TM 1 Templates

Templates
Sector : AUTOMOTIVE AND LAND TRANSPORT SECTOR
Qualification Title: : DRIVING NCII
Unit of Competency: OBEY AND OBSERVE TRAFFIC RULES AND

REGULATIONS
Module Title: OBEYING AND OBSERVING TRAFFIC RULES AND

REGULATIONS
Technical Education & Skills Development Authority

Plan
Training
Session
Date Developed: Document No.

July 2010 Issued by:
Trainers
Date Revised:
Methodology Level I February 2012 Page i of vii
Developed by: NTTA
Templates Redilyn C. Agub
Revision # 01
Data Gathering Instrument for Trainee’s Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. Asthma
b. Heart disease
c. Anemia
d. Hypertension
e. Diabetes
f. Others(please specify) ___________________
Previous List down any previous learning experience related

learning to Beauty Care Servicing (Nail Care)
experience
___________________________
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information, oral
Date Developed: Document No. NTTA-TM1-01
September 25 Issued by:
Date Revised:
BEAUTY CARE NC II February 2013 Page 2 of 250
Developed by:
Jocelyn L. Lagmay
Revision # 01
Characteristics of learners
or written, presentations of new information

must contain diagrams and drawings,
preferably in color. The visual learner can't
concentrate with a lot of activity around him
and will focus better and learn faster in a
quiet study environment.
b. Kinesthetic - described as the students in the
classroom, who have problems sitting still
and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students with
concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail but
has a hard time with written text. Having to
read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify) ______________
WHAT’S YOUR LEARNING STYLE?
For these questions, choose the first answer that comes to mind and
click on a, b, c. Do not spend too much time thinking about any one
question.
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Revision # 01
1. When you study for a test, would you rather
a. Read notes, read headings in a book, and look at diagrams and
illustrations?
b. Have someone ask you questions, or repeat facts silently to
yourself?
c. Write things out on index cards and make models or diagrams?
2. Which of these do you do when you listen to music?

a. Daydream (see things that go with the music)
b. Hum along
c. Move with the music, tap your foot, etc.
3. When you work at solving a problem do you

a. Make a list, organize the steps, and check them off as they are
done?
b. Make a few phone calls and talk to friends or experts?
c. Make a model of the problem or walk through all the steps in
your mind?
4. When you read fun, do you prefer

a. A travel book with a lot of pictures in it?
b. A mystery book with a lot of conversation in it?
c. A book where you answer questions and solve problems?
5. To learn how a computer works, would you rather

a. Watch a movie about it?
b. Listen to someone explains it?
c. Take the computer apart and try to figure it out for yourself?
6. You have just entered a science museum, what will you do first?
a. Look around and find a map showing the locations of the
various exhibits.
b. Talk to a museum guide and ask about exhibits.
c. Go into the first exhibit that looks interesting, and read
directions later.
7. What kind of restaurant would you rather not go to?

a. One with the lights too bright
b. One with the music too loud
c. One with uncomfortable chairs
8. Would you rather go to?

a. An art class?
b. A music class?
c. An exercise class?

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9. Which are you most likely to do when you are happy?
a. Grin
b. Shout with joy
c. Jump for joy
10. If you were at a party, what would you be most likely to remember the
nest day?
a. The faces of the people there, but not the names
b. The names but not the faces
c. The things you did and said while you were there
11. When you see the word “d – o-g”, what do you do first?
a. Think of a picture of a particular dog
b. Say the word “dog” to yourself silently
c. Sense the feeling of being with a dog (petting it, running with it,
etc.)
12. When you for tell a story, would you rather

a. Write it?
b. Tell it our loud?
c. Act it out?
13. What is most distracting for you when you are trying to concentrate?
a. Visual distractions
b. Noises
c. Other sensations like, hunger, tight shoes, or worry
14. What are you most likely to do when you are angry?
a. Scowl
b. Shout or “blow up”
c. Stomp off and slam doors
15. When you aren’t sure how to spell a word, which of these are you
most likely to do?
a. Write it out to see if it looks right
b. Sound it out
c. Write it out to see if it feels right
16. Which are you most likely to do when standing in a long line at the
movies?
a. Look at posters advertising other movies
b. Talk to the person next to you
c. Tap your foot or move around in some other way
17. I prefer lessons

a. where we can discuss things
b. where there is something to look at (like a picture, chart, diagram
or video) or something to draw.
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Revision # 01
c. where we can do something practical – or at least move around
18. a. I often sing or hum to myself in class.

b. I often doodle in class.
c. I often fiddle with things in class (a pen, paper clip or rubber
band.)
19. When learning a new skill,

a. I prefer to watch someone else show me how to do it.
b. I prefer someone to explain to me how to do it.
c. I prefer to just get on with it.
20. When the adverts come on the telly –

a. I like to watch them.
b. I like to sing along with them.
c. I get up and do something.
21. a. I would prefer to see a comic strip of a story.

b. I would prefer to listen to a story.
c. I would prefer to act out a story.
22. a. I have a good memory for faces.

b. I have a good memory for people’s names.
c. I am good at learning physical skills.
23. a. I prefer teachers who use diagrams to show us things.

b. I prefer teachers who explain things to us.
c. I prefer teachers who get us to do something.
24. a. If I get in trouble in class, it’s for drawing on the desk or all over
my books.
b. If I get in trouble in class, it’s for talking.
c. If I get in trouble in class it’s for fidgeting.
25. a. On a long journey I like to look at the scenery or read a book.

b. On a long journey I like to listen to music or talk to the other
travellers.
c. On a long journey I can’t wait until we stop so I can walk around.
26.. a. When I am discussing something, I like to doodle.

b. When I am discussing something, I sometimes use words my
friends don’t know.
c. I use my hands a lot when I am talking.
27. a. If I could be famous, I would be a film-star.

b. If I could be famous, I would be a singer.
c. If I could be famous, I would be a sports-person (or dancer).

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Revision # 01
28. a. I would rather watch my favourite TV programme.
b. I would rather listen to my favourite music.
c. I would rather go outside and play.
29. a. I get distracted in class if I can see something outside the window.
b. I get distracted in class if I can hear something happening
outside.
c. I lose concentration if I have to sit still for a long time.
30. a. I am good at drawing.

b. I am a good listener.
c. I am good at making things.
Total: a’s = 15 b’s = 8 c’s = 7

INTERPRETATION:
a. If you have the most a’s you are most likely a visual Learner. Visual
learner takes mental pictures of information given, so in order for this
kind of learner to retain information, oral or written, presentations of
new information must contain diagrams and drawings, preferably in
color. The visual learner can’t with a lot of activity around him and will
focus better and faster in a quiet study invironment.
b. If you have most b’s you are most likely a kinesthetic learner –
described as a students in the classroom, who have problems sitting
still and who often bounce their legs while tapping their fingers on the
desk. They are often referred to as hyperactive students with
concentration issues.
c. b. If you have most c’sSeptember
you are25 most likely anby:
Issued Auditory- a learner
Date Revised:
who has the ability
BEAUTY CARE NC IIto remember speeches
February 2013 and lectures inPage
detail
7 of but
250
has a hard time with written
Developedtext.
by: Having to read a long texts is
pointless and will not be Jocelyn
retainedL. Lagmay
by the auditory
Revision #learner
01 unless it is
read aloud.
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Jocelyn L. Lagmay
Revision # 01
CHARACTERISTICS OF LEARNERS
Other Needs
Sex
Age
Previous Learning
Learning Style
Physical Disability
Educational
Highest
Experience
Name of Trainee
JEFFREY ANGOYA College Male 24 Foot Visual
level Spa Learner
and
Hand
Spa
HERMAN CHINAMMAN College Male 28 None Auditory
Graduate Learner
ROBERT LANADA High Male 19 None Kinesthetic
School Learner
Graduate

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FORM 1.1 SELF-ASSESSMENT CHECKS
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YES NO
1. Carry out minor vehicle maintenance and servicing
• clean vehicle unit /
• Maintain and service the vehicle system /
2. Drive light vehicle
• perform light vehicle pre-starting and warm-up /
• drive light vehicle /
• monitor and maintain vehicle performance /
3. Obey and observe traffic rules and regulations
• observe traffic signs and road markers x
• obey traffic rules and regulations x
 Respect traffic enforcers and other traffic management unit x
4. Implement and coordinate accident-emergency procedures
• respond to emergencies /
• arrange follow-up support and assistance /
Note: In making the Self-Check for your Qualification, all required competencies should be
specified. It is therefore required of a Trainer to be well- versed of the CBC or TR of the program
qualification he is teaching.

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Evidences/Proof of Current Competencies
DRIVING NCII
Evidence of Current Competencies acquired related to Job/Occupation
Current
Proof/Evidence Means of validating
competencies
OBEY AND OBSERVE TRAFFIC RULES AND REGULATIONS
Observe traffic Certificate of Employment Call employer to verify

signs and road functions;
markers Interview the trainee
Obey traffic rules Certificate of Employment Call employer to verify
and regulations functions;
Interview the trainee
Practice courtesy Certificate of Employment Call employer to verify
functions;
Interview the trainee
Respect traffic Certificate of Employment Call employer to verify
enforcers and functions;
other traffic Interview the trainee
management unit

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Identifying Training Gaps
Form 1.3 Summary of Current Competencies Versus Required

Competencies
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
Carry out minor vehicle maintenance and servicing
Clean vehicle unit Clean vehicle unit
Maintain and service Maintain and
the vehicle system service the vehicle
system
Drive Light Vehicle
Perform light vehicle pre- Perform light vehicle
starting and warm-up pre-starting and
warm-up
Drive light vehicle Drive light vehicle
Monitor and maintain Monitor and
vehicle performance maintain vehicle
performance
Obey and observe traffic rules and regulations
Observe traffic signs and Observe traffic signs
road markers and road markers
Obey traffic rules and Obey traffic rules and
regulations regulations
Practice courtesy Practice courtesy
Respect traffic enforcers Respect traffic
and other traffic enforcers and other
management unit traffic management
unit
Implement and coordinate accident-emergency procedures
Respond to emergencies Respond to
emergencies
Arrange follow-up support Arrange follow-up
and assistance support and
assistance

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Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Clean vehicle unit Carrying out minor vehicle
maintenance and servicing
Maintain and service the vehicle
system
Perform light vehicle pre-starting Driving Light Vehicle
and warm-up
Drive light vehicle
Monitor and maintain vehicle
performance
Observe traffic signs and road Obeying and observing traffic
markers rules and regulations
Obey traffic rules and regulations
Practice courtesy
Respond to emergencies Implementing and
coordinating accident-
Arrange follow-up support and emergency procedures
assistance

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Jocelyn L. Lagmay
Revision # 01
SESSION PLAN
Sector :
Qualification Title : DRIVING NCII
Unit of Competency : OBEY AND OBSERVE TRAFFIC RULES AND REGULATIONS
Module Title : Obeying and observing traffic rules and regulations
Learning Outcomes: Upon completion of this module, the trainee/student must be able to:
LO 1: Prepare the client prior to manicure and pedicure
LO 2: Clean the fingernails and toe nails
LO 3: Apply Nail Polish
LO 4: Perform Final Retouch
A. INTRODUCTION: This module covers the knowledge, skills and attitude in performing manicure and pedicure. This
involves preparing the client, cleaning of finger nails and toe nails, applying nail polish, and apply final retouch.
B. LEARNING ACTIVITIES
LO 1. Clean the fingernails and toe nails
Tim
Learning Content Methods Presentation Practice Feedback Resources
e
1.Proper handling Lecture- The trainee is Answer self- Compare answer Information 5h
and usage of tools Discussion given check 1.1 with answer key sheet rs
Demonstration information 1.1 Projector
Self-Paced sheet 1.1 to read Laptop
on the proper Lecture
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handling and Room
usage of tools Pad paper
Pencil
2.Triming and filing Lecture- The trainee is Answer self- Compare answer Information 5hrs
procedure Discussion given check 1.2 with Answer key sheet
Demonstration information 1.2 Task Sheet
Self-Pace sheet 1.2 to read Projector
on Trimming and Do task sheet Check Laptop
performance with
Filing Procedure 1.2 Lecture Room
performance
Nail Clippers
checklist 1.2
Nail File
Have trainer Nail Buffer
validated Cuticle Pusher
performance Orangewood
stick
3.Shape and style Lecture- The trainee is Answer self- Compare answer Information 5hrs
of nails Discussion given check 1.3 with answer key sheet
Demonstration information 1.3 Task Sheet
Self-Pace sheet 1.3 to read Projector
on Shape and Do task sheet Check
performance with Laptop
Style of Nails 1.3 Lecture
performance
Room
checklist 1.3
Nail Clippers
Have trainer Nail File
validate Nail Buffer
performance Cuticle
Pusher
Discussion
Room
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Orangewood
stick
4. Work Safety Lecture- The trainee is Answer self- See answer key Information
Discussion given check 1.4 1.4 sheet
Self-Pace information Projector
sheet 1.4 to read Laptop
on Work Safety Lecture
Room
5.First aid Lecture- The trainee is Do task sheet Check Information
Discussion given 1.5 performance with sheet
Self-Pace information performance Projector
sheet 1.5 to read checklist Laptop
on the First Aid Have trainer Lecture
Room
validate
Antibiotic
performance
Bandage

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C. ASSESSMENT PLAN
 Interview
 Written examination
 Practical demonstration
 Direct observation
D. TEACHER’S SELF-REFLECTION OF THE SESSION

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CBLM
COMPETENCY-BASE LEARNING MATERIAL

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.

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HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIALS
Welcome!
The unit of competency, “Obey and observe traffic rules
and regulations”, is one of the competencies of DRIVING NCII a
course which comprises the knowledge, skills and attitudes
required for a TVET trainer to possess.
The module, “Manicure and Pedicure, contains training
materials and activities related to identifying learners
requirements, preparing session plan, preparing basic
instructional materials and organizing learning and teaching
activities for you to complete.
In this module, you are required to go through a series of
learning activities in order to complete each learning outcome. In
each learning outcome are information sheets, Self-checks, Task
sheets and Job sheets. Follow and perform the activities on your
own. IF you have questions, do not hesitate to ask for assistance
from your facilitator.
Remember to:
 Read information sheets and complete the self- checks.
Suggested references are included to supplement the
materials provided in this module.
 Perform the Task sheets and Job sheets until you are
confident that your outputs conform to the Performance
Criteria Checklist that follows the sheets.
 Submit outputs of the Task Sheets to your facilitator for

evaluation and recording in the Accomplishment
chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation. When you feel
confident that you have had sufficient practice, ask
your trainer to evaluate you. The result of your
assessment will be recorded in your Progress Chart
and Accomplishment Chart.

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You must pass the Institutional Competency
Evaluation for this competency before moving to
another competency. A certificate of Achievement will
be awarded to you after passing the evaluation.
You need to complete this module before you can

perform the module on Facilitating Learning Session.

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List of Competencies
No. Unit of Competency Module Title Code

1 Carry Out Minor Vehicle Carrying Out Minor Vehicle ALT723348
Maintenance and Servicing Maintaining and Servicing
2 Drive Light Vehicle Driving Light Vehicle ALT832302
3 Obey and Observe Obeying and Observing ALT832303
Traffic Rules and Traffic Rules and
Regulations Regulations
4 Implement and Coordinate Implementing and ALT832304
Accident-Emergency Coordinating Accident-
Procedures Emergency Procedures

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MODULE CONTENT
UNIT OF COMPETENCY : Perform Manicure and Pedicure
MODULE TITLE : Performing Manicure and Pedicure
MODULE DESCRIPTOR : This module covers the knowledge, skills

and attitude in performing manicure and pedicure.
NOMINAL DURATION : 40 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Do proper handling and usage of tools
2. Follow trimming and filing procedures
3. Do shaping and styling of nails
4. Observe work safety
5. Do first aid
ASSESSMENT CRITERIA:
1. Nail polish is completely removed with nail polish remover
2. Fingernails are soaked in warm water with soap following salon
standards
3. Cuticles and dry skins are slightly pushed and completely removed
using appropriate tools observing safety precautions
4. Nails are trimmed and filed following customer’s desired shape and
style
5. Antiseptic is applied immediately upon accidental cut is incurred
6. Safety is ensured during the entire process

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LEARNING OUTCOME NO. 2
Clean the Fingernails and Toe Nails
Contents:
1. Trimming and filing procedures

2. Proper handling and usage of tools
3. Shape and style of nail
4. Work safety
5. First aid
Assessment Criteria
1. Nail polish is completely removed with nail polish remover

2. Fingernails are soaked in warm water with soap following salon
standards
3. Cuticles and dry skins are slightly pushed and completely removed
using appropriate tools observing safety precautions
4. Nails are trimmed and filed following customer’s desired shape and
style
5. Antiseptic is applied immediately upon accidental cut is incurred
6. Safety is ensured during the entire process
Conditions
ACCESSORIES/TOOLS/EQUIPMENT SUPPLIES AND MATERIALS

• Manicuring table • Hand towel
• Adjustable lamp • Bath towel
• Clients chair • Foot cover
• Manicurist chair or stool • Apron
• Supply tray • Antiseptic solution
• Finger bowl • Cotton
• Container for cotton • Nail polish
• Wet sanitizer • Alcohol
• Glass container • Linen

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• Ottoman • Bath soap
• Low stool • Slippers
• Special toe nail clippers • Disinfectant
• Orange wood sticks • Foot powder
• Nail file • Foot lotion
• Cuticle pusher • Nail polish remover
• Cuticle nipper • Cuticle oil
• Nail brush • Cuticle cream
• Cuticle scissors • Cuticle remover
• Trolley • Nail whiteners
• Nail polish thinner
Institutional
Assessment Approach:
1. Written examination
2. Demonstration
3. Observation

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Learning Experiences
Learning Outcome 2
Trimming and filing procedures
Learning Activities Special Instructions

1. Read information sheet 2.1 on 1. If you think you understand the
Trimming and Filing Procedures information sheet, answer self-check 2.1.
2. Answer self-check 2.1 and compare If not, go back and read again the
it with answer key 2.1 information sheet.
3. Read information sheet 1.2 on Proper 2. If you get a perfect score you may now
Handling and usage of Tools proceed to the next activity
4. Answer self-check 2.2 and compare 3. If you think you understand the
it with answer key 2.2 information sheet, answer self-check 2.2.
If not, go back and read again the
information sheet.
5. Do task sheet 2.2
4. If you get perfect score you may now
proceed to the next activity
6. Read information sheet 2.3 on Shape
5. Have trainer validate performance
and Style of nails
6. If you think you understand the
information sheet, answer self-check 2.3.
7. Answer self-check 2.3 and compare it If not, go back and read again the
with answer key 2.3 information sheet.
7. If you get a perfect score you may now
8. Do task sheet 2.3 proceed to the next activity
8. Have trainer validate performance
9. If you think you understand the
9. Read information sheet 2.4 on Work information sheet, answer self-check
Safety 2.4. If not, go back and read again the
10. Answer self-check 2.4 and compare it information sheet.
with answer key 2.4 10. If you get a perfect score you may
11. Read information sheet 1.5 on First now proceed to the next activity
Aid 11. If you think you understand the
information sheet, answer self-check
2.5.
If not, go back and read again the
information sheet.
12. Answer self-check 2.5 and compare it 12. If you get a perfect score you may
with answer key 2.5 now proceed to the next activity
13. Do task sheet 2.5 Have trainer validate performance
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INFORMATION SHEET 2.1
Trimming and Filing Procedures
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Prepare your nails
2. Trim the nails
3. Wait nails to dry
4. File the nails
5. Look them over
INTRODUCTION:
Trimming and Filing Procedure:
1. Prepare the nails
a. If the client has a nail polish, remove it with a nail polish remover.
b. Soak the fingernails for at least 5 minutes before you cut them using a
fingerbowl or basin with soap water. Soaking of nails softens them up and
makes them easier to trim. This will also help avoid nail splitting. This
step is especially important for toenails because they are usually tough.
2. Cut the nails

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a. Cut the nails with a nail clipper or nail cutter straight across until
they no longer extend over your finger or toe, it is important to ask the
client of his/her desired nail length.
b. The nails maybe cut while they are still soft.
3. Wait for the nails to dry
Wait for a little bit until the nails are dry and are no longer soft.
Filing wet nails will leave jagged, rough nails when they dry, and may also
cause the nails to split and crack
4. File the nails
a. Use a nail file to shape the nails, and to make sure the edges of the
nail are smooth.
b. When filing, always file gently in one long stroke, from the side to
the center of the nail. Use the coarse shaping side first if you need to
remove more nail. Then use the finer-grade shaping side to smoother
finish.
4. Look them over

Look at the nails over to ensure that your nails are all the same length and
shape, and also that they’re smooth and not jagged or pointy.
Keep clipping
SELF-CHECK 2.2
TASK SHEET 2.2

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Proper Handling and Usage of Tools
Proper Handling and Usage of Tools
To avoid rough finish on nails or worst scenarios—infections, use manicure or

pedicure tools properly. Here are some guide in the proper handling and usage of
tools.
Self-Check 2.1
TASK SHEET 2.1

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shapE and style of nails
CLEAN THE FINGER NAILS AND TOE NAILS
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Do proper handling and usage of tools
2. Follow trimming and filing procedures
3. Do shaping and styling of nails
4. Observe work safety
5. Do first aid
Introduction:
Cleaning the nails is the second learning outcome of the module ‘’Performing
Manicure and Pedicure’’. At this point, the client has already been prepared as
discussed in the first learning outcome.
Before cleaning the nails, you must know how to use and handle your cleaning
tools.

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Nail File
Don't move the nail file across the nail in a sawing motion. Start on either side
of the nail and move the file across it in one direction (toward the nail's tip), lift the
file, and move it across the nail in the same direction again. Repeat until desired nail
shape is achieved. You'll get used to this method quickly, and it will give your nail a
smooth edge.
Cuticle Pusher or Orangewood Stick
Before using a tool to push back cuticles, apply a cuticle serum on your nails,
then soak your hands in soap and water for 10 minutes in preparation to manage
your cuticles. Wrap a cotton swab around the cuticle pusher or orange stick--which
isn't orange, it's a stick made from orangewood--before use. Soak in nail polish
remover, then use your tool to remove any polish under the nails. Remove the cotton
swab, wipe the tool and use it to push back the cuticle.
Cuticle Cutter
Your cuticle cutter should be stainless steel in order to get a clean cut. Snip
away hangnails only and cut them as close to the base as possible. Cutting or
damaging living tissue can lead to infection, so be careful. Use your cuticle cutter to
clip away any dead skin that may be sticking up at the base of the nail.
Nail Buffer
Again, don't use this tool in a sawing motion. You want to move it in one
direction, lift the nail buffer back to the starting point and move it across the nail in
the same direction again. This will leave a smoother finish.
Nail Cleaner
Once you've applied your desired nail polish, use this handy tool to clean up
areas around the nail where polish might have landed on skin. Keep it handy during
the painting process to manage slip ups before the polish dries.
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Sterilizing
Sterilize the metal manicure tools to avoid infection. Wash tools in hot water
with dish detergent, then place them in a 375-degree oven for 15 minutes. Let tools
cool before use. Or boil tools in water for about half an hour. Both methods will kill
organisms on the manicure set.
6. Look them over
Look the nails over to ensure that they are all in the same length and shape,
and also that they are smooth and not jagged or pointy. Keep clipping and filing until
they all look the same and are smooth.
Shaping and Styling of Nails
Deciding Nail Shape
Type of Nail Recommended Shape and Style

Wide nail beds Squoval shape
Narrow nail beds Square shape- to widen and strengthen
Short nails Rounded shape

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Oval
The tapered side walls of the oval create an elegant shape for women. Oval
shapes flatter both wide and narrow nail beds, and add length with a graceful tip. To
achieve the perfect oval shape, file side walls straight to make sure they're even. Then,
shape the side walls into a rounded oval, making sure the angles are even on each
side.
Square
With strong side walls and sharp or rounded tips, this is the classic French
manicure shape. The square is ideal for a bigger nail bed (it tends to make smaller
nail beds look shorter and wider). To create this timeless shape, file the side walls
straight and make sure they're perpendicular to the free edge of the nail. Once you've
got the perfect square, angle your emery board and bevel the nail.
Square Oval (Squoval)

Combining the elegance of the oval with the strength of the square, the squoval
is a popular nail shape for most fingers. First begin with a square with straight and
even side walls. File the corners until your free edge is rounded and beveled.
Remember, you still want strong side supports—don't go too file-happy.
Round
As one of the most conservative shapes of the bunch, the round shape is ideal
for men and those who like to maintain short nails. This shape is flattering for wide
nails, and gives the illusion of a thinner nail bed. File the side walls straight like a
square, then round the free edge into that perfect swooping circle.
Almond/Point
The pointed nail is a popular style for acrylic and nail art designs, especially in
Eastern Europe and Asia. This avant-garde shape is popular among celebrities—
Fergie and Lady Gaga are always rocking it! And while it's not favored for the everyday
look, this extreme shape can actually slenderize and lengthen the fingers. File the side
walls evenly and taper until you've reached the desired tip.
Work Safety
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Products used in nail salons may have chemical in them that can harm your
health.
Chemicals can get into your body if you:

• Breathe in vapors, dusts, or mists from the products;
• Get the product on your skin or in your eyes; or
• Swallow the product if it gets on your uncovered food or drinks.
Hazardous Chemicals Found in Nail Salon Products
Nail products, such as polishes, strengtheners, removers, and artificial nail

liquids, can contain many chemicals. Some of these chemicals
are more harmful than others. Over time with repeated use or exposure to high
concentrations, these chemicals could damage your body or cause an allergic
reaction. Every person is different and not everyone who breathes in these chemicals
or gets them on their skin will experience these effects now or in the future.Some
potentially hazardous chemicals, the types of products they can be found in, and how
they can affect your body include:
• Acetone (nail polish remover): headaches; dizziness; and irritated

eyes, skin, and throat.
• Acetonitrile (fingernail glue remover): irritated nose and throat;
breathing problems; nausea; vomiting; weakness; and exhaustion.
• Butyl acetate (nail polish, nail polish remover): headaches and
irritated eyes, skin, nose, mouth, and throat.
• Dibutyl phthalate (DBP) (nail polish): nausea and irritated eyes,
skin, nose, mouth, and throat. Long-term exposures to high
concentrations may cause other serious effects.
• Ethyl acetate (nail polish, nail polish remover, fingernail glue):

irritated eyes, stomach, skin, nose, mouth, and throat; high
concentrations can cause fainting.
Ethyl methacrylate (EMA) (artificial nail liquid): asthma; irritated

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eyes, skin, nose, and mouth; difficulty concentrating. Exposures
while pregnant may affect your child.
• Formaldehyde (nail polish, nail hardener): difficulty breathing,

including coughing, asthma-like attacks, and wheezing; allergic
reactions; irritated eyes, skin, and throat. Formaldehyde can cause
cancer.
• Isopropyl acetate (nail polish, nail polish remover): sleepiness, and

irritated eyes, nose, and throat.
• Methacrylic acid (nail primer): skin burns and irritated eyes, skin,
nose, mouth, and throat. At higher concentrations, this chemical
can cause difficulty breathing.
• Methyl methacrylate (MMA) (artificial nail products, though

banned for use in many states): asthma; irritated eyes, skin, nose,
and mouth; difficulty concentrating; loss of smell.
• Quaternary ammonium compounds (disinfectants): irritated skin

and nose and may cause asthma.
• Toluene (nail polish, fingernail glue): dry or cracked skin;

headaches, dizziness, and numbness; irritated eyes, nose, throat,
and lungs; damage to liver and kidneys; and harm to unborn
children during pregnancy.
Get Information about the Chemicals Found in Nail Salon Products
You can get product information on packaging, or in printed

materials delivered with the product such as its material safety data
sheet.

Date Revised:
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At minimum, professional-use nail salon products containing
hazardous chemicals must provide the following information:
• The name and address of the product manufacturer or distributer;
• Something that explains the type and use of the product,
such as a name, description, or illustration;
• Facts about the product, such as directions for safe use
if a product could be unsafe if used incorrectly; and
• All necessary warning and caution statements.
First Aid
In case nail injuries happen while doing manicure/pedicure, the following

treatment can be applied:
1. Stop Bleeding
Apply direct pressure with a clean cloth.
2. Clean and Protect the Wound
If the nail is torn, use sterile scissors to cut off rough edges to prevent further
injury.
Clean the wound and torn nail area with soap and warm water.
Apply antibiotic ointment and bandage.
3. Treat Symptoms
For swelling, ice the area.

For pain, give acetaminophen or ibuprofen.
4. Follow Up

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Revision # 01
Continue to use ice and over-the-counter pain medication as needed. Pain and
swelling should clear up within a week. Change the bandage daily. If signs of infection
develop -- such as pus, redness, or heat around the nail or a red streak extending
from the wound -- call a health care provider promptly.

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Revision # 01
Self- Check ______
(Type of Test) : (Instruction)

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ANSWER KEY ____
1.
2.
3.
4.

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TASK SHEET _____
Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:

Date Revised:
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Revision # 01
Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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Revision # 01
JOB SHEET _____
Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
5.
6.
7.
8.
Assessment Method:

Date Revised:
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Revision # 01
Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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Revision # 01
Evidence Plan
Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…













NOTE: *Critical aspects of competency

Date Revised:
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Revision # 01
TABLE OF SPECIFICATION
# of
Objectives/Content
Knowledge Comprehension Application items/
area/Topics
% of test
TOTAL

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Revision # 01
Performance Test
Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction:
Specific Instruction:

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge respon
se
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
 Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
 Tools As per TR As per Remarks

Inventory
 Equipment As per TR As per Remarks

Inventory
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Supervise Work-Based
Learning/Training

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Jocelyn L. Lagmay
Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YES NO
5.
6.
7.
8.
9.
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Evidences/Proof of Current Competencies(Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies (Sample)

1.

2.
3.
4.

Date Revised:
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Revision # 01
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs (Sample)
Module
Gaps Title/Module of Duration (hours)
Instruction

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Jocelyn L. Lagmay
Revision # 01
TRAINING PLAN
Qualification: ____________________________
Trainees’ Training Training Mode of

Staff
Requirements Activity/Task Training

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Jocelyn L. Lagmay
Revision # 01
Technical Education and Skills Development Authority
___(your institution)___
TRAINEE’S RECORD BOOK
I.D.
Trainee’s No._______________
NAME: ___________________________________________________

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
the task accomplished by the trainees. Be sure that the trainee
will personally accomplish the task and confirmed by the
QUALIFICATION: PLUMBING NC II_______
instructor.
It is of great importance that the content should be written
TRAINING DURATION :____________________________ legibly on ink. Avoid any corrections or erasures and maintain
the cleanliness of this record.
TRAINER: __________________________________________________ This will be collected by your trainer and submit the same
to the Vocational Instruction Supervisor (VIS) and shall form
part of the permanent trainee’s document on file.
THANK YOU.
Instructions:
This Trainees’ Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence that
can be submitted for portfolio assessment and for whatever
purpose it will serve you. It is therefore important that all its
contents are viably entered by both the trainees and instructor.
The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to do is
to fill in the column “Task Required” and “Date Accomplished”
with all the activities in accordance with the training program
and to be taken up in the school and with the guidance of the
instructor. The instructor will likewise indicate his/her remarks
on the “Instructors Remarks” column regarding the outcome of

Date Revised:
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Revision # 01
Date Revised:
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Jocelyn L. Lagmay
Revision # 01
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION
NC Level I
Learning Task/Activity Date Instructors Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
Outcome Required Accomplished Remarks WORKS
 Lay out
measurements
 Cut pipe NC Level I
within the Learning Task/Activity Date Instructors
required Outcome Required Accomplished Remarks
length and
according to Perform
job piping lay
requirements outs
 Thread pipes Cut pipes
in accordance through
with standard walls and
thread floors
engagement
____________________ ______________________
__________________ ___________________ Trainee’s Signature Trainer’s Signature
Trainee’s Signature Trainer’s Signature

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
Unit of Competency: 3 MAKE PIPING JOINTS AND CONECTIONS
Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING

NC Level I INSTALLATION AND ASSEMBLES
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
NC Level I
Fit-up joints
Learning Task/Activity Date Instructor
and fittings
Outcome Required Accomplishe s Remarks
for PVC pipe
d
Perform
threaded Prepare for
pipe joints plumbing works
and Install pipe and
connections fittings
Caulk Install hot and
joints\ cold water supply
_____________________ ______________________ Install/assemble
Trainee’s Signature Trainer’s Signature plumbing fixtures
_____________________ ____________________

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
 Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
TRAINEE’S PROGRESS SHEET
Name : JUAN DELA CRUZ Trainer :

Nominal
Qualification : Machining NC I :
Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings

Date Revised:
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Revision # 01
Average Ratings
PREPARATION Average
1. Workshop layout conforms
with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
session is well explained
4. Expected activities/outputs
are clarified
General Average

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Jocelyn L. Lagmay
Revision # 01
Facilitate
Learning
Session

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Jocelyn L. Lagmay
Revision # 01
Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training
Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be written
activities here)
here
observations
(Specific Activities of (List down all
on the
each Trainee here) Facilities/Tools
progress of
each trainee
needed for the Workstation 2
for the day
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
workstation and
will be written
activities here)
here
Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
BEAUTYCARE NC II Date Developed: Document No. NTTA-TM1-07
September 25 Issued by: Page 66 of 61
Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
BEAUTYCARE NC II Date Developed: Document No. NTTA-TM1-07
Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work
area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
5. RPL
6. Teaching methods
and technique
7. Monitoring of
learning activities
a. Achievement
chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other
concerns
Training Evaluation Report
1. Title of the Report
2. Executive summary
3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
Date Revised:
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Jocelyn L. Lagmay
Revision # 01
7. Recommendation

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Jocelyn L. Lagmay
Revision # 01
Maintain
Training
Facilities

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Jocelyn L. Lagmay
Revision # 01
Template #1
OPERATIONAL PROCEDURE
Equipment Type
Equipment Code
Location
Operation Procedure:

Date Revised:
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Jocelyn L. Lagmay
Revision # 01
Template #2

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
HOUSEKEEPING SCHEDULE
Qualification Station/Bldg Welding (WAF)
Area/Section
In-Charge
Schedule for the 2nd Semester, 2011

Responsible
ACTIVITIES Daily Every Weekly Every Month Remarks
Person other 15th ly
Day Day
1. Clean and check welding
equipment/ accessories
from dust and oil; dry and
properly laid-out/
secured/stable
2. Clean and free welding
booths and welding
positioners from
dust/rust /gums, used Mig
wire stubs and metal
scraps
3. Clean and arrange working
tables according to floor
plan/lay-out; check
stability
4. Clean and check floor,
walls, windows, ceilings
• graffiti/dust/rust
• cobwebs and
outdated/unnecessary
objects/items
• obstructions
• any used
materials/scraps
(slugs, stubs) spilled
liquid
• open cracks (floor)
5. Clean and check work shop
ventilation and
illumination by dusting
lamps/bulbs, replacing
non-functional lamps and
keeping exhaust clean
6. Clean and check computer
set -monitor, CPU,
keyboards, mouse – free,
unnecessary markings,
dust; cables and plugs are
in order; well-arranged; all
items functional
7. Clean, inspect air
conditioning equipment:
• keep screen and filter
free from dust/rust
• Check selector knobs if
in normal positions and
are functional
• Check if drainage is OK
8. Clean, check and maintain
Tool Room
• Free of dust, not damp
• Tools in appropriate
positions/locations
• With visible
labels/signage
• Logbook and forms are
complete, in order and
updated BEAUTYCARE NC II Date Developed: Document No. NTTA-TM1-07
• Lights, ventilation – OK Date Revised:
10. Clean and check Rest
Room
Develop by:
• Urinals, bowls, wash Jocelyn L. Lagmay
basins, walls and Revision # 01
partitions are free from
stains, dirt, oils, graffiti
Template #3
GMAW WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO
Dispose segregated waste; clean garbage cans
Sweep floors; if wet, wipe dry
Wipe and clean whiteboards
Clean and arrange working tables
Clean and check mounting of machines/equipment
Before leaving, collect stubs and other welding wastes.
WEEKLY TASK YES NO

Clean posters, visual aids and update accomplishment/Progress Charts
Clean bulbs/lamps/ceilings/walls
Clean/Wash of windows/glasses/mirrors
Clean and check tools, machines, supplies, materials
Sanitize garbage receptacles
Empty water collector; clean body of Water Dispenser
MONTHLY TASK YES NO

Conduct inventory
Clean and arrange tool room
Inspect electrical system; clean cables, wires
Clean instructional materials & modules; arrange and put in order
Inspect and clean air-conditioning equipment filter; clean body

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
Template #4
WELDING EQUIPMENT MAINTENANCE SCHEDULE*
8 HOURS 50 Hours 100 HOURS
•  •


Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01
Template #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANPOWER Daily Every Weekly Every Monthly Remarks
ACTIVITIES Other 15th
Day Day
1. Check panel board, and

circuit breakers’
electrical connections,
cables and outlets
 Clean and kept dry
 Parts are well-
secured/attached
 Properly labeled
2. Check Mig gun (nozzle,
contact tip, diffuser)
and ground cable:
 Clean and kept dry
 Parts are well-
secured/ attached
 Inspect for damages
and replace parts if
necessary
3. Check adjustment
lever’s if functional
(amperages/speed); if
not, calibrate
4. Check Gas cylinder

outfit for any
abnormality
 Gate valve
 Co2 regulator
 Gas hose Fittings
 Fittings
5. Check/Clean wire
feeder (rollers, wire
speed/spool
adjustment); remove
used oil, dust; keep
dry.
6. Run the equipment for

5 minutes and observe
for unusual noise or
abnormal operation; if
repair is necessary,
send to technician.

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Jocelyn L. Lagmay
Revision # 01
Template #6
WORKSHOP INSPECTION CHECKLIST
Qualification
Area/Section In-Charge
YES NO INSPECTION ITEMS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Remarks:
Inspected by: Date:

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Develop by:
Jocelyn L. Lagmay
Revision # 01
Template #7
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type :
Property Code/Number :
Location :
YES NO INSPECTION ITEMS
Remarks:
Inspected by: Date:

Date Revised:
Develop by:
Jocelyn L. Lagmay
Revision # 01

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Sector : AUTOMOTIVE AND LAND TRANSPORT SECTOR

Qualification Title: : DRIVING NCII

Unit of Competency: OBEY AND OBSERVE TRAFFIC RULES AND

Module Title: OBEYING AND OBSERVING TRAFFIC RULES AND

Technical Education & Skills Development Authority

Date Developed: Document No.

Education & Highest Educational Attainment:

Previous List down any previous learning experience related

Learning styles a. Visual - The visual learner takes mental

or written, presentations of new information

WHAT’S YOUR LEARNING STYLE?

2. Which of these do you do when you listen to music?

3. When you work at solving a problem do you

4. When you read fun, do you prefer

5. To learn how a computer works, would you rather

7. What kind of restaurant would you rather not go to?

8. Would you rather go to?

Date Developed: Document No. NTTA-TM1-01

12. When you for tell a story, would you rather

17. I prefer lessons

18. a. I often sing or hum to myself in class.

19. When learning a new skill,

20. When the adverts come on the telly –

21. a. I would prefer to see a comic strip of a story.

22. a. I have a good memory for faces.

23. a. I prefer teachers who use diagrams to show us things.

25. a. On a long journey I like to look at the scenery or read a book.

26.. a. When I am discussing something, I like to doodle.

27. a. If I could be famous, I would be a film-star.

Date Developed: Document No. NTTA-TM1-01

30. a. I am good at drawing.

Total: a’s = 15 b’s = 8 c’s = 7

Date Developed: Document No. NTTA-TM1-01

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

Date Developed: Document No. NTTA-TM1-01

OBEY AND OBSERVE TRAFFIC RULES AND REGULATIONS

Observe traffic Certificate of Employment Call employer to verify

Date Developed: Document No. NTTA-TM1-01

Form 1.3 Summary of Current Competencies Versus Required

Required Units of Current Training

Date Developed: Document No. NTTA-TM1-01

Training Needs Module Title/Module of

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

D. TEACHER’S SELF-REFLECTION OF THE SESSION

Date Developed: Document No. NTTA-TM1-01

Date Developed: Document No. NTTA-TM1-01

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Date Developed: Document No. NTTA-TM1-07

 Submit outputs of the Task Sheets to your facilitator for

Date Developed: Document No. NTTA-TM1-07

You need to complete this module before you can

Date Developed: Document No. NTTA-TM1-07

No. Unit of Competency Module Title Code

Date Developed: Document No. NTTA-TM1-07

UNIT OF COMPETENCY : Perform Manicure and Pedicure

MODULE TITLE : Performing Manicure and Pedicure

MODULE DESCRIPTOR : This module covers the knowledge, skills

NOMINAL DURATION : 40 hours

Date Developed: Document No. NTTA-TM1-07