CURRICULUM MAP

7/8
LEARN EARN ACHIEVE PRODUCTIVITY SERIES
Technology and Livelihood Education
Second Edition
ii © Phoenix Publishing House Inc.
 TABLE OF CONTENTS
UNIT 1: FOOD PROCESSING

CHAPTER 1: USING AND MAINTAINING TOOLS, EQUIPMENT, UTENSILS, AND INSTRUMENTS

Lesson 1: Selecting Tools, Equipment, Utensils, and Instruments, 2
Lesson 2: Using Tools, Equipment, Utensils, and Instruments According to Standard Procedures, 2
Lesson 3: Performing Post-Operation Activities, 3

CHAPTER 2: PERFORMING ESTIMATION AND BASIC CALCULATION

Lesson 1: Tabulating the Recorded Data, 3
Lesson 2: Reviewing Formulations, 4
Lesson 3 Calculating the Production Inputs and Outputs, 4
Lesson 4: Computing for Production Costs, 5

CHAPTER 3: INTERPRETING PLANS AND DRAWINGS

Lesson 1: Interpreting a Layout Plan, 5
Lesson 2: Performing Outer Packaging Procedures, 6

CHAPTER 4: APPLYING FOOD SAFETY SANITATION

Lesson 1: Observing Personal Hygiene and Good Grooming, 6
Lesson 2: Implementing Food Safety Practices, 7
Lesson 3: Conducting Work in Accordance with Environmental Policies and Procedures, 7
Lesson 4: Participating in Improving Environmental Practices at Work, 8

UNIT 2: FRONT OFFICE SERVICES

CHAPTER 1: UTILIZING FRONT OFFICE TOOLS, EQUIPMENT, AND PARAPHERNALIA

Lesson 1: Identifying Front Office Tools, Equipment, and Paraphernalia, 10
Lesson 2: Using Front Office Tools, Equipment, and Paraphernalia, 10

© Phoenix Publishing House Inc. iii

 CHAPTER 2: MAINTAINING FRONT OFFICE TOOLS, EQUIPMENT, AND PARAPHERNALIA
Lesson 1: Performing Aftercare Activities for Tools, Equipment, and Paraphernalia, 11

CHAPTER 3: PERFORMING MENSURATION AND CALCULATION

Lesson 1: Performing Simple Calculations, 11

CHAPTER 4: PRACTICING OCCUPATIONAL SAFETY AND HEALTH PROCEDURES

Lesson 1: Identifying Hazards and Risks in the Workplace, 12
Lesson 2: Evaluating and Controlling Hazards and Risks, 13

CHAPTER 5: INTERPRETING DESIGN AND LAYOUT

Lesson 1: Reading and Interpreting Front Office Reception Layout, 13

UNIT 3: DRESSMAKING

CHAPTER 1: USING SEWING TOOLS

Lesson 1: Identifying Sewing Tools and Equipment, 15
Lesson 2: Describing Types and Uses of Sewing Machine, 15

CHAPTER 2: PERFORMING MEASUREMENTS AND CALCULATIONS

Lesson 1: Selecting Appropriate Measuring Tools in Taking Body Measurements, 16
Lesson 2: Performing Simple Calculation in Dressmaking, 16
Lesson 3: Estimating Appropriate Quantities, 17

CHAPTER 3: READING AND INTERPRETING PRODUCT DESIGN

Lesson 1: Assessing the Appropriateness of Design, 17

CHAPTER 4: PERFORMING BASIC MAINTENANCE

Lesson 1: Operating the Sewing Machine, 18
Lesson 2: Cleaning and Oiling the Sewing Machine, 18

CHAPTER 5: PRACTICING OCCUPATIONAL SAFETY AND HEALTH

Lesson 1: Observing Occupational Safety and Health, 19

iv © Phoenix Publishing House Inc.

UNIT 4: CAREGIVING

CHAPTER 1: USING CAREGIVING TOOLS, EQUIPMENT, AND PARAPHERNALIA

Lesson 1: Identifying Caregiving Tools, Equipment, and Paraphernalia Applicable to a Specific Task, 21
Lesson 2: Using Caregiving Tools, Equipment, and Paraphernalia, 22

CHAPTER 2: MAINTAINING CAREGIVING TOOLS, EQUIPMENT, AND PARAPHERNALIA

Lesson 1: Performing Aftercare Activities for Tools, Equipment, and Paraphernalia, 23

CHAPTER 3: PERFORMING MENSURATION AND CALCULATION

Lesson 1: Performing Simple Calculations, 24

CHAPTER 4: PRACTICING OCCUPATIONAL SAFETY AND HEALTH PROCEDURES

Lesson 1: Identifying Workplace Hazards and Risks, 25
Lesson 2: Evaluating and Controlling Hazards and Risks, 26

UNIT 5: ENTREPRENEURSHIP

CHAPTER 1: UNDERSTANDING PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PECS)

Lesson 1: Defining an Entrepreneur, 28
Lesson 2: Identifying and Assessing the Characteristics or Traits of an Entrepreneur, 28
Lesson 3: Analyzing the Nature and Types of an Entrepreneur, 29
Lesson 4: Describing Filipino Values Favorable to Entrepreneurship, 29
Lesson 5: Recognizing the Skills of an Entrepreneur, 30

CHAPTER 2: UNDERSTANDING ENVIRONMENT AND MARKET

Lesson 1: Analyzing the Business Environment, 31
Lesson 2: Comparing Marketing and Market, 31
Lesson 3: Determining Marketing Mix, 32
Lesson 4: Comprehending Market Research and SWOT Analysis, 32

© Phoenix Publishing House Inc. v

vi © Phoenix Publishing House Inc.
 K TO 12 BASIC EDUCATION CURRICULUM MAP
UN IT 1 – FO O D PRO C ES S I NG

It covers four common competencies that a high school student ought to possess, namely: 1) using and maintaining tools, equipment and paraphernalia; 2) performing
COURSE DESCRIPTION mensuration and calculation; 3) interpreting technical drawing and plans and; 4) applying food safety and sanitation. The preliminaries of this exploratory 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.

KEY STAGE STANDARD The student demonstrates understanding of the five competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess through
(GRADES 7 AND 8) having knowledge, performing, interpreting, and practicing aimed toward the development and nurturance of the said competencies.

The student demonstrates basic understanding of the fundamental competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to
GRADE LEVEL STANDARD (7/8)
possess through discussing the relevance of the course, explaining key concepts relative to the course, and exploring career opportunities.

QUARTER First

UNIT NUMBER 1

UNIT TITLE FOOD PROCESSING

TIME FRAME 50 meetings

© Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 1: USING AND MAINTAINING TOOLS, EQUIPMENT, UTENSILS, AND INSTRUMENTS

LESSON 1:
Selecting Tools, Equipment,
Utensils, and Instruments
(TLE LEAPS 7/8 Second Edition
pages 3–9)
Content Standard:
The student demonstrates an
understanding of the basic concepts in
using and maintaining tools, equipment,
utensils, and instruments.
Performance Standard:
The student independently applies
the standard procedure in using and
maintaining the tools, equipment, utensils,
and instruments.
This lesson is designed to lead the
students to:
1. identify the different tools,
equipment, utensils, and
instruments in food processing;
2. classify the tools, equipment,
utensils, and instruments based
on their uses;
3. determine the defects in tools,
equipment, utensils, and
instruments;
4. value the importance of using the
correct tools in food processing
by making an infomercial; and
5. perform simple laboratory
exercises.
Source: Fish bowl strategy Creating an infomercial to English
Learn Earn Achieve Productivity Differentiating activity increase awareness about Communication Arts
Series Technology and Livelihood Interactive discussion the tools and equipment used Computer Education
Education 7/8 Second Edition Identification in food processing (Apply It) Values Education
Q and A Observing and interviewing
Materials: Video presentation workers about the tools best
1. Whiteboard Whip around strategy for their product (Apply It)
2. Whiteboard marker Collaborative Identifying true or false
3. Slide presentations activities (Prove It)
4. Projector K-W-L strategy Discussing different types of
5. Tools and equipment in food Unfinished sentences cookware and thermometer
processing strategy used in food processing
6. Pictures Describing defective tools
7. Worksheets Enumerating and explaining
the causes of common
defects in food processing
tools, equipment, utensils,
and instruments

LESSON 2: This lesson is designed to lead the Source: Video presentation Conducting and filming a English
Using Tools, Equipment, Utensils, students to: Learn Earn Achieve Productivity Collaborative activity cooking show (Apply It) Communication Arts
and Instruments According to Series Technology and Livelihood Reporting Arranging the steps in Values Education
Standard Procedures 1. discuss the food processing Education 7/8 Second Edition Panel discussion cleaning and sanitizing food Mathematics
methods; Dramatization processing instruments Arts
(TLE LEAPS 7/8 Second Edition 2. recognize the calibration of Materials: Topic review (Prove It) Computer Education
pages 10–16) tools, equipment, utensils, and 1. Whiteboard Thumbs up! Thumbs Reporting about the methods Filipino
instruments; 2. Whiteboard marker down! strategy of food preservation
Content Standard: 3. apply the standard procedures 3. Slide presentations Return demonstration Demonstrating the steps in
The student demonstrates an in using tools, equipment, and 4. Projector K-W-L strategy cleaning and sanitizing food
understanding of the basic concepts in instruments; 5. Measuring tools and equipment Mind mapping processing instruments
using and maintaining tools, equipment, 4. practice accuracy in using 6. Videos strategy
utensils, and instruments. the measuring tools in food Unfinished sentence
processing; and strategy

2 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

Performance Standard: 5. measure ingredients.

The student independently applies
the standard procedure in using and
maintaining the tools, equipment, utensils,
and instruments.

LESSON 3: This lesson is designed to lead the Source: Think-pair-share Making an inventory of all English
Performing Post-Operation students to: Learn Earn Achieve Productivity strategy the equipment powered Communication Arts
Activities Series Technology and Livelihood Picture description by electricity in the kitchen Computer Education
1. follow the precautions in Education 7/8 Second Edition Interactive discussion laboratory (Apply It) Values Education
(TLE LEAPS 7/8 Second Edition switching or plugging off food 3-2-1 strategy Enumerating five safety Health
pages 17–19) processing tools, equipment, Materials: Collaborative activity precautions when operating
utensils, and instruments; 1. Whiteboard electrical equipment
Content Standard: 2. give importance to performing 2. Whiteboard marker (Prove It)
The student demonstrates an post-operation activities and 3. Slide presentations Identifying true or false
understanding of the basic concepts in value saving electrical energy; and 4. Projector (Prove It)
using and maintaining tools, equipment, 3. make an inventory of the 5. Pictures Filling the blanks with correct
utensils, and instruments. equipment powered by electricity concepts
in the TLE laboratory. Demonstrating how to use,
Performance Standard: maintain, and sanitize the
The student independently applies tools, equipment, utensils,
the standard procedure in using and and instruments used in food
maintaining the tools, equipment, utensils, processing (Performance
and instruments. Task)

CHAPTER 2: PERFORMING ESTIMATION AND BASIC CALCULATION

LESSON 1: This lesson is designed to lead the Source: Interactive discussion Observing the packaging English
Tabulating the Recorded Data students to: Learn Earn Achieve Productivity Visible quiz strategy and nutrition information Communication Arts
Series Technology and Livelihood Demonstration and determining the units Computer Education
(TLE LEAPS 7/8 Second Edition 1. identify the weight and measure Education 7/8 Second Edition Video presentation of measurement used for Values Education
pages 21–26) equivalent; Whip around strategy the following: (1) grains, (2) Science
2. use the correct abbreviations for Materials: solids, (3) liquids, and (4) Mathematics
Content Standard: measurements; 1. Whiteboard herbs and spices (Apply It)
The student demonstrates understanding 3. convert measurements and 2. Whiteboard marker Converting temperature from
of the basic concept in performing temperature; and 3. Slide presentations Fahrenheit to Celsius
estimation and basic calculation 4. Projector (Prove It)

© Phoenix Publishing House Inc. 3

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

Performance Standard: 4. perform proper identification of 5. Photos of products with different Filling the blanks with correct
The student independently applies a units of measurements based on packages concepts
method of food preservation. the given ingredients. Computing for the equivalent
volume or weight

LESSON 2: This lesson is designed to lead the Source: Picture identification Demonstrating the steps in English
Reviewing Formulations students to: Learn Earn Achieve Productivity Interactive discussion kench salting (Apply It) Communication Arts
Series Technology and Livelihood 3-2-1 strategy Making homemade salt Computer Education
(TLE LEAPS 7/8 Second Edition 1. identify the different formulations Education 7/8 Second Edition Differentiating activity (Apply It) Values Education
pages 27–31) for processing food; Collaborative activity Identifying correct concepts Health
2. discuss the salinity percentage by Materials: Filming (Prove It)
Content Standard: weight; 1. Whiteboard Thumbs up! Thumbs Differentiating three methods
The student demonstrates understanding 3. value accuracy in calculating the 2. Whiteboard marker down! strategy of salting
of the basic concept in performing quality of the finished product; 3. Slide presentations
estimation and basic calculation. and 4. Projector
4. demonstrate kench salting. 5. Photos of different processing
Performance Standard: products
The student independently applies a 6. Videos
method of food preservation. 7. Graphic organizer

LESSON 3:
Calculating the Production Inputs
and Outputs
(TLE LEAPS 7/8 Second Edition
pages 32–35)
Content Standard:
The student demonstrates understanding
of the basic concept in performing
estimation and basic calculation.
Performance Standard:
The student independently applies a
method of food preservation.
This lesson is designed to lead the
students to:
1. define of rejects or surplus items;
2. discuss the bill of materials and
explain its importance to food
production industry;
3. value the importance of record
keeping; and
4. compute for the standard cost
unit.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Graphic organizer
Think-pair-share Choosing a food processing English
strategy formulation and preparing Communication Arts
Interactive discussion the bill of materials; Computer Education
Demonstration computing for the cost of Values Education
3-2-1 strategy each unit and percentage of Mathematics
rejects (Apply It)
Making a video presentation
about the standard operating
procedure (SOP) in receiving
raw materials (Apply It)
Enumerating the standard
operating procedure in
receiving raw materials
(Prove It)
Listing the responsibilities of
storeroom clerks

4 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 4: This lesson is designed to lead the Source: Concept review Preparing the bill of materials English
Computing for Production Costs students to: Learn Earn Achieve Productivity Interactive discussion and computing for the cost of Communication Arts
Series Technology and Livelihood Video presentation each unit in a word processor Computer Education
(TLE LEAPS 7/8 Second Edition 1. apply standard procedure in Education 7/8 Second Edition Unfinished sentence (Apply It) Values Education
pages 36–38) computing for production costs; strategy Differentiating direct and Mathematics
2. validate computed production Materials: Product presentation indirect cost (Prove It)
Content Standard: costs; 1. Whiteboard Creating a proposal based
The student demonstrates understanding 3. identify the proper costing for 2. Whiteboard marker on a chosen product;
of the basic concept in performing each product yield; and 3. Slide presentations showing the procedure
estimation and basic calculation. 4. compute basic production cost. 4. Projector on how to do the product
5. Video and the production cost
Performance Standard:
(Performance Task)
The student independently applies a
method of food preservation.

CHAPTER 3: INTERPRETING PLANS AND DRAWINGS

LESSON 1:
Interpreting a Layout Plan
(TLE LEAPS 7/8 Second Edition
pages 40–44)
Content Standard:
The student demonstrates an
understanding in interpreting plans and
drawings.
Performance Standard:
The student independently makes a layout
plan for food processing plant.
This lesson is designed to lead the
students to:
1. define layout plan;
2. identify the different signs and
symbols used in layout plans;
3. value the importance of good
manufacturing practices; and
4. interpret a layout design.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Blueprint of food processing plant
Interactive discussion Inviting a resource English
Demonstration speaker like an architect Communication Arts
Whip around strategy or an engineer to discuss Computer Education
about layout plan for food Values Education
processing (Apply it) Mathematics
Drawing the commonly used
electrical and fixtures used in
a food processing plant: (1)
duplex outlet floor mounted;
(2) blanketed outlet; (3) sink
unit; (4) boiler flat ends; (5)
pipe coils, break; and (6)
convector (Prove It)
Differentiating manual
drafting, CAD, and freehand
drawing (Prove It)
Drawing and labeling
commonly used electrical
symbols
Filling the blanks with correct
concepts

© Phoenix Publishing House Inc. 5

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 2:
Performing Outer Packaging
Procedures
(TLE LEAPS 7/8 Second Edition
pages 45–48)
Content Standard:
The student demonstrates an
understanding in interpreting plans and
drawings.
Performance Standard:
The student independently makes a layout
plan for food processing plant.
This lesson is designed to lead the
students to:
1. identify the different types of
packaging material;
2. discuss the label of packaged
processed food according to
quality control standards;
3. give importance to packaging; and
4. create sample packaging of
products.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Photos of different packaging
6. Graphic organizers
Interactive discussion Collecting food labels of English
Pair activity different food products; Communication Arts
Product evaluation evaluating if the mandatory Computer Education
Fish bowl strategy requirements for labeling Values Education
are present; making a report Arts
using a word processor
(Apply It)
Enumerating five mandatory
information for all
prepackaged food products
(Prove It)
Creating or designing the
packaging of chosen goods
(Performance Task)
Enumerating mandatory
information for labeling
prepacked food products
Evaluating prepacked
processed food

CHAPTER 4: APPLYING FOOD SAFETY SANITATION

LESSON 1: This lesson is designed to lead the Source: Video presentation Making an infomercial English
Observing Personal Hygiene and students to: Learn Earn Achieve Productivity Interactive discussion to increase awareness Communication Arts
Good Grooming Series Technology and Livelihood K-W-L strategy about good manufacturing Computer Education
1. value the importance of good Education 7/8 Second Edition Compare and practices (GMP) and personal Values Education
(TLE LEAPS 7/8 Second Edition grooming; contrast protective equipment (PPE) Health
pages 50–52) 2. take responsibility in taking good Materials: (Apply It)
care of the body; and 1. Whiteboard Giving examples of personal
Content Standard: 3. practice proper handwashing. 2. Whiteboard marker protective equipment (PPE)
The student demonstrates an 3. Slide presentations (Prove It)
understanding in applying food safety 4. Projector Comparing and contrasting
sanitation. 5. Video direct contamination and
6. Venn Diagram cross-contamination
Performance Standard:
7. Pictures Identifying good grooming
The student independently applies safety
practices
food sanitation.

6 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 2: This lesson is designed to lead the Source: Interactive discussion Creating a poster to increase English
Implementing Food Safety students to: Learn Earn Achieve Productivity Visible quiz strategy awareness on food sanitation Communication Arts
Practices Series Technology and Livelihood 3-2-1 strategy (Apply It) Computer Education
1. differentiate the different hazards; Education 7/8 Second Edition Picture identification Comparing and contrasting Values Education
(TLE LEAPS 7/8 Second Edition 2. prevent contamination by Compare and biological, chemical, and Health
pages 53–58) preparing food carefully; and Materials: contrast physical hazards (Prove It)
3. identify different hazards in a 1. Whiteboard Poster making Giving the objectives of the
Content Standard: given scenario 2. Whiteboard marker Food Safety Act of 2013
The student demonstrates an 3. Slide presentations Identifying functions of food
understanding in applying food safety 4. Projector safety regulatory agencies
sanitation. 5. Video Identifying the sanitation
6. Pictures guidelines and graphic signs
Performance Standard: 7. Graphic organizer and symbols used in a food
The student independently applies safety processing plants
food sanitation.

LESSON 3: This lesson is designed to lead the Source: Interactive discussion Listing down ways on how to English
Conducting Work in Accordance students to: Learn Earn Achieve Productivity Research activity conserve energy (Apply It) Communication Arts
with Environmental Policies and Series Technology and Livelihood Collaborative activity Making a poster or Computer Education
Procedures 1. identify the different Education 7/8 Second Edition Pair activity video presentation to Values Education
environmental hazards; increase awareness about Environmental Science
(TLE LEAPS 7/8 Second Edition 2. discuss the different Republic Materials: environmental hazards and
pages 60–62) Acts on prevention and control of 1. Whiteboard ways to control or prevent
environmental risks implemented 2. Whiteboard marker them (Apply It)
Content Standard: in the Philippines; 3. Slide presentations Identifying correct concepts
The student demonstrates an 3. learn how to be responsible 4. Projector (Prove It)
understanding in applying food safety in terms of taking care of the 5. Video Differentiating renewable
sanitation. environment; and 6. Graphic organizer and nonrenewable resources
4. create a poster or video (Prove It)
Performance Standard: presentation to raise awareness Making a quality processed
The student independently applies safety about the environmental hazards. food product (Performance
food sanitation. Task)
Describing the types of
pollution

© Phoenix Publishing House Inc. 7

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 4:
Participating in Improving
Environmental Practices at Work
(TLE LEAPS 7/8 Second Edition
pages 63–68)
Content Standard:
The student demonstrates an
understanding in applying food safety
sanitation.
Performance Standard:
The student independently applies safety
food sanitation.
This lesson is designed to lead the
students to:
1. identify the different
environmental hazards;
2. discuss the different Republic
Acts on prevention and control of
environmental risks implemented
in the Philippines;
3. learn how to be responsible
in terms of taking care of the
environment; and
4. create a poster or video
presentation to raise awareness
about the environmental hazards.
Source: Interactive discussion Listing down and presenting English
Learn Earn Achieve Productivity Research activity the ways on to conserve Communication Arts
Series Technology and Livelihood Cooperative learning energy Present it in class Computer Education
Education 7/8 Second Edition Fish bowl strategy (Apply It) Values Education
Making a poster or Environmental Science
Materials: video presentation to
1. Whiteboard increase awareness about
2. Whiteboard marker environmental hazards and
3. Slide presentations ways to control or prevent
4. Projector them (Apply It)
5. Video Identifying correct concepts
6. Pictures of the types of pollution (Prove It)
7. Graphic organizer Differentiating renewable
and nonrenewable resources
(Prove It)

8 © Phoenix Publishing House Inc.

 K TO 12 BASIC EDUCATION CURRICULUM MAP
U NIT 2 – FRO NT O FFI C E S ERV I C ES

It covers five common competencies that a high school student ought to possess, namely: 1) use of tools, equipment, and paraphernalia; 2) maintenance of tools,
equipment, and paraphernalia 3) mensuration and calculation, 4) the practice of Occupational Health and Safety (OHS) procedures, and 5) interpretation of designs
COURSE DESCRIPTION
and layout. The preliminaries of this exploratory course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts relative to the
course, and 3) exploration of career opportunities.

KEY STAGE STANDARD The student demonstrates understanding of the five competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess through
(GRADES 7 AND 8) having knowledge, performing, interpreting, and practicing aimed toward the development and nurturance of the said competencies.

The student demonstrates basic understanding of the fundamental competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to
GRADE LEVEL STANDARD (7/8)
possess through discussing the relevance of the course, explaining key concepts relative to the course, and exploring career opportunities.

QUARTER Second

UNIT NUMBER 2

UNIT TITLE FRONT OFFICE SERVICES

TIME FRAME 24 meetings

© Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 1: UTILIZING FRONT OFFICE TOOLS, EQUIPMENT, AND PARAPHERNALIA

LESSON 1:
Selecting Tools, Equipment,
Utensils, and Instruments
(TLE LEAPS 7/8 Second Edition
pages 73–77)
Content Standard:
The student demonstrates an
understanding of the basic concepts and
theories in utilizing front office services
tools, equipment, and paraphernalia.
Performance Standard:
The student demonstrates common
competencies in utilizing front office
tools, equipment, and paraphernalia
as prescribed in the TESDA training
regulation.
This lesson is designed to lead the
students to:
1. classify the different tools,
equipment, and paraphernalia;
2. discuss the functions of the tools,
equipment, and paraphernalia;
3. value the importance of hospitality
through the stages of guest cycle;
and
4. perform documentation in a
lodging establishment.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Pictures of different front
office tools, equipment, and
paraphernalia
Activating prior Identifying different front English
knowledge office tools, equipment, and Communication Arts
Picture description paraphernalia Computer Education
Interactive discussion Visiting hotels or any lodging Values Education
Video presentation establishments; asking for
permission to take photos of
the tools and equipment used
in their business; inquiring
about the benefits they gain
from using those things
(Apply It)
Identifying correct concept
(Prove It)

LESSON 2: This lesson is designed to lead the Source: Concept review Interviewing about the English
Using Front Office Tools, students to: Learn Earn Achieve Productivity Interactive discussion different practices that Communication Arts
Equipment, and Paraphernalia Series Technology and Livelihood Demonstration a hotel or any lodging Computer Education
1. identify the use of front Education 7/8 Second Edition Key point summary establishment does (Apply It) Values Education
(TLE LEAPS 7/8 Second Edition
office tools, equipment, and strategy Drawing front office tools and Arts
pages 78–80)
paraphernalia; Materials: Collaborative activity equipment (Prove It)
Content Standard: 2. enumerate the important 1. Whiteboard Demonstrating the proper
The student demonstrates an reminders when using tools and 2. Whiteboard marker use of the different
understanding of the basic concepts and equipment; 3. Slide presentations tools, equipment, and
theories in utilizing front office services 3. value the importance of taking 4. Projector paraphernalia in front office
tools, equipment, and paraphernalia. care of tools and equipment; and 5. Pictures of different front services (Performance Task)
4. perform an interview to learn office tools, equipment, and
Performance Standard:
more about the different practices paraphernalia
The student demonstrates common
that any lodging establishment
competencies in utilizing front office
do.
tools, equipment, and paraphernalia
as prescribed in the TESDA training
regulation.

10 © Phoenix Publishing House Inc.


MAIN LESSON
CHAPTER 2: MAINTAINING FRONT OFFICE TOOLS, EQUIPMENT, AND PARAPHERNALIA
LESSON 1:
Performing Aftercare Activities
for Tools, Equipment, and
Paraphernalia
(TLE LEAPS 7/8 Second Edition
pages 82–88)
Content Standard:
The student demonstrates an
understanding of the basic concepts
in maintaining tools, equipment, and
paraphernalia used in front office
services.
Performance Standard:
The student demonstrates common
competencies in maintaining the use
of front office tools, equipment, and
paraphernalia.
CHAPTER 3: PERFORMING MENSURATION AND CALCULATION
LESSON 1:
Performing Simple Calculations
(TLE LEAPS 7/8 Second Edition
pages 90–106)
Content Standard:
The student demonstrates an
understanding of performing mensuration
and calculation in front office services.
OBJECTIVES
This lesson is designed to lead the
students to:
1. apply the procedures in cleaning
and storing front office tools,
equipment, and paraphernalia;
2. discuss the other things that
should be considered in caring
for tools, equipment, and
paraphernalia;
3. perform aftercare activities
for tools, equipment, and
paraphernalia; and
4. create a tutorial video on how to
properly take care for and clean
front office tools and equipment.
This lesson is designed to lead the
students to:
1. use ratio and proportion;
2. calculate fractions and convert
unit of measurements;
3. value the importance of accurate
computation; and
4. solve for room reservation, daily
rate, and profit margin.
REFERENCES/SOURCES/ CROSS-CURRICULAR
TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
Source: Interactive discussion Creating a tutorial video on English
Learn Earn Achieve Productivity Return demonstration how to properly care for Communication Arts
Series Technology and Livelihood Reporting and cleaning the following Computer Education
Education 7/8 Second Edition Collaborative activity front office tools and Values Education
equipment: (1) telephone, (2) Arts
Materials: fax machine, (3) printer, (4)
1. Whiteboard computer, and (5) file cabinet
2. Whiteboard marker (Apply It)
3. Slide presentations Accomplishing the
4. Projector maintenance schedule
5. Video (Prove It)
Checking the different tools
and equipment in the office
(Performance Task)
Citing examples of situations
that they can relate to their
answers
Source: Interactive discussion Creating a survey form based English
Learn Earn Achieve Productivity Problem solving on the given table via Google Communication Arts
Series Technology and Livelihood Collaborative activity Forms; organizing the survey Computer Education
Education 7/8 Second Edition results and answers to the Values Education
guide questions using a Mathematics
Materials: presentation program such
1. Whiteboard as Microsoft PowerPoint
2. Whiteboard marker (Apply It)
3. Slide presentations Analyzing and solving given
4. Projector problems (Prove It)
5. Pictures
6. Video
© Phoenix Publishing House Inc. 11
 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

Performance Standard: Performing the basic

The student performs calculations in front mensuration and
office services. computation skills
(Performance Task)
Solving problems with
equations
Giving examples of fraction
Converting improper fraction
to mixed fraction

CHAPTER 4: PRACTICING OCCUPATIONAL SAFETY AND HEALTH PROCEDURES

LESSON 1: This lesson is designed to lead the Source: Interactive discussion Listing all the actions to be English
Identifying Hazards and Risks in the students to: Learn Earn Achieve Productivity Debate performed before, during, Communication Arts
Workplace Series Technology and Livelihood Scenario-based and after fire and earthquake Computer Education
1. apply the Occupational Safety and Education 7/8 Second Edition learning incidents; creating an Values Education
(TLE LEAPS 7/8 Second Edition Health Center (OSHC) procedures, Picture me game infographic featuring plans Environmental Science
pages 108–120) practices, and regulations; Materials: K-W-L strategy that everyone should always Health
2. identify the different laws and 1. Whiteboard remember (Apply It)
Content Standard: regulations that help safeguard 2. Whiteboard marker Identifying correct concepts
The student demonstrates an the public and the environment 3. Slide presentations (Prove It)
understanding of the practice of from harm; 4. Projector Defining hazards and risks
occupational safety and health 3. value the importance of taking 5. Videos
procedures in front office services. care of the environment through 6. Photos
waste management; and
Performance Standard: 4. perform different hazards and
The student independently interprets risks safety measures.
kitchen/shop layouts based on given
blueprints.

12 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 2:
Evaluating and Controlling Hazards
and Risks
(TLE LEAPS 7/8 Second Edition
pages 121–130)
Content Standard:
The student demonstrates an
understanding of the practice of
occupational safety and health
procedures in front office services.
Performance Standard:
The student practices occupational safety
and health procedures in front office
services in accordance with standards.
This lesson is designed to lead the Source: Concept review Creating an instructional English
students to: Learn Earn Achieve Productivity Interactive discussion infographic explaining Communication Arts
Series Technology and Livelihood Role playing the correct procedures Computer Education
1. describe the threshold limit value Education 7/8 Second Edition Key point summary before, during, and after the Values Education
(TLV); strategy emergency and evacuation Architecture
2. draw safety and health indicators; Materials: drills (Apply It) Mathematics
3. obey and respect signages; 1. Whiteboard Identifying correct concepts
4. value the importance of 2. Whiteboard marker (Prove It)
teamwork especially in workplace 3. Slide presentations Creating a blueprint or
emergencies; and 4. Projector infographic that will show
5. create instructional infographic 5. Video the proper exit plan using the
explaining the procedures before, school’s architectural design
during, and after the emergency (Performance Task)
and evacuation drill.

CHAPTER 5: INTERPRETING LAYOUT AND DESIGN

LESSON 1:
Reading and Interpreting Front
Office Reception Layout
(TLE LEAPS 7/8 Second Edition
pages 132–137)
Content Standard:
The student demonstrates an
understanding on how to interpret layout
areas of front office reception.
Performance Standard:
The students interpret layout areas of
front office reception.
This lesson is designed to lead the
students to:
1. discuss the alphabet of lines;
2. read and interpret the front office
layout;
3. establish precision in using
different lines in creating a sample
layout; and
4. draw front office workstation
layout using the measurements
specified.
Source: Interactive discussion Drafting a floor plan of the English
Learn Earn Achieve Productivity Drawing activity front office reception area Communication Arts
Series Technology and Livelihood based on the consolidated Computer Education
Education 7/8 Second Edition styles of different modern Values Education
designs with the actual Architecture
Materials: measurements of the floor Mathematics
1. Whiteboard layout using the alphabet of
lines (Apply It)
2. Whiteboard marker
Drawing the architectural
3. Slide presentations
symbols of the following: (1)
4. Projector
door, (2) couch, (3) window,
5. Videos
(4) stairs, and (5) desk
6. Pictures
(Prove It)
Designing a lobby area for a
five-star hotel (Performance
Task)

© Phoenix Publishing House Inc. 13

 K TO 12 BASIC EDUCATION CURRICULUM MAP
UN IT 3 – D RES S M A KI NG

It covers five common competencies that a high school student ought to possess, namely: 1) using tools, equipment and paraphernalia; 2) performing mensuration and
calculation; 3) practicing Occupational Health and Safety (OHS) procedures; 4) maintaining tools, equipment and paraphernalia and; 5) reading and interpreting drawing
COURSE DESCRIPTION
designs. The preliminaries of this exploratory 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.

KEY STAGE STANDARD The student demonstrates understanding of the five competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess through
(GRADES 7 AND 8) having knowledge, performing, interpreting, and practicing aimed toward the development and nurturance of the said competencies.

The student demonstrates basic understanding of the fundamental competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to
GRADE LEVEL STANDARD (7/8)
possess through discussing the relevance of the course, explaining key concepts relative to the course, and exploring career opportunities.

QUARTER Third

UNIT NUMBER 3

UNIT TITLE DRESSMAKING

TIME FRAME 43 meetings

© Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 1: USING SEWING TOOLS

LESSON 1: This lesson is designed to lead the Source: Activating prior Creating a tutorial video on English
Identifying Sewing Tools and students to: Learn Earn Achieve Productivity knowledge three tools or equipment Communication Arts
Equipment Series Technology and Livelihood Brainstorming based on a classification Computer Education
1. identify the different sewing tools Education 7/8 Second Edition Collaborative activity discussing the importance Values Education
(TLE LEAPS 7/8 Second Edition and equipment; Interactive discussion of knowing how to use each
pages 145–149) 2. classify each tool according to its Materials: Demonstration tool or equipment safely and
use; 1. Whiteboard Summarization properly (Apply It)
Content Standard: 3. practice proper usage of tools 2. Whiteboard marker Reflection Identifying correct concepts
The student demonstrates an and equipment to produce quality 3. Slide presentations Fault analysis (Prove It)
understanding of using sewing tools and output; and 4. Projector Video presentation Demonstrating the proper
equipment in dressmaking. 4. create a tutorial video on using the 5. Sewing tools and equipment use of measuring and
tools and equipment. 6. Prior learning information sheet drafting tools; cutting and
Performance Standard: 7. Pictures marking tools; sewing aid;
The student independently uses sewing 8. Rubrics and pressing tools and
tools and equipment in dressmaking. 9. Fault analysis form equipment
10. Video

LESSON 2:
Describing Types and Uses of
Sewing Machine
(TLE LEAPS 7/8 Second Edition
pages 150–154)
Content Standard:
The student demonstrates an
understanding of using sewing tools and
equipment in dressmaking.
Performance Standard:
The student independently uses sewing
tools and equipment in dressmaking.
This lesson is designed to lead the Source: Differentiating activity Compiling photos of the parts English
students to: Learn Earn Achieve Productivity Fault analysis of a sewing machine and Communication Arts
Series Technology and Livelihood Demonstration giving their corresponding Computer Education
1. describe the different sewing Education 7/8 Second Edition Self-assessment functions (Apply It) Values Education
machines available; Identifying correct concepts
2. give importance in choosing the Materials: (Prove It)
correct sewing machine for a 1. Whiteboard Identifying the different
specific purpose; and 2. Whiteboard marker sewing tools and equipment
3. practice using manual and 3. Slide presentations Classifying sewing tools
industrial sewing machines. 4. Projector and equipment and
5. Pictures demonstrating their proper
6. Rubric and safe use (Performance
7. Charts Task)
Identifying the different parts
of a sewing machine
Using a sewing machine
appropriately

© Phoenix Publishing House Inc. 15

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 2: PERFORMING MEASUREMENTS AND CALCULATIONS

LESSON 1: This lesson is designed to lead the Source: Activating prior Reading measurements English
Selecting Appropriate Measuring students to: Learn Earn Achieve Productivity knowledge using a tape measure Communication Arts
Tools in Taking Body Measurements Series Technology and Livelihood Brainstorming Making measurement charts Computer Education
1. use the guidelines in obtaining Education 7/8 Second Edition Collaborative activity Taking and noting body Values Education
(TLE LEAPS 7/8 Second Edition accurate body measurement; Video presentation measurements (Apply It) Mathematics
pages 156–162) 2. discuss the body measurements Materials: Reflection Identifying True or False
for ladies’ and men’s apparel; 1. Whiteboard Self-assessment (Prove It)
Content Standard: 3. value accuracy in measuring 2. Whiteboard marker Interactive discussion
The student demonstrates an through measuring activities to 3. Slide presentations Cooperative learning
understanding in carrying out achieve a well-fitted garment; and 4. Projector Demonstration
mensuration and calculations in 4. take body measurement. 5. Prior learning information sheet Peer evaluation
dressmaking. 6. Video Pair activity
7. Charts Guided learning
Performance Standard:
The student independently carries out
measurements and calculations based on
job requirements.

LESSON 2: This lesson is designed to lead the Source: Interactive discussion Completing a table by filling English
Performing Simple Calculation in students to: Learn Earn Achieve Productivity Problem solving out the divisor for each body Communication Arts
Dressmaking Series Technology and Livelihood activity measurement and computed Computer Education
1. perform simple calculation in Education 7/8 Second Edition Reflection pattern measurement Values Education
(TLE LEAPS 7/8 Second Edition dressmaking; Self-assessment (Apply It) Mathematics
pages 163–166) 2. convert measurements in English Materials: Completing a table by filling
and metric units; and 1. Whiteboard out the blanks with correct
Content Standard: 3. calculate material cost and 2. Whiteboard marker data (Prove It)
The student demonstrates an computed pattern measurement. 3. Slide presentations Calculating measurements
understanding in carrying out 4. Projector for pattern drafting and
mensuration and calculations in 5. Chart computing material cost
dressmaking. 6. Videos

Performance Standard:
The student independently carries out
measurements and calculations based on
job requirements.

16 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 3:
Estimating Appropriate Quantities
(TLE LEAPS 7/8 Second Edition
pages 167–171)
Content Standard:
The student demonstrates an
understanding in carrying out
mensuration and calculations in
dressmaking.
Performance Standard:
The student independently carries out
measurements and calculations based on
job requirements.
This lesson is designed to lead the
students to:
1. estimate appropriate quantities;
2. consider different aspects in
estimating materials or fabric; and
3. compute for fabric width.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Picture of a dress
6. Chart
Interactive discussion Filling out a table with the English
Reflection correct yardage or length Communication Arts
of material for a specified Computer Education
garment (Apply It) Values Education
Identifying true or false Mathematics
(Prove It)
Knowing the dress design
or job requirement and
obtaining the needed body
measurements of a female
client using a measurement
chart (Performance Task)
Estimating a fabric yardage
for a specific job requirement

CHAPTER 3: READING AND INTERPRETING PRODUCT DESIGN

LESSON 1: This lesson is designed to lead the Source: Activating prior Recreating the garment English
Assessing the Appropriate of students to: Learn Earn Achieve Productivity knowledge specification sheet, listing Communication Arts
Design Series Technology and Livelihood Brainstorming down the specifications of Computer Education
1. learn the different factors to Education 7/8 Second Edition Collaborative activity the chosen garment, and Values Education
(TLE LEAPS 7/8 Second Edition consider when designing a Interactive discussion including a photo (Apply It) Mathematics
pages 173–181) garment; Materials: Peer evaluation Identifying correct concept Arts
2. define garment specification; 1. Whiteboard Self-assessment (Prove It)
Content Standard: 3. value modesty in choosing a 2. Whiteboard marker Audio-video Interpreting the design using
The student demonstrates an design; and 3. Slide presentations presentation the garment specification
understanding of reading and interpreting 4. create a garment design 4. Projector Picture collage sheet (Performance Task)
product design and specification in considering the principles and 5. Photos of clothes from magazines Listing down the details
dressmaking. elements of design. 6. Prior learning information sheet found on a dress
7. Charts Creating own garment
Performance Standard: 8. Rubric specification
The student independently reads and 9. Videos Making a picture collage
interprets product design in dressmaking. applying the principles of
design and color scheme

© Phoenix Publishing House Inc. 17

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 4: PERFORMING BASIC MAINTENANCE

LESSON 1: This lesson is designed to lead the Source: Activating prior Creating a tutorial video that English
Operating the Sewing Machine students to: Learn Earn Achieve Productivity knowledge exhibits the correct steps in Communication Arts
Series Technology and Livelihood Demonstration performing the sewing task Computer Education
(TLE LEAPS 7/8 Second Edition 1. discuss how to operate a sewing Education 7/8 Second Edition Reflection (Apply It) Values Education
pages 190–193) machine; Fault analysis Giving a solution to sewing
2. give importance in taking care of Materials: Video presentation machine troubles (Prove It)
Content Standard: sewing machine; and 1. Whiteboard Problem solving Winding a bobbin
The student demonstrates an 3. practice machine needle setting. 2. Whiteboard marker Threading the lower part of a
understanding of performing basic 3. Slide presentations sewing machine
maintenance of sewing machine in 4. Projector Operating a sewing machine
dressmaking. 5. Sewing machine
6. Prior learning information sheet
Performance Standard: 7. Sample garments
The student consistently performs basic 8. Charts
maintenance of sewing machine in 9. Videos
dressmaking.

LESSON 2: This lesson is designed to lead the Source: Interactive discussion Creating an infographic on English
Cleaning and Oiling the Sewing students to: Learn Earn Achieve Productivity Demonstration how to properly clean and oil Communication Arts
Machine Series Technology and Livelihood Collaborative activity a sewing machine (Apply It) Computer Education
1. follow the procedures in cleaning Education 7/8 Second Edition Identifying correct concepts Values Education
(TLE LEAPS 7/8 Second Edition a sewing machine; (Prove It)
pages 183–189) 2. value the importance of oiling a Materials: Cleaning and lubricating
sewing machine; and 1. Whiteboard a sewing machine
Content Standard: 3. create an infographic about the 2. Whiteboard marker (Performance Task)
The student demonstrates an proper cleaning and oiling of a 3. Slide presentations
understanding of performing basic sewing machine. 4. Projector
maintenance of sewing machine in 5. Chart
dressmaking.

Performance Standard:
The student consistently performs basic
maintenance of sewing machine in
dressmaking.

18 © Phoenix Publishing House Inc.

 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 5: PRACTICING OCCUPATIONAL SAFETY AND HEALTH

LESSON 1: This lesson is designed to lead the Source: Activating prior Choosing one workplace English
Observing Occupational Safety and students to: Learn Earn Achieve Productivity knowledge hazard and performing risk Communication Arts
Health Series Technology and Livelihood Interactive discussion assessment (Apply It) Computer Education
1. differentiate hazards and risks; Education 7/8 Second Edition Brainstorming Identifying correct concept Values Education
(TLE LEAPS 7/8 Second Edition 2. follow the steps in risk Reflection (Prove It) Health
pages 195–200) management; Materials: Self-assessment Identifying hazards and
3. value safety in the workplace; and 1. Whiteboard possible risks in the shop,
Content Standard: 4. perform risk assessment. 2. Whiteboard marker and suggesting control
The students demonstrate an 3. Slide presentations measures using the
understanding of practicing occupational 4. Projector risk assessment form
safety and health in dressmaking. 5. Prior learning information sheet (Performance Task)
6. Videos Performing risk assessment
Performance Standard: 7. Photos of common accidents in a relative to physical and
The students consistently practice garment factory mechanical hazards;
occupational safety and health in 8. Charts chemical and fire hazards;
dressmaking. ergonomic hazards

© Phoenix Publishing House Inc. 19

 K TO 12 BASIC EDUCATION CURRICULUM MAP
UN IT 4 – C A REGI V I N G

It covers four common competencies that a high school student ought to possess, namely: 1) use of tools, equipment; and paraphernalia 2) maintain tools, equipment
and paraphernalia 3) perform mensuration and calculation; and 4) practicing Occupational Health and Safety Procedures (OHSP) The preliminaries of this exploratory
COURSE DESCRIPTION
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.

KEY STAGE STANDARD The student demonstrates understanding of the five competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess through
(GRADES 7 AND 8) having knowledge, performing, interpreting, and practicing aimed toward the development and nurturance of the said competencies.

The student demonstrates basic understanding of the fundamental competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to
GRADE LEVEL STANDARD (7/8)
possess through discussing the relevance of the course, explaining key concepts relative to the course, and exploring career opportunities.

QUARTER Fourth

UNIT NUMBER 4

UNIT TITLE CAREGIVING

TIME FRAME 34 meetings

© Phoenix Publishing House Inc.


MAIN LESSON
CHAPTER 1: USING CAREGIVING TOOLS, EQUIPMENT, AND PARAPHERNALIA
LESSON 1:
Identifying Caregiving Tools,
Equipment, and Paraphernalia
Applicable to a Specific Task
(TLE LEAPS 7/8 Second Edition
pages 209–214)
Content Standard:
The student demonstrates an
understanding on the use of tools,
equipment, and paraphernalia in
caregiving.
Performance Standard:
The student independently uses tools,
equipment, and paraphernalia in
caregiving.
REFERENCES/SOURCES/
OBJECTIVES
MATERIALS
This lesson is designed to lead the Source:
students to: Learn Earn Achieve Productivity
Series Technology and Livelihood
1. classify the different tools, Education 7/8 Second Edition
equipment, and paraphernalia;
2. value proper identification of tools, Materials:
equipment. and paraphernalia in 1. Whiteboard
caregiving; and 2. Whiteboard marker
3. research different caregiving tools, 3. Slide presentations
equipment, and paraphernalia. 4. Projector
5. Photos of different tools,
equipment, and paraphernalia
6. Graphic organizer
© Phoenix Publishing House Inc.
CROSS-CURRICULAR
TEACHING STRATEGIES REVIEW/ASSESSMENT
LINKS
Picture identification Making an album of English
Guessing game at least 20 caregiving Communication Arts
Anticipation guide tools, equipment, and Computer Education
Prediction paraphernalia; giving its Values Education
Collaborative activity major classification, and
Reporting determining the specific
Whip around strategy caregiving task for which it is
Agree or disagree used (Apply It)
Formative feedback Searching the internet for
Self-assessment newer and more advanced
caregiving tools, equipment,
and paraphernalia; giving
their respective function, and
classifying them accordingly
(Apply It)
Classifying the caregiving
tools, equipment, and
paraphernalia whether
for meal preparation; for
cleaning, washing, and
ironing; or for taking vital
signs (Prove It)
Predicting what caregiving
task does each tool or
equipment accomplish or
facilitate
21
 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 2:
Using Caregiving Tools, Equipment,
and Paraphernalia
(TLE LEAPS 7/8 Second Edition
pages 215–224)
Content Standard:
The student demonstrates an
understanding on the use of tools,
equipment, and paraphernalia in
caregiving.
Performance Standard:
The student independently uses tools,
equipment, and paraphernalia in
caregiving.
This lesson is designed to lead the
students to:
1. cite the steps in operating
different equipment;
2. value efficiency by using
different tools, equipment, and
paraphernalia effectively; and
3. use different tools, equipment,
and paraphernalia following the
correct procedures.
Source: Cooperative learning Completing a table by filling English
Learn Earn Achieve Productivity Sound classroom in the columns on what tool, Communication Arts
Series Technology and Livelihood management equipment, or paraphernalia Computer Education
Education 7/8 Second Edition Interactive discussion to use in accomplishing each Values Education
Demonstration task, and what outcome Health
Materials: or result is expected when
1. Whiteboard the tool, equipment, or
2. Whiteboard marker paraphernalia is used
3. Slide presentations according to its purpose
4. Projector (Apply It)
5. Tools and materials used in Identifying true or false
caregiving (Prove It)
6. Videos Demonstrating three
7. Article caregiving tools and
8. Charts equipment (Performance
Task)
Identifying tools and
materials used in caregiving
Reciting different ways on
how to use caregiving tools
and equipment
Operating and using a coffee
maker
Accomplishing charts/tables

22 © Phoenix Publishing House Inc.


MAIN LESSON
CHAPTER 2: MAINTAINING CAREGIVING TOOLS, EQUIPMENT, AND PARAPHERNALIA
LESSON 1:
Performing Aftercare Activities
for Tools, Equipment, and
Paraphernalia
(TLE LEAPS 7/8 Second Edition
pages 226–223)
Content Standard:
The student demonstrates an
understanding in maintaining tools,
equipment, and paraphernalia in
caregiving.
Performance Standard:
The student independently maintains
tools, equipment, and paraphernalia in
caregiving.
OBJECTIVES
This lesson is designed to lead the
students to:
1. distinguish the different
procedures in perform¬ing
aftercare activities;
2. give importance to caring of tools,
equipment, and paraphernalia;
and
3. perform and practice aftercare
activities.
REFERENCES/SOURCES/
TEACHING STRATEGIES
MATERIALS
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Flowchart
© Phoenix Publishing House Inc.
CROSS-CURRICULAR
REVIEW/ASSESSMENT
LINKS
Interactive discussion Making a 15-minute English
Return demonstration instructional video of Communication Arts
Round robin strategy tools, equipment, and Computer Education
Self-assessment paraphernalia: at least three Values Education
Collaborative activity for preparing meals, at least Health
Peer evaluation two for cleaning, washing,
and ironing, and at least one
for taking vital signs (Apply It)
Determining if an advice
on care and maintenance
of tools, equipment, and
paraphernalia is appropriate
(Prove It)
Demonstrating how to do
aftercare maintenance to
the caregiving tools and
equipment (Performance
Task)
Demonstrating maintenance
and proper storage of tool,
equipment, or paraphernalia
Stating the safety measures
when operating or using a
tool/equipment
Creating a flowchart diagram
on how a tool/equipment is
operated
23
 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 3: PERFORMING MENSURATION AND CALCULATION

LESSON 1:
Performing Simple Calculations
(TLE LEAPS 7/8 Second Edition
pages 235–251)
Content Standard:
The student demonstrates an
understanding in performing calculations
in caregiving.
Performance Standard:
The student independently performs
calculations in caregiving.
This lesson is designed to lead the
students to:
1. use fractions, ratios, and
proportions in different scenarios;
2. discuss the abbreviations used for
different measurements;
3. value the importance of giving
accurate dosages; and
4. compute oral, pediatric, and rectal
dosages.
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Slide Presentation
6. Medicine measuring tools like
dropper, medicine cup, teaspoon,
and tablespoon
7. Pictures
8. Videos
9. Unit-of-conversion song
10. Portable speaker
Concept review Solving problems English
Interactive discussion involving administration of Communication Arts
Collaborative activity medications to patients; Computer Education
Peer evaluation showing its solution in Values Education
Number heads a suitable medium (e.g., Health
together Microsoft Word, Microsoft Mathematics
Insight sharing PowerPoint, Google Docs,
Unfinished sentences and/or Google Slides), and
strategy reporting the answer to class
Pause-prompt-praise (Apply It)
strategy Giving the missing
Self-assessment numerator or denominator
One-word summary (x) that satisfies an equation;
showing the solution for each
item on a separate sheet of
paper (Prove It)
Doing calculation and
mensuration of medicines
using ratios, proportions, and
fractions (Performance Task)
Solving an unknown value
in a proportion involving
fractions
Identifying the applications
of ratio and proportion in a
picture
Completing prompts
Computing rectal dosages

24 © Phoenix Publishing House Inc.


MAIN LESSON
CHAPTER 4: PRACTICING OCCUPATIONAL SAFETY AND HEALTH PROCEDURES
LESSON 1:
Identifying Workplace Hazards and
Risks
(TLE LEAPS 7/8 Second Edition
pages 253–257)
Content Standard:
The student demonstrates an
understanding on the practice of
occupational safety and health
procedures in caregiving.
Performance Standard:
The student independently practices
occupational safety and health
procedures in caregiving.
OBJECTIVES
This lesson is designed to lead the
students to:
1. differentiate workplace hazards
and risks;
2. classify hazards based on their
damages;
3. value humanitarianism to promote
human welfare and alleviate the
suffering experienced by the
populace; and
4. locate different hazards and risks
in a specific area.
REFERENCES/SOURCES/ CROSS-CURRICULAR
TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
Source: Collaborative activity Visiting the following places: English
Learn Earn Achieve Productivity Identification tasks (1) kitchen at home, (2) toilet Communication Arts
Series Technology and Livelihood Scenario-based at home, (3) school clinic, Computer Education
Education 7/8 Second Edition learning and (4) school canteen; Values Education
Slogan making identifying and taking photos Health
Materials: of at least three hazards Environmental Science
1. Whiteboard you see in each of them;
2. Whiteboard marker classifying each hazard
3. Slide presentations according to type, then giving
4. Projector its possible effect/s (Apply It)
5. Pictures of different workplace Pointing out the different
hazards hazards noted in the
6. Video inspection report and
classifying each according to
type (Prove It)
Identifying workplace
hazards
Explaining why hazards must
be identified
© Phoenix Publishing House Inc. 25

MAIN LESSON
LESSON 2:
Evaluating and Controlling Hazards
and Risks
(TLE LEAPS 7/8 Second Edition
pages 258–266)
Content Standard:
The student demonstrates an
understanding on the practice of
occupational safety and health
procedures in caregiving.
Performance Standard:
The student independently practices
occupational safety and health
procedures in caregiving.
26
OBJECTIVES
This lesson is designed to lead the
students to:
1. apply the different procedures as
stated by OSHS of the Department
of Labor and Employment;
2. value the importance of
prevention; and
3. practice proper handwashing.
REFERENCES/SOURCES/
TEACHING STRATEGIES
MATERIALS
Source:
Learn Earn Achieve Productivity
Series Technology and Livelihood
Education 7/8 Second Edition
Materials:
1. Whiteboard
2. Whiteboard marker
3. Slide presentations
4. Projector
5. Photos of hazards and risks
6. Checklist
7. Video
© Phoenix Publishing House Inc.
CROSS-CURRICULAR
REVIEW/ASSESSMENT
LINKS
Picture identification Creating a poster or a English
Dramatization signage promoting safety Communication Arts
Cooperative learning and health in the workplace Computer Education
Peer evaluation (Apply It) Values Education
Return demonstration Identifying correct concepts Health
Oral recitation (Prove It)
Unfinished sentences Contributing in the annual
strategy feeding program of Balay
Hamugaway (Performance
Task)
Identifying hazards and risks
Dramatizing and explaining
the effects of workplace
hazards
Performing correct
handwashing procedure
Demonstrating the correct
order in putting on properly
the personal protective
equipment used in health-
care practice
Doing the following: (1)
proper management of
health-care wastes and (2)
emergency evacuation drill
 K TO 12 BASIC EDUCATION CURRICULUM MAP
U N IT 5 – ENTREPRENEURS H I P

The student will be able to independently apply their learning to assess and develop their entrepreneurial competencies by preparing an activity plan to become
confident and motivated future entrepreneurs; and be able to logically analyze the nature and advantages of entrepreneurship in relation to socioeconomic
COURSE DESCRIPTION
development.
The student will be able to exerts their learning and create a business proposal by applying their knowledge in SWOT analysis.

KEY STAGE STANDARD The student demonstrates understanding of the five competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess through
(GRADES 7 AND 8) having knowledge, performing, interpreting, and practicing aimed toward the development and nurturance of the said competencies.

The student demonstrates basic understanding of the fundamental competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to
GRADE LEVEL STANDARD (7/8)
possess through discussing the relevance of the course, explaining key concepts relative to the course, and exploring career opportunities.

QUARTER This topic may be integrated in Units 1–5

UNIT NUMBER 5

UNIT TITLE ENTREPRENEURSHIP

TIME FRAME 12 meetings

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 REFERENCES/SOURCES/ CROSS-CURRICULAR
MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 1: UNDERSTANDING PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PECS)

LESSON 1: This lesson is designed to lead the Source: Interactive discussion Enumerating the types of an English
Defining an Entrepreneur students to: Learn Earn Achieve Productivity Collaborative learning entrepreneur Communication Arts
Series Technology and Livelihood Reflection/Response Identifying the functions of Values Education
(TLE LEAPS 7/8 Second Edition 1. explain what an entrepreneur is; Education 7/8 Second Edition Sharing an entrepreneur Computer Education
pages 273–276) 2. identify some of his or her Video presentation Assessing oneself if he/she Social Studies
characteristics; Materials: possess the entrepreneurial Filipino
Content Standard: 3. discuss the functions of an 1. Whiteboard qualities
The student demonstrates an entrepreneur; 2. Whiteboard marker Interviewing entrepreneurs in
understanding of the underlying principles 4. interview an entrepreneur and 3. Slide presentation a community (Apply It)
in evaluating and analyzing personal prepare a report for sharing in 4. Projector Identifying correct concepts
entrepreneurial competencies and skills class; and 5. Laptop (Prove It)
(PECS) against the PECS of entrepreneurs. 5. analyze experiences of 6. Video
entrepreneurs and list some of
Performance Standard: their characteristics.
The student prepares an activity plan
that aligns with the PECS of a practicing
entrepreneur that will lead him or her to
develop his or her own PECS.

LESSON 2: This lesson is designed to lead the Source: Concept review Identifying the ideal English
Identifying and Assessing the students to: Learn Earn Achieve Productivity Interactive discussion characteristics of an Communication Arts
Characteristics or Traits of an Series Technology and Livelihood Reflection/Response entrepreneur Values Education
Entrepreneur 1. report the result of their interviews Education 7/8 Second Edition Sharing Listing and comparing Science
with some local entrepreneurs, as Reporting similar and newly identified Health
(TLE LEAPS 7/8 Second Edition prescribed in their assignment; Materials: characteristics that can Computer Education
pages 277–279) 2. value the importance of listening 1. Whiteboard potentially make the students Social Studies
to wisdom from experienced 2. Whiteboard marker successful entrepreneurs Filipino
Content Standard: entrepreneurs; and 3. Slide presentation (Apply It)
The student demonstrates an 3. identify the characteristics of 4. Projector Listing down newly identified
understanding of the underlying principles oneself that is similar to an characteristics and giving
in evaluating and analyzing personal entrepreneur. each a brief description
entrepreneurial competencies and skills (Prove It)
(PECS) against the PECS of entrepreneurs.

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MATERIALS LINKS

Performance Standard:
The student prepares an activity plan
that aligns with the PECS of a practicing
entrepreneur that will lead him or her to
develop his or her own PECS.

LESSON 3: This lesson is designed to lead the Source: Interactive discussion Categorizing types of English
Analyzing the Nature and Types of students to: Learn Earn Achieve Productivity Reflection/Response entrepreneurs (Apply It) Communication Arts
an Entrepreneur Series Technology and Livelihood Sharing Answering a short quiz Values Education
1. discuss the different principles Education 7/8 Second Edition (Prove It) Science
(TLE LEAPS 7/8 Second Edition specified in the SERDEF Computer Education
pages 280–283) Entrepreneurship Teaching Guide; Materials: Social Studies
2. develop a sense of respect and 1. Whiteboard Filipino
Content Standard: humility; and 2. Whiteboard marker
The student demonstrates an 3. categorize types of entrepreneur 3. Slide presentation
understanding of the underlying principles by interviewing entrepreneurs. 4. Projector
in evaluating and analyzing personal 5. Pictures of the types of
entrepreneurial competencies and skills entrepreneurship
(PECS) against the PECS of entrepreneurs.

Performance Standard:
The student prepares an activity plan
that aligns with the PECS of a practicing
entrepreneur that will lead him or her to
develop his or her own PECS.

LESSON 4: This lesson is designed to lead the Source: Interactive discussion Describing different English
Describing Filipino Values students to: Learn Earn Achieve Productivity Reflection/Response unique values of Filipino Communication Arts
Favorable to Entrepreneurship Series Technology and Livelihood Sharing entrepreneurs Values Education
1. identify and describe Filipino Education 7/8 Second Edition Cooperative learning Creating an informative stop- Science
(TLE LEAPS 7/8 Second Edition pages values favorable to entrepreneurs; Brainstorming motion video to show the Computer Education
284–286) 2. explain how values relates to the different Filipino values that Social Studies
success of an entrepreneur; and the students want to share in Filipino
class (Apply It)

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MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

Content Standard: 3. analyze and infer what values Materials: Answering a short quiz
The student demonstrates an affects the decision-making 1. Whiteboard (Prove It)
understanding of the underlying principles abilities of Filipino entrepreneurs. 2. Whiteboard marker
in evaluating and analyzing personal 3. Slide presentation
entrepreneurial competencies and skills 4. Projector
(PECS) against the PECS of entrepreneurs. 5. Video

Performance Standard:
The student prepares an activity plan
that aligns with the PECS of a practicing
entrepreneur that will lead him or her to
develop his or her own PECS.

LESSON 5: This lesson is designed to lead the Source: Interactive discussion Identifying five skills that the English
Recognizing the Skills of an students to: Learn Earn Achieve Productivity Reflection/Response students think are important Communication Arts
Entrepreneur Series Technology and Livelihood Sharing to become an effective Values Education
1. describe the important skills that Education 7/8 Second Edition Cooperative learning entrepreneur Computer Education
(TLE LEAPS 7/8 Second Edition an entrepreneur must possess; Reporting Creating a profile introduction Social Studies
pages 287–289) 2. appreciate their own Materials: of the entrepreneur using Filipino
entrepreneurial skills; and 1. Whiteboard technology integration such
Content Standard: 3. research and present some values 2. Whiteboard marker as Microsoft Word (Apply It)
The student demonstrates an and skills that have an effect 3. Slide presentation Answering a short quiz
understanding of the underlying principles on business dealings of Filipino 4. Projector (Prove It)
in evaluating and analyzing personal entrepreneurs. Gathering information
entrepreneurial competencies and skills including an entrepreneur’s
(PECS) against the PECS of entrepreneurs. vital characteristics, values,
functions, and skills, which
Performance Standard: made him/her an effective
The student prepares an activity plan entrepreneur (Performance
that aligns with the PECS of a practicing Task)
entrepreneur that will lead him or her to
develop his or her own PECS.

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MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS
CHAPTER 2: UNDERSTANDING ENVIRONMENT AND MARKET

LESSON 1: This lesson is designed to lead the Source: Interactive discussion Identifying a business that English
Analyzing the Business students to: Learn Earn Achieve Productivity Reflection/Response has been very successful Communication Arts
Environment Series Technology and Livelihood Sharing due to technological factors Values Education
1. describe a business environment Education 7/8 Second Edition Reporting and explaining the features Health
(TLE LEAPS 7/8 Second Edition in the school and its surrounding of its product that encourage Computer Education
pages 291–294) community; Materials: customers to patronize it Social Studies
2. appreciate the factors of the 1. Whiteboard (Apply It) Filipino
Content Standard: business environment; and 2. Whiteboard marker Answering a short quiz
The student demonstrates an 3. research businesses that 3. Kitchen measuring tools (Prove It)
understanding of the environment and has been successful due to 4. Slide presentation
market. technological environmental 5. Projector
factors.
Performance Standard:
The student creates a business idea
based on the analysis of environment and
market.

LESSON 2: This lesson is designed to lead the Source: Interactive discussion Visiting a nearby grocery English
Comparing Marketing and Market students to: Learn Earn Achieve Productivity Reflection/Response store and identifying the Communication Arts
Series Technology and Livelihood Sharing variables of the common Values Education
(TLE LEAPS 7/8 Second Edition 1. differentiate market from Education 7/8 Second Edition K-W-L strategy commodity that are usually Science
pages 295–298) marketing; bought (Apply It) Health
2. explain the different selling Materials: Answering a short quiz Computer Education
Content Standard: strategies; 1. Whiteboard (Prove It) Social Studies
The student demonstrates an 3. give the importance in marketing 2. Whiteboard marker Filipino
understanding of the environment and products; and 3. Slide presentation
market. 4. identify the four variables in 4. Projector
selling and buying a product. 5. Photos of fast food restaurants
Performance Standard:
The student creates a business idea
based on the analysis of environment and
market.

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MAIN LESSON OBJECTIVES TEACHING STRATEGIES REVIEW/ASSESSMENT
MATERIALS LINKS

LESSON 3: This lesson is designed to lead the Source: Interactive discussion Creating a marketing mix for English
Determining the Marketing Mix students to: Learn Earn Achieve Productivity Reflection/Response a specific product and using Communication Arts
Series Technology and Livelihood Sharing Microsoft PowerPoint for the Values Education
(TLE LEAPS 7/8 Second Edition 1. describe marketing mix; Education 7/8 Second Edition Cooperative learning presentation (Apply It) Science
pages 299–301) 2. discuss the types of marketing Brainstorming Answering a short quiz Health
mix; Materials: Debate (Prove It) Computer Education
Content Standard: 3. value the importance of 1. Whiteboard Social Studies
The student demonstrates an determining the marketing mix 2. Whiteboard marker Filipino
understanding of the environment and by assuming they are young 3. Slide presentation
market. entrepreneurs; and 4. Projector
4. create their own marketing mix.
Performance Standard:
The student creates a business idea
based on the analysis of environment and
market.

LESSON 4: This lesson is designed to lead the Source: Interactive discussion Conducting a SWOT English
Comprehending Market Research students to: Learn Earn Achieve Productivity Reflection/Response analysis and discussing the Communication Arts
and SWOT Analysis Series Technology and Livelihood Sharing strengths and opportunities Values Education
1. define what a market research is; Education 7/8 Second Edition One-sentence as advantages and how to Science
(TLE LEAPS 7/8 Second Edition 2. differentiate market research to summary strategy overcome weakness and Health
pages 302–305) market survey; Materials: Survey game threats (Apply It) Computer Education
3. discuss SWOT analysis; 1. Whiteboard Answering a short quiz Social Studies
Content Standard: 4. value the importance of SWOT 2. Whiteboard marker (Prove It) Filipino
The student demonstrates an analysis in operating a business; 3. Slide presentation Creating a SWOT analysis
understanding of the environment and and 4. Projector and a business proposal
market. 5. conduct a SWOT analysis. (Performance Task)

Performance Standard:
The student creates a business idea
based on the analysis of environment and
market.

32 © Phoenix Publishing House Inc.