD MICHAEL HICK
Copyright © 2022 McGraw Hill Education (Australia) Pty Ltd
Additional owners of copyright are acknowledged in on-page credits.
Every effort has been made to trace and acknowledge copyrighted material. The authors and publishers
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Enquiries should be made to the publisher via www.mheducation.com.au or marked for the attention of
the permissions editor at the address below.

Title: Carpentry Skills for Certificate III

Daniel Bonnici, Alister Ford, Michael Hick
ISBN: 9781743767719

Published in Australia by
McGraw Hill Education (Australia) Pty Ltd
Level 33, 680 George Street, Sydney NSW 2000
Portfolio managers: Norma Angeloni Tomaras, Sarah Cook
Content developers: Rochelle Deighton, Caroline Hunter
Production editor: Elmandi Du Toit
Copyeditor: Alison Moore
Proofreader: Meredith Lewin
Indexer: Straive, India
Cover image: Monkey Business Images/Shutterstock
Internal design image: Branislav/Getty Images
Cover and internal design: Seymour Design
Typeset in That 10/13 by Straive, India
Printed in Singapore on 70 gsm matt art by Markono Print Media Pte Ltd
Contents
Preface ix
About the authors x
Competency mapping xii

CHAPTER 1 CHAPTER 4
WORK HEALTH AND SAFETY 1 TRADE CALCULATIONS AND
Introduction 1 MEASUREMENTS 70
1.1 Train to survive your first day at work 3 Introduction 70
1.2 Know about duty of care: PPE, safety 4.1 Understand metric units 70
signage and personal wellbeing 7 4.2 Use an electronic calculator 74
1.3 Avoid construction industry injuries 11 4.3 Perform calculations using plane geometry 77
1.4 Identify major health and safety risks 14 4.4 Calculate the volume of solid figures 84
1.5 Deal with emergencies on construction sites 32 4.5 Calculate and order materials 87
1.6 Know about Australian work health and
safety legislation, regulations and codes CHAPTER 5
of practice 33 TRADE DRAWINGS 90
1.7 Analyse workplace hazards 37
Introduction 90
1.8 Prepare safe work method statements and
5.1 Locate, access and verify plans and
job safety analysis 40
specifications 90
1.9 Formulate work health and safety
5.2 Identify and interpret types of construction
management plans 41
plans and drawings and their features 92
5.3 Recognise commonly used symbols
CHAPTER 2 and abbreviations 99
CONSTRUCTION WORK HAZARDS 5.4 Locate and identify key features on
AND RISK CONTROL STRATEGIES 43 building plans 101
Introduction 43 5.5 Use drawing programs and tools and
2.1 Plan and prepare for construction work 44 determine project requirements 106
2.2 Prepare and implement a job safety
analysis (JSA) 50 CHAPTER 6
2.3 Prepare and implement a safe work method WORKING EFFECTIVELY AND
statement (SWMS) for high-risk work 51 SUSTAINABLY WITHIN THE
CONSTRUCTION INDUSTRY 109
CHAPTER 3 Introduction 109
WORKPLACE COMMUNICATION 54 6.1 Know about the Australian construction
Introduction 54 industry 110
3.1 Understand important forms of communication 6.2 Understand the various occupations,
for construction workers 55 job roles and working conditions within
3.2 Communicate in work teams 63 the construction industry 112
3.3 Communicate with employers and supervisors 66 6.3 Accept responsibility for your work duties
3.4 Resolve disputes 67 and workload 117

iii
6.4 Work within a team 119 CHAPTER 10
6.5 Identify personal development needs 120 CARPENTRY POWER TOOLS 217
6.6 Identify current resource use and Introduction 217
implement resource improvements 121 10.1 Establish a power supply 218
6.7 Comply with sustainability and 10.2 Safely handle a portable power saw 222
environmental regulations in the 10.3 Safely use a mitre saw 229
construction industry 124 10.4 Safely use an electric drill 230
10.5 Safely use a portable jig saw 235
CHAPTER 7 10.6 Safely handle a portable power planer 236
CARPENTRY HAND TOOLS 134 10.7 Safely use an electric sander 239
10.8 Safely use a portable electric router 243
Introduction 134
10.9 Identify battery-powered tools 249
7.1 Understand the uses of personal
10.10 Safely use nail guns and air compressors 250
protective equipment 134
10.11 Safely use an angle grinder 252
7.2 Identify and use measuring and
10.12 Safely use a drill press 253
marking equipment 135
10.13 Identify load-handling equipment 254
7.3 Identify and use hand saws 138
10.14 Use powder-actuated tools 254
7.4 Identify and use chisels 145
7.5 Construct basic timber joints 148
7.6 Identify and use hammers 152 CHAPTER 11
7.7 Identify and use bench planes 153 STATIC MACHINES 257
7.8 Understand workbench equipment and Introduction 257
its uses 163 11.1 Categorise the different types of static
7.9 Identify and use cramps 166 machines 258
7.10 Identify and use other hand tools 168 11.2 Understand and follow safety regulations
for static machines 259
CHAPTER 8 11.3 Develop a safe work procedure (SWP) 262
TIMBER JOINTS 170 11.4 Read and interpret work instructions
and plan the sequence of work 264
Introduction 170
11.5 Safely set up, use and maintain a docking
8.1 Construct framing joints 170
saw/radial arm saw 272
8.2 Identify carcase joints 186
11.6 Safely set up, use and maintain a surface
8.3 Use joining methods for widening timber 196
planer/buzzer/jointer 275
11.7 Safely set up, use and maintain a rip
CHAPTER 9 saw/table saw 279
CONSTRUCTION FASTENINGS 11.8 Safely set up, use and maintain a panel saw 285
AND ADHESIVES 203 11.9 Safely set up, use and maintain a band saw 289
11.10 Safely set up, use and maintain a panel
Introduction 203
planer/thicknesser 296
9.1 Identify nail types and their uses 203
9.2 Identify the varieties of woodscrews
and their application 208 CHAPTER 12
9.3 Identify bolts, nuts and their uses 212 HANDLE CARPENTRY MATERIALS 307
9.4 Know about associated tools used Introduction 307
with fasteners 213 12.1 Understand safety requirements for
9.5 Identify masonry anchors 213 manual handling 307
9.6 Understand adhesives and their application 215 12.2 Identify company policies and standards 308

iv Contents
12.3 Identify and follow safety requirements 16.2 Use different types of equipment and formulas
for handling carpentry materials 309 to perform construction calculations 409
12.4 Identify tools and mechanical handling 16.3 Calculate the area of lining material 413
devices 311 16.4 Perform external building calculations 421
12.5 Identify fixings and adhesives 315 16.5 Perform timber frame calculations 428
12.6 Identify carpentry construction materials 317 16.6 Calculate volume 441
12.7 Store materials safely 323
12.8 Plan to move materials around a job site 324 CHAPTER 1 7
12.9 Understand manual handling procedures 327 SUBFLOOR AND FLOORING 443
12.10 Load and unload carpentry materials 328 Introduction 443
CHAPTER 13 17.1 Identify types of flooring 445
SITE SETTING OUT 17.2 Know about brick base structures 446
AND BASIC LEVELLING 331 17.3 Install posts and stumps 447
17.4 Install bearers and joists 451
Introduction 331
17.5 Lay strip flooring 455
13.1 Identify setting out equipment 332
17.6 Lay fitted floors 458
13.2 Identify and use levelling equipment 333
17.7 Install platform floors (using strip flooring) 460
13.3 Set out on-site 338
17.8 Lay sheet flooring 460
13.4 Set out on sloping sites 347
17.9 Lay wet area flooring 462
13.5 Set out screeds for concrete slab 348
17.10 Know about alternative subfloor
CHAPTER 14 materials and their uses 463
ADVANCED LEVELLING OPERATIONS 352 17.11 Identify the building envelope 465
Introduction 352 17.12 Identify types of underfloor insulation 466
14.1 Plan and prepare for levelling operations 353 17.13 Construct decks and balconies 466
14.2 Carry out levelling procedures using
the rise and fall method 360 CHAPTER 18
14.3 Carry out levelling procedures using the WALL FRAMING 469
height of collimation method 370 Introduction 469
14.4 Calculate distances using stadia lines 376 18.1 Identify wall framing parts 470
14.5 Clean up and maintain tools 377 18.2 Arrange studs at wall junctions 474
CHAPTER 15 18.3 Identify bracing types 476
CARRY OUT EXCAVATION 380 18.4 Identify timber sizes 478
18.5 Set out wall plates 478
Introduction 380
18.6 Assemble timber wall frames 483
15.1 Plan and prepare for excavation 381
18.7 Use tie-downs and brackets 486
15.2 Prepare the excavation site and
18.8 Assemble steel wall framing 487
erect safety equipment 393
18.9 Construct two-storey dwellings 490
15.3 Follow safe excavation practices 399
CHAPTER 16 CHAPTER 19
CONSTRUCTION CALCULATIONS IN WET AREAS 496
CARPENTRY WORK 407 Introduction 496
Introduction 407 19.1 Set out wet areas 497
16.1 Understand and review drawings, 19.2 Install a shower base 498
specifications and workplace requirements 19.3 Install a bath 500
for a construction project 408 19.4 Install sinks and vanities 503

Contents v
CHAPTER 20 22.9 Do a graphic set-out 569
CEILING FRAMING 505 22.10 Erect an unequally pitched roof 571
Introduction 505 22.11 Understand the octagonal end roof 572
20.1 Know about ceiling framing components 506 22.13 Develop level shortenings for an octagonal roof 578
20.2 Construct ceiling frames 509 22.14 Develop side cuts 581
20.3 Understand ceiling framing safety 510 22.15 Pitch the roof and creeper rafters
20.4 Understand ceiling frame design 511 for an octagonal end roof 581
22.16 Understand roofs constructed with
multiple pitches 582
CHAPTER 21
PITCHED ROOFING 513
CHAPTER 23
Introduction 514
ERECT ROOF TRUSSES 585
21.1 Identify roof structures 514
21.2 Express pitch 515 Introduction 585
21.3 Calculate roof pitch 516 23.1 Plan and prepare to erect roof trusses 586
21.4 Know how to construct a skillion roof 518 23.2 Understand loads and forces 586
21.5 Identify gable roof components 520 23.3 Understand camber and deflection 587
21.6 Set out rafters 521 23.4 Understand lightweight timber trusses 588
21.7 Prepare the ridge and underpurlins 527 23.5 Understand wall framing support 590
21.8 Erect the gable roof 527 23.6 Fix trusses to wall framing 591
21.9 Finish the roof frame 532 23.7 Know about roof shapes and truss layouts 594
21.10 Identify hipped roof components 534 23.8 Undertake job storage and lifting 597
21.11 Set out the hipped roof 536 23.9 Erect roof trusses 598
21.12 Develop crown end assembly 23.10 Clean up the site and maintain tools 603
and shortening distances 539
21.13 Cut rafters to length 542 CHAPTER 24
21.14 Erect the hipped roof 545 CONSTRUCT EAVES 606
21.15 Identify hip and valley roof components 546 Introduction 606
21.16 Set out the minor roof 549 24.1 Know about types of eaves and
21.17 Set out valley rafters and creepers 552 their construction 608
21.18 Construct a scotch valley roof 555 24.2 Understand barge design and construction 610
21.19 Identify fixings, tie-downs and 24.3 Construct eaves 613
other materials 557 24.4 Construct the gable end 615
24.5 Line eaves 616
CHAPTER 22 24.6 Know about metal fascia 617
ADVANCED ROOFING 560
Introduction 561 CHAPTER 25
22.1 Understand the hipped roof with oblique end 561 WORK SAFELY AT HEIGHTS 619
22.2 Set out wall plates 561 Introduction 619
22.3 Obtain roof bevels 563 25.1 Understand the risks of working at
22.4 Calculate rafter lengths 563 heights in building and construction 620
22.5 Perform calculations 566 25.2 Follow workplace and regulatory
22.6 Develop the ridge bevel, rafter shortening, requirements for working safely at heights 623
level difference and side cuts 567 25.3 Select and prepare fall-protection equipment 625
22.7 Obtain underpurlin bevels 567 25.4 Carry out equipment safety checks 629
22.8 Understand the hipped roof of unequal pitch 568 25.5 Conduct work tasks 631

vi Contents
CHAPTER 26 29.3 Install doorsets and jambs 701
RESTRICTED-HEIGHT SCAFFOLDING 29.4 Hang doors 706
AND WORK PLATFORMS 633 29.5 Install trims 715
Introduction 633
26.1 Understand licensing and regulation 634 CHAPTER 30
26.2 Identify types of scaffolding/working ERECT AND DISMANTLE
platforms 635 FORMWORK FOR FOOTINGS AND
26.3 Understand environmental conditions SLABS ON THE GROUND 721
and scaffolding choice 637 Introduction 721
26.4 Apply scaffolding safety procedures 638 30.1 Plan and prepare 722
26.5 Identify scaffolding equipment/ 30.2 Construct formwork 731
components and their application 639 30.3 Strip, clean and prepare formwork for re-use 736
26.6 Erect scaffolding 639 30.4 Clean and maintain tools and equipment
26.7 Inspect working platforms for compliance 648 for re-use 737
26.8 Identify other types of scaffolding 648 30.5 Clean up and dispose of waste 738
26.9 Know about ladders and their use 649

CHAPTER 31
CHAPTER 27
CONCRETING TO SIMPLE FORMS 740
EXTERNAL CLADDING 652
Introduction 740
Introduction 652 31.1 Plan and prepare to carry out concreting 743
27.1 Identify and install different types 31.2 Consider WHS obligations for concreting 744
of cladding 653 31.3 Understand basic formwork for concreting 745
27.2 Install sheet/panel cladding 662 31.4 Identify types of reinforcement materials 748
27.3 Understand energy efficiency and 31.5 Understand reinforced concrete footings 750
the fire-resistant properties of cladding 662 31.6 Use concrete materials and ingredients 752
31.7 Consider the factors affecting concrete
CHAPTER 28 quality and strength 754
INSTALLATION OF WINDOWS 31.8 Understand batching proportions and
AND DOORS 664 ratios for concrete 755
Introduction 664 31.9 Mix, place and finish concrete 758
28.1 Identify window types 664 31.10 Cure concrete 767
28.2 Understand window construction 666 31.11 Understand the compressive strength
28.3 Set out rods 670 and slump testing of concrete 767
28.4 Assemble and glue up the sash 677
28.5 Construct vertical sliding slash windows 678 CHAPTER 32
28.6 Fit window frames and flashing 684 FORMWORK FOR STAIRS
28.7 Install glazing 688 AND RAMPS 772
28.8 Construct doors 688
Introduction 772
32.1 Know about formwork standards 773
CHAPTER 29 32.2 Understand formwork materials 775
INTERNAL LININGS AND FIXINGS 695 32.3 Understand formwork design 776
Introduction 695 32.4 Construct formwork for concrete stairs 776
29.1 Install internal lining materials 695 32.5 Finish stair treads 780
29.2 Install timber mouldings 698 32.6 Build ramps 783

Contents vii
CHAPTER 33 34.5 Carry out demolition of brickwork 847
CONSTRUCT TIMBER EXTERNAL 34.6 Re-use and recycle materials 848
STAIRS 787 34.7 Carry out demolition site clean-up 852
Introduction 787
CHAPTER 35
33.1 Understand staircase regulations 788
33.2 Know staircase terminology and components 788
PLAN AND ORGANISE WORK 857
33.3 Understand general staircase design 795 Introduction 857
33.4 Understand the general layout of staircases 797 35.1 Understand policies and standards for
33.5 Calculate the rise and going for a staircase 798 planning and organising work 858
33.6 Identify external staircase design 802 35.2 Understand safety when planning and
33.7 Understand external open-riser staircase organising work 859
set-out 804 35.3 Identify environmental considerations 860
33.8 Construct timber jigs and staircase 35.4 Identify drawings and specifications for
components 809 planning and organising work 861
33.9 Explain the considerations when building 35.5 Identify types of planning 861
in bushfire-prone areas 824 35.6 Identify tools for planning 863
35.7 Understand planning requirements 865
35.8 Develop a plan 866
CHAPTER 34 35.9 Schedule a plan 868
CARRY OUT DEMOLITION 831 35.10 Identify considerations when planning and
Introduction 831 organising a basic construction task 869
34.1 Understand the safety aspects of 35.11 Problem solve plans and tasks 874
demolition 832 35.12 Review plans and tasks 875
34.2 Plan for demolition work 835
34.3 Prepare for demolition work 836 Appendix 878
34.4 Carry out demolition of minor building Glossary 886
structures 839 Index 895

viii Contents
Preface
This text covers all core units and major elective units for the Certificate III in Carpentry
CPC30220. It also addresses the major learning areas and topics covered in:

• Certificate III in Joinery CPC31920

• Certificate II in Construction Pathways CPC20220
• Certificate II in Building and Construction Pre-apprenticeship 22338VIC
• Certificate I in Construction CPC10120.

The text, in line with Australian Standards and national building codes, is designed
to teach the underpinning knowledge and skills that are required to work effectively
in the construction industry. The student can then apply and adapt these skills to
current workplace practices. Out in the workplace, techniques will vary as a result of an
employer’s preference or building philosophy; however, the core skills remain the same.
The text aims to support students as they practise and refine their own techniques in an
ever-changing workplace.
As a teaching resource, this publication covers all skills and knowledge required by
apprentice carpenters in the domestic and industrial sectors. It will assist in the teaching
of hand and power tools, plan reading, work health and safety, and sustainability. Each
chapter is aligned to units of competency to aid trainers in their planning and delivery.
All chapters have worksheet questions that reinforce the content covered, as well as
student research tasks and end-of-chapter activities. Plan reading is integrated into
most chapters and refers to the set of plans located in the Appendix of this book.
With clear step-by-step instructions and up-to-date content, this publication will
become a valuable part of an apprentice’s toolkit.

ACKNOWLEDGEMENTS
The authors and publisher would like to thank The Learning Lane for contributing to
Chapter 25, Work safely at heights. We would also like to thank the following people
who provided beneficial feedback by reviewing the manuscript:
Michael Callahan—Melbourne Polytechnic, Heidelberg
Peter Kelly—Melbourne Polytechnic, Heidelberg
Geoff Leng—Sunraysia TAFE, Mildura
Nathan Pole—TAFE Queensland
Mark White—South Metropolitan TAFE, Thornlie (TAFE WA).

ix
About the authors
DANIEL BONNICI
Daniel currently teaches Carpentry and Design Technology at Bayside P–12 college
(Paisley campus, Newport) in their Technical Trades Centre. Prior to this, Daniel was
employed at Victoria University (TAFE), where he was the VET in Schools’ (VETiS)
coordinator for carpentry, bricklaying, furnishing, construction trade taster and school-
based carpentry apprentices. Daniel taught in the areas of VETiS and apprenticeship
carpentry.
Daniel has worked in Australia and the United Kingdom as a carpenter in the
domestic, industrial and commercial sectors. His qualifications include:

• Certificate III in Carpentry—industrial broad stream

• Diploma of Vocational Education and Training
• Certificate IV in Workplace Assessment (TAE)
• Graduate Certificate in Leadership in Education and Training
• Certificate IV in Building
• Graduate Diploma in Technology Education.

Daniel currently chairs the Victorian Carpentry Teachers Network, which has
representatives from all Victorian TAFEs. He has contributed to the Victorian Certificate II
in Building & Construction for the past 15 years as a subject matter expert and project
steering committee member. In 2017 Daniel was appointed to the carpentry Technical
Advisory Group (TAG) advising on the redevelopment of the Certificate III in Carpentry
CPC30220, Certificate II in Construction pathways CPC20220 and Certificate I in
Construction CPC10120.
In 2007 Daniel was recognised for his work in the VET in schools carpentry area and
awarded:

• Australian Trade Teacher of the Year in General Construction 2007 (Institute for
Trade Skills Excellence)
• Victoria University Vice Chancellor Peak Award for Excellence in Teaching and
Learning 2007
• Victoria University Vice Chancellor Citation for Excellence in Teaching and
Learning for the Faculty of Technical and Trades Innovation 2007.

Daniel is an avid supporter of WorldSkills Australia and has been a convenor and
judge for VETiS construction and Open carpentry at regional and state competitions for
the past 15 years. He was chief judge in the category of VETiS construction at the last
four national competitions.

ALISTER FORD
Alister commenced his carpentry and joinery apprenticeship in June 1979 at the age of
15 and completed in June 1983.
He then worked on some very large commercial and industrial construction sites
around Melbourne, before relocating to country Victoria in 1990 and starting his own
carpentry and joinery business that operated for 15 years.

x
 His qualifications include:
• Certificate III in Carpentry & Joinery (Trade Qualification)
• Certificate IV in Training & Assessment
• Diploma of Vocational Education and Training.
In 2002 Alister commenced teaching Carpentry Certificate II and III part-time at the
University of Ballarat TAFE division while still running his own business.
In 2005 Alister commenced full-time teaching in carpentry at the UB TAFE and also
held the position of Program Coordinator for the Building & Construction Department
that oversaw the running of the carpentry, joinery, furniture-making, cabinet-making,
painting and decorating, bricklaying/blocklaying and design/drafting programs.
In 2010 Alister transferred his employment as a building and construction teacher
to the East Gippsland TAFE, now TAFE Gippsland, based at the Bairnsdale Trade Centre
campus, to teach Certificate II and III in Carpentry.
Alister has also been a WorldSkills judge several times.

MICHAEL HICK
Michael Hick has over 20 years’ experience as a carpenter and joiner. He is an experienced
Carpentry and Joinery teacher, currently teaching in the Secondary School system.
Michael is very passionate about his teaching and trade and continues to be active in
the industry through his family’s staircase business. He has previously taught at Victoria
University (TAFE) for 10 years, teaching Carpentry and Joinery Certificate II and III. Michael
has also worked as an International Skills Assessor for Carpentry and Joinery for 13 years.
Michael’s qualifications include:
• Carpentry and Joinery Apprenticeship: Certificate III – Building and Construction
(Finish and Fit out) (Carpentry and Joinery)
• Certificate IV in Workplace Training and Assessment (TAE)
• Diploma in Vocational Education and Training Practice
• Graduate Diploma in Technology Education.
Further Trade Qualifications:
• CPC30211 Certificate III in Carpentry
• CPC32008 Certificate III in Carpentry and Joinery
• CPC31912 Certificate III in Joinery
• LMF30502 Certificate III in Cabinet Making (Wood Machinist stream).

About the authors xi

Competency mapping

CPC30220 CPC31920 CPC20220 22338VIC CPC10120

Chapter Certificate III Certificate III Certificate II in Certificate II in Certificate I in
in Carpentry in Joinery Construction Building and Construction
Pathways Construction—
Carpentry
1 Work health and CPCCWHS2001 CPCCWHS2001 CPCCWHS2001 CPCCOHS2001A CPCCWHS2001
safety
2 Construction work CPCWHS3001 CPCWHS3001
hazards and risk
control strategies
3 Workplace CPCCOM1014 CPCCOM1014 CPCCOM1014A CPCCOM1014
communication
4 Trade calculations CPCCOM1015 CPCCOM1015 CPCCOM1015 CPCCOM1015A CPCCOM1015
and measurements
5 Trade drawings CPCCCA3025 CPCCOM2001 VU22015 CPCCOM1017
CPCCOM2001
6 Working effectively CPCCOM1012 CPCCOM1012 CPCCOM1012 CPCCOM1012A CPCCOM1012
and sustainably
within the
construction industry
7 Carpentry hand CPCCCA2002 CPCCCA2002 CPCCCA2002 VU22023 CPCCCM2005
tools
8 Timber joints It is important for students who want to become carpenters within the building industry to understand the content in
Chapter 8, even though it is not explicitly covered by units of competency.
9 Construction It is important for students who want to become carpenters within the building industry to understand the content in
fastening and Chapter 9, even though it is not explicitly covered by units of competency.
adhesives
10 Carpentry power CPCCCA2002 CPCCCA2002 CPCCCA2002 VU22023 CPCCCM2005
tools
11 Static machines CPCCJN3100 CPCCJN3100
12 Handle carpentry CPCCCA2011 CPCCCA2011 CPCCCM2004 CPCCCM2004
materials
13 Site setting out CPCCCA3002 CPCCCM2006 CPCCCM2006 CPCCCM2006 CPCCCM2006
and basic levelling CPCCCM2006 VU22023
14 Advanced levelling CPCCOM3006
operations CPCCCM2006
15 Carry out CPCCCM2002 VU22031
excavation
16 Construction CPCCOM3001 CPCCOM3001 CPCCCM1011 CPCCCM1011
calculations in
carpentry work

xii
 CPC30220 CPC31920 CPC20220 22338VIC CPC10120
Chapter Certificate III Certificate III Certificate II in Certificate II in Certificate I in
in Carpentry in Joinery Construction Building and Construction
Pathways Construction—
Carpentry
17 Subfloor and CPCCCA3003 CPCCCA3003 VU22024
flooring
18 Wall framing CPCCCA3004 CPCCCA3004 VU22025
19 Wet areas CPCCCA3012 CPCCCA3012
20 Ceiling framing CPCCCA3005 VU22026
21 Pitched roofing CPCCCA3007 VU22026
22 Advanced roofing CPCCCA3009
23 Erect roof trusses CPCCCA3006 CPCCCA3006
24 Construct eaves CPCCCA3008 VU22026
25 Work safely at CPCCCM2012 CPCCCM2012 CPCCCM2012 VU22016
heights CPCCCM2008
26 Restricted height CPCCCM2008 VU22016
scaffolding and work CPCCCM2012
platforms
27 External cladding CPCCCA3017 VU22027
28 Installation of CPCCCA3010 CPCCCA3010 VU22028
windows and doors CPCCCA3024 CPCCCA3024 VU22029
29 Internal linings CPCCCA3024 CPCCCA3010 VU22028
and fixings CPCCCA3010 CPCCCA3024 VU22029
30 Erect and CPCCCA3028 VU22031
dismantle formwork CPCCCM2002
for footings and slabs
on the ground
31 Concreting to CPCCCM2012 CPCCCM2012 VU22031
simple forms CPCCCM2002
32 Formwork for CPCCCA3018
stairs and ramps
33 Construct timber CPCCCA3016 CPCCCA3016
external stairs
34 Carry out CPCCCA3001 CPCCCA3001 CPCCCM2009 VU22030
demolition
35 Plan and organise CPCCOM1013 CPCCOM1013 CPCCOM1013
work

Competency mapping xiii

Chapter 1

Work health and

safety
Learning Objectives
LO 1.1 Train to survive your first day at work

LO 1.2 Know about duty of care: PPE, safety signage and personal wellbeing

LO 1.3 Avoid construction industry injuries

LO 1.4 Identify major health and safety risks

LO 1.5 Deal with emergencies on construction sites

LO 1.6 Know about Australian work health and safety legislation, regulations and codes
of practice

LO 1.7 Analyse workplace hazards

LO 1.8 Prepare safe work method statements and job safety analysis

LO 1.9 Formulate work health and safety management plans

Introduction
The building and construction industry covers a wide range of workplaces. These workplaces are
among the most dangerous of any Australian working environments—by comparison, others appear far
less hazardous. Hundreds of thousands of Australian construction workers go to work each day with
the belief and expectation that they will return home safely after completing a hard day’s work. This
chapter will focus on construction worksites related to residential construction.
The federal legislation that addresses workplace health and safety in Australia is the Work Health and
Safety Act 2011, compilation number 9: 1 July 2019, which is underpinned by the Work Health and
Safety Regulations of individual Australian states and territories. This legislation has been adopted by the
majority of Australian states and territories.
Residential building worksites, such as those for the construction, extension, renovation or demolition
of a house, are not commonly considered dangerous workplaces, but many workers are exposed to
hazards every day without realising it. Many Australian building workers are either seriously injured or
die each year because they are involved in work accidents, or are exposed to hazardous substances on
residential building worksites they believed were reasonably safe.

1
2 Carpentry Skills for Certificate III

Among these workers are young people in their first job, learning new skills and trying hard to fit
into a foreign environment where the majority of people they are working with have much greater
work and life experience. All around them, they are exposed to hazards that older and more experienced
workers have learnt to deal with over many years.
In this chapter, as a continuation of your previous workplace induction training (Construction
Induction White Card), you will learn about all aspects of working safely in the construction industry.
You will learn about being aware of your own safety at all times, about having a duty of care to your
fellow workers, and about Australian work health and safety laws, regulations and codes of practice.
You will read about personal protective equipment (PPE), how to select the correct equipment, how
to wear or use it properly and how to identify situations where other workers, although not involved
in the particular task, will need to use PPE as well.
Workplace signage will also be explained in this chapter. It is important to be able to identify the
different types of signs and understand their specific meanings.
In addition, you will learn how to identify workplace hazards and risks and how to document them
in a job safety analysis (JSA) or in a safe work method statement (SWMS), as well as how to formulate
strategies to control or eliminate these hazards and risks. You will also learn about workplace health
and safety plans, which you will put into practice almost every day on a construction site.
Additionally, you will learn about the accidents, injuries and incidents that could occur and how
best to deal with such emergency situations should they take place.

WORKPLACE SCENARIO
Search the Australian or your state’s WorkSafe website and you will find articles and stories documenting
incidents that have occurred in the Australian construction industry involving the collapse or failure of
scaffolding systems.
At worst, these incidents can be fatal to the workers on the construction site and even members of the
public who may be nearby. Such incidents can sometimes thankfully result in only minor injuries, but in most
cases the cost can be enormous, with lives lost, people badly injured and an enormous amount of damage to
property.
One such incident that I recall happening in the Melbourne suburb of Prahran in 2009 could potentially
have claimed many lives, but miraculously no one was killed and only three workers were injured.
A scaffolding was constructed to the height of six stories, across the front facade of a building in
Commercial Road, Prahran. Approximately 50 workers were on this construction site and, luckily, at the time of
collapse, it was morning teatime and most of the workers were in the site sheds having a work break.
However, three workers were on the scaffolding when it collapsed. Emergency workers said they were
amazed that no one was killed—neither site workers nor the general public. The scaffolding collapsed onto
Commercial Road, crushing seven cars parked along the road outside the construction site. It also brought
down powerlines and tram lines, and nearby buildings had to be evacuated. Of the three workers who were
on the scaffolding at the time of the collapse, one man escaped with a broken finger and cuts and scrapes,
another man suffered broken ribs and back injuries and a third man suffered cuts and scrapes to his arms
and legs. These men were treated by emergency personnel and transported to the hospital. One of them had
jumped off the scaffolding as it started to collapse, and the other two men had ‘ridden’ it to the ground. It
was extremely fortunate that there were no pedestrians walking along the footpath below at the time, or any
people in the parked cars.
 Chapter 1 Work health and safety 3

After this incident occurred, the worksite was closed by the WorkSafe authority while investigations took
place, and the road was closed for some time so that the area could be cleared, and the power and tram lines
restored. An incident like this has the potential to claim many lives, but luckily most of the workers were not on
the scaffolding at the time, and no members of the public were in the vicinity. The material cost of this incident
would have been enormous, but it would have been much higher if lives had been lost.
A simple Google search will allow you to access and read all of the details of this scaffolding collapse
incident.

1.1 Train to survive your first day at work

Before starting work in the construction industry all workers must undertake compulsory safety
training, but to be successful workers must be prepared for lifelong training. Training and skills
development is the best defence against workplace accidents on your first day of work and for every
working day that follows.

1.1.1 Mandatory construction induction training

In all Australian states and territories, it is mandatory for all construction workers to undertake general
induction training before they commence work on a construction worksite. This is particularly important for
young construction industry workers, as over recent years there have been cases of young workers who
did not undertake this training and were fatally injured on their first day of work.
On completion of the mandatory construction induction training, an identification card is
issued to the successful participant. This card must be carried by workers at all times while they are
undertaking building and construction work. Each state or territory is responsible for both regulating
the training and issuing of these cards (see Fig. 1.1).
Regardless of the state or territory the card is issued in, they are mutually recognised by all other
states and territories. Before working in Victoria, it is recommended that workers from another state or
territory confirm that their construction induction card will be recognised.

1.1.2 Site-specific induction training

It is also compulsory for workers to undertake site-specific induction training before they enter
any new worksite. This is particularly important for young workers. This training identifies all hazards
specific to that particular worksite and is normally provided by a representative of the employer or
the builder in control of the site (e.g. the site manager or safety officer). For example, if there is an area
where excavation is being carried out, workers will be warned of this hazard and, most likely, be told
not to enter that area unless authorised.
Site-specific induction training is also an opportunity for the employer or the site manager to:
• sight and confirm that the worker has completed their general induction training and record the
details of their general induction card
• explain the safety rules that apply to that worksite
• explain site emergency procedures and the location of the emergency assembly area
• provide the location of first-aid stations and where site amenities are located.
On completion of this training, the site manager will record the workers who undertook the training
and, on some projects, issue a card or sticker to indicate their participation and that their site induction
training is up to date or current (see Fig. 1.2).
4 Carpentry Skills for Certificate III

Fig. 1.1 (a—d) Sample construction induction cards for some states—each state and territory has its own card
(a) (b) W
WORK HEALTH E
AND SAFETY OCCUPATIONAL HEALTH
AND SAFETY S
T
GENERAL CONSTRUCTION E
INDUCTION CONSTRUCTION R
INDUCTION N
WorkSafe WA
A
Issued to Issue Date U
Date of Birth S
John James Citizen Custom White Signature Panel T
01/01/1987 R
A
Date of Issue L
100001 12345 01/06/2019 Card No I
Card No. RTO No. A

(c) (d) OCCUPATIONAL HEALTH

AND SAFETY Q
CONSTRUCTION U
INDUCTION E
E
Cardholder’s name Date of birth
N
S
RTO No. Issue date L
A
N
Card No. D

Source: (a) Image supplied by SafeWork NSW; (b) WorkSafe Western Australia (DMIRS); (c) WorkSafe Tasmania; (d) Office of Industrial Relations,
Queensland

Fig. 1.2 Site induction hard hat sticker 1.1.3 Other training
1.1.3.1 Work activity training
Where there is a new work situation that
requires workers to carry out work in
which they have no experience, employers
must provide appropriate work activity
Site training to ensure that those workers
inducted
can undertake the work safely. Often this
type of training is conducted informally
Project
on-site as a toolbox meeting and workers
are given an opportunity to participate in
Name a risk assessment process that identifies
any possible risks and how these can be
Date managed or controlled.
If the work is of a high-risk or hazardous
nature, the employer will provide workers
Number
with a copy of a safe work method
statement. Safe work method statements
provide a step-by-step approach to a
hazardous task where all risks are identified and evaluated, and appropriate controls are put in place.
The employer will ensure that all workers have read and understood the information provided before
they can commence work.
 Chapter 1 Work health and safety 5

For young workers and any workers with no previous construction experience, this is especially
important. Until a worker can undertake work competently, they must be properly supervised by a
person who is authorised by the employer to supervise their work and carry out that same work in a
competent manner.
Work classified as high risk includes that which involves:
• a risk of falling more than 2 metres
• work carried out on a telecommunication tower
• the demolition of load-bearing elements of a structure
• the disturbance of asbestos
• work requiring temporary support of structural components
• a confined space
• excavation greater than 1.5 metres deep
• tunnelling
• the use of explosives
• work near pressurised gas mains or pipes
• work on or near chemical, fuel or refrigerant lines
• work near energised electrical installations/services
• a potentially contaminated or flammable atmosphere
• tilt-up or pre-cast concrete construction
• a location on, in or adjacent to a road, railway, shipping lane or other traffic corridor that is in use
by traffic
• a location near a powered mobile plant
• artificial extremes of temperature
• a location near water or other liquid that involves a risk of drowning
• diving.

1.1.3.2 Nationally accredited training

Formal off-job training in a specific occupation or skill combined with on-job training and supervision
by a qualified and competent person is a pathway to a safe workplace for all workers. Some examples of
Australian national construction qualifications are shown in Table 1.1.

Table 1.1 Australian national construction qualifications

Certificate I in Construction
Certificate II in Construction
Certificate II in Construction Pathways
Certificate II in Building and Construction (Victoria)
Certificate III in Bricklaying/Blocklaying
Certificate III in Carpentry
Certificate III in Concreting
Certificate III in Construction waterproofing
Certificate III in Demolition
Certificate III in Dogging
Certificate III in Joinery
Certificate III in Painting and Decorating
Certificate III in Paving
Certificate III in Post-tensioning
Certificate III in Rigging
Certificate III in Roof tiling
Certificate III in Scaffolding
Certificate III in Shopfitting
Certificate III in Signage
Certificate III in Solid plastering
Certificate III in Steelfixing
Certificate III in Stonemasonry (monumental/installation)
Certificate III in Wall and Ceiling lining
Certificate III in Wall and Floor tiling

More information on these qualifications can be found at www.training.gov.au.

Another random document with
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she broke off suddenly.
“No! we will not! Have you unpacked your mandoline yet, Hally?
Fetch it, dear, and let me hear your lovely voice again! I shall get you
to sing to me when I am in the vein for composing! You would bring
me all sorts of beautiful ideas and phantasies!”
“Should I? should I?” exclaimed the girl joyfully. “Oh! how lovely! I
should do a part of your work then, shouldn’t I, Tony?—I should
inspire you! Why, I would sing day and night for that!”
“No! no! my bird, I would not let you tire yourself! A few notes now
and then—they will help me more than enough. I must draw from
you for my next heroine, Hally! I could not have a fairer model!”
“Oh! Tony!”
She rushed to him in the extremity of her delight and hid her face
upon his breast.
“I am not good enough, not pretty enough! Your heroines should
be perfect!”
“I don’t think so! I prefer them to be of flesh and blood, like you!”
He stooped his head and kissed her passionately.
“Hally! Hally!” he whispered, “you draw my very life away!”
The girl got up suddenly, almost roughly, and walked into the next
room to fetch her mandoline.
“No! no!” she cried to herself with a cold fear, “not that, my God,
not that!”
But when she returned with the instrument, she did not revert to
the subject, but played and sang as usual to her husband’s
admiration and delight.
They “did” Florence very thoroughly during the first week of their
stay there, and were both completely tired.
“I must really stay at home to-morrow,” cried Hally one afternoon
on returning to dinner, “Tony, I am regularly fagged out! I feel as if I
had a corn upon every toe!”
 “So do I,” replied her husband, “and I cannot have my darling
knocked up by fatigue! We will be lazy to-morrow, Hally, and lie on
two sofas and read our books all day! I have been thinking for the
last few days that we have been going a little too fast! Let me see,
child!—how long have we been married?”
“Six weeks to-morrow,” she answered glibly.
“Bless my soul! we are quite an old married couple, a species of
Darby and Joan! And have you been happy, Hally?”
The tears of excitement rushed into her dark eyes.
“Happy! That is no word for what I have been, Tony; I have been in
Heaven—in Heaven all the while!”
“And so have I,” rejoined her husband.
“I met some nuns whilst I was out this morning,” continued Hally,
“the sisters of the Annunciation, and they stopped and spoke to me,
and were so pleased to hear that I had been brought up in a
convent. ‘And have you no vocation, my child?’ asked one of them.
‘Yes! Sister,’ I replied, ‘I have—a big, strong, handsome vocation
called my husband.’ They looked quite shocked, poor dears, at first,
but I gave them a subscription for their orphan schools—one
hundred francs—and they were so pleased. They said if I was sick
whilst in Florence, I must send for one of them, and she would come
and nurse me! I gave it as a thanksgiving, Tony—a thanksgiving
offering because I am so very happy. I am not a good woman like
Margaret Pullen, I know that, but I love you—I love you!”
“Who said that you were not a good woman?” asked Pennell, as
he drew her fondly to his side, and kissed away the tears that hung
on her dark lashes.
“Oh! I know I am not. Besides, you once said that Margaret Pullen
was the best woman you had ever known.”
“I think she is very sweet and unselfish,” replied Pennell musingly,
“she felt the loss of her infant terribly, Doctor Phillips told me, but the
way in which she struggled to subdue her grief, in order not to
distress others, was wonderful! Poor Margaret! how she mourns little
Ethel to this day.”
“Don’t! don’t!” cried Harriet in a stifled voice, “I cannot bear to think
of it!”
“My darling, it had nothing to do with you! I have told you so a
thousand times!”
“Yes! yes! I know you have—but I loved the little darling! It is
dreadful to me to think that she is mouldering in the grave!”
“Come, child, you will be hysterical if you indulge in any more
reminiscences! Suppose we go for a stroll through the Ghetto or
some other antiquated part of Florence. Or shall we take a drive into
the country? I am at your commands, Madam!”
“A drive, darling, then—a drive!” whispered his wife, as she left
him to get ready for the excursion.
It was three hours before they returned to their rooms in the old
palazzo. Harriet was dull and somewhat silent, and Anthony
confessed to a headache.
“I am not quite sure now,” he said, as they were dining, “whether a
trip to Australia or America would not do us both more good than
lingering about these mild, warm places. I think our constitutions
both require bracing rather than coddling. Australia is a grand young
country! I have often contemplated paying her a visit. What would
you say to it, Hally?”
“I should enjoy it as much as yourself, Tony! You so often have a
headache now! I think the drainage of these southern towns must be
defective!”
“Oh! shocking! They are famous for typhoid and malarial fevers.
They are not drained at all!”
“Don’t let us stay here long then! What should I do if you were to
fall ill?”
“You are far more liable to fall sick of the two, my darling,” returned
her husband, “I do not think your beautiful little body has much
strength to sustain it. And then what should I do?”
“Ah! neither of us could do without the other, Tony!”
“Of course we couldn’t, and so we will provide against such a
contingency by moving on before our systems get saturated with
miasma and mistral. Will you sing to me to-night, Hally?”
“Not unless you very much wish it! I am a little tired. I feel as if I
couldn’t throw any expression into my songs to-night!”
“Then come here and sit down on the sofa beside me, and let us
talk!”
She did as he desired, but Pennell was too sleepy to talk. In five
minutes he had fallen fast asleep, and it was with difficulty she could
persuade him to abandon the couch and drag his weary limbs up to
bed, where he threw himself down in a profound slumber. Harriet
was also tired. Her husband was breathing heavily as she slipped
into her place beside him. His arm was thrown out over her pillow, as
though he feared she might go to sleep without remembering to wish
him good-night! She bent over him and kissed him passionately on
the lips.
“Good-night, my beloved,” she whispered, “sleep well, and wake in
happiness!”
She kissed the big hand too that lay upon her pillow and
composed herself to sleep while it still encircled her.
The dawn is early in Florence, but it had broken for some time
before she roused herself again. The sun was streaming brightly into
the long, narrow, uncurtained windows, and everything it lighted on
was touched with a molten glory. Harriet started up in bed. Her
husband’s arm was still beneath her body.
“Oh! my poor darling!” she exclaimed, as though the fault were her
own, “how cramped he must be! How soundly we must have slept
not to have once moved through the night!”
She raised Tony’s arm and commenced to chafe it. How strangely
heavy and cold it felt. Why! he was cold all over! She drew up the
bedclothes and tucked them in around his chin. Then, for the first
time, she looked at his face. His eyes were open.
“Tony, Tony!” she exclaimed, “are you making fun of me? Have
you been awake all the time?”
She bent over his face laughingly, and pressed a kiss upon his
cheek.
How stiff it felt! My God! what was the matter? Could he have
fainted? She leapt from the bed, and running to her husband’s side,
pulled down the bedclothes again and placed her hand upon his
heart. The body was cold—cold and still all over! His eyes were
glazed and dull. His mouth was slightly open. In one awful moment
she knew the truth. Tony was—dead!
She stood for some moments—some hours—some months—she
could not have reckoned the time, silent and motionless, trying to
realise what had occurred. Then—as it came upon her, like a
resistless flood which she could not stem, nor escape, Harriet gave
one fearful shriek which brought the servants hurrying upstairs to
know what could be the matter.
“I have killed my husband—I have killed him—it was I myself who
did it!” was all that she would say.
Of course they did not believe her. They accepted the unmeaning
words as part of their mistress’s frenzy at her sudden and
unexpected loss. They saw what had happened, and they ran
breathlessly for a doctor, who confirmed their worst fears—the
Signor was dead!
The old palazzo became like a disturbed ant-hill. The servants ran
hither and thither, unknowing how to act, whilst the mistress sat by
the bedside with staring, tearless eyes, holding the hand of her dead
husband. But there were a dozen things to be done—half a hundred
orders to be issued. Death in Florence is quickly followed by burial.
The law does not permit a mourner to lament his Dead for more than
four-and-twenty hours.
But the signora would give no orders for the funeral nor answer
any questions put to her! She had no friends in Florence—for ought
they knew, she had no money—what were they to do? At last one of
them thought of the neighbouring Convent of the Annunciation and
ran to implore one of the good sisters to come to their mistress in her
extremity.
Shortly afterwards, Sister Angelica entered the bedroom where
Harriet sat murmuring at intervals, “It is I who have killed him,” and
attempted to administer comfort to the young mourner. But her words
and prayers had no effect upon Harriet. Her brain could hold but one
idea—she had killed Tony! Doctor Phillips was right—it was she who
had killed Margaret Pullen’s baby and Bobby Bates, and to look
further back, little Caroline, and now—now, her Tony! the light of her
life, the passion of her being, the essence of all her joy—her hope for
this world and the next. She had killed him—she, who worshipped
him, whose pride was bound up in him, who was to have helped him
and comforted him and waited on him all his life—she had killed him!
Her dry lips refused to say the words distinctly, but they kept
revolving in her brain until they dazed and wearied her. The little
sister stood by her and held her hand, as the professional assistants
entered the death chamber and arranged and straightened the body
for the grave, finally placing it in a coffin and carrying it away to a
mortuary where it would have to remain until buried on the morrow,
but Harriet made no resistance to the ceremony and no sign. She did
not even say “Good-bye” as Tony was carried from her sight for ever!
Sister Angelica talked to her of the glorious Heaven where they must
hope that her dear husband would be translated, of the peace and
happiness he would enjoy, of the reunion which awaited them when
her term of life was also past.
She pressed her to make the Convent her refuge until the first
agony of her loss was overcome—reminded her of the peace and
rest she would encounter within the cloisters, and how the whole
fraternity would unite in praying for the soul of her beloved that he
might speedily obtain the remission of his sins and an entrance into
the Beatific Presence.
Harriet listened dully and at last in order to get rid of her well-
intentioned but rather wearisome consoler, she promised to do all
that she wished. Let the sister return to the Convent for the present,
and on the morrow if she would come for her at the same time, she
might take her back with her. She wanted rest and peace—she
would be thankful for them, poor Harriet said—only to-night, this one
night more, she wished to be alone. So the good little sister went
away rejoicing that she had succeeded in her errand of mercy, and
looking forward to bearing the poor young widow to the Convent on
the morrow, there to learn the true secret of earthly happiness.
When she had gone and the old palazzo was quiet and empty, the
bewildered girl rose to her feet and tried to steady her shaking limbs
sufficiently, to write what seemed to be a letter but was in reality a
will.
“I leave all that I possess,” so it ran, “to Margaret Pullen, the wife
of Colonel Arthur Pullen, the best woman Tony said that he had ever
met, and I beg her to accept it in return for the kindness she showed
to me when I went to Heyst, a stranger. Signed, Harriet Pennell.”
She put the paper into an envelope, and as soon as the morning
had dawned, she asked her servant Lorenzo to show her the way to
the nearest notary in whose presence she signed the document and
directed him to whom it should be sent in case of her own death.
And after another visit to a pharmacien, she returned to the
palazzo and took up her watch again in the now deserted
bedchamber.
Her servants brought her refreshments and pressed her to eat,
without effect. All she desired, she told them, was to be left alone,
until the sister came for her in the afternoon.
Sister Angelica arrived true to her appointment, and went at once
to the bedchamber. To her surprise she found Harriet lying on the
bed, just where the corpse of Anthony Pennell had lain, and
apparently asleep.
“Pauvre enfant!” thought the kind-hearted nun, “grief has
exhausted her! I should not have attended to her request, but have
watched with her through the night! Eh, donc! ma pauvre,” she
continued, gently touching the girl on the shoulder, “levez-vous! Je
suis là.”
But there was no awakening on this earth for Harriet Pennell. She
had taken an overdose of chloral and joined her husband.
When Margaret Pullen received the will which Harriet had left
behind her, she found these words with it, scribbled in a very
trembling hand upon a scrap of paper.
“Do not think more unkindly of me than you can help. My parents
have made me unfit to live. Let me go to a world where the curse of
heredity which they laid upon me may be mercifully wiped out.”

THE END.
PRINTING OFFICE OF THE PUBLISHER.
 November 1897.

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 TRANSCRIBER’S NOTE:
frontmatter: moved one page (beginning of publisher’s list of Latest Volumes) to the end
and joined with the rest of the list for continuity

page 10: ‘dared not say Bo!’ changed to ‘dared not say Boo!’

page 53: ‘and generally kow-tooing’ changed to ‘and generally kow-towing’

page 80: joined paragraphs of the same person speaking removing closing quotation
mark at ‘The governess was so angry’

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