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LEARNER GUIDE
APPLY SOLID RENDER
2ND EDITION
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TABLE OF CONTENTS
PAGE
Introduction...............................................................................................................................1
Welcome .........................................................................................................................1
This Competency Unit .....................................................................................................1
Before you start ...............................................................................................................2
Planning your learning programme ..................................................................................2
Self-Assessment Checklist ...............................................................................................3
How to use this Learner’s Guide ......................................................................................5
Using the Computer and Other Resources........................................................................6
Method of Assessment.....................................................................................................6
Quality Assurance ...........................................................................................................7
LG -BCGMAS1242A
APPLY SOLID RENDER
INTRODUCTION
Welcome
Welcome to the Learner Guide for Unit of Competency “Apply Solid Render”. This is just one
of a number of Learner Guides produced for the Carpentry Skills stream of the Construction
Industry, and it is designed to guide you, the learner, through a series of learning processes and
activities that will enable you to achieve the specified learning outcomes for the competency
unit.
The content of this guide was developed from the Competency Standard BCGMAS1242A,
which is one of the basic building blocks for the National Vocational Qualification of Jamaica
(NVQ-J) certification within the industry. Please refer to your Learner’s Handbook for a
thorough explanation of standards and competencies, and how these relate to the NVQ-J
certification.
You are also advised to consult the Competency Standard and assessment instrument for a better
understanding of what is required to master the competency.
“Apply Solid Render” addresses the knowledge, skills and attitude requirements to effectively
apply solid render. There are six main areas or elements:
Element 6 Clean Up
As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skill and attitudes for applying solid render.
a. Obtain a Learner’s Logbook that will be used to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
d. Know and observe the occupational health and safety standards/practices for the industry.
For example, ensure that you are wearing suitable clothing, that tools and equipment are safe,
and that the correct safety equipment is used.
The following self-assessment checklists will assist you in planning your training programme as
it will help you to think about the knowledge and skills needed to demonstrate competency in
this unit. As you go through the checklist you will be able to find out what competencies you
have already mastered and which ones you will need to pay more attention to as you go through
the learning process.
To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.
Self-Assessment Checklist
Apply Solid Render
1. I can apply render to dried splash, dotted and lined surface and
screed to correct thickness in accordance with job drawings and
specifications ( ) ( )
3. I can remove waste material from job area and store unused
materials ( ) ( )
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate direction
for this competency.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the
guide, even though some of the material my be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
This Learner’s Guide is designed to assist you in working and learning at your own pace.
Check your progress at each checkpoint to ensure that you have understood the material
Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:
Definition Box
Words/phases are defined or explained in this box. The
words/phases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources
Complete each activity as you come to it. If the activity requires you perform and actual
task, be sure to tell your learning facilitator when you get to that activity so that he/she can
make any arrangements, if necessary
Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity
When you have worked through all sections of the guide, complete the assessment exercise at the
end of the document. When you can tick every ‘Yes’ box, you are ready for assessment and may
ask your learning facilitator to assist you in making the arrangement to have your performance
assessed.
Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that
all the sites will be available when you need them. If this happens, ask your learning facilitator
to assist you with locating other sites that have the information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately relates to
the work situation. Your competency assessment will also encompass those critical
employability skills, which you must acquire as you perform the various tasks. You are
advised to consult the associated competency standard for further details relating to the
assessment strategies.
Quality Assurance
A feedback form is included at the back of each learner guide, so all users are afforded the
opportunity to document their concerns pertinent to the various aspects of the guide. Such
concerns will assist in the review process of the learner guides. Users are encouraged to cut out
the form, complete and submit same to the address provided.
You may now start your learning. Have fun while you work!
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills and attitudes to
plan and prepare work. Your learning facilitator is there to assist you with the various activities,
so that upon completion you should be able to:
Your job performance can be affected by certain factors, namely ethics, leadership and teamwork
qualities. The quality of work you produce will depend on how much you observe the
organization’s work rules. The ability to work in or lead a team is very essential. These attributes
will help you to produce quality work. Pay special attention to the specifications required for the
job which can be found on the specification sheet supplied by the architect/engineer. The quality
of the materials must be checked against the material standards, which can be obtained from the
Master Builders’ Association or the American Society for Testing and Materials (ASTM).
Be sure to understand how to use and maintain the equipment you are about to work with.
Observe the proper operating procedures when handling materials as they apply to lifting of
weights and storage and the proper operation of tools and equipment.
OH&S REQUIREMENTS
Accidents can happen at any time on a construction project and it is important to recognize these
hazards and set up precautionary measures against them before they happen. You should be
trained in the use and application of first-aid. Here are some safety rules you can follow:
Keep tools and equipment in good condition and use them for their intended purpose only. You
can follow these guidelines when working:
Store materials such as bricks, concrete blocks, and bags of cement or mortar on a paved surface.
Do not overload wheelbarrow. Place the load over the wheel and not toward the handles. Do not
exceed the maximum height of 2100 mm (7 feet) for open, unsupported stacks of bricks/blocks.
A setback of 25.4 mm (1foot) for every 300mm(1foot) of height above 100mm (4 feet) is
recommended. They should be stacked on tiers, stepped back, braced, and propped. When
stacking bags of cement or mortar, the bags should be positioned with tops facing inward. Lay
every other layer crosswise and do not exceed 3000 mm (10 feet) high. Be sure the stack is
stable at all times.
Keep walkways, doors and hoists of materials clear. Keep materials at least 3000 mm (10 feet)
away from the edge when they are above the first floor of a building. Protect masonry units from
rain by covering with plastic or tarpaulin.
Safety nets are used to catch a worker if he/she happens to fall from a high place. Nets are made
from synthetic fibers. They are placed in elevator shafts or between floors of high-rise
construction. Be sure they are in position when working high above ground.
CHECKPOINT
What are the safety precautions that should be observed for your
workplace, inclusive of the handling of tools and equipment?
ACTIVITY
You should be able to recognize the area that needs solid rendering. Your ability to read and
understand blueprints is essential. The key to this activity is to locate the sheet index. A sheet
index is similar to a “table of contents” used in blueprints. This will show you the location of
drawings, wall sections, typical details and mechanical, electrical, and plumbing details. Area to
receive mortar should be free from stones and loose materials. Wall should be properly wet in
order for mortar to bond properly.
CHECKPOINT
ACTIVITY
DETERMINATION OF MIXTURE
You should be able to estimate the amount of mortar that is required for the area.
Different types and sizes of blocks combine to make varying wall shapes and finishes. The charts
below give an indication of the amount of mortar needed for solid rendering.
M or S 1 - ¼ 3
N 1 - 1 6
N or O - 1 - 3
Type M mortar: has high compressive strength and greater durability. It is used for unreinforced
masonry below grade. Structures include foundations, retaining walls, walks, sewers, and
manholes.
Type S mortar: medium high strength mortar. It is intended for use where type M mortar is
recommended but where bond and lateral strength are more important than compressive strength.
Type N mortar: is a medium strength mortar suitable for general use in exposed masonry above
grade. It is best for walls that are exposed to severe weather.
CHECKPOINT
ACTIVITY
CALCULATION OF QUANTITIES
The most common type of concrete block used is the 406.4 mm (16 inches) block. The amount
of mortar needed to lay each block depends on the thickness of the mortar joint between each
block and the number of blocks to construct the wall. The dimensions of this block are
200x200x300 and are normally laid with 10mm (3/8 inch) of mortar. When you order blocks for
a project you should distinguish between nominal size and manufactured size (actual size). The
nominal size is the mortar thickness plus the actual size, which would be
200mmx200mmx400mm.
To find the number of blocks needed, divide the wall in equal sections, and find how many
blocks in each section by dividing the height of one section by the nominal size of the block.
Multiply this number by the number of sections to get the number of blocks in the wall height.
Divide the width of the wall by the nominal length of one block to get the number of blocks that
can be laid along the width for one course. Multiply the brick height by the number laid along
the width of the wall to obtain the number of bricks needed for the wall.
You must now calculate the amount of mortar needed. The standard mortar mix is 3 parts sand to
1 part cement with water added to suit. The amount of mortar needed to lay a 300mm block with
a 10mm mortar thickness is 1.97litres. Multiply this value by the total amount of blocks to obtain
the amount of mortar needed. Add 10% to this figure to compensate for waste during work.
Divide this number into the ratio for the ingredients of the type of mortar mix desired.
CHECKPOINT
ACTIVITY
PROTECTIVE EQUIPMENT
For this project you will need: safety boots, safety glasses, dust masks, gloves, hat, and overalls
tried and fitted correctly and comfortably.
Ensure that the equipment fits satisfactorily. If not, change immediately. The correct use of
safety equipment is important to your welfare on the job and should be taken seriously.
measuring tape/rule
trowels
brushes
screed boards
scaffolding
straight edges
grinder
concrete mixer
mortar boards and stands
shovel
wheelbarrows
hawks
joint rules
small tools
plumb bob
mason’s square
buckets
sieve
power leads
sponge
float
water hose
These should be checked for workability and any faults reported to your supervisor.
The successful completion of a job is dependent upon the individual who is doing it. The basic
hand tools have been in use for years and are an integral part of the masonry trade. Most
mechanical and power tools have been developed since the 1920’s and 1930’s. Although
relatively new, they have become a very important part of the masonry trade.
Before embarking on the task given, tools should be appropriate for the job, as misuse can be
inefficient and at times even dangerous as you can be dismissed for being a danger to yourself as
well as others. Check whether or not the tool or equipment is in working condition and if not,
report immediately to your supervisor and do not attempt to adjust.
Refer to: Clois E. Kicklighter, (1997). Modern Masonry, Brick, Block, Stone,
The Goodheart- Wilcox Company Inc. pgs. 12-15, 21-26.
Hunter, David L. Sr., (1997), Masonry Construction, Prentice Hall,
Inc. pgs. 66-69.
CHECKPOINT
ACTIVITY
Determine the type of tools that you would use when carrying out
solid rendering. After you have visited the site in the earlier activity
on page 11, indicate the variation if any between the tools and
equipment that you were exposed at your institution and what is
actually used at the building site and explain why would such a
difference occur; to your peers and facilitator.
Now that you have completed this element see if you have fully grasped all the components by
doing the following Self-Assessment.
Checklist 1 Yes No
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills, and attitudes to
prepare surface area. Your learning facilitator is there to assist you with the various activities so
that upon completion you should be able to:
ERECT SCAFFOLDING
You may have to work at a height above ground level where it is inaccessible while standing.
The use of scaffolds will help make your work easier by providing a place for your tools and
materials at a reasonable height. Scaffolding is made of wood or metal. Wooden types are
difficult to move after construction and they cannot be built as high as metal ones, as their
strength will be compromised. Metal scaffolding is usually built elsewhere and assembled on
site. If your wooden scaffolding is more than 1.3m high it should be tied to the building. Several
types of scaffolding are used, namely: tubular, tower, and swing. You should ensure that the
scaffolding is erected properly and can carry 4 times the load of workers and materials. Shores
and scaffolds are combined to create a brace for the specific job. They are cross braced to
prevent the pipes from moving away from each other depending on the weight they support. A
scaffold is a metal or wooden platform used to support materials and personnel. Shores are made
of round pipes capable of supporting 4600kg/shore unit. Cross braces hold the shore in a vertical
position. They are manufactured to fit into each other so that they can be raised higher than
wooden units. They can be raised or lowered with the use of turn handles on the bottom of the
legs. They are made up in 1.6m to 2m heights and can be stacked to reach higher levels. The
bottom of the shore is positioned on lumber and nailed down. Braces are fastened to each shore
in a cross fashion.
Much of the mason’s work is performed on some type of scaffolding. Scaffolding must be
erected properly and designed to support the load it is designed to carry.
CHECKPOINT
How can you determine the safe working load a scaffolding can
carry? Do a research on this to substantiate your point.
ACTIVITY
Specify the:
Materials to be used
Method of strengthening
Height
Built-in safety measures
PREPARATION OF AREA
When preparing surface for rendering you should take into consideration these factors:
Surface must be free from scab mortar, dot screed batten and bits of wood or concrete
nails
Surface must be free of dust, dirt grease or oil
Straight-edge must be used to check, for straightness
Surface must be clean, straight, square, and plumb as required
Remove scab or dropped mortar using chipping hammer or hammer and cold
chisel
Remove dot screed battens using trowel or hammer and cold chisel
Remove nails using claw hammer; wet, damp or wash surface thoroughly
Check with straight-edge for straightness
Chip away any bulge and apply mortar if necessary. Use straight-edge to
ensure straightness, and squareness to corners
Clean-up work area, wash tools and return to storeroom
Copyright © 2008 HEART Trust/NTA. 20
Version 1 LRDU – Jan.
LG-BCGMAS1242A APPLY SOLID RENDER
CHECKPOINT
ACTIVITY
You are required to prepare a surface for rendering. Specify the tools
that you will need and explain to your learning facilitator how you
intend to carry out the activity. Ask your learning facilitator to allow
you to prepare one of the walls that have been constructed for
rendering and carry out the activity exactly as you had specified and
which has been validated by your facilitator.
Select a trowel that is best for the job. This is usually about 200mm long. Wet the surface area
to be mortared and then spread adequate amount of mortar over the surface of blocks. It is
important to spread a good amount of mortar. A brush or a nozzle can also be used to apply the
mortar mix.
Concrete walls can be finished with designs created by placing blocks in a pattern. Other
finishes can be applied directly to concrete walls, such as stucco or paint. After stucco is
applied, it can be finished with various patterns that simulate designs of brick or stone in various
colors and shapes. Stucco is a kind of plaster that is applied to the face of blocks in concrete
walls. The joints of the blocks are rubbed smooth to prevent anything from making the face of
the block rough which could cause ripples in the stucco.
The stucco is put on in three courses. The first course is 10mm (3/8 inch) thick and is called a
scratch coat. It is used to fill joints or holes in the wall, and provides a smooth surface on the
block. The second coat is 10mm (3/8 inch) and is called the brown-in coat. This is smoother
than the scratch coat. The final or finish coat is 3mm (1/8 inch), the stucco is to be a smooth or
antique finish.
If a stucco finish is required in the final coat, the plaster is applied thicker, about 6mm (1/4 inch).
A tool is used to create the simulated design finish, which makes the impression of a square cut,
the width and depth of a joint. This joint cuts through the finish coat of the stucco. The finish
coat can be tinted to simulate any color of brick or stone.
ACTIVITY
Now that you have completed this element, see if you have fully grasped all the components by
doing the following Self-Assessment:
Checklist 1 Yes No
3. I can explain how to mix dash coat and apply liberally to wetted
surface ( ) ( )
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills, and attitudes
that will enable you to mix materials for solid/render and apply render. Your learning facilitator
is there to assist you with the various activities, so that upon completion you should be able to:
1. Mix mortar for render to designed proportion and consistency in accordance with the job
specifications
2. Dot and line (screed) render coat to plumb or level tolerance of +/- 2mm over 2.4 metres
3. Apply render to dried splash, dotted and lined surface and screed to correct thickness in
accordance with job drawings and specifications
4. Trowel screed solid render to specify surface according to job finish schedule
5. Plumb/Level surface finish to an alignment tolerance of +/-2mm over 3 metres
MIX RENDER
If possible let the mortar be mixed by machine. Mixing time is usually about 3 – 5 minutes. Too
little mixing can result in a poor mix and too much mixing can reduce the strength of the mortar.
Never begin a new a batch when mortar remains in the mixer. When hand mixing put all the
ingredients in a barrow and mix using a shovel. Add water to get the type desired. Allow to
stand for 5 minutes then mix again. The mortar should be prepared at the rate at which it is
being used. If not used consistently it will dry out. If this happens add water again and mix to
suit. If the mixture has dried out and is hard, dispose of it.
See Element 1 page 11 for ratio.
ACTIVITY
Carry out the mixing of mortar after this has been demonstrated to
you by your learning facilitator. Take note of the tools used and the
method, also the safety requirements in carrying out this activity.
After the demonstration has been completed, carry out the activity.
You will be evaluated based on how well you:
SCREEDING
The first finishing operation is usually screeding. This is done to remove excess concrete to
bring the surface to the desired finish or elevation. This is performed with a screed. The edge of
the screed is either straight or curved. It should be placed on top of the form and pushed slightly
forward. Any excess concrete should be placed in front of the screed as it is moved forward so
that it will fill holes in the concrete form.
Refer to: HEART Trust, (2003). LG - BCGCOR0051A, Use Hand and Power
Tools
HEART Trust/NTA (2003). LG - BCGCOR0242A – Carry Out Levelling (Ask your
learning facilitator how to access these)
Clois E. Kicklighter, (1997). Modern Masonry, Brick, Block, Stone, The Goodheart-
Wilcox Company Inc. pgs. 133-135, 299-300
Select a trowel that is best for the job, usually about 250mm (10 inches) long. Take the trowel
full of mortar and place the trowel on the edge of the block shell. Turn it an angle of 20 and
shake slightly while moving it along the block shell. As the mortar starts to slide off the trowel,
move it as fast as necessary to make the mortar fill the top of the shell. A thickness of 20mm
(3/4 inch) is desired, since the block placed on this will press down the mortar to a thickness of
10mm (3/8 inch).
The process is repeated on the other side of the block. Another block is laid on this and settled to
a joint thickness of 10mm (3/8 inch). Figure 3
Screeding is the first finishing operation after completing the concrete wall. It is performed with
a screed. Screeding is the process of stroking off the excess concrete so that the surface is
brought to the proper grade or elevation. The edge of the screed is placed on the wall and
moved slightly across the wall’s surface.
An excess of concrete is carried across the surface of the wall and is used to fill holes or low
places in the wall. A story pole is used to check the tolerance.
Refer to: HEART Trust/NTA (2003). LG - BCGCOR0051A Use Hand and Power
Tools
HEART Trust/NTA (2003). LG - BCGCOR0081A, - Use Simple Levelling Devices
HEART Trust/NTA (2003). LG - BCGCOR0242A Carry Out Levelling (Ask your
learning facilitator how to access these)
Clois E. Kicklighter, (1997). Modern Masonry, Brick, Block, Ston, The Goodheart-
Wilcox Company Inc. pgs. 299-302.
SCREED TO FINISH
If a smooth surface is required steel troweling is performed after floating. Floating is done to
reduce the amount of work to be completed by the finisher. Wooden or metal floats are used
when the surface has hardened. Floating and troweling are done before moving kneeboards. The
trowel boards must be kept as flat as possible against the surface. A new trowel should not be
used for the first troweling but an old one that is already broken in. Smaller ones should be used
for successive applications.
ACTIVITY
You should:
Use a spirit level to check for level and use a story pole to check the tolerance after floating and
screeding.
ACTIVITY
Carry out the finishing and leveling of a surface that has been
screeded to specifications of plumb/level surface finish and to an
alignment tolerance of +/-2mm over 3 metres. Have this
demonstrated to you by your learning facilitator before you begin to
ensure that you understand the method , technique and the safety
requirements. Carry out this activity in a small group of two to
complement your effort.
Now that you have completed this element see if you have fully grasped all the components by
doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through these elements you will acquire the necessary knowledge, skills, and attitudes
to cure applied surface and clean up. Your learning facilitator is there to assist you with the
various activities, so that upon completion you should be able to:
1. Cure finished surface using curing method in accordance with the job requirements and
architect’s specifications
2. Clear work area
3. Remove waste materials from job area and place into job waste bins or rubbish stockpile
4. Store unused materials
5. Clean, maintain and store tools and equipment
CURE SURFACE
When you are curing a surface it is desirable that little or no moisture is lost during the early
stages of hardening. This can be achieved by placing a covering over the surface made from
canvas or plastic. Protect freshly deposited mortar from premature drying and excessively hot
or cold temperatures; maintain minimal moisture loss at relatively constant temperature for
necessary hydration time and relatively constant temperature for necessary hydration time
and proper hardening of surface.
In addition to the initial overnight curing, continue final curing operations until the number of
days occur, during which time the temperature of the air in contact with the surface is above 10
degree Celsius (50 degrees F), equals 7 days. Take care to prevent rapid drying at the end of the
curing period.
CHECKPOINT
Cleaning up the worksite is very important. You should pay attention to this part of the job. As
you complete the task of cleaning up, there are a few things to bear in mind.
If you do not practise cleanliness you could end up doing the job again or causing additional
expense. By removing debris and other waste you can decrease the potential for danger on a site.
In the event that you will be leaving the work area for a short time, take nothing for granted, try
to leave it as safe as possible especially if an authorized personnel will not be present.
Weld residue should be placed in a wheelbarrow and removed from work area. Chisel off the dry
weld deposit and used electrodes.
You should remove the waste material from the work area. The excess material should be placed
in an area away from the work or in bins if appropriate so that it can be disposed of properly.
All other material should be placed in an area that is easily accessible to the workmen. The area
for the unwanted material should be dry and properly ventilated.
Since your equipment plays a very important role in your efficiency, it is definitely a good idea
to secure the equipment properly to prevent theft or injury to persons who are ignorant as to their
operating procedures. Some of these pieces of equipment include:
Chipping hammer
brush
The Occupational Health & Safety requirements should also be adhered to upon completion of
the job. You should protect your equipment, clear, replace and lock properly when they are not
needed.
There are steps to take before you clean the tools and equipment you have been using. Make
sure of the following:
NB: Follow the manufacturer’s instructions with regard to the respective equipment, or seek
advice on how to make pieces of equipment safe. Secure the best liquid for cleaning them.
When storing, edges should be covered to ensure protection of cutting edge and your safety. If
any defects whatsoever are detected, the equipment must be immediately repaired, removed from
the site for repairs or if irreparable, disposed of. Equipment that is not in use should be stacked
and stored neatly out of the weather or working environment.
Make sure that you and your colleagues agree on safety issues, on-the-job conduct (no alcohol,
for example), storage, cleanup of construction materials, and disposal of hazardous substances.
Know the rules and abide by them for your own safety.
CHECKPOINT
ACTIVITY
Now that you have completed this element see if you have fully grasped all the components by
doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
Your feedback on the Learner Guides is important to us. Please complete the
form below to indicate areas for review as you see necessary. For each
component tick [√ ] the appropriate column.
Other Issues:
Telephone #: E-mail:
Please cut along the dotted line and submit to:
Version Control 1