Kto12 BASIC EDUCATION CURRICULUM

ENTREPRENEURSHIP-BASED TECHNOLOGY AND LIVELIHOOD EDUCATION

HOME ECONOMICS-BEAUTY CARE ( NAIL CARE) SERVICES
(Exploratory) – One Quarter

TEACHING GUIDE

Grade Level Standard

The learner demonstrates understanding of Process and Delivery in order to contribute

to the sustainable use of resources and to economic productivity.

Learning Competencies

 Explain basic concepts in Nail Care servicing.

 Discuss the relevance of the course.
 Explore on opportunities for Nail Care servicing as a career.

Content Standard

The learner demonstrates understanding of basic concepts and underlying theories in

Nail Care Servicing.

Performance Standard

The learner independently demonstrates common competencies in Nail Care

servicing as prescribed in the TESDA Training Regulation

I. INTRODUCTION

This Teacher's Guide is intended for you, the TLE teacher, who teaches any of the 24
TLE Mini- Courses in the Grades 7 and 8. It is designed to ensure that every student will
learn some livelihood skills at the end of every quarter to have an edge among the other
job seekers.
This guide does not require resources in as much as the mini - quarterly courses
offered are not capital intensive: hence, can be readily implemented by schools even with
meagre resources .
Thus, the module is focused on the Process and Delivery. This is further enriched
with different activities that will assess the level of students in terms of skills and
knowledge that are expected to be demonstrated after going through the module. They are
What to Know, What to Process, What to Reflect and Understand, and What to
Transfer.

II. OBJECTIVES

Guided by the teacher and the module, the learner is expected to:
 Identify job opportunities through customers' needs and wants; and,
 Provide quality nail care service to target clients based on the
prescribed industry standards.

IIII. PRE-ASSESSMENT

Tell the learners to accomplish the pre-assessment. Ask the learners to use
separate sheet of paper for their answers. Explain that the purpose of the pre-assessment
is to find out how much they already know about the lesson in order to determine their next
steps. It is therefore, necessary that they take the test honestly, if they want to learn or
want to be helped.

Make it clear to them that their scores will not be recorded for grading purposes.

If you find out that the learners already know what you are about to teach , logic
dictates that you do not need to teach it anymore. You may as well proceed to the next
lesson. If you discover that the learners have some erroneous concepts, then teach and
correct their misconceptions. To know what the students already know and do not know yet
will guide you in adjusting your instruction.

This means that you always start your lesson presentation with the results of the pre-
assessment because you are going to teach them what they do not know yet and correct
whatever wrong concepts they have at the beginning of the lesson.

IV. LEARNING GOALS AND TARGETS

Explain to the learners the objectives of the module and encourage them to think
aloud and write their own learning goals. Emphasize that the objectives are their model
and provide a framework for the learners as they write their own learning goals.

Based on the objectives of the lesson and results of the pre-assessment, let the
learners define their personal goals and targets to achieve at the end of the module. Ask
them to write their goals/targets on their notebook.
I. PARTS OF THE LESSONS
This part of the learning module contains activities that will
activate prior knowledge of the learner; it elicits tentative responses
to provocative and critical questions essential to the development of
A. KNOW understanding.

Make sure learners are engaged in doing given activities and

give assistance to the students where needed.

In this phase, learners are provided with various learning

resources and experiences to make sense of the information;
to develop , reflect, rethink, validate and revise their
understandings of the lesson through varied activities that will
B. PROCESS
require students to process /make sense of the information;
questions that will enable learners to construct their own
meaning /understandings and express these in their own way.

This part of the learning module provides other learning

resources and experiences for your learners to
C. REFLECT AND enrich/broaden their understanding of the lesson through
additional activities, reading resources, and provocative or
UNDERSTAND critical questions to draw learners' core of understanding.

In this part, learners are expected to demonstrate or

show a completed product or performance as an output
required by the lesson.

Give your learners the opportunity to transfer what

he/she has learned in another activity or in real life situation.
D. TRANSFER Ideally, this should be a performance test ,what you usually
call practical test.

Do not hesitate to use ways of determining how your

students can apply learned facts and concepts which is more
authentic and realistic than/those given in the module.

V. PROCESS AND DELIVERY

Lesson 1
A. Know  Open-Ended Statement - Instruct the learners to
complete the given open ended – statements on
their notebook.
 Classification - Ask your students to classify the
 nail care equipment, implements, cosmetics and
materials by putting a check mark on the columns
provided in the module.

Lesson 2
 Concept Mapping - Introduce to the learners what a
concept map is and how one is made. Let them
follow the template given in the module in their
notebook.

Lesson 3
 Word Maze - Ask the learners to answer the word
maze given in the activity.

Lesson 4
 Identification - Ask the learners to describe the
pictures inside the boxes. Ask them to write their
answers on a separate sheet of paper.

Lesson 5
 Open-Ended Statement - Ask the learners to
complete the clauses with their perception, opinion,
or prior knowledge about nail care.

Lesson 6
 Steps in Giving a Manicure - Ask the learners to
arrange the steps in basic manicure.

Lesson 7
 Identification of different nail designs - Ask the
learners to identify the names of the different nail
designs
Lesson 8
 Activating prior knowledge - Ask the learners to
complete the clauses with their perception, opinion
or prior knowledge about project planning.

B. Process Lesson 1
 Immersion - Let the learners observe the proper
way of handling nail care equipment, implements,
cosmetics and materials.
 Tracing Quality Nail Care Service - Divide the
class into five groups, ask them to accomplish the
fishbone diagram on a Manila paper.
  Solving the problem - Ask the learners to explain
and write their answers on their notebook if their
parents will give them a certain amount of money to
buy the needed supplies in nail care services.
 Use of Nail Care Implements - Let the learners
demonstrate and explain the proper use of nail care
implements. Evaluate their performance using the
given rubrics

Lesson 2
 Workshop( Group Activity)- Ask the learners to
form three groups to discuss and synthesize the
topics and present their output using the following:
Ladder, Step-by-Step Chart ,and Process and Order
Chart.
 Selecting Your Mood - Ask the learners to answer
the questions and give a smiley face that
corresponds to their answers.
 Communicate ( Brochure Making) - Ask the
learners to create a brochure of a Nail Care business
highlighting the maintenance of nail care implements
and equipment. Provide also details on how to
attract customers and generates livelihood income.

Lesson 3
 Process Order Chart – Ask the learners to answer
the common hazards in the beauty salon and
discuss briefly the advantages of observing safety in
the beauty salon.
 Group Activity-Ask the learners to visit a nail salon
nearby their place. Let them use the checklist in
evaluating hazards and risk in the beauty salon.
 Identifying Hazards and Risks - Ask the learners to
identify hazards and risks that might be available in
their house. Ask them to place a sticker if they
found possible hazards and identify possible risks
that might happen inside their house.

Process Lesson 4
 Identification - Ask the learners to identify the
names and characteristics of the diseases
and disorders of the nails. Let them evaluate their
answers using the oral presentation rubric .
 Essay Writing- Ask the learners to answer the
questions briefly.
 Group Work - Divide the class into five groups and
explain the given activities.

Lesson 5
 Group Work - Ask your learners to find a partner
and apply the steps in hand massage. They should
observe each other's work and give suggestions for
the improvement of their work. Evaluate their
performance according to the rubrics of hand
massage.
 True or False - Ask the learners to answer the test
on a separate sheet of paper.
 Essay Writing - Ask the learners to answer the test
questions briefly.
 Go Online - Ask learners to visit a website that
offers free video tutorial in hand massage.

Lesson 6
 Group Work - Ask the learners to render plain
manicure. Observe their performance and give
suggestions for the improvement of their work.
 Essay Writing - Ask the learners to answer the
questions given in the module

Lesson 7
 Nail Design Assignment - Ask the learners to
create ten different nail designs. Remind them to
include creativity, originality, and color combination.
 Basic nail designs - Ask the learners to find a
partner from their classmates to apply the basic nail
designs on each other's hands. Consider the
checklist in manicuring to rate their performance.
 Innovations - Ask the learners to create new
designs aside from the one previously discussed.

Lesson 8
 Project Plan - Ask the learners to make an
activity/project plan.
 C. Understand Lesson 7
 Steps in basic nail design - Ask the learners to
write the steps in nail designs using the sequence
and accordion charts.

Lesson 8
 Collecting Responses - Ask the learners to
answer the questions given in the module
 Sharing One's Feelings - Ask the learners to
answer the questions and give a smiley faces that
corresponds to their answers.

 GRASPS Model - Ask the learners to prepare a

D. Transfer Goal, Role, Audience, Situation, Product,
Performance and Standards and Criteria for
Success (GRASPS) design in creating nail care
services

 Culminating Activity - Putting up of Mini-Parlor-

Guide your students in planning to put -up a mini
parlor inside the school campus. Assess the activity
and always remember that they will be rated using
the Rubric for Performance in Manicuring Service.

VI. SUMMARY

The learner must exhibit their understanding of Process and Delivery in order to
contribute to the sustainable use of resources and to economic productivity. As soon as the
learner understands the basic concepts and underlying theories in Nail Care Servicing, it is
presumed that they could independently demonstrate common competencies in Nail Care
servicing.

This guidebook is designed to ensure that every student will become skilled at some
livelihood skills at the end of every quarter to have an edge among the other job seekers.
Thus, this does not require advanced resources: for this reason, can be readily
implemented by schools even with meagre resources.

In this way, the module is focused on the Process and Delivery. This is further
enriched with different activities that will weigh up the level of students in terms of
skilfulness and knowledge that are expected to be demonstrated after going through the
module. They are What to Know, What to Process, What to Reflect and Understand,
and What to Transfer.
VII. GLOSSARY

The purpose of the glossary is to guide the teachers and the learners to be
equipped with the technical terms and be familiar with its meaning. The glossary will
serve as additional material that will guide the learner’s practice of the skills learned in
the course.

VIII. Key to Correction

Pre - Test

1. D 11. A 21. C
2. C 12. B 22. D
3. B 13. A 23. A
4. D 14. B 24. C
5. A 15. B 25. A
6. C 16. D
7. B 17. C
8. C 18. A
9. A 19. B
10. C 20. B

IX. RESOURCES:
Dua, Shiv. First Edition:2006 "Nail Care - A Complete Solution to Your Nail Problems"
Kibble, Constance. 2nd Edition "Standard Textbook of Cosmetology", Milady Publishing
Corp.
K TO 12 Nail Care Learning Module

hhtp:// www.yahoo.nailimage.com
hhtp://www.handresearch.com
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hhtp:// www.infobarrel.com/equipments_implements_and_materialsofmanicuring.com
hhtp://www.spa_beauty.about.com
hhtp://www.nailart.gallery.com
hhtp:// www.readersdigest.ca/health/beauty.com
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