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Pipe Trades Apprenticeship (PLA) (2020)

© Alberta Education, Canada 
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Rationale & Philosophy 
  
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Program Philosophy & Rationale
Vision

To engage students in learning opportunities through which they discover their interests in practical and purposeful ways.

Introduction

Canadian society experiences continuous social, cultural and economic change, and today’s students must be confident in their ability to respond to change and successfully meet the challenges they face. Whether students enter the work force or continue their education after senior high school, they will be challenged by increased independence and responsibility as they pursue choices and opportunities in their life paths.

Current trends indicate that the majority of new jobs today and in the future will require some form of post-secondary education and that the completion of senior high school will no longer be sufficient. Alberta faces a range of emerging challenges, including the changing nature of work and career paths; the requirement of greater skills and knowledge in many occupations; the introduction of new technologies; changing patterns of education and training; the globalization of the marketplace; labour shortages; and the need for highly skilled, educated and innovative people.

The Career and Technology Studies (CTS) program has been revised and refocused in cooperation with teachers, business and industry representatives, and post-secondary educators to address the emerging trends, challenges and opportunities of today and tomorrow. The result is:

  • a focused program of studies based on credible occupational areas
  • opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes through exploratory courses or a pathways model
  • printed and digital resources that support learning experiences in career fields
  • access to CTS programming through classroom, online, off-campus and other combined approaches to instruction.
Philosophy

The CTS program is designed to develop skills that senior high school students can apply in their daily lives when preparing for entry into the workplace or for further learning opportunities. Through the CTS program, students are provided with opportunities to personalize their learning, identify and explore their interests, manage transitions and build partnerships while developing basic competencies, that is, the attitudes and behaviours that people need to participate and progress in today’s dynamic world of work.

Today’s world of work demands that individuals are able to navigate and build their own career paths while adapting to continual change. This expectation requires a shift in the language used to define “career” as well as a shift in the delivery of career development. Careers are not defined as jobs and occupations, but rather as whole packages of expressed roles, knowledge, choices, passions and experiences. Careers are created by individuals who act upon passions, interests, abilities and other internal factors and combine them with external options and circumstances. Each person’s career path is unique, even though individuals may share common credentials, occupations, work roles, or jobs and experiences.

Ultimately, it is the student who will make his or her own links between school, career development and post-secondary options. Career development requires students to be active in their learning and to develop enthusiasm for lifelong learning that carries them beyond learning in school.

Career development also requires acknowledgement that today’s world is a technological world. Technology affects the environment, one’s standard of living and one’s quality of life. People use technology in the workplace, at home, at school and in sporting and leisure activities. Technology is used to extend possibilities, allowing individuals to intervene in the world through the development of products, systems and environments. Technology is continually changing. It is influenced by and, in turn, influences the cultural, ethical, environmental, political and economic factors of the day, both local and global.

Students in CTS can develop competence and confidence in understanding and using existing technologies and in creating solutions to technological problems. Taking CTS courses contributes to the intellectual and practical development of students, as individuals and as informed members of a technological society.

The CTS program strives to address career development in a way that emphasizes personalized learning, relevance, transitions and partnerships. It does so by:

  • providing opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes so they can be fulfilled, productive citizens
  • providing opportunities for all students to develop the foundations to manage transitions within their learning environment and when moving into further education, training and/or the workplace
  • influencing the growth of a career development culture in schools and communities
  • facilitating the integration and coordination of career development across Kindergarten to Grade 12, advanced education, workplaces and the community.

Students’ interests might lie in working with their hands, working with other people, working in an environment of constantly changing ideas, or working in a career that follows carefully established patterns. All of these areas include a variety of occupations that require more or less education.1

1. “From the Mouths of Middle-Schoolers: Important Changes for High School and College.” Phi Delta Kappan, Vol. 89, No. 03 (November 2007): 189–193. William J. Bushaw. Reprinted with permission of PDK International.

Rationale

CTS courses enable students to make reasoned and effective career decisions and target efforts to meet their goals. Students will have opportunities to expand their knowledge about careers, occupations and job opportunities, as well as the education and/or training requirements involved. Competencies achieved by mastering CTS course outcomes will allow students to make relevant connections with work and/or post-secondary training.

CTS also enables students to develop the confidence they need as they move into adult roles by allowing them to assume increased responsibility for their learning; cultivate their individual talents, interests and abilities; and define and act on their goals. The CTS pathways model includes the following benefits for students, educators and employers.

Benefits for Students

Through the pathways model, students experience:

  • relevant and engaged learning
  • freedom in exploring multiple pathways
  • personally meaningful pathways leading to specialized skills
  • engagement in their interests or passions
  • opportunities to achieve post-secondary credentials while still in senior high school
  • easier transitions from senior high school to post-secondary education or the work force.

Benefits for Educators

Through the pathways model, educators experience:

  • more focused organization of CTS courses
  • a focused and engaged learner
  • greater opportunity for community support.

Benefits for Employers

Through the pathways model, employers experience:

  • employees with specialized skills or post-secondary or industry credentials
  • motivated and engaged employees.
Program Organization
Overview

The CTS Compass above can assist students as they explore and discover their interests and passions.

As students move into the Middle Years, they begin to identify with one or more interest areas: business, communication, resources, technology and/or human service. As students enter senior high school and the CTS program, they begin to identify the occupational cluster or clusters that suit their interests and abilities. As students become more focused, they examine options for occupations based on the National Occupational Classification. With a career goal in mind, students can develop a pathway that leads them directly to an occupation or to post-secondary education.

The organization of the CTS program into clusters provides students, teachers and administrators with opportunities to create exploratory programs, in which students can sample courses of interest, or to use or create focused pathways that lead to specialized skills, external credentials or further education. Career guidance professionals may use this organizational structure to assist students in assessing their educational goals, interests, abilities and skills and to facilitate good matches to the many pathway options possible in the CTS clusters.

CTS Courses

CTS courses are competency-based instructional units defined by learning outcomes that identify what a student is expected to know and be able to do. Courses include outcomes with practical applications, and each course represents approximately 25 hours of access to instruction. CTS courses are weighted at 1 credit each and are divided into three levels of achievement: introductory, intermediate and advanced. Some courses require one or more prerequisites, which are essential for maintaining safety standards, appropriate instructional sequence and articulation with post-secondary programs. CTS courses can be selected by students in an exploratory fashion, or they can be taken as part of an intentional pathway.

For each course, the program of studies lists a general description, the general and specific outcomes, prerequisites and course parameters (e.g., recommendations regarding instructional qualifications, facilities and equipment). The general outcomes are presented in boldface, and the specific outcomes follow immediately in lightface.

Levels of Achievement

Courses are organized into three levels of achievement: introductory, intermediate and advanced. Levels of achievement are not indicators of grade levels. As students progress through the levels, they will be expected to meet higher standards and to demonstrate an increased degree of competence in both the general and specific outcomes.

Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses prepare students for further experiences in the cluster, pathway or occupational area.

Intermediate level courses build on the competencies developed at the introductory level. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the cluster.

Advanced level courses refine expertise and help prepare students for entry into the workplace or a related post-secondary program defined within the cluster.

CTS Clusters

A cluster is a group of CTS courses that represents occupations and broad industry commonalities. Clusters in CTS are aligned with the National Occupational Classification (NOC) and function as an organizing tool for the CTS program. (For more information on the NOC, visit the Human Resources and Skills Development Canada Web site at http://www5.hrsdc.gc.ca/NOC/).

The CTS program includes five clusters: Business, Administration, Finance & Information Technology (BIT); Health, Recreation & Human Services (HRH); Media, Design & Communication Arts (MDC); Natural Resources (NAT); and Trades, Manufacturing & Transportation (TMT).

Clusters connect learning outcomes specific to the knowledge, skills and attitudes required for related occupational areas. Clusters:

  • help students choose curriculum and occupational fields for which they have interest and aptitude
  • provide a context for selecting courses specific to a pathway
  • help connect students with exploratory courses of study, allowing students to gain general, transferable skills
  • help students develop specialized skills and knowledge through pathways
  • focus teaching and learning by relating similar knowledge, linking shared skills, guiding career exploration, allowing students to make informed career choices, associating common interests and linking education with relevant real-world experiential activities.

The Five Clusters

Business, Administration, Finance & Information Technology (BIT)
The focus of the BIT cluster is for students to develop and apply important knowledge, skills and attitudes so they can implement efficient systems and strategies of management and marketing and use electronic technologies to collect, structure, manipulate, retrieve and communicate information within individual, family, workplace, community and global contexts.

Health, Recreation & Human Services (HRH)
The focus of the HRH cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide care and services for individuals and groups in a variety of industries, such as health care, recreation, cosmetology, the food industry and the legal system.

Media, Design & Communication Arts (MDC)
The focus of the MDC cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide well designed and aesthetically effective communication solutions.

Natural Resources (NAT)
The focus of the NAT cluster is for students to develop and apply the knowledge, skills and attitudes to work individually and collectively, as private citizens and as members of the work force, toward the conservation and responsible use of energy and natural resources.

Trades, Manufacturing & Transportation (TMT)
The focus of the TMT cluster is for students to develop and apply important knowledge, skills and attitudes relative to the manufacture and assembly of products from individual components and the processing of raw materials into products.

CTS Pathways

Many schools in North America and around the world are now providing students with opportunities to explore their career path through a variety of courses that are organized around common occupational areas. These pathways allow students to follow their natural skills, aptitudes and interests in an organized and progressive way as they work toward goals that may include university, college, apprenticeship training or moving directly into the work force.

Pathways are flexible and they permit students to:

  • explore an occupation or an interest area
  • gain an occupational or a specialized skill set required in the workplace
  • apply relevant learning from academic courses to real-life situations
  • focus their senior high school course plans into a career path.

The pathways model of CTS facilitates making connections between CTS courses and other subjects. Within each CTS cluster, the potential for several pathways exists. These pathways will address the specific skills and knowledge necessary to pursue a full range of career opportunities, including technical and professional career specialties. All pathways, with the exception of credentialed pathways, can be built and modified by students or teachers.

Sample Pathway (BIT): Business Basics

Note: A variety of sample pathways are provided in the Guide to Career and Technology Studies.

Pathways should be designed to prepare students to transition successfully from senior high school to post-secondary education or to employment in an occupational area. Links to post-secondary educational institutions, employers, industry groups and other stakeholders can be included within a pathway.

There are two possible kinds of pathways in the CTS program:

  • 1. Specialized skill pathways provide students with the knowledge, skills and attitudes for employment or further education. These pathways can be customized to meet student, school or community program needs. Courses within such a pathway will prepare students for specific community or job-site skills.

  • 2. Credentialed pathways provide students with post-secondary and/or business and industry credentials or articulation. For students to obtain the desired credential or articulation, all specified course outcomes within the pathway must be met.
Meeting the Diverse Needs of Alberta's Students

Alberta schools include students from a rich variety of backgrounds. These students have a wide range of abilities and needs. Like all school programs, the CTS program has been developed with this diversity in mind. Teachers and instructors should be aware of the individual needs of their students and adapt their instruction and programming accordingly.

First Nations, Métis and Inuit (FNMI) Students

FNMI students in northern and western Canada come from diverse geographic areas with varied cultural and linguistic backgrounds. Teachers and instructors need to understand the diversity of these students’ cultures and experiences. They also need to understand that there are values and cultural traditions shared amongst many Aboriginal Canadians, including the importance of family and the role of Elders in guiding and supporting young people.

FNMI students often have a holistic view of learning—they look for connections through experiential learning. Such connections can be made within the real-world, experiential CTS program. Traditionally, in FNMI cultures, little emphasis was placed upon the written word. Still today, oral communication and practical applications and experiences are important to student learning and understanding. A variety of teaching and assessment strategies can help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of FNMI students.

English as a Second Language or French as a Second Language Students

Immigrants to Alberta come from many different cultural and linguistic backgrounds. Many of these new arrivals become students in Alberta schools, yet their knowledge of English or French may be minimal. Some students who have lived in Canada their entire lives may also be learning to speak English or French as a second (or third) language. The variety of teaching and assessment strategies that can be used in the CTS program may help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of these students.

Students Who Have an Individualized Program Plan (IPP)

Students who have been identified as having special education needs will have an Individualized Program Plan (IPP), which should be used to guide teachers’ planning and instruction. The needs of these students vary greatly from one individual to the next and may range from physical adaptations to the environment or equipment, to arranging for special testing accommodations.

Pipe Trades Apprenticeship (PLA)
PLA3406: Hand & Power Tools

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students demonstrate maintenance and use of hand tools and power tools used in the pipe trades to safely complete various jobs.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. use hand tools common to the pipe trades
    • 1.1 identify hand tools used in the pipe trades
    • 1.2 describe the use of hand tools
    • 1.3 describe the maintenance of hand tools

  • 2. use power tools common to the pipe trades
    • 2.1 identify power tools used in the pipe trades
    • 2.2 describe the use of power tools
    • 2.3 describe the maintenance of power tools

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3411: Welded Pipe & Fittings

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students identify and describe welded pipe and fittings.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. construct welded and flanged piping system components
    • 1.1 identify types, markings, designations, and pressure ratings for welded pipe and fittings
    • 1.2 identify stud tensioning systems
    • 1.3 state factors, methods, and torque measurements for bolt ups
    • 1.4 identify types, markings, designations, temperature, and pressure ratings of flanged fittings and gaskets
    • 1.5 describe the fabrication process for welded pipe and fittings to the tack-up stage
    • 1.6 describe flange preparation and joining techniques for flanged joints

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3416: Plastic Pipe & Tubes

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students identify, describe, and demonstrate the construction of plastic pipe and tubes.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. construct plastic piping and tubing systems
    • 1.1 identify types, applications, and designations of plastic pipe, tubing, and fittings
    • 1.2 describe fabrication processes for solvent welding plastic pipe
    • 1.3 describe fabrication processes for plastic pipe and tubing using alternative joining methods
    • 1.4 describe fabrication processes for bell-end joints
    • 1.5 describe fabrication processes for plastic pipe using thermal fusion and electric resistance welding
    • 1.6 fabricate and test a solvent weld spool to the manufacturer’s specifications
    • 1.7 fabricate and test a fusion weld spool to the manufacturer’s specifications

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3421: Threaded & Grooved Pipe

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students develop an understanding of threaded and grooved pipe.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. construct threaded and grooved piping system components
    • 1.1 identify types, markings, designations, temperature, and pressure ratings of ferrous pipe and fittings
    • 1.2 identify applications of codes, regulations, and manufacturer's specifications
    • 1.3 describe the composition of ferrous, alloyed, and non-ferrous pipe
    • 1.4 calculate cut length for threaded and grooved pipe
    • 1.5 describe the fabrication steps for threading and grooving pipe
    • 1.6 demonstrate the use of hand tools to thread and groove pipe
    • 1.7 demonstrate the use of power tools to thread and groove pipe
    • 1.8 assemble and pressure test an assigned project

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3426: Tubes, Tubing, & Valves

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students develop an understanding of tubes, tubing systems, and valves.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. construct tube and tubing system components
    • 1.1 identify types, designations, and pressure ratings
    • 1.2 identify fitting types and joining techniques
    • 1.3 identify applications and manufacturer’s specifications pertaining to joining methods
    • 1.4 identify application to health and safety issues pertaining to joining methods
    • 1.5 describe the process for bending tubing
    • 1.6 describe the fabrication process pertaining to joining methods
    • 1.7 assemble and pressure test an assigned project including flared, compression joints, and bending components

  • 2. install valves in piping systems
    • 2.1 identify types of valves
    • 2.2 describe major design variations of valves and their applications
    • 2.3 describe service and maintenance procedures of valves
    • 2.4 explain the purpose of manufacturer's instructions

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3431: Install & Test Piping Systems

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students develop an understanding of pressure testing and pumps and install hangers, supports, and fasteners.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. install hangers, supports, and fasteners for piping systems
    • 1.1 identify types of hangers, supports, and fasteners
    • 1.2 describe applications of hangers, supports, and fasteners
    • 1.3 describe installation techniques for hangers, supports, and fasteners
    • 1.4 explain specifications and manufacturer’s requirements for hangers, supports, and fasteners

  • 2. pressure test a piping system
    • 2.1 identify equipment used for pressure testing piping installations
    • 2.2 describe procedures and requirements for pneumatic and hydrostatic testing
    • 2.3 describe hazards specific to pressure testing

  • 3. describe pumps for piping systems
    • 3.1 identify types of pumps
    • 3.2 describe differences in pumps
    • 3.3 describe factors affecting the operation of a pump

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
PLA3436: Welding Safety & Fabrication

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students develop an understanding of welding equipment and the basics of welding.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. apply safe work practices according to Occupational Health and Safety Act (OHS) legislation
    • 1.1 identify hazards for welding and cutting operations
    • 1.2 identify personal protective equipment for welding and cutting operations
    • 1.3 explain hazards involved with welding fumes and gases
    • 1.4 identify welding fume ventilation methods
    • 1.5 explain effects of electricity and describe precautions used to prevent injury
    • 1.6 describe procedures for welding or cutting in confined spaces
      • 1.7 interpret general safety regulations in the Occupational Health and Safety Act

  • 2. use oxyfuel and arc welding equipment
    • 2.1 identify five basic joint types
    • 2.2 describe types of welds and their required dimensions
    • 2.3 identify types of metals using practical tests
    • 2.4 identify and use oxyfuel cutting equipment
    • 2.5 identify and use arc welding equipment

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3441: Bracket & Spool Fabrication

Level: First Period Apprenticeship

Prerequisite: PLA3436: Welding Safety and Fabrication

Description: Students fabricate a bracket project and a spool project to demonstrate an understanding of how to weld.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. use oxyfuel and arc welding equipment
    • 1.1 build a bracket project
    • 1.2 build a spool project

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3446: Brazing & Soldering

Level: First Period Apprenticeship

Prerequisite: PLA3436: Welding Safety and Fabrication

Description: Students develop and demonstrate an understanding of brazing and soldering metal alloys.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. braze and solder metal alloys
    • 1.1 identify applications of brazed and soldered joints
    • 1.2 identify equipment and materials required to braze and solder
    • 1.3 describe brazing and soldering procedures
    • 1.4 assemble and test an assigned project

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3451: Sketching & Drawing

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students develop an understanding of drafting and the use of single-line drawings. Students demonstrate orthographic drawing and isometric single-line drawing.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. apply sketching and drawing concepts
    • 1.1 identify the types of drafting equipment
    • 1.2 explain the use of drafting equipment
    • 1.3 identify the types of drafting lines found on a drawing
    • 1.4 identify the three views of an orthographic projection
    • 1.5 draw and label the three views of an orthographic drawing

  • 2. develop single-line pipe drawings
    • 2.1 identify piping symbols
    • 2.2 draw and label orthographic single-line drawings
    • 2.3 draw and label isometric single-line piping drawings

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3456: Interpreting Drawings

Level: First Period Apprenticeship

Prerequisite: PLA3451: Sketching and Drawing

Description: Students interpret architectural drawings and mechanical drawings used in the pipe trades.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. interpret drawings
    • 1.1 identify the views of a drawing
    • 1.2 explain the usage of scales
    • 1.3 calculate dimensions using imperial scales and metric scales
    • 1.4 describe symbols found on a drawing
    • 1.5 identify the five divisions of a drawing package
    • 1.6 describe the purpose of drawing divisions
    • 1.7 identify architectural drawings and mechanical drawings

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
PLA3461: Pipe Trades Calculations

Level: First Period Apprenticeship

Prerequisite: PLA3900: Apprenticeship Safety

Description: Students identify and demonstrate basic mathematic calculations used in the pipe trades.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. apply mathematical skills using both metric measurements and imperial measurements
    • 1.1 perform arithmetic calculations using whole numbers, fractions, and decimals
    • 1.2 describe the metric and imperial measurement systems
    • 1.3 describe the operation of the AIT calculator, which is provided to students for exams administered by AIT
    • 1.4 perform number conversions using whole numbers, fractions, and decimals
    • 1.5 perform measurement conversions using whole numbers, fractions, and decimals

  • 2. solve mathematical problems involving perimeter, areas, percentage, and grade
    • 2.1 identify concepts used when working with formulas
    • 2.2 apply formulas for calculating perimeters of rectangles, triangles, and circles
    • 2.3 apply formulas for calculating the surface area of regular-shaped solids, tanks, and cylinders
    • 2.4 apply the formula for calculating percentages
    • 2.5 calculate grades in percentage, fractions, and ratio

  • 3. calculate volumetric capacities for tanks and cylinders
    • 3.1 apply formulas for calculating volumes of regular-shaped solids, tanks, and cylinders
    • 3.2 calculate the capacity of regular-shaped tanks and cylinders using both metric values and imperial values

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
PLA3466: Piping Offsets & Density

Level: First Period Apprenticeship

Prerequisite: PLA3461: Pipe Trades Calculations

Description: Students describe and demonstrate piping offset and density calculations used in the pipe trades.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. calculate 45° and 90° offsets for piping systems
    • 1.1 calculate offsets for right angle triangles
    • 1.2 apply formulas for 45° and 90° offsets
    • 1.3 calculate offset dimensions around an object

  • 2. calculate mass, volumes, densities, and relative densities
    • 2.1 define the terms matter, element, compound, and mixture
    • 2.2 describe the three common states of matter
    • 2.3 define the terms adhesion, cohesion, surface tension, and capillarity
    • 2.4 calculate density, mass, and volume of substances
    • 2.5 calculate mass and density using relative densities

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3471: Principles of Pressure, Atmosphere, and Electricity

Level: First Period Apprenticeship

Prerequisite: PLA3466: Piping Offsets and Density

Description: Students understand and apply the principles of pressure, atmosphere, and electricity used in the pipe trades. Students calculate pressures and perform electrical calculations.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. calculate pressures in metric values and imperial values
    • 1.1 define pressure and force
    • 1.2 state the six principles of hydrostatics
    • 1.3 define pressure constants used for calculating pressures
    • 1.4 perform pressure and force calculations in both metric units and imperial units
    • 1.5 describe atmospheric pressure and the effect of altitude
    • 1.6 perform calculations to convert absolute, gauge, and mercury pressures

  • 2. perform electrical calculations
    • 2.1 identify principles of electricity, including direct current and alternating current flow, electrolysis, and electromagnetism
    • 2.2 sketch series and parallel electrical circuits
    • 2.3 perform calculations using Ohm’s law

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
PLA3480: PLA Practicum A

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter) or an experienced professional with the same journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
    • 1.1 identify regulations and regulatory bodies related to the credential
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities
      • 1.2.3 code of ethics
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of competencies developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace policies and procedures related to health and safety
    • 2.4 evaluate the work environment in terms of:
      • 2.4.1 location
      • 2.4.2 floor plan of work area
      • 2.4.3 analysis of work flow patterns
    • 2.5 evaluate a professional in a related occupation in terms of:
      • 2.5.1 training and certification
      • 2.5.2 interpersonal skills
      • 2.5.3 technical skills
      • 2.5.4 professional ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks
PLA3485: PLA Practicum B

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter) or an experienced professional with the same journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
    • 1.1 identify regulations and regulatory bodies related to the credential
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities
      • 1.2.3 code of ethics
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of competencies developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace policies and procedures related to health and safety
    • 2.4 evaluate the work environment in terms of:
      • 2.4.1 location
      • 2.4.2 floor plan of work area
      • 2.4.3 analysis of work flow patterns
    • 2.5 evaluate a professional in a related occupation in terms of:
      • 2.5.1 training and certification
      • 2.5.2 interpersonal skills
      • 2.5.3 technical skills
      • 2.5.4 professional ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks
PLA3490: PLA Practicum C

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter) or an experienced professional with the same journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
    • 1.1 identify regulations and regulatory bodies related to the credential
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities
      • 1.2.3 code of ethics
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of competencies developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace policies and procedures related to health and safety
    • 2.4 evaluate the work environment in terms of:
      • 2.4.1 location
      • 2.4.2 floor plan of work area
      • 2.4.3 analysis of work flow patterns
    • 2.5 evaluate a professional in a related occupation in terms of:
      • 2.5.1 training and certification
      • 2.5.2 interpersonal skills
      • 2.5.3 technical skills
      • 2.5.4 professional ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks
PLA3495: PLA Practicum D

Level: First Period Apprenticeship

Prerequisite: None

Description: Students, on the work site, continue to develop and refine those competencies developed in related Career and Technology Studies (CTS) occupational areas, previous practicums and other experiences.

Parameters: This course should be accessed only by students continuing to work toward attaining a recognized credential offered by an agency external to the school. Practicum courses extend the competencies developed in related CTS occupational areas. The practicum courses may not be delivered as stand-alone courses and may not be combined with core courses. This course may not be used in conjunction with Registered Apprenticeship Program courses. This practicum course may be delivered on- or off-campus. Instruction must be delivered by a qualified teacher with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter) or an experienced professional with the same journeyperson certification, who is under the supervision of the qualified teacher; both must be authorized to supervise trainees for the external credential.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities efficiently and effectively, as required by the agency granting credentials
    • 1.1 identify regulations and regulatory bodies related to the credential
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities
      • 1.2.3 code of ethics
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of competencies developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace policies and procedures related to health and safety
    • 2.4 evaluate the work environment in terms of:
      • 2.4.1 location
      • 2.4.2 floor plan of work area
      • 2.4.3 analysis of work flow patterns
    • 2.5 evaluate a professional in a related occupation in terms of:
      • 2.5.1 training and certification
      • 2.5.2 interpersonal skills
      • 2.5.3 technical skills
      • 2.5.4 professional ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks
PLA3900: Apprenticeship Safety

Level: First Period Apprenticeship

Prerequisite: None

Description: Students develop the knowledge and skills required to maintain a personal health and safety plan; identify the steps for obtaining a journeyperson certificate; and describe how to apply legislation, regulations, and practices of the industry. Students also learn to use the codes and standards that are applied in the pipe trades.

Parameters: Access to a materials work centre, complete with basic tools and materials used in the pipe trades, and to instruction from an individual with journeyperson certification in any of the pipe trades (i.e., gasfitter, plumber, sprinkler systems installer, and steamfitter-pipefitter).

Outcomes: The student will:

  • 1. apply legislation, regulations, and practices ensuring safe work in the pipe trades
    • 1.1 demonstrate the application of the Occupational Health and Safety Act, Regulation and Code
    • 1.2 describe the employer’s and employee’s role with Occupational Health and Safety (OH&S) regulations, Worksite Hazardous Materials Information Systems (WHMIS), fire regulations, Workers’ Compensation Board regulations, and related advisory bodies and agencies
    • 1.3 describe Alberta’s Public Health Act and the Personal Services Regulation as it pertains to the pipe trades
    • 1.4 describe industry practices for hazard assessment and control procedures
    • 1.5 describe the responsibilities of workers and employers to apply emergency procedures
    • 1.6 describe tradesperson attitudes with respect to housekeeping, personal protective equipment (PPE), and emergency procedures
    • 1.7 describe the roles and responsibilities of employers and employees with the selection and use of PPE
    • 1.8 select, use, and maintain appropriate PPE for worksite applications
    • 1.9 use required PPE for tasks

  • 2. use industry standard practices for climbing, lifting, rigging, and hoisting in the pipe trades
    • 2.1 describe manual lifting procedures
    • 2.2 describe rigging hardware and associated safety factors
    • 2.3 describe industry-related body mechanics
    • 2.4 select equipment for rigging loads
    • 2.5 describe hoisting and load moving procedures
    • 2.6 maintain PPE for climbing, lifting, and load moving equipment
    • 2.7 practise workplace ergonomics
    • 2.8 use PPE for climbing, lifting, and load moving equipment

  • 3. apply industry standard practices for hazardous materials and fire protection in the pipe trades
    • 3.1 describe roles, responsibilities, features, and practices related to the WHMIS program
    • 3.2 describe three key elements of WHMIS
    • 3.3 describe handling, storing, and transporting procedures for hazardous material
    • 3.4 describe venting procedures when working with hazardous materials
    • 3.5 describe hazards, classes, procedures, and equipment related to fire protection

  • 4. manage an apprenticeship to earn journeyperson certification
    • 4.1 describe the contractual responsibilities of the apprentice, employer, and Alberta Apprenticeship and Industry Training
    • 4.2 describe the purpose of the apprentice record book
    • 4.3 describe the procedure for changing employers during an active apprenticeship
    • 4.4 describe the purpose of the course outline
    • 4.5 describe the procedure for progressing through an apprenticeship
    • 4.6 describe advancement opportunities in this trade

  • 5. use codes and standards that are applied in the pipe trades
    • 5.1 identify code documents relating to pipe trades, including ASME/ABSA, CSA, NRC, NFPA, and ASHRAE
    • 5.2 explain the applicable codes and standards and which body governs the code or standard
    • 5.3 describe the procedures for the acceptance of the codes by the provinces and the local authorities

  • 6. apply arc flash safety and lockout and tagout on a jobsite
    • 6.1 identify safe-work practices to protect from arc flash hazards
    • 6.2 describe lockout and tagout procedures
    • 6.3 identify safe-work practices to prevent electrical shock

  • 7. demonstrate basic competencies
    • 7.1 demonstrate fundamental skills to:
      • 7.1.1 communicate
      • 7.1.2 manage information
      • 7.1.3 use numbers
      • 7.1.4 think and solve problems
    • 7.2 demonstrate personal management skills to:
      • 7.2.1 demonstrate positive attitudes and behaviours
      • 7.2.2 be responsible
      • 7.2.3 be adaptable
      • 7.2.4 learn continuously
      • 7.2.5 work safely
    • 7.3 demonstrate teamwork skills to:
      • 7.3.1 work with others
      • 7.3.2 participate in projects and tasks

  • 8. create a transitional strategy to accommodate personal changes and build personal values
    • 8.1 identify short-term and long-term goals
    • 8.2 identify steps to achieve goals
  





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