10

DRAFT
Teacher’s Guide

GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: _________________________________________
Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________

Department of Education
Republic of the Philippines

1
Technology and Livelihood Education– Grade 10
Teachers Guide
First Edition, 2015
ISBN:

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD

Development Team of the Teachers Guide

Consultants:

DRAFT
Rosendo R. Rafael, Howard Mark N. Plete and Clodualdo V. Paiton

Authors: Antonio C. Blanco Jr Roderick C. Verano

Master Teacher I Teacher I
Olongapo City NHS Furniture Making NCII
Community Vocational
High School
Calapan City

Editors: Lando T. Guzman, Lynette T. Guzman- Lak-Ayen,

Eugenio Masilungan, Ruby Sajisi, Joseph Torrecampo
Reviewers: Arnel C. Anonical, Joel G. Castello, Arnold M. Mendoza,
Marvin M. Mendoza, Lino A. Olit, Atanacio D. Pagcaliwangan,
Benjie R. San Juan, Rainbee Priol, Regidor Gaboy
Illustrator: Antonio I. Basilla
Subject Specialists: Albert Erni, James Julius M. Liquigan,
Owen S. Milambiling

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor, Mabini Building DepEd Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

ii
 K to12 BASIC EDUCATION CURRICULUM
Industrial Arts
Carpentry NC II
GRADE 10
Personal Entrepreneurial Competencies (PECs)
4 hrs.
Grade Level Standard:

This is a specialization course which leads to Carpentry National

Certificate Level II (NC II). It covers two (2) core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language; and 2)
deliver quality customer service.

The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course; 2) explanation of key concepts
relative to the course and; 3) exploration on career opportunities.
Content Standard

DRAFT
The learner demonstrates understanding of one’s Personal
Entrepreneurial Competencies in Carpentry.
Performance Standard
The learner independently creates a plan of action that strengthens
and or further develops his/her PECs in Carpentry.
Learning Competencies
Develop and strengthen PECs needed in Carpentry.
I. Introduction
This teacher’s guide will lead you to effectively and efficiently teach
PECs. Moreover, this will guide you in determining relevant and appropriate
teaching techniques and strategies that will tailor fit to the learning needs
and demands of the learners to make them best understand, appreciate
and be inspired in realizing the importance of entrepreneurship and the
entrepreneurial competencies related to Carpentry.
This module will also provide learners an opportunity to know that
individuals possess different PECs. These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others.
Likewise, when one aligns these competencies with the competencies of
successful practitioners or entrepreneurs, he or she may become ready to
face the experiences of starting a business or being employed.

1
 Moreover, the module is designed to stimulate the learners’ mind to
think about entrepreneurship and its role in the business community and in
economic and social development.
II. Objectives
With your assistance and guidance of this module, learners are
expected to understand the underlying principles and concepts of PECs
more particularly in:
- identifying areas for improvement, development and growth;
- aligning learners’ PECs according to their business or career choice;
and
- creating a plan of action that ensures success in their business or
career choice.
III. Presentation of Content
Introduction
• Guide learners in appreciating and understanding PECs in order to be
successful in business or in the world of work by telling them inspiring
real-life stories of successful businessman and or well-known workers
in the field of Carpentry in the municipalities.

DRAFT
• Explain to learners the importance of assessing their PECs.
• Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
Preassessment
• Utilize the sample preassessment test available in the learners’
materials or craft a comprehensive teacher-made test to assess
learners’ prior knowledge and skills in PECs.
• Evaluate the result of the preassessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
Guide Questions
• Have learners actively perform Task 2, and let them share their
answers and relevant experiences to the class.
• Process learners’ understanding on the guide questions presented in
Task 2.
Learning Goals and Target
• Help learners in utilizing available technology and resources in
planning their own learning goals and targets as reflected on page 4.
Group Activity
• Group the learners then let them perform Task 3 and let them share
their thoughts to the class.
• Process learners’ understanding and guide them in arriving at a
relevant and acceptable generalization.

2
IV. Know, Process, Reflect and Understand, and Transfer
Know
• Discuss the importance of assessing personal entrepreneurial
competencies (PECs) and skills vis-à-vis a practicing entrepreneur
or employee; provide a solid example of an entrepreneur or
employee existing in your town/municipalities.
• Expand learners’ curiosity by asking essential questions on the
important characteristics, traits, attributes, and skills of a good
entrepreneur.
• Guide learners in understanding the entrepreneurial competencies
(characteristics, traits, attributes) and skills of a good entrepreneur.
• Have an appropriate, relevant and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.
• Assess learners’ knowledge, skills and understanding on the topic.
Utilize the result of the pre-assessment to improve their learning.
Process

DRAFT
• Let learners accomplish Task 4 (PECs Checklist) on page 8 to 9.
Let them have their own interpretation or personal insights based
on the accomplished task.
• Facilitate student-to-student interactions and process learners’
understanding.
Reflect and Understand
• Deepen learners’ understanding on PECs by guiding them to
accomplish task 5 (Interview) on page 9 to 12.
• Facilitate appropriate learning activities to finish the task.
• Encourage learners to report their accomplishments to the class.
• Process learners’ understanding.
Transfer
• Assist learners in individually accomplishing task 6 (Preparation of
a Plan of Action) on page 12. Let them intelligently craft their own
plan of action. Have learners present this in class and process
their understanding.

3
 • Guide learners in answering the essential questions presented in
Task 7 on page 13.
• Have learners share their answers to the class and then process
their understanding.
• Provide learners more concrete examples and enrichment
activities to further deepen their understanding about PECs and its
importance in day-to-day living as future entrepreneurs or workers.
• Provide learners applicable activities whereby they can transfer to
the community what they have learned.
• Let learners utilize available resources in the community to
accomplish the task.

V. Feedback

Pre / Post Assessment

1. E 6. B

DRAFT
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
VI. References

Module 5, Project EASE, Effective and Affordable Secondary Education

http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

4
 Environment and Market (EM)

Time allotment: 4 hrs

Grade Level Standard:

This is a specialization course which leads to Carpentry National

Certificate Level II (NC II). It covers two (2) core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language; and 2)
deliver quality customer service.

The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course; 2) explanation of key concepts
relative to the course and; 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market
in Carpentry in one’s municipalities.
Performance Standard

DRAFT
The learner independently creates a business vicinity map reflective
of potential market in Carpentry in a municipality.

Learning Competencies
• Develop a quality and marketable product or services in Carpentry
• Select a business idea based on the criteria and techniques set
• Develop a brand for the product.
I. Introduction
People who aspire to start a business need to explore the economic,
cultural and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur
in seizing a business opportunity.

To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and constraints.
The opportunities in the business environment are those factors that provide
possibilities for a business to expand and make more profits. Constraints,
on the other hand, are those factors that limit the business to grow, hence
reduce the chance of generating profit. One of the best ways to evaluate

5
 the opportunities and constraints is to conduct Strengths, Weakness,
Opportunities and Threats (SWOT) Analysis.
II. Objectives
With your assistance and this module, learners are expected to
understand the underlying principles and concepts of EM more particularly
in:
- identifying what is of “value” to the customer;
- identifying the prospective;
- explaining what makes a product unique and competitive;
- applying creativity and innovative techniques to develop marketable
product; and
- employing a unique selling proposition (USP) about the product
and or service.
III. Presentation of Content
Introduction
• Utilizing appropriate activities, lead learners in giving value to

DRAFT
environment and market and its implication to be successful in a
business relating to Carpentry.
• Guide learners in understanding the importance of environment and
market; likewise lead them in appreciating the value of SWOT Analysis.
• Provide relevant, appropriate and meaningful examples of SWOT
Analysis pertaining to Carpentry.
• Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Carpentry.
• Using your processing and questioning skills, guide learners in coming
up with a generalization about environment and market and its relation
to success in the field of Carpentry.
Preassessment
• Utilize the sample preassessment test available in the learners’
materials or craft a comprehensive teacher made-test to assess
learners’ prior knowledge and skills in EM.
• Evaluate the result of the preassessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
Guide Questions
• Ask learners to actively perform Task 2 and guide them in presenting
their answers to the class.
• Process learners’ responses and guide them to have an appropriate
generalization.

6
 Learning Goals and Target
• Help learners in planning their own learning goals and target as
reflected on page 18.
• Provide enrichment activities and guide them in analyzing available
resources and technology in the community in accomplishing their
learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer

Product development
Know
• Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition and its
relationship to environment and market and business at large.
• Let learners actively participate in the discussion on the
aforementioned topics. Assist or guide learners in presenting their
ideas and relevant experiences.
• Design varied levels of learning activities for the learners to better

DRAFT
understand the aforementioned topics.
• Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
• Design an assessment to evaluate learners’ understanding on the
previous topics.
• Utilize the result of the assessment in designing or developing
learning activities that would enrich learner’s understanding.
Process
• Guide learners in accomplishing Task 3 on page 24. Let them
conduct thorough a research by having an interview with a
successful entrepreneur or practitioner within the municipalities.
• Have learners present their research to the class and process their
understanding in relation to the objectives of this module.
Reflect and Understand
• Let learners deepen their understanding on environment and
market by watching the videos related to the prescribed topics on
task 4 on page 25.

7
• After watching the videos, let the learners prepare a comprehensive
narrative report on the topics they have watched.
• Encourage learners to present their accomplishments to the class.
• Process learners’ understanding in relation to the objectives of this
module.
Transfer
• Guide learners in developing their concept for their own product or
service as reflected on Task 5 on page 25 to 26.
• Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
• Evaluate learner’s output by referring to teachers made rubrics
which are aligned to the performance standards.
• Let learners share and present their output to the class.
• Lead learners in reflecting on the importance of product
conceptualization.

DRAFT
Generating Ideas for Business
Know
• Let learners read and understand topics relating to generating
ideas for business, key concept of selecting a business idea, and
branding.
• Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business, key
concept of selecting a business idea, and branding.
• Process learners’ understanding relative the objectives of this
module.
Process

• Lead learners in reflecting on their SWOT Analysis and its

importance in generating business ideas by engaging them to
learning opportunities for interaction with others outside the
classroom and with the use of technology.

8
 • Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
• Provide an appropriate type of assessment to evaluate learners’
understanding on SWOT Analysis. Utilize the result of the
assessment to craft more appropriate and productive learning
activities.
• Assist learners in performing Task 6 (SWOT Analysis).
• Assess learner’s output and check it against the objectives of this
module.
Reflect and Understand
• Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing Task 7 (Extra Readings and Video
Viewing) on page 32.
• Assist learners’ in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
Transfer

DRAFT
• Have learners prepare task 9 (Making My Own Logo). Assist
learners in accomplish this task by adhering with their real life
experience.
• Assess learners output using a teacher-made rubrics following the
standards and objectives of this module.
V. Feedback

Pre / Post Assessment

1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D

9
VI. References

Module 5, Project EASE, Effective and Affordable Secondary Education

http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k
http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

DRAFT

10
 Suggested
Contents Page Instructions Number of
Hours
Process and
Delivery
Quarter I
Prepare the following:
Modules on Installing of Formworks
Components
• Teaching Aid and Devices
• Progress Chart/ Accomplishment Chart
Quarter1: Install Explain to students the learning competency
Formwork 1 hour
on installing of formworks components
Components
• Content Standard
• Performance Standard
Introduction • Pre-test

DRAFT • Learning Outcomes

• Learning Activities
• Information Sheets

• Self-Check
Prepare the Following:
• Preassessment.
• Answer sheet or Test notebook
Explain to students the purpose of
Pre/diagnostic Preassessment and its results. Provide
assessment feedback to clarify misconceptions in guiding
LO1: Select and them for further learning and to assess prior
Prepare Materials learning.
and Tools for 1 hour
Installing Formworks Answer key
Components/Form Multiple Choice:
Panels 1. d. Try square
2. b. Plumb bob
3. c. Plywood
4. a. Chalk line
5. b. Hard hats

11
 6. b. Safety belt
7. a. Burn
8. c. Cup
9. b. Helmet
10. d. All of the above
Prepare the following:

• Information Sheet 1.1

Information sheet 1.1 • Materials and Tools for Installing
Materials and Tools for Formworks 6 hours.
Installing Formworks • Sample of Construction Materials
Components/Form • Carpentry Tools
Panels Guide the students in reading Information
Sheets and give them assistance
when needed.
Prepare the following:
• Self-check 1.1 on the module
• Answer sheet or Test notebook
Self-check 1.1 Guide them in answering Self-Check 1.1
Materials and Tools for Answer Key 1.1 1 hour

DRAFT
Installing Formworks Multiple choice:
Components/Form 1. a. chalk line
Panels 2. b. claw hammer
3. a. portable circular saw
4. c. plywood
5. a. cross cut saw
Prepare the following:
• Information Sheet 1.2 Wood Defects
Information sheet 1.2 • Sample of Wood Defects 3 hours
Wood Defects Guide the students in reading of Information
Sheets and give them assistance when
needed.
Prepare the following:
• Self-Check 1.2 on the Module
• Answer Sheet or Test notebook
Explain and guide them in answering Self-
Check 1.2
Self-check 1.2 Wood
Defects 1 hour
Answer key 1.2
Multiple choice:
1. c. moisture content
2. d. all of these
3. b. split

12
 4. d. wood bores
5. c. twist
Prepare the following:
• Activity Sheet 1.1 Interpretation of
Plans and Details
• Measuring Tools
• Things to prepare
a. Intermediate paper or bond paper
b. ballpen or pencil
c. calculator
Explain and guide the students on how to
Activity sheet 1.1
perform Activity 1.1 8 hours
Interpretation of Plan
Answer key 1.1
and Details
A. 1. 2.40m
2. 0.30m and 0.40m
3. 0.40m
4. 0.09 sq. m
B. 1. 8 feet
2. 12 inches and 16 inches

DRAFT
3. 16 inches
4. 144 sq. inches
Prepare the following:
• Activity Sheet 1.2 Tools,
• Materials and Equipment used in
Formworks
Guide the students on how to perform the
Activity 1.2 and the different activities
Answer key 1.1
A. Personal protective equipment 8 hours.
1. gloves
2. safety shoes
Activity sheet 1.2 3. safty hat/helmet
Tools, Materials and 4. safety belt
Equipment used in 70 5. overall
formworks B. Tools
1. claw hammer
2. pencil/marking pen
3. pull-push rule/ measuring
tape
4. nylon string
5. steel square
6. try square

13
 7. cross-cut saw
8. chalk line
9. plumb bob
10. crow bar
11. spirit level/ level hose
12. tool holster
13. spanner/ wrench
14. chisel ½” to 2”
C. Equipment/Power tools
1. portable circular saw
2. work bench
D. Materials
1. plan and working drawing
2. lumber/coco lumber
3. assorted CWN
4. plywood

Give the students a choice on how they will

demonstrate their understanding of a given topic.

DRAFT
Topic: Preparing and selecting materials and tools
for installing formwork components/form panels”

Suggested
differentiated activities 7
for “Preparing and hours.
selecting materials
and tools for installing
formwork components
panels”

14
 Prepare the following:
• Summative Test
• Answer sheet or Test notebook
Explain and guide them in answering the
Summative Test.
Answer key:
A. Multiple choice
1. b. claw hammer
2. b. plumb bob
3. c. plywood
Summative test 4. a. portable circular saw 4 hours.
5. b. safety belt
B. Identification: Tools, materials and
equipment
1. wood/lumber
2. plumb bob
3. portable circular saw
4. working clothes / overall clothes
5. plan/working drawing
C. Identification: Wood defects

DRAFT
1. loose knot
2. bow
3. machine burn
Name andknot
4. tight Name and Name and
draw the draw
5. wood bores different draw different
different tools materials
6. twist for PPE for the
for the topic.
7. crook the topic. topic.
Create8. split a Create a Create a
poster which
9. pitch is poster which poster which is
relevant 10.tocupping
the is relevant to relevant to the
importance
D. Enumerationand the importance importance and
uses of  tools in and uses of uses of PPE for
Materials
the topic. - plan materials
or workingin the the topic.
drawing
- lumbertopic.
Make a - chart nails or Common wire
Construct nails
Prepare a
about the- topic plywood
a miniature game about
Tools
including their sample of the the topic.

uses. - claw hammer
topic using Ex. Charade
- pencil or marking pen
indigenous
- pull-push rule, measuring tools
materials.
- nylon string

15
 - steel square
- try square
- crosscut saw
- chalk line
- plumb bob
- crow bar
- spirit level
- portable circular saw
- tool holster
- spanner/wrench
 Equipment/Personal Protective
Equipment
- gloves
- safety shoes
- safety hat/helmet
- safety belt
- working clothes/ overall
Performance test
Note:
Refer to Activity Sheet 2.1 of TG for

DRAFT
the following to be prepared:
a. carpentry tools
b. materials for scaffoldings
c. equipment
• Refer to LM for the rubrics and
assessment criteria to evaluate the learners
performance and output.
• Have learners assess their
performance. For learners who got a rating
of 74% below provide the appropriate
intervention.

Quarter II
Prepare the following:
• Modules on Layout/ Assemble
Scaffolds and Braces
• Teaching Aids and Devices
Introduction
• Progress Chart/ Accomplishment Chart 1 hour
Explain to students the learning competency
on layout/ assemble scaffolds and
braces

16
 • content standard
• performance standard
• pre-test
• learning outcomes
• learning activities
• information sheets

• self-check
Prepare the Following:
• Pre- Diagnostic Assessment
• Answer Sheet/Test Booklet

Explain to students the purpose of

Preassessment and its results
Answer key
A. True or False
1. False-temporary

DRAFT
Preassessment
2. False – to be aware
3. True
4. False – never use
5. True
B. Multiple choice
1. c. platform
2. a. diagonal brace
3. d. cleats
9. b. strong lumber
10. a. outriggers
Prepare the following:
• Information Sheet 2.1 Scaffold
Safety Rules
Information sheet 2.1 • OH&S Rules and Regulation
Scaffold Safety Rules • Video Clips/Pictures on Failed Safety 2 hours
Guide the students in reading Information
Sheets and the discussion of the lesson.
Prepare the following:
• Self-Check 2.1 on the Module
Self-check 2.1 Scaffold • Answer sheet or Test Notebook
Safety Rules Explain and guide them in answering of Self-
Check 2.1

17
 Answer key 2.1
Modified true or false 1 hour
1. False- temporary
2. False- to be aware
3. True
4. False- never use
5. True
6. True
7. False- inspect
8. True
9. True
10.True
Prepare the following:
• Information Sheet 2.2 Identifying Parts
of a Wooden Scaffolding

Information sheet 2.2 • Sample Wooden Scaffolding

Identifying parts of a 2 hours
wooden scaffolding
Guide the students in reading Information

DRAFT
Sheet 2.2 and explain to your students
the importance of Safety Rules in the
Construction of Wooden Scaffolding
Prepare the following:
• Self-Check 2.2 on the Module
• Answer Sheet or Test notebook 1 hour
Explain and guide the learners in answering
Self-Check 2.2
Self-check 2.2 Answer key 2.2
Identifying Parts of Multiple choice:
Wooden Scaffolding 1. c. platform
2. a. diagonal brace
3. d. cleats
4. b. strong lumber
5. a. outriggers
Prepare the following:
• Activity Sheet 2.1 Assembling a
Activity Sheet 2.1 Wooden Scaffolding
Assembling a Wooden Explain to the learners the Performance
Scaffolding Assessment
• Tools and Equipment
a. steel square/ try square

18
 b. pull-push rule
c. pencil with eraser
d. cross cut saw
e. claw hammer
f. plumb bob
g. spirit level
h. personal Protective
equipment
i. working drawing of
scaffolding
Guide the learners in taking up Activity Sheet
2.1
 Conditions:
1. Equipment, tools and materials
must be properly checked.
2. The assembling must be free 10 hpurs.
from any obstruction.
3. Installation procedures must be
precisely followed.
 Precautions:

DRAFT
1. Always observe safety
precautions while
performing the task.
2. Appropriate PPE must be worn
during work.
Note: The size and number of materials
depend on the prepared plan or working
drawing of the teacher.

Performance Assessment
Note:
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners performance and output.
 Have learners assess their
performance. For learners who got
a rating of 74% below provide the
appropriate intervention.
Prepare the following:
Activity Sheet • Activity Sheet 2.2 Procedure in
2.2 Procedure in Disassembling Wooden Scaffold
Disassembling of and explain to the learners the
Wooden Scaffolding Performance Assessment

19
 Materials, Tools and Equipment
a.scaffolding(readyfor
disassembling)
b. wrecking bar
c. claw hammer
d. nail box
e. personal protective
equipment
Guide the learners in taking up the Activity
Procedure in disassembling wooden
scaffolding.
 Conditions: 8 hours
1. Equipment, tools and materials
must be properly checked.
2. The diassembling process must
be free from any obstruction.
3. Disassembling procedures must
be precisely followed.
 Precautions:
1. Always observe safety

DRAFT
precautions while working/
performing the task.
2. Appropriate PPE must be worn
during work.
Note: The disassembled materials such as
nails, lumber and scraps should be placed in
a proper and secure area.
Performance test
Note:
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners performance and output.
 Have learners assess their
performance. For learners who got
a rating of 74% below provide the
appropriate intervention.
Tiered Activities
Tier one (The struggling student):
Suggested Draw a wooden scaffolding use for 2-storey
Differentiated building.
Activity for Wooden Tier two (On grade level): 4 hours.
Scaffolding. Label the parts of wooden scaffolding and
give their functions.
Tier three (Advanced level):

20
 Make an explanation with regards to the
durability and safety on using the wooden
scaffolding. They will enumerate also the
important aspects of using the scaffolding in
building construction.
Prepare the following:
• Summative Test
• Answer Sheet or Test Notebook
Guide the learners in answering the
summative test.
Answer key:
A. Modified true or false 4 hours.
1. False- temporary
2. False- be aware
3. True
4. False- never use
5. True
6. True
7. False- inspect
8. True

DRAFT
9. True
10.True
B. Multiple choice:
1. c. platform
Summative test 2. a. diagonal brace
3. d. cleats
4. b. strong lumber
5. a. outriggers
C. Performance Test/ Assessment 6 hours.
 Perform Activity Sheet 2.1 Assembling
of wooden scaffolding and Activity
Sheet 2.2 Disassembling of wooden
scaffolding
Things to prepare:
a. carpentry tools
b. carpentry materials
c. Personal Protective Equipment
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners’ performance and output.
 Have learners assess their
performance. For learners who got
a rating of 74% below provide the
appropriate intervention.

21
 Quarter III
Prepare the following:
• Modules 2.3 on Layout/ Assemble
Scaffolds and Braces
( Metal scaffolding and their types)
• Teaching Aids and Devices
• Progress Chart/ Accomplishment Chart
• Content Standard
• Performance Standard
Introduction
• Pre-test
• Learning Outcomes
• Learning Activities
• Information Sheets

DRAFT
• Self-Check
Explain to the students the Learning
Competency 2.3 on Layout/ Assemble
Scaffolds and Braces (Metal scaffolding and
their types)
Preassessment. Results of the assessment
shall provide feedback to learners to clarify
misconceptions in guiding them for further
learning and to assess their prior learning.
Answer key
a. True or False

Preassessment 1. True
2. True
3. False
4. True
5. False
b. Multiple choice

22
 1. a. 6.5’ walk through scaffolding
frame
2. b. masonry walk through ladder
frame
3. d. cross braces
4. a. platform
5. b. frame
Prepare the following:
• Information Sheet 2.3 Metal Scaffolding
Information sheet 2.3 • sample metal scaffolding
Metal Scaffold
Guide the learners in the reading Information
Sheet 2.3 Metal Scaffolding

Prepare the following:

DRAFT
• Self-Check 2.3 on the Module
• Answer Sheet or Test Notebook
Guide the learners in the answering of Self-
Check 2.3
Answer key 2.3
Self-check 2.3
Multiple choice:
1. E
2. C
3. A
4. B
5. D
Prepare the following:
• Activity Sheet 2.3 Assembling and
Disassembling Metal Scaffolding
Explain to the learners the
Performance Assessment Criteria

23
 Materials, Tools and Equipment
a. metal scaffolding
b. wrenches and pliers
c. claw hammer
d. nail box for lock pin
e. plumb bob
f. spirit level
g. pull-push rule
e. personal protective equipment

Guide the learners in taking up Activity

Sheet 2.3
Activity Sheet

DRAFT
2.3 Procedure in Procedure in Assembling and
Assembling and
Disassembling Metal scaffolding
Disassembling Metal
Scaffolds

 Conditions:
1. Equipment, tools and materials must
be properly checked.
2. The assembling and diassembling
process must be free from any
obstruction.
3. Assembling and Disassembling
procedures must be precisely
followed.
 Precautions:

24
 1. Always observe safety precautions
while performing the task.
2. Appropriate PPE must be worn
during work.
Note: The disassembled materials and parts
of metal scaffolding should be placed in a
proper and secure area.
Performance test
Note:
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners performance and output.
Have learners assess their performance. For
learners who got a rating of 74% and below,
provide the appropriate intervention.

DRAFT
Tiered Activities
Tier one (The struggling student):
Draw a metal scaffolding used for 2-storey
building.
Tier two (On grade level):
Suggested Label the parts of a wooden scaffolding and
Differentiated Activity give their functions.
for Metal Scaffolding
Tier three (Advanced level):
Make an explanation with regards to the
durability and safety of using the metal
scaffolding. Enumerate the important aspects
of using the metal scaffolding instead of using
wooden scaffolding in building construction.

A. Prepare the following:

• Summative Test
• Answer Sheet or Test Notebook

25
 Guide the learners in answering the
summative test.

Answer key:
A. Multiple choice
1. a. 6.5’ masonry walk through ladder
frame
2. a. masonry walk through ladder
frame
3. c. lock the castor and outrigger
breaks

4. c. scaffold

DRAFT
Summative Test 5. b. mobile scaffolding
Identification
1. condition
2. precaution
3. condition
4. condition
5. precaution
B. Fill in the blanks
1. top
2. unclip
3. platform
4. vertical
5. foot pads

26
 6. scaffolding
7. bars
8. disassembly
9. guardrails
10. helmet
C. Performance Assessment
 Perform activity sheet 2.1 Assembling
of wooden scaffolding and Activity
sheet 2.2 Disassembling of wooden
scaffolding
Things to prepare:
a. carpentry tools and equipment
b. carpentry materials

DRAFT
c. Personal Protective Equipment
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners’ performance and output.
Have learners assess their performance. For
learners who got a rating of 74% and below,
provide the appropriate intervention.
Quarter IV
Prepare the following:
• Modules 3.0 on Set Formworks
Components
• Teaching Aids and Devices
• Accomplishment Chart
Introduction 115 • Content Standard
• Performance Standard
• Pre-test
• Learning Outcomes
• Learning Activities

27
 • Information Sheets
• Self-Check
Explain to the students the Learning
Competency 3.0 Set / Fix Formworks
Components/Form Panels
Prepare the Following:
• Preassessment.
• Answer Sheet or Test Notebook

Explain to the learners the purpose of

preassessment and the result of the
assessment.
.
Preassessment
Answer key

DRAFT
a. Multiple choice
1. b. plumb and level/ spirit level
2. c. plumb bob
3. b. flexibility
4. c. shear stress
5. d. elasticity
Prepare the following:
• Information Sheet 3.1 Leveling
Instruments
Information Sheet 3.1
Leveling Instruments • Sample Leveling Tools
Guide the learners in reading Information
Sheet 3.1 Leveling Instruments
A. Prepare the following:
• Self- Check 3.1 on the Module
• Answer Sheet or Test Notebook
Guide them in answering Self-Check 3.1

28
 Answer key 3.1
Multiple choice:
1. b. flexibility

Self-check 3.1 2. d. colored water

3. c. shear stress
4. d. marking gauge
5. a. hose level
Prepare the following:
• Activity Sheet 3.1 Steps in Setting
and Fixing Form Panels/Components
Assembly
Explain to the learners the
Performance Assessment Criteria

DRAFT
• Tools and Equipment
a. pencil
b. wrenches and pliers

Activity Sheet 3.1 c. claw hammer

Steps in Setting
and Fixing Form d. nail box for lock pin
Panels/Components e. plumb bob
Assembly
f. spirit level
g. pull-push rule
h. personal protective equipment
i. chalk line
j. steel square
• Materials
a. plans/ working drawing
b. lumber

29
 c. nails
d. nylon string
e. steel/metal scaffold and its parts

Guide the learners in taking up Activity 3.1

Steps in Setting and Fixing Form Panels/
Components Assembly.
 Conditions:
1. Equipment, tools and materials
must be properly checked.
2. Setting and Fixing Form Panels/
Components Assembly must be free
from any obstruction.

DRAFT
3. Setting and Fixing Form Panels/
Components Assembly procedures
must be precisely followed.
 Pre-cautions:
1. Always observe safety precautions
while performing the task.
2. Appropriate Personal Protective
Equipment (PPE) must be worn
during work.
Reminders: Tasks will be performed by
groups. Each group must have 3 to 5
members. Activity should be done with the
close supervision of the teacher.
Performance test

30
 Note:
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners performance and output.
 Have learners assess their
performance. For learners who got a
rating of 74% and below, provide the
appropriate intervention.
Give the students a choice on how they will
demonstrate their understanding from a given
topic or situation.
Situation A:
Contructor A plans to put up a formwork
for the column of a building. The materials,
tools and equipment were available and ready
to install. It so happened that the excavation
of the foundation yielded plenty of water and

DRAFT
the mud was so sticky. Consider your self as
the foreman of the workers in the site.
Situation B:

Suggested If You are the foreman in the

Differentiated Activity construction area in-charge of putting up or
for Steps in Setting installing the formworks for the columns of the
and fixing Form building; the type of soil in the area is sandy.
Panels/Components Which may collapse when the excavation for
Assembly the footing and column was already deep.

Guide questions
1. How can you handle the situation?
2. What are the
strategies that you will do to
finish the job.? Explain.
3. Would your strategy meet the time to
complete the job?

31
 4. If your strategy would not meet the
alloted time for the task, what is
your next strategy or plan? Do you
think it would work? Why? or Why
not?
Prepare the following:
• Summative Test
• Answer Sheet or Test Notebook
Guide them in answering the Summative Test

Answer key:
Multiple choice

DRAFT
1. b. plumb and level/ spirit level
2. d. colored water
3. c. shear stress
4. d. marking gauge
Summative Test
5. a. hose level
Identification

1. Spirit level-is used for testing

the vertical and horizontal
position.
2. Plans/working drawing- is a
sketch or drawing that
contains details and
3. Nails- is a metal fastener
used to fix the wooden structure.

32
 4. Nylon string- is used to emphasize
straight line and laying out the
components of the building like
forms, girts, purlins and others for
its horizontality and verticality in
installation.
5. Scaffold- is an elevated temporary
structure having platform used to
support workers, equipment and
other materials.
Fill in the blanks
1. Area

DRAFT
2. Components
3. Sticking
4. Form panel
5. Side panel
6. Temporary
7. Squareness
8. Braces
9. Housekeeping
10. Check
Essay
 Steps in Using the Plumb and Level/
Spirit level
• For horizontal levelness, hold the tool
on the desired level.

33
 • See to it that the vacant space in the
liquid which looks like a bubble is
centered.
• Then mark a line on the leveled
surface.
• For vertical levelness, position the tool
vertically on the desired portion.
• Repeat step 2, then mark a straight
line.

 Steps in Using the Plumb Bob

• Fix a lever where you can tie the string
of the plumb bob.
• Let the weight stretch the string until it
is around 5 mm above the ground.

DRAFT
• Wait until the weight stands still.
• Then mark the exact direction of the
point of the weight.
• Mark the line of the string aligned with
the exact location of the point.
 Steps in using the Level Hose
• Stretch the hose, then fill it with water.
If possible use colored water to make it
easier to see.
• Examine the whole length of the hose
to make sure that no bubbles (vacant
spaces) exist. If bubbles exist remove
the water then put water again.
• Mark one side of the structure, then
position one end of the hose with water
on this side.

34
 • Place the other side of the hose on the
other side and watch until the liquid
holds.
• Then mark this side. Mark clearly.
• In case of doubt of the levelness,
repeat the procedure again.

C. Performance Assessment
 Perform Activity Sheet 3.1 Steps
in Setting and Fixing Form Panels/
Components Assembly
Things to prepare:
a. carpentry tools and equipment
b. carpentry materials

DRAFT
c. Personal Protective Equipment
 Refer to LM for the rubrics and
assessment criteria to evaluate the
learners’ performance and output.
 Have learners assess their
performance. For learners who got a
rating of 74% and below

Technical Terms
Bibliography

35
 K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
GRADE 10 (Specialization)
Course Description:

This is a specialized course which leads to a Carpentry, National

Certificate Level II (NCII). It covers one (1) core competency that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess—
namely, installing formworks components.

The preliminaries of this specialized course include the following: (1)

discussion of the core concept in Carpentry, (2) explanation and observation of
key concepts relative to the course.

CONTENT

Introduction
DRAFT
CONTENT
STANDARD
PERFORMANCE
STANDARD
The learner
LEARNING
COMPETENCIES
1. Explain core
CODE

1. Core concepts in The learner independently concepts in

carpentry demonstrates demonstrates the carpentry
2. Relevance of the an core competency 2. Discuss the
course understanding in carpentry as relevance of the
of the core
3. Career opportunities prescribed by course
concepts and
TESDA Training 3. Explore career
underlying
Regulations. opportunities in
theories in
carpentry. carpentry
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

36
 CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES

1. Assessment The learner The learner LO 1. Develop and TLE_

of Personal demonstrates independently strengthen personal PECS10-
Competencies and an creates a plan competencies and Ik-8
Skills (PeCS) vis- understanding of action that skills (PeCS) needed
à-vis a practicing of one’s strengthens/ in carpentry
entrepreneur/ Personal further develops
employee in a Competencies one’s PeCS in 1.1 Identify areas for
municipalities. and Skills carpentry. improvement,
(PeCS) in development and
1.1 Characteristics carpentry. growth
1.2 Align one’s PeCS
1.2 Attributes
according to his/
1.3 Lifestyle her business/
career choice
1.4 Skills 1.3 Create a plan
of action that
1.5 Traits
ensures success
of his/her

DRAFT
2. Analysis of PeCS
in relation to a business/career
practitioner choice

3. Strengthening
and further
development of
ones PeCS
ENVIRONMENT AND MARKET (EM)

37
 CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES

1. Product The learner The learner LO 1. Develop a TLE_

Development demonstrates independently product/ service in EM10-Ik-
an creates a Carpentry IIk-1
2. Key concepts understanding business vicinity
in developing a of the map reflective 1.1 Identify what is
product concepts of the potential of “Value” to the
environment carpentry market customer
3. Finding Value 1.2 Identify the
and market within the locality/
4. Innovation in the field town. customer
of carpentry, 1.3 Explain what
5. Unique Selling particularly in makes a product
one’s town/ unique and
Proposition municipality. competitive
(USP) 1.4 Apply creative
and innovative
techniques
to develop

DRAFT
marketable
product
1.5 Employ a
Unique Selling
Proposition (USP)
to the product/
service
LO 2. Select a
6. Selecting a business idea based TLE_
Business Idea on the criteria and EM10-
techniques set IIIk-2
7. Key concepts
in selecting a 2.1 Enumerate
business idea various criteria
and steps in
7.1 Criteria selecting a
business idea
7.2 Techniques 2.2 Apply the criteria/
steps in selecting
a viable business
idea

38
 CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES
2.3 Determine
a business TLE_
idea based on EM10-
the criteria/ IIIk-2
techniques set

LO 3. Develop
8. Branding a brand for the TLE_
product EM10-
3.1 Identify the IVk-3
benefits of having
a good brand
3.2 Enumerate
recognizable
brands in the
town/town/
municipalities

DRAFT
3.3 Enumerate
the criteria for
developing a
brand
3.4 Generate a clear
appealing product
brand

INSTALL FORMWORKS COMPONENTS (IF)

39
 CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES

1. Materials, power The learner The learner LO1. PREPARE TLE_

and hand tools demonstrates independently TOOLS AND IACP10IF-
and equipment an installs formwork MATERIALS FOR Ia-j-1
uses and understanding components INSTALLING
specifications of the based on FORMWORKS
2. Properties of concepts and construction COMPONENTS/
wood and other underlying standards. FORM PANELS
materials principles 1.1 Identify tools,
in installing equipment and
formwork materials for job
components.
requirements
1.2 Prepare tools,
equipment and
materials job
requirements
1.3 Select
appropriate PPE.

3. Assembling and
disassembling
scaffolding
4. Different scaffold
DRAFT LO2. LAY-OUT/
ASSEMBLE
SCAFFOLDS AND
BRACES
TLE_
IACP10IF-
IIa-IVj-2

locks, connectors 2.1 Prepare work

and their uses areas for safe
5. Equilibrium and laying out and
stability of a assembling of
structure scaffolds and
braces
2.2 Assemble
scaffolds and
braces safely and
securely:
2.2.1 free of
interference
2.2.2 properly
balanced
2.3 Secure
connectors, locks
and screws
2.4 Select
appropriate PPE

40
 CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES

6. Steps in setting LO3. SET/FIX TLE_

and fixing FORMWORKS IACP10IF-
formwork / COMPONENTS/ IIa-IVj-3
components FORM PANELS
assembly
3.1 Lay out
7. Proper use
formworks
of leveling
components/
instruments
form panels
8. Stress on
with tolerance
materials
of +3 mm for
9. Flexibility
measurement,
10. Elasticity
alignment,
11. Axial forces
levelness and
12. Shear forces
plumbness
3.2 Set/fix formworks/
form panel

DRAFT
according to
required job
3.3 Install braces
to support the
formworks
3.4 Apply form oil to
the formworks
3.5 Re-check
formworks
components/
form panels for
squareness,
levelness and
plumbness
3.6 Use appropriate
PPE

41