Performance Assessment: Building a Scale Model Structure
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3400: RIGGING
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students develop knowledge of the correct and safe procedures that are necessary to move and accommodate equipment, components and machines using a mobile crane, shop overhead crane, a come-along or chain hoist, forklift, block and tackle, ropes, turfers or a floor gantry with a chain hoist attached in the millwright shop.
Parameters: Access to a materials work centre, complete with basic plumbing tools and materials, and to instruction from an individual with journeyperson certification in the plumbing trade.
ILM Resources: Rigging Procedures – Part A 160109aA; Rigging Procedures – Part B 160109aB; Rigging Procedures – Part C 160109aC; Cranes and Hoists 160109b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3400: RIGGING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe rigging and hoisting equipment and | | | |
|procedures | | | |
|use cranes and hoists for lifting and moving | | | |
|objects | | | |
Teacher Signature Date
COURSE MWA3400: RIGGING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe the construction of the wire |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rope |the construction of the wire |construction of the wire |describe the construction of |describe the construction of |evidence of this performance|
| |rope. |rope. |the wire rope. |the wire rope. |task. |
|1.2 describe the construction and use of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|steel and fibre slings |the construction and use of |construction and use of steel|describe the construction and |describe the construction and |evidence of this performance|
| |steel and fibre slings. |and fibre slings. |use of steel and fibre slings.|use of steel and fibre slings.|task. |
|1.3 describe hoisting equipment hardware |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |hoisting equipment hardware. |hoisting equipment hardware. |describe hoisting equipment |describe hoisting equipment |evidence of this performance|
| | | |hardware. |hardware. |task. |
|1.4 describe construction and use of |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|chain and chain slings |construction and use of chain |construction and use of chain|describe construction and use |describe construction and use |evidence of this performance|
| |and chain slings. |and chain slings. |of chain and chain slings. |of chain and chain slings. |task. |
|1.5 describe the construction of fibre |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rope and the purpose and use of knots |the construction of fibre rope|construction of fibre rope |describe the construction of |describe the construction of |evidence of this performance|
| |and the purpose and use of |and the purpose and use of |fibre rope and the purpose and|fibre rope and the purpose and|task. |
| |knots. |knots. |use of knots. |use of knots. | |
|1.6 estimate the weight of objects when |I can consistently estimate |I can usually estimate the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|given the size, shape and material |the weight of objects when |weight of objects when given |estimate the weight of objects|estimate the weight of objects|evidence of this performance|
| |given the size, shape and |the size, shape and material.|when given the size, shape and|when given the size, shape and|task. |
| |material. | |material. |material. | |
|1.7 describe hand rigging equipment |I can consistently describe |I can usually describe hand |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |hand rigging equipment. |rigging equipment. |describe hand rigging |describe hand rigging |evidence of this performance|
| | | |equipment. |equipment. |task. |
|1.8 describe standard hand signals used |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for rigging and hoisting operations |standard hand signals used for|standard hand signals used |describe standard hand signals|describe standard hand signals|evidence of this performance|
| |rigging and hoisting |for rigging and hoisting |used for rigging and hoisting |used for rigging and hoisting |task. |
| |operations. |operations. |operations. |operations. | |
|1.9 describe hoisting and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|load-moving procedures |hoisting and load-moving |hoisting and |describe hoisting and |describe hoisting and |evidence of this performance|
| |procedures. |load-moving procedures. |load-moving procedures. |load-moving procedures. |task. |
|use cranes and hoists for lifting and moving objects |
|2.1 describe the types of mobile cranes |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the types of mobile cranes. |types of mobile cranes. |describe the types of mobile |describe the types of mobile |evidence of this performance|
| | | |cranes. |cranes. |task. |
|2.2 describe the set-up and safety |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures for mobile cranes. |the set-up and safety |set-up and safety procedures |describe the set-up and safety|describe the set-up and safety|evidence of this performance|
| |procedures for mobile cranes. |for mobile cranes. |procedures for mobile cranes. |procedures for mobile cranes. |task. |
|2.3 describe the electric overhead |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|travelling cranes |the electric overhead |electric overhead travelling |describe the electric overhead|describe the electric overhead|evidence of this performance|
| |travelling cranes. |cranes. |travelling cranes. |travelling cranes. |task. |
|2.4 describe electric overhead travelling|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|crane inspection procedures |electric overhead travelling |electric overhead travelling |describe electric overhead |describe electric overhead |evidence of this performance|
| |crane inspection procedures. |crane inspection procedures. |travelling crane inspection |travelling crane inspection |task. |
| | | |procedures. |procedures. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3405: MEASUREMENT
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students understand the terminology associated with limits and fits and apply this knowledge to the assembly of components through the use of measuring tools. Knowing how to use precision and non-precision measuring tools reliably is essential to correct layout and fabrication in the millwright trade.
Parameters: Access to a materials work centre, complete with basic plumbing tools and materials, and to instruction from an individual with journeyperson certification in the plumbing trade.
ILM Resources: Measuring 160102a, Measuring Tools – Part A 160102bA; Measuring Tools – Part B 160102bB
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3405: MEASUREMENT
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe measuring fundamentals for the | | | |
|millwright trade | | | |
|demonstrate measuring procedures used in the | | | |
|millwright trade | | | |
Teacher Signature Date
COURSE MWA3405: MEASUREMENT
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe measurement units, standards |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and systems |measurement units, standards |measurement units, standards |describe measurement units, |describe measurement units, |evidence of this performance|
| |and systems. |and systems. |standards and systems. |standards and systems. |task. |
|1.2 describe the effect of temperature |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|change on the dimensions of objects being |the effect of temperature |effect of temperature change |describe the effect of |describe the effect of |evidence of this performance|
|measured |change on the dimensions of |on the dimensions of objects |temperature change on the |temperature change on the |task. |
| |objects being measured. |being measured. |dimensions of objects being |dimensions of objects being | |
| | | |measured. |measured. | |
|demonstrate measuring procedures used in the millwright trade |
|2.1 describe basic measuring tools and |I can consistently describe |I can usually describe basic |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|their uses |basic measuring tools and |measuring tools and their |describe basic measuring tools|describe basic measuring tools|evidence of this performance|
| |their uses. |uses. |and their uses. |and their uses. |task. |
|2.2 describe precision measuring tools |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and their uses |precision measuring tools and |precision measuring tools and|describe precision measuring |describe precision measuring |evidence of this performance|
| |their uses. |their uses. |tools and their uses. |tools and their uses. |task. |
|2.3 describe transfer measurement |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |transfer measurement. |transfer measurement. |describe transfer measurement.|describe transfer measurement.|evidence of this performance|
| | | | | |task. |
|2.4 describe measurement using dial |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|indicators |measurement using dial |measurement using dial |describe measurement using |describe measurement using |evidence of this performance|
| |indicators. |indicators. |dial indicators. |dial indicators. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3410: LAYOUT
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students develop knowledge of the raw materials of the millwright trade and discover how to use precision and non-precision measuring tools reliably as an essential for correct layout and fabrication.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Layout 160102c; Metallurgy 160102d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3410: LAYOUT
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe layout procedures and identify layout | | | |
|tools | | | |
|describe composition and properties of metals | | | |
Teacher Signature Date
COURSE MWA3410: LAYOUT
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe tools used for layout |I can consistently describe |I can usually describe tools |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |tools used for layout |used for layout procedures. |describe tools used for layout|describe tools used for layout|evidence of this performance|
| |procedures. | |procedures. |procedures. |task. |
|1.2 demonstrate layout procedures |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |layout procedures. |layout procedures. |demonstrate layout procedures.|demonstrate layout procedures.|evidence of this performance|
| | | | | |task. |
|describe composition and properties of metals |
|2.1 define metal |I can consistently define |I can usually define metal. |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |metal. | |define metal. |define metal. |evidence of this performance|
| | | | | |task. |
|2.2 describe metals by visual appearance,|I can consistently describe |I can usually describe metals|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|colour, relative weight, typical shape and|metals by visual appearance, |by visual appearance, colour,|describe metals by visual |describe metals by visual |evidence of this performance|
|texture |colour, relative weight, |relative weight, typical |appearance, colour, relative |appearance, colour, relative |task. |
| |typical shape and texture. |shape and texture. |weight, typical shape and |weight, typical shape and | |
| | | |texture. |texture. | |
|2.3 describe the physical and mechanical |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|properties of metals |the physical and mechanical |physical and mechanical |describe the physical and |describe the physical and |evidence of this performance|
| |properties of metals. |properties of metals. |mechanical properties of |mechanical properties of |task. |
| | | |metals. |metals. | |
|2.4 describe metal manufacturing |I can consistently describe |I can usually describe metal |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|processes |metal manufacturing processes.|manufacturing processes. |describe metal manufacturing |describe metal manufacturing |evidence of this performance|
| | | |processes. |processes. |task. |
|2.5 describe types and classifications of|I can consistently describe |I can usually describe types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|metals |types and classifications of |and classifications of |describe types and |describe types and |evidence of this performance|
| |metals. |metals. |classifications of metals. |classifications of metals. |task. |
|2.6 describe the heat treatment of metals|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the heat treatment of metals. |heat treatment of metals. |describe the heat treatment of|describe the heat treatment of|evidence of this performance|
| | | |metals. |metals. |task. |
|2.7 describe tensile and hardness testing|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of metals |tensile and hardness testing |tensile and hardness testing |describe tensile and hardness |describe tensile and hardness |evidence of this performance|
| |of metals. |of metals. |testing of metals. |testing of metals. |task. |
|2.8 describe chip, spark, file hardness |I can consistently describe |I can usually describe chip, |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and flame tests |chip, spark, file hardness and|spark, file hardness and |describe chip, spark, file |describe chip, spark, file |evidence of this performance|
| |flame tests. |flame tests. |hardness and flame tests. |hardness and flame tests. |task. |
|2.9 describe use of mill test reports and|I can consistently describe |I can usually describe use of|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|metal specification tags |use of mill test reports and |mill test reports and metal |describe use of mill test |describe use of mill test |evidence of this performance|
| |metal specification tags. |specification tags. |reports and metal |reports and metal |task. |
| | | |specification tags. |specification tags. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3415: PORTABLE TOOLS
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students develop an understanding of versatile and essential pieces of portable equipment in all millwright shops, including how to safely operate and maintain.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Hand Tools – Part A 160103aA; Hand Tools – Part B 160103aB; Portable Power and Air Tools 160103b; Grinders 160103c; Power Saws 160103d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3415: PORTABLE TOOLS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|demonstrate use and maintenance of hand tools | | | |
|demonstrate and maintain portable power and air| | | |
|tools | | | |
|demonstrate and maintain power saws | | | |
Teacher Signature Date
COURSE MWA3415: PORTABLE TOOLS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe hand-held tools used for |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|performing bench-work procedures |hand-held tools used for |hand-held tools used for |describe hand-held tools used |describe hand-held tools used |evidence of this performance|
| |performing bench-work |performing bench-work |for performing bench-work |for performing bench-work |task. |
| |procedures. |procedures. |procedures. |procedures. | |
|1.2 describe hydraulic jacks, pullers and|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|presses |hydraulic jacks, pullers and |hydraulic jacks, pullers and |describe hydraulic jacks, |describe hydraulic jacks, |evidence of this performance|
| |presses. |presses. |pullers and presses. |pullers and presses. |task. |
|1.3 describe methods used for cleaning |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|machine parts |methods used for cleaning |methods used for cleaning |describe methods used for |describe methods used for |evidence of this performance|
| |machine parts. |machine parts. |cleaning machine parts. |cleaning machine parts. |task. |
|1.4 describe the use of bonded abrasives |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|in the process of hand lapping |the use of bonded abrasives in|use of bonded abrasives in |describe the use of bonded |describe the use of bonded |evidence of this performance|
| |the process of hand lapping. |the process of hand lapping. |abrasives in the process of |abrasives in the process of |task. |
| | | |hand lapping. |hand lapping. | |
|1.5 describe care and use of taps and |I can consistently describe |I can usually describe care |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|dies |care and use of taps and dies.|and use of taps and dies. |describe care and use of taps |describe care and use of taps |evidence of this performance|
| | | |and dies. |and dies. |task. |
|1.6 describe care and use of hand reamers|I can consistently describe |I can usually describe care |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and broaches |care and use of hand reamers |and use of hand reamers and |describe care and use of hand |describe care and use of hand |evidence of this performance|
| |and broaches. |broaches. |reamers and broaches. |reamers and broaches. |task. |
|1.7 demonstrate maintenance and use of |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|hand-held tools |maintenance and use of |maintenance and use of |demonstrate maintenance and |demonstrate maintenance and |evidence of this performance|
| |hand-held tools. |hand-held tools. |use of hand-held tools. |use of hand-held tools. |task. |
|demonstrate and maintain portable power and air tools |
|2.1 demonstrate safety rules pertaining to|I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|portable power and air tools |safety rules pertaining to |safety rules pertaining to |demonstrate safety rules |demonstrate safety rules |evidence of this performance|
| |portable power and air tools. |portable power and air tools.|pertaining to portable power |pertaining to portable power |task. |
| | | |and air tools. |and air tools. | |
|2.2 describe portable power tools, their |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation, application and attachments |portable power tools, their |portable power tools, their |describe portable power tools,|describe portable power tools,|evidence of this performance|
| |operation, application and |operation, application and |their operation, application |their operation, application |task. |
| |attachments. |attachments. |and attachments. |and attachments. | |
|2.3 describe air tools, components, their|I can consistently describe |I can usually describe air |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation, application and attachments |air tools, components, their |tools, components, their |describe air tools, |describe air tools, |evidence of this performance|
| |operation, application and |operation, application and |components, their operation, |components, their operation, |task. |
| |attachments. |attachments. |application and attachments. |application and attachments. | |
|2.4 describe safety rules pertaining to |I can consistently describe |I can usually describe safety|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|offhand grinder use |safety rules pertaining to |rules pertaining to offhand |describe safety rules |describe safety rules |evidence of this performance|
| |offhand grinder use. |grinder use. |pertaining to offhand grinder |pertaining to offhand grinder |task. |
| | | |use. |use. | |
|2.5 describe operation, types, parts and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|application of offhand grinders |operation, types, parts and |operation, types, parts and |describe operation, types, |describe operation, types, |evidence of this performance|
| |application of offhand |application of offhand |parts and application of |parts and application of |task. |
| |grinders. |grinders. |offhand grinders. |offhand grinders. | |
|2.6 describe grinding wheel selection, |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|installation and maintenance procedures |grinding wheel selection, |grinding wheel selection, |describe grinding wheel |describe grinding wheel |evidence of this performance|
| |installation and maintenance |installation and maintenance |selection, installation and |selection, installation and |task. |
| |procedures. |procedures. |maintenance procedures. |maintenance procedures. | |
|demonstrate and maintain power saws |
|3.1 describe power hacksaws, their |I can consistently describe |I can usually describe power |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation, application and attachments |power hacksaws, their |hacksaws, their operation, |describe power hacksaws, their|describe power hacksaws, their|evidence of this performance|
| |operation, application and |application and attachments. |operation, application and |operation, application and |task. |
| |attachments. | |attachments. |attachments. | |
|3.2 describe band saws their operation, |I can consistently describe |I can usually describe band |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|application and attachments |band saws their operation, |saws their operation, |describe band saws their |describe band saws their |evidence of this performance|
| |application and attachments. |application and attachments. |operation, application and |operation, application and |task. |
| | | |attachments. |attachments. | |
|3.3 describe abrasive cut-off saws, their|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operation, application and attachments |abrasive cut-off saws, their |abrasive cut-off saws, their |describe abrasive cut-off |describe abrasive cut-off |evidence of this performance|
| |operation, application and |operation, application and |saws, their operation, |saws, their operation, |task. |
| |attachments. |attachments. |application and attachments. |application and attachments. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3420: FASTENERS
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students learn the standard of performance and recommended methods of installation and removal of many different fasteners and locking devices used in the millwright trade.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Explosive Actuated Tools 160103e; Threaded Fasteners and Locking Devices 160103f; Non-Threaded Fasteners and Locking Devices 160103g; Installation and Removal of Fasteners 160103h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3420: FASTENERS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|demonstrate explosive actuated tools, loads and| | | |
|fasteners | | | |
|demonstrate use of threaded fasteners and | | | |
|locking devices | | | |
|describe use of non-threaded fasteners and | | | |
|locking devices | | | |
|explain the installation and removal of | | | |
|fasteners | | | |
Teacher Signature Date
COURSE MWA3420: FASTENERS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe explosive actuated tool power|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|loads, power load strength and safety |explosive actuated tool power |explosive actuated tool power|describe explosive actuated |describe explosive actuated |evidence of this performance|
|requirements |loads, power load strength and|loads, power load strength |tool power loads, power load |tool power loads, power load |task. |
| |safety requirements. |and safety requirements. |strength and safety |strength and safety | |
| | | |requirements. |requirements. | |
|1.2 describe explosive actuated tool |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fasteners, accessories and applications |explosive actuated tool |explosive actuated tool |describe explosive actuated |describe explosive actuated |evidence of this performance|
| |fasteners, accessories and |fasteners, accessories and |tool fasteners, accessories |tool fasteners, accessories |task. |
| |applications. |applications. |and applications. |and applications. | |
|1.3 assess base material suitability and |I can consistently assess base|I can usually assess base |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|related fastening requirements |material suitability and |material suitability and |assess base material |assess base material |evidence of this performance|
| |related fastening |related fastening |suitability and related |suitability and related |task. |
| |requirements. |requirements. |fastening requirements. |fastening requirements. | |
|1.4 describe explosive actuated system |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|safety, firing procedure and tool |explosive actuated system |explosive actuated system |describe explosive actuated |describe explosive actuated |evidence of this performance|
|maintenance |safety, firing procedure and |safety, firing procedure and |system safety, firing |system safety, firing |task. |
| |tool maintenance. |tool maintenance. |procedure and tool |procedure and tool | |
| | | |maintenance. |maintenance. | |
|1.5 demonstrate maintenance and use the |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|explosive actuated tools |maintenance and use the |maintenance and use the |demonstrate maintenance and |demonstrate maintenance and |evidence of this performance|
| |explosive actuated tools. |explosive actuated tools. |use the explosive actuated |use the explosive actuated |task. |
| | | |tools. |tools. | |
|demonstrate use of threaded fasteners and locking devices |
|2.1 describe personal safety equipment |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|required when working with fasteners and |personal safety equipment |personal safety equipment |describe personal safety |describe personal safety |evidence of this performance|
|anchors |required when working with |required when working with |equipment required when |equipment required when |task. |
| |fasteners and anchors. |fasteners and anchors. |working with fasteners and |working with fasteners and | |
| | | |anchors. |anchors. | |
|2.2 describe threaded fasteners and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|locking devices and their applications |threaded fasteners and locking|threaded fasteners and |describe threaded fasteners |describe threaded fasteners |evidence of this performance|
| |devices and their |locking devices and their |and locking devices and their |and locking devices and their |task. |
| |applications. |applications. |applications. |applications. | |
|2.3 describe metric and imperial thread |I can consistently describe |I can usually describe metric|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|classes and fits |metric and imperial thread |and imperial thread classes |describe metric and imperial |describe metric and imperial |evidence of this performance|
| |classes and fits. |and fits. |thread classes and fits. |thread classes and fits. |task. |
|2.4 describe types and purposes of thread|I can consistently describe |I can usually describe types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and thread forms |types and purposes of thread |and purposes of thread and |describe types and purposes of|describe types and purposes of|evidence of this performance|
| |and thread forms. |thread forms. |thread and thread forms. |thread and thread forms. |task. |
|2.5 describe thread measuring tools, |I can consistently describe |I can usually describe thread|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|methods and procedures |thread measuring tools, |measuring tools, methods and |describe thread measuring |describe thread measuring |evidence of this performance|
| |methods and procedures. |procedures. |tools, methods and procedures.|tools, methods and procedures |task. |
|describe use of non-threaded fasteners and locking devices |
|3.1 describe non-threaded fasteners and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|locking devices and their applications |non-threaded fasteners and |non-threaded fasteners and |describe non-threaded |describe |evidence of this performance|
| |locking devices and their |locking devices and their |fasteners and locking devices |non-threaded fasteners and |task. |
| |applications. |applications. |and their applications. |locking devices and their | |
| | | | |applications. | |
|explain the installation and removal of fasteners |
|4.1 describe the theory and methods of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|tensioning |the theory and methods of |theory and methods of |describe the theory and |describe the theory and |evidence of this performance|
| |tensioning. |tensioning. |methods of tensioning. |methods of tensioning. |task. |
|4.2 describe the removal of broken |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fasteners |the removal of broken |removal of broken fasteners. |describe the removal of broken|describe the removal of broken|evidence of this performance|
| |fasteners. | |fasteners. |fasteners. |task. |
|4.3 describe thread reconditioning |I can consistently describe |I can usually describe thread|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |thread reconditioning. |reconditioning. |describe thread |describe thread |evidence of this performance|
| | | |reconditioning. |reconditioning. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3425: DRILLING & MILLING
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students develop an understanding of versatile and essential pieces of equipment in all millwright shops, including how to safely operate and care for drills and milling machines.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Drilling 160104a; Milling 160104b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3425: DRILLING & MILLING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|demonstrate procedures for operating drilling | | | |
|machines | | | |
|describe procedures for operating milling | | | |
|machines | | | |
Teacher Signature Date
COURSE MWA3425: DRILLING & MILLING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe safety, types, components and|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applications of drilling machines |safety, types, components and |safety, types, components and|describe safety, types, |describe safety, types, |evidence of this performance|
| |applications of drilling |applications of drilling |components and applications of|components and applications of|task. |
| |machines. |machines. |drilling machines. |drilling machines. | |
|1.2 describe work holding and tool |I can consistently describe |I can usually describe work |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|holding devices |work holding and tool holding |holding and tool holding |describe work holding and tool|describe work holding and tool|evidence of this performance|
| |devices. |devices. |holding devices. |holding devices. |task. |
|1.3 describe drilling tools and their |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applications |drilling tools and their |drilling tools and their |describe drilling tools and |describe drilling tools and |evidence of this performance|
| |applications. |applications. |their applications. |their applications. |task. |
|1.4 explain operation, speeds and feeds |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|of drilling machines |operation, speeds and feeds of|operation, speeds and feeds |explain operation, speeds and |explain operation, speeds and |evidence of this performance|
| |drilling machines. |of drilling machines. |feeds of drilling machines. |feeds of drilling machines. |task. |
|1.5 describe care and maintenance of |I can consistently describe |I can usually describe care |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|drilling tools and machines |care and maintenance of |and maintenance of drilling |describe care and maintenance |describe care and maintenance |evidence of this performance|
| |drilling tools and machines. |tools and machines. |of drilling tools and |of drilling tools and |task. |
| | | |machines. |machines. | |
|describe procedures for operating milling machines |
|2.1 describe safety, types, components and|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applications of milling machines |safety, types, components and |safety, types, components and|describe safety, types, |describe safety, types, |evidence of this performance|
| |applications of milling |applications of milling |components and applications of|components and applications of|task. |
| |machines. |machines. |milling machines. |milling machines. | |
|2.2 describe milling tools and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|accessories and their applications |milling tools and accessories |milling tools and accessories|describe milling tools and |describe milling tools and |evidence of this performance|
| |and their applications. |and their applications. |accessories and their |accessories and their |task. |
| | | |applications. |applications. | |
|2.3 explain the operation, speeds and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|feeds of milling machines |operation, speeds and feeds of|operation, speeds and feeds |explain the operation, speeds |explain the operation, speeds |evidence of this performance|
| |milling machines. |of milling machines. |and feeds of milling machines.|and feeds of milling machines.|task. |
|2.4 describe maintenance of milling |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|machines |maintenance of milling |maintenance of milling |describe maintenance of |describe maintenance of |evidence of this performance|
| |machines. |machines. |milling machines |milling machines. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3430: LATHE INTRODUCTION
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students will learn how to use a lathe and lathe accessories to help make better choices when approaching a job
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Lathe Components and Accessories 160104c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3430: LATHE INTRODUCTION
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe lathe components and accessories | | | |
Teacher Signature Date
COURSE MWA3430: LATHE INTRODUCTION
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe lathe safety |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lathe safety. |safety. |describe lathe safety. |describe lathe safety. |evidence of this performance|
| | | | | |task. |
|1.2 describe construction of lathes |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|(engine lathe) |construction of lathes (engine|construction of lathes |describe construction of |describe construction of |evidence of this performance|
| |lathe). |(engine lathe). |lathes (engine lathe). |lathes (engine lathe). |task. |
|1.3 describe work holding and tool holding|I can consistently describe |I can usually describe work |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|devices |work holding and tool holding |holding and tool holding |describe work holding and tool|describe work holding and tool|evidence of this performance|
| |devices. |devices. |holding devices. |holding devices. |task. |
|1.4 describe lathe accessories |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lathe accessories. |accessories. |describe lathe accessories. |describe lathe accessories. |evidence of this performance|
| | | | | |task. |
|1.5 describe cutting and forming tools |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and sharpening procedures |cutting and forming tools and |cutting and forming tools and|describe cutting and forming |describe cutting and forming |evidence of this performance|
| |sharpening procedures. |sharpening procedures. |tools and sharpening |tools and sharpening |task. |
| | | |procedures. |procedures. | |
|1.6 describe lathe maintenance |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lathe maintenance. |maintenance. |describe lathe maintenance. |describe lathe maintenance. |evidence of this performance|
| | | | | |task. |
|1.7 describe the application of tapers |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |the application of tapers. |application of tapers. |describe the application of |describe the application of |evidence of this performance|
| | | |tapers. |tapers. |task. |
|1.8 describe manufacture and repairs of |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|tapers |manufacture and repairs of |manufacture and repairs of |describe manufacture and |describe manufacture and |evidence of this performance|
| |tapers. |tapers. |repairs of tapers. |repairs of tapers. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3435: LATHE OPERATION
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students learn to effectively machine workpieces in a lathe. They learn the various operations and proper speeds and feeds and discover that following these practices will greatly improve efficiency and safety.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Lathe Operations 160104d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3435: LATHE OPERATION
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|demonstrate procedures for operating lathes | | | |
Teacher Signature Date
COURSE MWA3435: LATHE OPERATION
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe lathe turning operations |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lathe turning operations. |turning operations. |describe lathe turning |describe lathe turning |evidence of this performance|
| | | |operations. |operations. |task. |
|1.2 describe lathe drilling, boring and |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|reaming operations |lathe drilling, boring and |drilling, boring and reaming |describe lathe drilling, |describe lathe drilling, |evidence of this performance|
| |reaming operations. |operations. |boring and reaming operations.|boring and reaming operations.|task. |
|1.3 describe lathe threading operations |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |lathe threading operations. |threading operations. |describe lathe threading |describe lathe threading |evidence of this performance|
| | | |operations. |operations. |task. |
|1.4 describe lathe polishing, knurling |I can consistently describe |I can usually describe lathe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and grinding operations |lathe polishing, knurling and |polishing, knurling and |describe lathe polishing, |describe lathe polishing, |evidence of this performance|
| |grinding operations. |grinding operations. |knurling and grinding |knurling and grinding |task. |
| | | |operations. |operations. | |
|1.5 describe application for cutting |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fluid |application for cutting fluid.|application for cutting |describe application for |describe application for |evidence of this performance|
| | |fluid. |cutting fluid. |cutting fluid. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3440: MACHINE INSTALLATION
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students learn how to install millwright equipment to be grouted, levelled and aligned correctly to design specifications in order to prevent premature equipment failure.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Grouting, Levelling and Anchoring 160105a; Rim and Face Shaft Alignment 160105b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3440: MACHINE INSTALLATION
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe machine levelling and grouting | | | |
|procedures | | | |
|demonstrate rim and face shaft alignment | | | |
Teacher Signature Date
COURSE MWA3440: MACHINE INSTALLATION
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe levelling tools, equipment |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|and procedures |levelling tools, equipment and|levelling tools, equipment |describe levelling tools, |describe levelling tools, |evidence of this performance|
| |procedures. |and procedures. |equipment and procedures. |equipment and procedures. |task. |
|1.2 describe types, purposes and |I can consistently describe |I can usually describe types,|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures for grouting |types, purposes and procedures|purposes and procedures for |describe types, purposes and |describe types, purposes and |evidence of this performance|
| |for grouting. |grouting. |procedures for grouting. |procedures for grouting. |task. |
|1.3 describe types of anchors and |I can consistently describe |I can usually describe types |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|installation procedures |types of anchors and |of anchors and installation |describe types of anchors and |describe types of anchors and |evidence of this performance|
| |installation procedures. |procedures. |installation procedures. |installation procedures. |task. |
|demonstrate rim and face shaft alignment |
|2.1 describe the reasons for aligning |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|machine shafts |the reasons for aligning |reasons for aligning machine |describe the reasons for |describe the reasons for |evidence of this performance|
| |machine shafts. |shafts. |aligning machine shafts. |aligning machine shafts. |task. |
|2.2 describe pre-alignment procedures |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |pre-alignment procedures |pre-alignment procedures |describe pre-alignment |describe pre-alignment |evidence of this performance|
| | | |procedures |procedures |task. |
|2.3 describe rim and face method of shaft|I can consistently describe |I can usually describe rim |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|alignment |rim and face method of shaft |and face method of shaft |describe rim and face method |describe rim and face method |evidence of this performance|
| |alignment. |alignment. |of shaft alignment. |of shaft alignment. |task. |
|2.4 demonstrate procedures to align two |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|machine shafts using the rim and face |procedures to align two |procedures to align two |demonstrate procedures to |demonstrate procedures to |evidence of this performance|
|formula method |machine shafts using the rim |machine shafts using the rim |align two machine shafts using|align two machine shafts using|task. |
| |and face formula method. |and face formula method. |the rim and face formula |the rim and face formula | |
| | | |method. |method. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3445: NUMBERS
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students demonstrate fundamental mathematical concepts commonly used in the millwright trade, including whole numbers, integers, calculations, fractions and algebra.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Working with Numbers 160106a; Fractions and Decimals 160106b; Algebra 160106c
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3445: NUMBERS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|perform mathematical operations with whole | | | |
|numbers | | | |
|solve problems involving fractions and decimals| | | |
|perform mathematical operations using algebra | | | |
Teacher Signature Date
COURSE MWA3445: NUMBERS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 read whole numbers by using place |I can consistently read whole |I can usually read whole |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|values and perform rounding operations |numbers by using place values |numbers by using place values|read whole numbers by using |read whole numbers by using |evidence of this performance|
| |and perform rounding |and perform rounding |place values and perform |place values and perform |task. |
| |operations. |operations. |rounding operations. |rounding operations. | |
|1.2 perform addition and subtraction with|I can consistently perform |I can usually perform |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|whole numbers |addition and subtraction with |addition and subtraction with|perform addition and |perform addition and |evidence of this performance|
| |whole numbers. |whole numbers. |subtraction with whole numbers|subtraction with whole |task. |
| | | | |numbers. | |
|1.3 perform multiplication and division |I can consistently perform |I can usually perform |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|with whole numbers |multiplication and division |multiplication and division |perform multiplication and |perform multiplication and |evidence of this performance|
| |with whole numbers. |with whole numbers. |division with whole numbers. |division with whole numbers. |task. |
|1.4 identify signed numbers and perform |I can consistently identify |I can usually identify signed|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|operations with such numbers |signed numbers and perform |numbers and perform |identify signed numbers and |identify signed numbers and |evidence of this performance|
| |operations with such numbers. |operations with such numbers.|perform operations with such |perform operations with such |task. |
| | | |numbers. |numbers. | |
|solve problems involving fractions and decimals |
|2.1 identify key terms and concepts when |I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with fractions |key terms and concepts when |terms and concepts when |identify key terms and |identify key terms and |evidence of this performance|
| |working with fractions. |working with fractions. |concepts when working with |concepts when working with |task. |
| | | |fractions. |fractions. | |
|2.2 change fractions to common |I can consistently change |I can usually change |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|denominations |fractions to common |fractions to common |change fractions to common |change fractions to common |evidence of this performance|
| |denominations. |denominations. |denominations. |denominations. |task. |
|2.3 solve problems using fractions and |I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|mixed numbers |problems using fractions and |using fractions and mixed |solve problems using fractions|solve problems using fractions|evidence of this performance|
| |mixed numbers. |numbers. |and mixed numbers. |and mixed numbers. |task. |
|2.4 solve problems using decimal |I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fractions and decimal numbers |problems using decimal |using decimal fractions and |solve problems using decimal |solve problems using decimal |evidence of this performance|
| |fractions and decimal numbers.|decimal numbers. |fractions and decimal numbers.|fractions and decimal numbers.|task. |
|2.5 round decimal numbers to specified |I can consistently round |I can usually round decimal |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|place values |decimal numbers to specified |numbers to specified place |round decimal numbers to |round decimal numbers to |evidence of this performance|
| |place values. |values. |specified place values |specified place values. |task. |
|2.6 convert between decimal numbers and |I can consistently convert |I can usually convert between|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|fractions |between decimal numbers and |decimal numbers and |convert between decimal |convert between decimal |evidence of this performance|
| |fractions. |fractions. |numbers and fractions. |numbers and fractions. |task. |
|perform mathematical operations using algebra |
|3.1 describe algebraic functions; e.g., |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|equation, formula, constant, variable, |algebraic functions; e.g., |algebraic functions; e.g., |describe algebraic functions; |describe algebraic functions; |evidence of this performance|
|term, solution |equation, formula, constant, |equation, formula, constant, |e.g., equation, formula, |e.g., equation, formula, |task. |
| |variable, term, solution. |variable, term, solution. |constant, variable, term, |constant, variable, term, | |
| | | |solution. |solution. | |
|3.2 demonstrate the order of operations |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|using BEDMAS (brackets, exponents, |the order of operations using |order of operations using |demonstrate the order of |demonstrate the order of |evidence of this performance|
|division, multiplication, addition, |BEDMAS (brackets, exponents, |BEDMAS (brackets, exponents, |operations using BEDMAS |operations using BEDMAS |task. |
|subtraction) |division, multiplication, |division, multiplication, |(brackets, exponents, |(brackets, exponents, | |
| |addition, subtraction). |addition, subtraction). |division, multiplication, |division, multiplication, | |
| | | |addition, subtraction). |addition, subtraction). | |
|3.3 solve problems using algebraic |I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|formulas |problems using algebraic |using algebraic formulas. |solve problems using algebraic|solve problems using algebraic|evidence of this performance|
| |formulas. | |formulas. |formulas. |task. |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3450: MATHEMATICS
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
MWA3445: Numbers
Description: Students demonstrate fundamental mathematical problem-solving abilities commonly used in the millwright trade, including measurement and conversions, ratio and proportion, graphs, tables, triangles and trigonometry.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Measurement and Conversions 160106d; Ratio and Proportion, Graphs and Tables 160106e; Introduction to Triangles and Trigonometry 160106f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3450: MATHEMATICS
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|solve problems involving measurement and | | | |
|conversion | | | |
|solve problems using ratio and percentage, | | | |
|graphs and tables | | | |
|solve problems involving special triangles and | | | |
|elementary trigonometry | | | |
Teacher Signature Date
COURSE MWA3450: MATHEMATICS
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe systems for linear, angular, |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|weight and capacity measurement |systems for linear, angular, |systems for linear, angular, |describe systems for linear, |describe systems for linear, |evidence of this performance|
| |weight and capacity |weight and capacity |angular, weight and capacity |angular, weight and capacity |task. |
| |measurement. |measurement. |measurement. |measurement. | |
|1.2 describe geometric shapes used in the|I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|millwright trade |geometric shapes used in the |geometric shapes used in the |describe geometric shapes used|describe geometric shapes used|evidence of this performance|
| |millwright trade. |millwright trade. |in the millwright trade. |in the millwright trade. |task. |
|1.3 describe formulas and solve problems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for perimeter |formulas and solve problems |formulas and solve problems |describe formulas and solve |describe formulas and solve |evidence of this performance|
| |for perimeter. |for perimeter. |problems for perimeter. |problems for perimeter. |task. |
|1.4 describe formulas and solve problems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for area |formulas and solve problems |formulas and solve problems |describe formulas and solve |describe formulas and solve |evidence of this performance|
| |for area. |for area. |problems for area. |problems for area. |task. |
|1.5 describe formulas and solve problems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for volume and capacity |formulas and solve problems |formulas and solve problems |describe formulas and solve |describe formulas and solve |evidence of this performance|
| |for volume and capacity. |for volume and capacity. |problems for volume and |problems for volume and |task. |
| | | |capacity. |capacity. | |
|1.6 describe formulas and solve problems |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|for weight |formulas and solve problems |formulas and solve problems |describe formulas and solve |describe formulas and solve |evidence of this performance|
| |for weight. |for weight. |problems for weight. |problems for weight. |task. |
|1.7 convert between imperial and metric |I can consistently convert |I can usually convert between|I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |between imperial and metric. |imperial and metric. |convert between imperial and |convert between imperial and |evidence of this performance|
| | | |metric. |metric. |task. |
|solve problems involving special triangles and elementary trigonometry |
|2.1 describe two quantities in the form of|I can consistently describe |I can usually describe two |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|a ratio |two quantities in the form of |quantities in the form of a |describe two quantities in the|describe two quantities in the|evidence of this performance|
| |a ratio. |ratio. |form of a ratio. |form of a ratio. |task. |
|2.2 solve problems using ratio and |I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|proportion |problems using ratio and |using ratio and proportion. |solve problems using ratio and|solve problems using ratio and|evidence of this performance|
| |proportion. | |proportion. |proportion. |task. |
|2.3 convert between fractions, decimals, |I can consistently convert |I can usually convert between|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|ratios and percents |between fractions, decimals, |fractions, decimals, ratios |convert between fractions, |convert between fractions, |evidence of this performance|
| |ratios and percents. |and percents. |decimals, ratios and percents.|decimals, ratios and percents.|task. |
|2.4 solve problems using taper ratios and|I can consistently solve |I can usually solve problems |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|systems |problems using taper ratios |using taper ratios and |solve problems using taper |solve problems using taper |evidence of this performance|
| |and systems. |systems. |ratios and systems. |ratios and systems. |task. |
|2.5 interpret information in tables, |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|graphs and charts |information in tables, graphs |information in tables, graphs|interpret information in |interpret information in |evidence of this performance|
| |and charts. |and charts. |tables, graphs and charts. |tables, graphs and charts. |task. |
|solve problems involving special triangles and elementary trigonometry |
|3.1 identify key terms and concepts when |I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with triangles and trigonometry |key terms and concepts when |terms and concepts when |identify key terms and |identify key terms and |evidence of this performance|
| |working with triangles and |working with triangles and |concepts when working with |concepts when working with |task. |
| |trigonometry. |trigonometry. |triangles and trigonometry. |triangles and trigonometry. | |
|3.2 identify special triangles and solve |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|problems using related formulas |special triangles and solve |special triangles and solve |identify special triangles and|identify special triangles and|evidence of this performance|
| |problems using related |problems using related |solve problems using related |solve problems using related |task. |
| |formulas. |formulas. |formulas |formulas. | |
|3.3 identify the Pythagorean theory and |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|use it to solve problems |the Pythagorean theory and use|Pythagorean theory and use it|identify the Pythagorean |identify the Pythagorean |evidence of this performance|
| |it to solve problems. |to solve problems. |theory and use it to solve |theory and use it to solve |task. |
| | | |problems. |problems. | |
|3.4 identify the parts of a triangle and |I can consistently identify |I can usually identify the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|demonstrate trigonometric formulas to |the parts of a triangle and |parts of a triangle and |identify the parts of a |identify the parts of a |evidence of this performance|
|solve problems |demonstrate trigonometric |demonstrate trigonometric |triangle and demonstrate |triangle and demonstrate |task. |
| |formulas to solve problems. |formulas to solve problems. |trigonometric formulas to |trigonometric formulas to | |
| | | |solve problems. |solve problems. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3455: PRINT READING
Level: First Period Apprenticeship
Prerequisite: MWA3900: Apprenticeship Safety
Description: Students understand and interpret a variety of drawing techniques to illustrate parts that are difficult to visualize and to show the interior portions of complex machine parts. They learn to read and understand the instructions on working drawings regarding the proper sizing, work and fit of machine parts.
Parameters: Access to a material work centre, complete with basic millwright tools and materials, and to instruction from an individual with journeyperson certification in the millwright trade.
ILM Resources: Sketches, Drawing and Prints – Part A 160106gA; Sketches, Drawing and Prints – Part B 160106gB; Limits, Fits and Tolerances 160106h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3455: PRINT READING
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|interpret prints, drawings and sketches | | | |
|read, interpret and sketch machine shop | | | |
|drawings containing advanced terminology | | | |
Teacher Signature Date
COURSE MWA3455: PRINT READING
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 describe the six planes of an |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|orthographic projection and the key view |the six planes of an |six planes of an orthographic|describe the six planes of an |describe the six planes of an |evidence of this performance|
| |orthographic projection and |projection and the key view. |orthographic projection and |orthographic projection and |task. |
| |the key view. | |the key view. |the key view. | |
|1.2 describe first and third angle |I can consistently describe |I can usually describe first |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|projection and recognize the ISO symbol |first and third angle |and third angle projection |describe first and third angle|describe first and third angle|evidence of this performance|
|for each projection |projection and recognize the |and recognize the ISO symbol |projection and recognize the |projection and recognize the |task. |
| |ISO symbol for each |for each projection. |ISO symbol for each |ISO symbol for each | |
| |projection. | |projection. |projection. | |
|1.3 describe three types of pictorial |I can consistently describe |I can usually describe three |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|views |three types of pictorial |types of pictorial views. |describe three types of |describe three types of |evidence of this performance|
| |views. | |pictorial views. |pictorial views. |task. |
|1.4 describe the types of lines used on |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|prints and their application |the types of lines used on |types of lines used on prints|describe the types of lines |describe the types of lines |evidence of this performance|
| |prints and their application. |and their application. |used on prints and their |used on prints and their |task. |
| | | |application. |application. | |
|1.5 describe the application of text and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|dimensions to a drawing |the application of text and |application of text and |describe the application of |describe the application of |evidence of this performance|
| |dimensions to a drawing. |dimensions to a drawing. |text and dimensions to a |text and dimensions to a |task. |
| | | |drawing. |drawing. | |
|1.6 describe the methods used to express |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|the amount of taper on a component drawing|the methods used to express |methods used to express the |describe the methods used to |describe the methods used to |evidence of this performance|
| |the amount of taper on a |amount of taper on a |express the amount of taper on|express the amount of taper on|task. |
| |component drawing. |component drawing. |a component drawing. |a component drawing. | |
|1.7 describe the use of sectional views on|I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|a drawing |the use of sectional views on |use of sectional views on a |describe the use of sectional |describe the use of sectional |evidence of this performance|
| |a drawing. |drawing. |views on a drawing. |views on a drawing. |task. |
|1.8 identify structural steel shapes and |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|know how they are specified |structural steel shapes and |structural steel shapes and |identify structural steel |identify structural steel |evidence of this performance|
| |know how they are specified. |know how they are specified. |shapes and know how they are |shapes and know how they are |task. |
| | | |specified. |specified. | |
|1.9 read dimensions on prints in both |I can consistently read |I can usually read dimensions|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|metric and imperial systems and dual |dimensions on prints in both |on prints in both metric and |read dimensions on prints in |read dimensions on prints in |evidence of this performance|
|dimensioning |metric and imperial systems |imperial systems and dual |both metric and imperial |both metric and imperial |task. |
| |and dual dimensioning. |dimensioning. |systems and dual dimensioning.|systems and dual dimensioning.| |
|1.10 calculate for missing dimensions on a|I can consistently calculate |I can usually calculate for |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|drawing |for missing dimensions on a |missing dimensions on a |calculate for missing |calculate for missing |evidence of this performance|
| |drawing. |drawing. |dimensions on a drawing. |dimensions on a drawing. |task. |
|1.11 demonstrate basic sketching |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
| |basic sketching. |basic sketching. |demonstrate basic sketching. |demonstrate basic sketching. |evidence of this performance|
| | | | | |task. |
|read, interpret and sketch machine shop drawings containing advanced terminology |
|2.1 describe limits and tolerances for |I can consistently describe |I can usually describe limits|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|parts on working drawings |limits and tolerances for |and tolerances for parts on |describe limits and tolerances|describe limits and tolerances|evidence of this performance|
| |parts on working drawings. |working drawings. |for parts on working drawings.|for parts on working drawings.|task. |
|2.2 describe allowances and fits for |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|mating parts on working drawings |allowances and fits for mating|allowances and fits for |describe allowances and fits |describe allowances and fits |evidence of this performance|
| |parts on working drawings. |mating parts on working |for mating parts on working |for mating parts on working |task. |
| | |drawings. |drawings. |drawings. | |
|2.3 describe the systems of fits in |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|imperial and metric SI terms |the systems of fits in |systems of fits in imperial |describe the systems of fits |describe the systems of fits |evidence of this performance|
| |imperial and metric SI terms. |and metric SI terms. |in imperial and metric SI |in imperial and metric SI |task. |
| | | |terms. |terms. | |
|2.4 apply all dimensions and tolerances |I can consistently apply all |I can usually apply all |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to a set of working drawings |dimensions and tolerances to a|dimensions and tolerances to |apply all dimensions and |apply all dimensions and |evidence of this performance|
| |set of working drawings. |a set of working drawings. |tolerances to a set of working|tolerances to a set of working|task. |
| | | |drawings. |drawings. | |
|2.5 interpret prints including all |I can consistently interpret |I can usually interpret |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|information generally provided on prints, |prints including all |prints including all |interpret prints including all|interpret prints including all|evidence of this performance|
|shop drawings and sketches |information generally provided|information generally |information generally provided|information generally provided|task. |
| |on prints, shop drawings and |provided on prints, shop |on prints, shop drawings and |on prints, shop drawings and | |
| |sketches. |drawings and sketches. |sketches. |sketches. | |
|Teacher feedback and assessment. | |
MILLWRIGHT APPRENTICESHIP ASSESSMENT
COURSE MWA3900: APPRENTICESHIP SAFETY
Level: First Period Apprenticeship
Prerequisite: None
Description: Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and career planning.
Parameters: Access to a materials work centre and to instruction from an individual with specialized training in Occupational Health and Safety (and understanding of the Millwright industry) and/or Millwright.
ILM Resources: Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting 650101b; Hazardous Materials and Fire Protection 650101c; Communication 090101d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
|Assessment Tools |Notes |
|Checklist |Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to be demonstrated. |
| |The student may use this checklist as a guide when completing this course. |
| |The teacher should review and sign the checklist when the course is complete to ensure student outcomes have been successfully demonstrated. |
|Rubric |Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting expectations set out in the criteria. |
| |This rubric may be used as one element of an assessment process. Teachers should use both formative and summative assessments to ensure students’ competency|
| |in this course. |
COURSE MWA3900: APPRENTICESHIP SAFETY
Checklist
|Student Outcomes |Student |Teacher |Student, Teacher or Instructor Comments |
| |Check |Check | |
|describe legislation, regulations and practices| | | |
|intended to ensure a safe workplace in the | | | |
|millwright apprenticeship trade | | | |
|describe the use of personal protective | | | |
|equipment (PPE) and safe practices for | | | |
|climbing, lifting, rigging and hoisting in the | | | |
|millwright apprenticeship trade | | | |
|describe the safety practices for hazardous | | | |
|materials and fire protection in the millwright| | | |
|apprenticeship trade | | | |
|demonstrate communication skills and workshop | | | |
|safety as they pertain to occupational health | | | |
|and safety standards | | | |
|demonstrate an understanding of the millwright | | | |
|apprenticeship trade and of apprenticeship | | | |
|opportunities that exist by creating a personal| | | |
|career portfolio | | | |
Teacher Signature Date
COURSE MWA3900: APPRENTICESHIP SAFETY
Rubric
|Student Name: |Date: |
|Level |
|Criteria |
|1.1 demonstrate the ability to apply the |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|Occupational Health and Safety (OHS) Act, |the ability to apply the |ability to apply the |demonstrate the ability to |demonstrate the ability to |evidence of this performance|
|Regulation and Code, as well as the |Occupational Health and Safety|Occupational Health and |apply the Occupational Health |apply the Occupational Health |task. |
|changes from Bill C-45 |(OHS) Act, Regulation and |Safety (OHS) Act, Regulation |and Safety (OHS) Act, |and Safety (OHS) Act, | |
| |Code, as well as the changes |and Code, as well as the |Regulation and Code, as well |Regulation and Code, as well | |
| |from Bill C-45. |changes from Bill C-45. |as the changes from Bill C-45.|as the changes from Bill C-45.| |
|1.2 explain the core requirements |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|applicable to all industries |core requirements applicable |core requirements applicable |explain the core requirements |explain the core requirements |evidence of this performance|
| |to all industries. |to all industries. |applicable to all industries. |applicable to all industries. |task. |
|1.3 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|26 parts of the OHS Code requirements |an understanding of the 26 |understanding of the 26 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to all industries |parts of the OHS Code |of the OHS Code requirements |of the 26 parts of the OHS |of the 26 parts of the OHS |task. |
| |requirements applicable to all|applicable to all industries.|Code requirements applicable |Code requirements applicable | |
| |industries. | |to all industries. |to all industries. | |
|1.4 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|12 parts of the OHS Code requirements |an understanding of the 12 |understanding of the 12 parts|demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|applicable to specific industries and |parts of the OHS Code |of the OHS Code requirements |of the 12 parts of the OHS |of the 12 parts of the OHS |task. |
|activities drawing |requirements applicable to |applicable to specific |Code requirements applicable |Code requirements applicable | |
| |specific industries and |industries and activities. |to specific industries and |to specific industries and | |
| |activities. | |activities. |activities. | |
|1.5 demonstrate an understanding of the 11|I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|OHS Code Schedules that the Explanation |an understanding of the 11 OHS|understanding of the 11 OHS |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|Guide does not address |Code Schedules that the |Code Schedules that the |of the 11 OHS Code Schedules |of the 11 OHS Code Schedules |task. |
| |Explanation Guide does not |Explanation Guide does not |that the Explanation Guide |that the Explanation Guide | |
| |address. |address. |does not address. |does not address. | |
|1.6 explain the role of the employer and |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employee in regard to occupational health |role of the employer and |role of the employer and |explain the role of the |explain the role of the |evidence of this performance|
|and safety legislation |employee in regard to |employee in regard to |employer and employee in |employer and employee in |task. |
| |occupational health and safety|occupational health and |regard to occupational health |regard to occupational health | |
| |legislation. |safety legislation. |and safety legislation. |and safety legislation. | |
|1.7 explain industry practices for hazard |I can consistently explain |I can usually explain |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment and control procedures in four |industry practices for hazard |industry practices for hazard|explain industry practices for|explain industry practices for|evidence of this performance|
|main hazard categories |assessment and control |assessment and control |hazard assessment and control |hazard assessment and control |task. |
| |procedures in four main hazard|procedures in four main |procedures in four main hazard|procedures in four main hazard| |
| |categories. |hazard categories. |categories. |categories. | |
|1.8 identify and describe hazard |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|assessment tools that both employees and |and describe hazard assessment|describe hazard assessment |identify and describe hazard |identify and describe hazard |evidence of this performance|
|employers must use in assessing and |tools that both employees and |tools that both employees and|assessment tools that both |assessment tools that both |task. |
|controlling work-site hazards |employers must use in |employers must use in |employees and employers must |employees and employers must | |
| |assessing and controlling |assessing and controlling |use in assessing and |use in assessing and | |
| |work-site hazards. |work-site hazards. |controlling work-site hazards.|controlling work-site hazards.| |
|1.9 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|engineering controls that provide the |and describe employer |describe employer engineering|identify and describe employer|identify and describe employer|evidence of this performance|
|highest level of worker protection |engineering controls that |controls that provide the |engineering controls that |engineering controls that |task. |
| |provide the highest level of |highest level of worker |provide the highest level of |provide the highest level of | |
| |worker protection. |protection. |worker protection. |worker protection. | |
|1.10 identify and describe employer |I can consistently identify |I can usually identify and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|administrative controls that limit hazards|and describe employer |describe employer |identify and describe employer|identify and describe employer|evidence of this performance|
|to the lowest level possible |administrative controls that |administrative controls that |administrative controls that |administrative controls that |task. |
| |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest |limit hazards to the lowest | |
| |level possible. |level possible. |level possible. |level possible. | |
|1.11describe the responsibilities of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|employees and employers to apply emergency|the responsibilities of |responsibilities of employees|describe the responsibilities |describe the responsibilities |evidence of this performance|
|procedures |employees and employers to |and employers to apply |of employees and employers to |of employees and employers to |task. |
| |apply emergency procedures. |emergency procedures. |apply emergency procedures. |apply emergency procedures. | |
|1.12 describe positive tradesperson |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|attitudes with respect to legal |positive tradesperson |positive tradesperson |describe positive tradesperson|describe positive tradesperson|evidence of this performance|
|responsibilities for all workers |attitudes with respect to |attitudes with respect to |attitudes with respect to |attitudes with respect to |task. |
| |legal responsibilities for all|legal responsibilities for |legal responsibilities for all|legal responsibilities for all| |
| |workers. |all workers. |workers. |workers. | |
|1.13 describe the roles and |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|responsibilities of employers and |the roles and responsibilities|roles and responsibilities of|describe the roles and |describe the roles and |evidence of this performance|
|employees with respect to the selection |of employers and employees |employers and employees with |responsibilities of employers |responsibilities of employers |task. |
|and use of personal protective equipment |with respect to the selection |respect to the selection and |and employees with respect to |and employees with respect to | |
|(PPE) |and use of personal protective|use of personal protective |the selection and use of |the selection and use of | |
| |equipment (PPE). |equipment (PPE). |personal protective equipment |personal protective equipment | |
| | | |(PPE). |(PPE). | |
|describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the millwright apprenticeship trade |
|2.1 select, use and maintain specialized |I can consistently select, use|I can usually select, use and|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|PPE and materials for climbing, lifting |and maintain specialized PPE |maintain specialized PPE and |select, use and maintain |select, use and maintain |evidence of this performance|
|and loading |and materials for climbing, |materials for climbing, |specialized PPE and materials |specialized PPE and materials |task. |
| |lifting and loading. |lifting and loading. |for climbing, lifting and |for climbing, lifting and | |
| | | |loading. |loading. | |
|2.2 describe manual lifting procedures, |I can consistently describe |I can usually describe manual|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|including correct body mechanics |manual lifting procedures, |lifting procedures, including|describe manual lifting |describe manual lifting |evidence of this performance|
| |including correct body |correct body mechanics. |procedures, including correct |procedures, including correct |task. |
| |mechanics. | |body mechanics. |body mechanics. | |
|2.3 describe rigging hardware and the |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|safe work load |rigging hardware and the safe |rigging hardware and the safe|describe rigging hardware and |describe rigging hardware and |evidence of this performance|
| |work load. |work load. |the safe work load. |the safe work load. |task. |
|2.4 select the correct equipment for |I can consistently select the |I can usually select the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|rigging typical loads |correct equipment for rigging |correct equipment for rigging|select the correct equipment |select the correct equipment |evidence of this performance|
| |typical loads. |typical loads. |for rigging typical loads. |for rigging typical loads. |task. |
|2.5 describe hoisting and load-moving |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures |describe hoisting and |describe hoisting and |describe hoisting and |describe hoisting and |evidence of this performance|
| |load-moving procedures. |load-moving procedures. |load-moving procedures. |load-moving procedures. |task. |
|2.6 explain the most commonly used sling |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|configurations to connect a load to a hook|most commonly used sling |most commonly used sling |explain the most commonly used|explain the most commonly used|evidence of this performance|
| |configurations to connect a |configurations to connect a |sling configurations to |sling configurations to |task. |
| |load to a hook. |load to a hook. |connect a load to a hook. |connect a load to a hook. | |
|2.7 demonstrate the standard movement |I can consistently demonstrate|I can usually demonstrate the|I sometimes need assistance to|I often need assistance to |I have not yet provided |
|signals a signaler is required to know to |the standard movement signals |standard movement signals a |demonstrate the standard |demonstrate the standard |evidence of this performance|
|signal a crane operator |a signaler is required to know|signaler is required to know |movement signals a signaler is|movement signals a signaler is|task. |
| |to signal a crane operator. |to signal a crane operator. |required to know to signal a |required to know to signal a | |
| | | |crane operator. |crane operator. | |
|describe the safety practices for hazardous materials and fire protection in the millwright apprenticeship trade |
|3.1 describe the roles, responsibilities, |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|features and practices related to the |the roles, responsibilities, |roles, responsibilities, |draw describe the roles, |draw describe the roles, |evidence of this performance|
|Workplace Hazardous Materials Information |features and practices related|features and practices |responsibilities, features and|responsibilities, features and|task. |
|System (WHMIS) program |to the Workplace Hazardous |related to the Workplace |practices related to the |practices related to the | |
| |Materials Information System |Hazardous Materials |Workplace Hazardous Materials |Workplace Hazardous Materials | |
| |(WHMIS) program. |Information System (WHMIS) |Information System (WHMIS) |Information System (WHMIS) | |
| | |program. |program. |program. | |
|3.2 describe the three key elements of |I can consistently describe |I can usually describe the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|WHMIS |the three key elements of |three key elements of WHMIS. |describe the three key |describe the three key |evidence of this performance|
| |WHMIS. | |elements of WHMIS. |elements of WHMIS. |task. |
|3.3 describe handling, storage and |I can consistently describe |I can usually describe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|transportation procedures when dealing |handling, storage and |handling, storage and |describe handling, storage and|describe handling, storage and|evidence of this performance|
|with hazardous material |transportation procedures when|transportation procedures |transportation procedures when|transportation procedures when|task. |
| |dealing with hazardous |when dealing with hazardous |dealing with hazardous |dealing with hazardous | |
| |material. |material. |material. |material. | |
|3.4 describe safe venting procedure when |I can consistently describe |I can usually describe safe |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|working with hazardous materials |safe venting procedure when |venting procedure when |describe safe venting |describe safe venting |evidence of this performance|
| |working with hazardous |working with hazardous |procedure when working with |procedure when working with |task. |
| |materials. |materials. |hazardous materials. |hazardous materials. | |
|3.5 describe fire hazards, classes, |I can consistently describe |I can usually describe fire |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|procedures and equipment related to fire |fire hazards, classes, |hazards, classes, procedures |describe fire hazards, |describe fire hazards, |evidence of this performance|
|protection |procedures and equipment |and equipment related to fire|classes, procedures and |classes, procedures and |task. |
| |related to fire protection. |protection. |equipment related to fire |equipment related to fire | |
| | | |protection. |protection. | |
|demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards |
|4.1 use various types of communication to |I can consistently use various|I can usually use various |I sometimes need assistance to|I often need assistance to use|I have not yet provided |
|provide trade-related information, |types of communication to |types of communication to |use various types of |various types of communication|evidence of this performance|
|employing standard terms for components |provide trade-related |provide trade-related |communication to provide |to provide trade-related |task. |
|and operations |information, employing |information, employing |trade-related information, |information, employing | |
| |standard terms for components |standard terms for components|employing standard terms for |standard terms for components | |
| |and operations. |and operations. |components and operations. |and operations. | |
|4.2 identify key areas of responsibility|I can consistently identify |I can usually identify key |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|that an employee has in regards to shop |key areas of responsibility |areas of responsibility that |identify key areas of |identify key areas of |evidence of this performance|
|and trade safety |that an employee has in |an employee has in regards to|responsibility that an |responsibility that an |task. |
| |regards to shop and trade |shop and trade safety. |employee has in regards to |employee has in regards to | |
| |safety. | |shop and trade safety. |shop and trade safety. | |
|4.3 explain the correct use of fire |I can consistently explain the|I can usually explain the |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|extinguishers and explain fire prevention |correct use of fire |correct use of fire |explain the correct use of |explain the correct use of |evidence of this performance|
|techniques |extinguishers and explain fire|extinguishers and explain |fire extinguishers and explain|fire extinguishers and explain|task. |
| |prevention techniques. |fire prevention techniques. |fire prevention techniques. |fire prevention techniques. | |
|demonstrate an understanding of the millwright apprenticeship trade and of apprenticeship opportunities that exist by creating a personal career portfolio |
|5.1 demonstrate an understanding of the |I can consistently demonstrate|I can usually demonstrate an |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|millwright apprenticeship trade and |an understanding of the |understanding of the |demonstrate an understanding |demonstrate an understanding |evidence of this performance|
|related job opportunities |millwright apprenticeship |millwright apprenticeship |of the millwright |of the millwright |task. |
| |trade and related job |trade and related job |apprenticeship trade and |apprenticeship trade and | |
| |opportunities. |opportunities. |related job opportunities. |related job opportunities. | |
|5.2 describe what it means to be an |I can consistently describe |I can usually describe what |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|apprentice and describe requirements for |what it means to be an |it means to be an apprentice |describe what it means to be |describe what it means to be |evidence of this performance|
|the employee and employer |apprentice and describe |and describe requirements for|an apprentice and describe |an apprentice and describe |task. |
| |requirements for the employee |the employee and employer. |requirements for the employee |requirements for the employee | |
| |and employer. | |and employer. |and employer. | |
|5.3 refine and present a personal career |I can consistently refine and |I can usually refine and |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|portfolio, showing evidence of strengths |present a personal career |present a personal career |refine and present a personal |refine and present a personal |evidence of this performance|
|and competencies |portfolio, showing evidence of|portfolio, showing evidence |career portfolio, showing |career portfolio, showing |task. |
| |strengths and competencies. |of strengths and |evidence of strengths and |evidence of strengths and | |
| | |competencies. |competencies. |competencies. | |
|5.4 demonstrate knowledge of workplace |I can consistently demonstrate|I can usually demonstrate |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|requirements, rights and responsibilities |knowledge of workplace |knowledge of workplace |demonstrate knowledge of |demonstrate knowledge of |evidence of this performance|
|and relate this knowledge to personal |requirements, rights and |requirements, rights and |workplace requirements, rights|workplace requirements, rights|task. |
|career or employment expectations |responsibilities and relate |responsibilities and relate |and responsibilities and |and responsibilities and | |
| |this knowledge to personal |this knowledge to personal |relate this knowledge to |relate this knowledge to | |
| |career or employment |career or employment |personal career or employment |personal career or employment | |
| |expectations. |expectations. |expectations. |expectations. | |
|5.5 outline the educational requirements |I can consistently identify |I can usually identify |I sometimes need assistance to|I often need assistance to |I have not yet provided |
|to move into the millwright apprenticeship|outline the educational |outline the educational |outline the educational |outline the educational |evidence of this performance|
|trade |requirements to move into the |requirements to move into the|requirements to move into the |requirements to move into the |task. |
| |millwright apprenticeship |millwright apprenticeship |millwright apprenticeship |millwright apprenticeship | |
| |trade. |trade. |trade. |trade. | |
|Teacher feedback and assessment. | |
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