Compilation of TLE Curriculum Guide

COMPILATION

CURRICULUM GUIDES FOR
TECHNOLOGY AND LIVELIHOOD EDUCATION
(S.Y. 2014)

Compilation by Ben: r_borres@yahoo.com This is Free!

Technology and Livelihood Education (TLE)

1. Home Economics
a. Beauty Care
b. Caregiving
c. Cookery
d. Front Office Services
e. Handicraft
f. Household Services
g. Dressmaking
h. Travel Services
i. Wellness Massage
(Included are: Bread and Pastry, Nail Care and Tailoring and Dressmaking)
2. Agri‐Fishery Arts
a. Agri‐Crop Production
b. Animal Production
c. Aquaculture
d. Horticulture
e. Fish Processing


3. Industrial Arts
a. Automotive Servicing
b. Carpentry
c. Consumer Electronics Servicing
d. Electrical Installation and Maintenance
e. Plumbing
f. Refrigeration and Airconditioning
g. Shielded Metal Arc Welding
h. Masonry
(To include: Electronics, Mechanical Drawing and Tile Setting)
4. Information and Communications Technology (ICT)
a. Computer Hardware Servicing
b. Illustration
c. Technical Drafting
d. Contact Center Services

Home Economics
Beauty Care
Caregiving
Cookery
Front Office Services
Handicraft
Household Services
Dressmaking
Travel Services
Wellness Massage
HOME ECONOMICS CURRICULUM MAP
No. Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12
1
Wellness Massage
2 *Beauty/Nail Care (NC II) Hairdressing (NC II)
(NC II)
3
**Caregiving
4 *Caregiving *Caregiving (COC) Caregiving
(COC or NCII)
5
*Dressmaking (NC II) Tailoring (NC II)
6
7
Tourism
8 *Front Office Services Travel Services Tour Guiding
Production
9 (NC II) (NC II) Services (NC II)
(NC II)
10
11 Bread and Pastry
Food and Beverage
12 *Cookery (NC II) Production
Services (NC II)
13 (NC II)
14 Attractions and
Housekeeping
15 *Household (NC II) Theme Parks
(NC II)
16 (NC II)
Handicraft
Handicraft Handicraft Handicraft
(Non-NC)
Handicraft (Non-NC) (Non-NC) (Non-NC)
17 Needlecraft:
(Non-NC) Fashion Accessories Basketry Woodcraft
embroidery, quilting,
Paper Craft Macrame Leathercraft
knitting, crochet
* Students cannot take a specialization in Grades 9 and 10, if they have not taken 40 hours of the course in Grades 7 or 8.
** Students may only qualify for an NC II certification if they have taken Caregiving from Grades 7-12. If students only began
taking Caregiving in Grade 11, should they finish, they will only qualify for a Certificate of Completion (COC).
K to 12 Home Economics Curriculum Map December 2013

Beauty Care

K to12 BASIC EDUCATION CURRICULUM
HOME ECONOMICS – BEAUTY CARE (NAIL CARE) SERVICES
Grade 7/8 (Exploratory)
Course Description: This curriculum guide is an exploratory course in Beauty Care (Nail Care) Services which leads to National Certificate Level II (NC II). It
covers four common competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of tools and equipment;
2) interpreting nail design; 3) practicing Occupational Health and Safety Procedures (OHSP); and 4) maintain tools, equipment and paraphernalia.
The preliminaries of this exploratory course include the following: 1) discussion on the relevance of the course; 2) explanation of the key concepts relative to the course and;
3) exploration on career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction The learner demonstrates The learner independently 1. Explain basic concepts in
1. Basic concepts in Beauty understanding of basic demonstrates common Beauty Care (Nail Care)
Care (Nail Care) Services concepts and principles in competencies in Beauty Care Services
2. Relevance of the course Beauty Care (Nail Care) (Nail Care) Services as 2. Discuss the relevance of the
3. Career opportunities Services. prescribed in the TESDA Training course
Regulation. 3. Explore on opportunities for
Beauty Care (Nail Care)
Services as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECS
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs needed in TLE_PECS7/8-00-1
Entrepreneurial understanding of one’s PECs. PECs and compares with that of Beauty Care (Nail Care) Services
Competencies and Skills a practitioner/entrepreneur in 1.1 Assess one’s PECs: characteristics,
(PECs) vis-à-vis a practicing Beauty Care (Nail Care) Services. attributes, lifestyle, skills, and
entrepreneur traits
1.1 Characteristics 1.2 Compare one’s PECS with that of
1.2 Attributes a practitioner/entrepreneur
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs in relation to
a practitioner
ENVIRONMENT AND MARKET (EM)

1. SWOT Analysis The learner demonstrates The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
1.1 Key concepts on understanding of the creates a business idea based on that relates with a career choice
environment & market environment and market in the analysis of environment and in Beauty Care (Nail Care)
1.2 Differentiation of Beauty Care (Nail Care) market in Beauty Care (Nail Services
products, services, Services. Care) Services. 1.1 Discuss SWOT analysis
customers and 1.2 Generate a business idea based
their buying habits on the SWOT analysis
1.3 Competitors in the
market
K to 12 TLE-Home Economics – Beauty Care (Nail Care) Services Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 14
LESSON 1:USE OF NAIL CARE TOOLS AND EQUIPMENT (UT)
1. Nail Care tools and The learner demonstrates The learner independently uses LO 1. Prepare the necessary tools TLE_HEBC7/8UT-0a-
equipment understanding of the use of nail care tools and equipment in and equipment for the specific b-1
2. Functions of Nail Care tools and equipment in Nail Nail Care Servicing. nail care activity
tools and equipment Care Services. 1.1 Classify the tools and equipment
used in nail care
1.2 Identify the uses of tools and
equipment in nail care according
to task requirements
1.3 Use tools and equipment
according to task requirement
1.4 Observe safety procedure of using
tools and equipment
LESSON 2: MAINTAIN TOOLS AND EQUIPMENT (MT)
1. Procedure for sterilization The learner demonstrates The learner independently LO 1. Check condition of nail care TLE_HEBC7/8MT-0c-
and sanitation of Nail Care understanding in maintaining maintains tools and equipment in tools and equipment 2
tools and equipment tools and equipment in Nail Nail Care Servicing. 1.1 Sterilize/sanitize nail care tools
2. Classification of functional Care Services. 1.2 Classify non-functional tools and
and non-functional tools equipment
and equipment
3. Cleaning agents LO 2. Perform basic preventive TLE_HEBC7/8MT-0d-
4. Preventive maintenance and corrective maintenance e-3
technique and procedure 2.1 Clean tools according to standard
procedures
2.2 Inspected defective tools and
equipment
5. Inventory of tools and LO 3. Store nail care tools and TLE_HEBC7/8MT-0f-
equipment equipment h-4
6. Safekeeping of tools and 3.1 Conduct the inventory of tools,
equipment and equipment
3.2 Store tools and equipment safely
LESSON 3: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES (OS)
1. Protective outfit for Nail The learner demonstrates The learner consistently practices LO 1. Keep workplace clean TLE_HEBC7/8MT-0i-
Care understanding in practicing occupational health and safety 1.1 Identify protective outfit for nail 5
2. OHS workplace regulations occupational health and safety procedure in Nail Care Servicing. care
3. Hazards and risks in beauty procedure in Nail Care Services. 1.2 Identify hazards and risks
salons 1.3 Explain workplace hazards and
4. Common workplace hazards risks
and preventive measures 1.4 Observe preventive precaution in
the workplace
LESSON 4: PRACTICE NAIL SHAPE (PN)
1. Structures of Nail The learner demonstrates The learner independently LO 1. Identify nail structure and TLE_HEBC7/8MT-0j-
2. Procedures in shaping nails understanding in nail shapes in practice nail shapes in shapes 6
Nail Care Services. Nail Care Services. 1.1 Identify nail structure and shapes
1.2 Perform nail trimmings to varied
shapes
Grade 9 (Specialization)
Course Description: Prerequisite: Grade 7/8 Nail Care Services

Beauty Care, one of the specialization courses offered in TLE, leads to TESDA qualification standard for National Certificate Level II (NC II). This covers the
development of the learner’s knowledge, skills and attitude required in performing: 1) hand spa; 2) foot spa and; 3) manicure and pedicure.
Introduction The learner demonstrates The learner independently 1. Explain the core concepts and
1. Core concepts and understanding of concepts and performs beauty care (nail care) principles of manicure and
principles of Beauty Care principles in beauty care (nail services. pedicure, hand spa, and foot
(Nail Care) Services care) services. spa
2. Relevant topics of the 2. Discuss topics which relate to
course beauty care services as a
3. Employment opportunities course
4. Business opportunities 3. Explore job/entrepreneurial
5. Further studies opportunities for beauty care
services
4. Choose related courses to
pursue
CONCEPT REVIEW
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs (PC)
1. Dimensions of Personal The learner comprehends The learner recommends specific LO 1. Assess Personal TLE_PECS9-I0-1
Entrepreneurial Personal Entrepreneurial strategies to improve ‘weak’ Entrepreneurial Competencies
Competencies Competencies – its dimensions areas and sustain ‘strong’ areas 1.1 Explain dimensions/clusters of
1.1 Three Clusters of PECs and characteristics. of their PECs. PECs and the different
(Achievement, characteristic traits per cluster
Planning, Power 1.2 Evaluate one’s PECs
Clusters)
1.2 Characteristics
2. Assessment of Personal
Competencies and Skills
(PECs)
BUSINESS ENVIRONMENT AND MARKET (EM)
1. Factors included in the The learner demonstrates 1. The learner analyzes LO 2. Understand the business TLE_EM9-I0-2
Business Environment understanding of the different how factor influence the environment and business ideas
2. Spotting and Identifying factors that influence the business environment. 2.1 Explain how different factors
Business Opportunities business environment influence the business
2. The learner relates environment
experience in generating 2.2 Explain procedures for generating
business ideas or business ideas or identifying
identifying business business opportunities
opportunities. 2.3 Generate business ideas and
identify business opportunities
QUARTER 1
LESSON 1: PERFORM HAND AND FOOT SPA (HS)
1. Nail structure and LO1. Apply hand treatment TLE_HEBC9HS-Ia-g-
conditions 1.1 Check and analyze condition of 1
2. Nail diseases and disorders clients hand
3. Benefits of spa treatment 1.2 Wash client’s hand with lukewarm
4. Types of spa treatment water and soap, and towel-dry
5. Hand/foot spa machine, before and after scrubbing
tools, supplies and 1.3 Prepare and use necessary tools
equipment and supplies/materials according
6. Care of foot spa machine, to OHSC requirements
tools, supplies and 1.4 Determine and test appropriate
equipment temperature for heat tolerance of
7. Steps in giving hand/foot client
spa treatment 1.5 Soak hands for 4 seconds for 3
8. Pre-hand spa treatment consecutive times in wax and
9. Hand spa treatment wrap with plastic gloves and
mittens
1.6 Remove wax from hands
according to manufacturer’s
instructions
1.7 Apply hand softening product and
massage according to prescribed
procedure
1.8 Advise client after service on
maintenance program
1.9 Confirm and record client’s
desired service outcome
10. Post hand spa activity The learner demonstrates The learner independently LO2. Perform post hand activity TLE_HEBC9HS-Ih-j-2
10.1 storing and understanding of concepts and performs hand spa. 2.1 Dispose waste products including
sanitation principles in hand spa. used wax according to OHSC and
techniques Department of Health
10.2 service maintenance requirements.
program 2.2 Sanitize and store tools and
10.3 good housekeeping equipment.
11. Proper waste disposal 2.3 Clean and sanitize work station
for the next treatment activity
LESSON 2: PERFORM FOOT SPA (FS)
1. Foot spa procedures The learner demonstrates The learner independently LO1. Apply foot spa TLE_HEBC9FS-IIa-g-
2. Client safety and comfort understanding of concepts and performs foot spa. 1.1 Check and analyze condition of 3
1.3 foot and nail analysis principles in foot spa. foot nails
1.4 client relation 1.2 Ensure client’s safety and
2. Foot spa machine, tools, comfort prior to foot spa activity
supplies and equipment 1.3 Wash feet with warm water and
3. Basic foot massage soap before and after scrubbing
techniques 1.4 Towel dry feet and apply with
4. Pre-foot spa treatment appropriate lotion
5. Foot spa treatment 1.5 Set foot spa machine to regulate
heat and achieve required
melting of wax
1.6 Prepare and use necessary tools
and supplies/materials according
to OHSC requirements
1.7 Determine and test appropriate
temperature for heat tolerance
of client
1.8 Soak foot for 4 seconds for 3
consecutive times in wax and
wrap with plastic gloves and
mittens
1.9 Remove wax from foot according
to manufacturer’s instructions
1.10 Apply foot softening product and
massage according to prescribed
procedure
1.11 Advise client after service on
maintenance program
1.12 Confirm with client desired
service outcome and to be
recorded
6. Post foot spa activity LO2. Perform post foot spa TLE_HEBC9FS-IIh-j-
6.1 storing and sanitation activity 4
techniques 2.1 Dispose waste products including
6.2 service maintenance used wax according to OHSC and
program Department of Health
6.3 good housekeeping requirements.
2.2 Sanitize and store tools and
equipment.
2.3 Close and sanitize work station
for the next treatment activity.
QUARTER 2 and 3
LESSON 3: PERFORM MANICURE AND PEDICURE (PMP)
1. Procedures of basic The learner demonstrates The learner independently LO1. Clean finger nails and toe TLE_HEBC9PMP-
manicure and pedicure understanding of concepts, performs manicure and pedicure nails III/IVa-r-5
services. principle and techniques in services. 1.1 Consult client on desired nail
1.1 Nail structure manicure and pedicure services. service activity and specific
1.2 Nail diseases and requirements and consultation
disorders record is agreed and signed
1.3 Nail shapes 1.2 Checked and analyzed clients’
1.4 Safety precautions and hand nail structure and condition
sanitation procedures 1.3 Client is provided with protective
1.5 Procedure in cleaning materials for hygiene purposes
nails 1.4 Recognize nail disorder for
2. Application of basic nail prepare nail repair
designs 1.5 Select and prepare appropriate
2.1 Safety precautions sanitized tools and equipment,
2.2 Applying different supplies and materials are
2.2.1 creative nail according to salon procedures
designs 1.6 Disinfect, sanitize, clean and dry
2.2.2 Plain hands and feet
2.2.3 Half –moon 1.7 Clean nails in accordance with
2.2.4 French Tip the established or acceptable
2.2.5 Half-moon with tip procedures
2.2.6 Elephant Tusk 1.8 Trim and file nails based on
client’s desired shape.
1.9 Massage fingers following
prescribed movements
1.10 Ensure client’s safety and
comfort is during the entire
process.
1.11 Apply first-aid in case of
accidental cuts and wounds
LO 2. Perform basic nail designs TLE_HEBC9PMP-
2.1 Select color of the nail polish III/IVa-r-6
according to customer’s
requirements
2.2 Apply base coat with long
strokes starting with the little
finger
2.3 Select color of the nail polish as
agreed according to customer’s
desire or requirements
2.4 Apply nail polish from the base
to the edge of the nail using light
sweeping stroked around the
cuticle
2.5 Apply top or seal coat with long
strokes in the same manner as
the base coat
2.6 Check and analyze outcome
according to the clients nail
service requirements.
2.7 Remove excess polish around
the cuticle and nail using
appropriate tool
2.8 Clean working area according to
salon’s policies and procedures
2.9 Advise client on nail
maintenance practices
QUARTER 4
Lesson 3. CREATE FANCY NAIL DESIGNS
1. Application of Fancy LO 1. Perform different fancy TLE_HEBC9PMP-
designs on finger nails designs on finger nails and toe III/IVa-r-6
and toenails nails
1.1 Types of Fancy nail 1.1 Prepare nails for cleaning
designs 1.2 Apply nail products according to
Free- hand nail art manufacturer’s recommendation
 Use of nail art 1.3 Consult clients from time to time
stickers to ensure safety and comfort
 Use of nail art during the entire process
stamping 1.4 Apply fancy nail designs
 Use of nail 1.5 Result are checked
accessories 1.5.1well-balanced
 Water marbling 1.5.2smooth
2.1 Different nail 1.5.3neat and free from excess
designing tool product on cuticle and nail
3.1 Procedure in fancy nail walls
designs 1.6 Client is advised on after-nail-
care service
1.7 Advise client on nail
maintenance practices
1.8 Dispose waste properly
according to waste environment
and safety regulations
1.9 Clean sanitize work station in
accordance with OH&S
requirements.
GLOSSARY
Antiseptic a substance, milder than a disinfectant that prevents the growth and development of micro-organisms.
Alcohol an organic compound used as sanitizer.
Antiseptic Solution an agent that reduces or prevents the multiplication of microorganism.
Apron an outer protective garment that covers primarily the front of the body to protect clothes from dirt or stains.
Assorted Nail Polish lacquer applied on fingernails and toenails to decorate and/or protect the nail plate.
Base Coat a clear layer of polish applied to the nail plate before the application of colored polish to smoothen the nail surface and promote healthier nails.
Benzalconium Chloride yellow-white powder prepared in an aqueous solution and used as surface disinfectant and topical antiseptic.
Bleaching Soap a type of soap formulated to whiten the skin.
Bevel a term in manicuring and pedicuring that means to shape the edge of something.
Cling Wrap thin plastic film used for sealing the paraffin during a hand spa.
Cotton a soft white downy fiber for dubbing or cleaning the nails and removing nail polish
Cuticle Oil a mixture of fats and waxes containing lanolin and petroleum used to soften and lubricate the skin around the nails.
Cuticle Remover a liquid used to soften nail cuticles and prepare them for cutting.
Callous Remover a tool designed to strip off calluses and corns.
Contaminated wastes materials which are infected or with some measure of decay
Cuticle the nonliving epidermis that surrounds the edges of the fingernail or toenail
Cuticle Nail Pusher a tool used to pushback and loosen the cuticles.
Cuticle Nipper a tool used to cut the cuticles.
Cuticle Scissor a tool used to cut the stubborn cuticles.
GLOSSARY
Disinfectant an agent, such as heat, radiation, or a chemical, that destroys, neutralizes, or prevents the growth of disease-carrying microogranisms
Effleurage a French word meaning "to skim" or "to touch lightly on", is a series of massage strokes used in Swedish massage to warm up the muscle
Foot Spa Machine an electronic gadget used for soaking, bathing, and massaging the feet during foot spa.
First Aid Kit a collation of supplies for use in giving first aid.
Foot Blush a liquid spray that contains peppermint and alpha hydroxyl acids derived from fruits.
Foot Soak an herbal blend to relax, energize, soothe and deodorize the feet.
Foot Scrub a mixture of natural ingredients to keep feet soft, smooth and moisturized.
Finger or Manicure a small bowl used for soaking the fingers to soften the cuticles.
Bowl
Foot File a tool made of metal or sandpaper with a rough file on one side to remove calluses and a fine file on the other to smoothen the feet.
Foot Spa a beauty care service offered by salons to relax and moisturize the feet
Foot Spa Basin a large rectangular container used for bathing and soaking the feet when giving a pedicure.
Foot Spa Tray with a large rectangular container used for bathing and soaking the feet when giving a pedicure.
Handle
Garbage Bags/Bins plastic disposable bags or trash receptacles used to contain rubbish.
Hand Spa a beauty care service using natural oils, vitamins and minerals, having curative effect to the body
Hand Spa Machine an electronic gadget used to soothe pain from arthritis, and muscle spasms.
Hand Towel an absorbent cloth for drying the hands.
Hygiene the science concerned with maintaining good health and cleanliness.
Implements articles or tools used in manicuring that are durable.
Infection a condition caused by a germ or a pathogen.
GLOSSARY
Lotion any of various cosmetic preparations that are applied to soften the skin.
Materials are cosmetics and supplies that are consumed and should be replaced from time to time. They are also called consumables.
Manicure Tray a flat container where all the necessary tools and implements are placed for use by the manicurist.
Manicure Nail Brush a plastic brush with nylon bristles used to clean dirt and cosmetic residue from the nail surface and skin.
Manicurist’s Stool an adjustable upholstered seat fitted over a piece of metal or chrome.
Manicure Pillow a hand cushion that helps a client to keep her hands steady and relaxed.
Manicure Table a table especially designed for giving manicure.
Mixing Bowl a small open-top, rounded cup-like container used for mixing the aromatic oils and other fluids for the hand or foot spa.
Moisten make wet or damp.
Nail Polish Remover an organic solvent used to dissolve polish on nails.
Nail Hardener a liquid applied to the nails to form a protective barrier to prevent chipping, peeling, and splitting of nails.
Nail bed the portion of the skin upon which the nail plate rests.
Nail Buffer a toolvused for smoothening and polishing the nails.
Nail a hand tool made of metal used to trim fingernails and toenails.
Cutter/Clipper/Trimmer
Nail File an implement used to shape the free edges of the nail with the coarse side and bevel the nail with the finer side.
Orange Stick a wooden implement with pointed and rounded ends to remove excess polish.
Paraffin waxy white or colorless solid hydrocarbon mixture used to make candles, wax
Pedicure Nail Brush a tool used to remove cosmetics and cleanse nails.
Pumice Stone a type of volcanic rock that removes dry skin and calluses from the feet.
GLOSSARY
Polythene a kind of plastic commonly used for manufacturing grocery bags, shampoo bottles, children’s toys, among others.
Personal Protective protective clothing designed to protect the wearer’s body from injury or chemicals or for job-related occupational safety and health purposes.
Equipment (PPE)
Pathogen a microbe or microorganism such as a virus, bacterium, prion, or fungus that causes disease.
Quick Dry a liquid brushed over colored fingernails for the nail polish to dry faster.
Radiation a process in which energy is transmitted in the form of waves or particles that can be used to destroy micro-organisms.
Solvent a substance used to thin out the nail polish when it has thickened.
Sterilization any process that eliminates (removes) or kills all forms of microbial life.
Spa a beauty care service where curative minerals are present for beautification
Sterilizer an equipment in a salon used for sterilizing metal implements to kill microorganisms.
Trolleys a wheeled cart that is pushed by hand and used for transporting manicuring and pedicuring tools and materials. Toe Nail Separator – is a soft
material where toes are inserted to keep them apart to prevent a freshly painted toenail form staining another toe.
Top Coat a clear nail polish applied to the nails after the colored polish to protect it from scratches and chips; it makes nails harder and keeps them
looking shiny.
Timer a device that can be preset to start or stop something at a given time.
Wet Sanitizer a substance or preparation for killing germs.
CODE BOOK LEGEND
Sample: TLE_HEBC9FS-IIh-j-4
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Technology and Livelihood

Learning Area and
Education_Home Personal Entrepreneurial Competencies PECS
Strand/ Subject or
Economics Beauty Care
Specialization TLE_HE
(Nail Care)
First Entry BC Environment and Market EM
9
Grade Level Grade 9
Use of Nail Care Tools and Equipment UT
Domain/Content/ Maintain Tools and Equipment MT

Uppercase Letter/s
Component/ Topic
Perform Foot Spa FS
Practice Occupational Health and Safety
OS
- Procedures
Roman Numeral Practice Nail Shape PN

*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s Perform Foot Spa FS

*Put a hyphen (-) in between
letters to indicate more than a
Week Week Nine to Ten h-j
Perform Manicure and Pedicure PMP
specific week
-
Perform post foot spa
Arabic Number Competency
activity
4
Caregiving

K to 12 BASIC EDUCATION CURRICULUM
HOME ECONOMICS – CAREGIVING (CG)
GRADE 7/8 (Exploratory)
Course Description:
This curriculum guide is an exploratory course in Caregiving which leads to National Certificate Level II (NC II). It covers four common competencies that a Grade 7/8
Technology and Livelihood Education (TLE) 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 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.

Introduction The learner demonstrates The learner independently 1. Explain key concepts in caregiving
1. Key concepts in caregiving understanding of key concepts demonstrates common 2. Discuss the relevance of the course
2. Relevance of the course and theories in caregiving. competencies in caregiving as 3. Explore on opportunities for
3. Career opportunities prescribed in the TESDA Training caregiving as a career
Regulation.

1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs needed in TLE_HEPECS7/8-
Entrepreneurial Competencies understanding of one’s PECs. PECs and prepares an activity Caregiving. 00-1
and Skills (PECs) vis-à-vis a plan that aligns with that of a 1.1 Assess one’s PECs: characteristics,
practicing practitioner/entrepreneur in attributes, lifestyle, skills, and
entrepreneur/employee Caregiving. traits
1.1 Characteristics 1.2 Compare one’s PECS with that of a
1.2 Traits practitioner /entrepreneur
1.3 Lifestyle
1.4 Skills
2. Analysis of PECs in relation to a
practitioner

1. SWOT Analysis The learner demonstrates The learner independently LO 1. Generate a business idea TLE_HECGEM7/8-
1.1 Key concepts on understanding of the creates a business idea based on that relates with a career choice 00-1
environment & market environment and market in the analysis of environment and in Caregiving
1.2 Differentiation of products, Caregiving. market in Caregiving. 1. Discuss SWOT analysis
services, customers and
their buying habits 2. Generate a business idea based on
1.3 Competitors in the market the SWOT analysis
K to 12 TLE-Home Economics – Caregiving Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 26
LESSON 1: USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
1. Types and functions of The learner demonstrates The learner independently uses LO 1. Identify caregiving tools, TLE_HEUTCG7/8-
caregiving tools and equipment understanding on the use of tools, equipment and equipment, and paraphernalia 0a-b-1
2. Classification of caregiving tools, equipment and paraphernalia in caregiving. applicable to a specific job
tools, equipment, and paraphernalia in caregiving. 1.1 Classify equipment, tools, and
paraphernalia paraphernalia according to types,
and functions
1.2 Determine equipment, tools and
paraphernalia based on the
specified task
3. Proper usage of tools, LO 2. Use caregiving tools, TLE_HECGUT7/8-

equipment and paraphernalia equipment, and paraphernalia 0c-d-2
2.1 Use equipment, tools and
paraphernalia based on the task
requirement
LESSON 2: MAINTAIN TOOLS, EQUIPMENT AND PARAPHERNALIA (MT)

1. Procedures in maintaining The learner demonstrates The learner independently LO 1. Perform aftercare activities TLE_HECGMT7/8-
tools, equipment and understanding in maintaining maintains tools, equipment and for tools, equipment and 0e-f-3
paraphernalia tools, equipment and paraphernalia in caregiving. paraphernalia
2. Care of tools, equipment and paraphernalia in caregiving. 1.1 Clean tools, equipment and
paraphernalia paraphernalia after use
1.2 Store tools, equipment and
paraphernalia in the appropriate
area
1.3 Check tools, equipment and
paraphernalia regularly for
orderliness/tidiness
1.4 Carry out routine maintenance as
per Standard Operating
Procedures (SOP)
LESSON 3: PERFORM MENSURATION AND CALCULATIONS (PM)

1. Ratio and proportion The learner demonstrates The learner independently LO 1. Perform simple calculations TLE_HECGPM7/8-
2. Fractions understanding in performing performs calculations in 1.1 Perform computations involving 0g-4
3. Conversions calculations in caregiving caregiving ratio, proportion, fractions and
4. Oral, rectal and pediatric conversion
dosages 1.2 Compute oral dosages
1.3 Determine rectal dosages
1.4 Calculate pediatric dosages
1. Common hazards in nursing The learner demonstrates The learner independently LO 1. Identify hazards and risks TLE_HECGOS7/8-
Homes or day care understanding on the practice practices occupational health and 1.1 Identify hazards and risks 0h-5
1.1. Physical hazards of occupational health and safety procedures in caregiving. 1.2 Determine hazard and risks
1.2. Chemical hazards safety procedures in caregiving. indicators in the workplace
1.3. Biological hazards 1.3 Determine the effects of hazards
1.4. Ergonomic hazards
1.5. Psychological hazards
2. Effects of hazards in the
workplace
3. Safety measures LO 2. Evaluate and control TLE_HECGOS7/8-0i-
4. Electrical safety hazards and risks j-6
5. Control measures 2.1 Follow Occupational Health and
waste management Safety (OHS) procedures in dealing
with and for controlling hazards
and risks
2.2 Use Personal Protective Equipment
(PPE) in accordance with OHS
procedures and practices
2.3 Establish organizational protocol in
providing appropriate assistance
in workplace emergencies
GRADE 9 (Specialization)
Course Description: Prerequisite: Grade 7/8 Caregiving
This is a TLE Home Economics mini course, CAREGIVING, consists of common and core competencies that a Grade 9 learner must achieve namely: 1) to implement and
monitor infection control policies and procedures, 2) effectively respond to difficult/challenging behavior, 3) apply basic first aid, 4) maintain high standard of patient
services, 5) maintain healthy and safe environment, 6 clean living room dining room, bedroom, toilets, bathrooms and kitchen ),and 7 wash and iron clothes, linen and fabric.
The learner demonstrates The learner independently 1. Explain core concepts and
Introduction understanding of core develops the skills in principle in caregiving
1. Core concepts and principles in caregiving concepts and principles in caregiving and demonstrates 2. Discuss the relevance of
2. Relevance of the course caregiving. the core competencies in the course
3. Career opportunities caregiving as prescribed in 3. Explain on opportunities for
TESDA Training Regulation. caregiving as a career
CONCEPT REVIEW
1. Dimensions of Personal Entrepreneurial The learner comprehends The learner recommends LO 1. Assess Personal TLE_HEPECS9-
Competencies Personal Entrepreneurial specific strategies to improve Entrepreneurial Competencies Ik-1
a. Three Clusters of PECs (Achievement, Competencies – its ‘weak’ areas and sustain 1.1 Explain dimensions/clusters of
Planning, Power Clusters) dimensions and ‘strong’ areas of their PECs. PECs and the different
b. Characteristics characteristics. characteristic traits per cluster
2. Assessment of Personal Competencies and 1.2 Evaluate one’s PECs
Skills (PECs)
BUSINESS ENVIRONMENT AND MARKET

(EM)
1. Factors included in the Business The learner demonstrates 1. The learner analyzes how LO 2. Understand the business TLE_HECGEM9-
Environment understanding of the factor influence the environment and business ideas Ik-2
2. Spotting and Identifying Business different factors that business environment. 2.1 Explain how different factors
Opportunities influence the business 2. The learner relates influence the business
environment experience in generating environment
business ideas or 2.2 Explain procedures for
identifying business generating business ideas or
opportunities. identifying business
opportunities
2.3 Generate business ideas and
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE
STANDARD
QUARTER 1
LESSON 1: IMPLEMENT AND MONITOR INFECTION CONTROL POLICIES AND PROCEDURES (IC)
1. Definition of infection, infection control, The learner demonstrates The learner independently LO 1. Provide information to TLE_HECGIC9-
policy, procedures, hazard and infection risk understanding in implements and monitors the work group about the Ia-1
assessment implementing and infection control policies and organization’s infection control
2. Infection control policies and procedures and monitoring infection control procedures. policies and procedures
its importance policies and procedures. 1.1 Define infection, infection
3. Monitoring procedure in infection control control, policy, procedures,
hazard and infection risk
assessment
1.2 Explain the importance of
infection control policies and
procedures
1.3 Give examples of infection
control policies and procedures.
1.4 Show examples of infection
control monitoring forms
1.5 Explain monitoring procedures
in infection control.
1. Industry codes of practice LO 2. Integrate the TLE_HECGIC9-
2. Hazards and the outcomes of Infection risk organization’s infection Ib-2
assessment control policies and
3. Application of Infection control monitoring procedures into work
policies and procedures in workplace practices
2.1 Explain industry code of
practice
2.2 Identify hazards and outcomes
of infection risk assessment
2.3 Identify infection control
monitoring policies and
procedures
2.4 Apply infection control
monitoring policies and
procedures at the workplace
4. Designated personnel for the infection LO 3. Monitor infection TLE_HECGIC9-Ic-3
control information control performance and
5. Aggregate infection control information implement improvement
6. Case study on infection cases into practice
3.1 Recognize designated
infection control monitoring
personnel
3.2 Describe proper record
keeping of infection control
risks and incidents
3.3 Use records/information
reports to improve or
indicate training needs
3.4 Conduct studies on
infection cases
LESSON 2: RESPOND EFFECTIVELY TO DIFFICULT/CHALLENGING BEHAVIOR (DB)
1. How to identify difficult and challenging The learner demonstrates The learner independently LO 1. Plan responses TLE_HECGDB9-Id-4
situation understanding in responds to difficult or 1.1 Define difficult/challenging
2. Planned responses to difficult or challenging responding to difficult or challenging behaviors. behaviors
behaviors challenging behaviors. 1.2 Identify difficult or
challenging behaviors using
examples and case scenario
3. Strategies in dealing with challenging LO 2. Apply responses TLE_HECGDB9-Ie-5
behaviors 2.1 Assess capability to respond
4. Selection of strategies in dealing with to difficult/challenging
challenging behaviors behavior
5. List/example of institutional policies and 2.2 List strategies in dealing
procedures in dealing with with difficult/challenging
difficult/challenging behaviors behavior
2.3 Give examples of
institutional policies and
procedures in dealing with
difficult/challenging
behaviors
2.4 Explain institutional policy
and procedures in dealing
with difficult or challenging
behaviors
2.5 Select appropriate
strategy/strategies in
dealing with
behaviors
2.6 Use effective
communication when
dealing with
behavior
6. How to assess incidents LO 3. Report and review TLE_HECGDB9-If-6
7. Debriefing mechanism for staff involved in incidents
incidents 3.1 Relay incidents according to
institutional policies and
procedures
3.2 Assess incidents for
suggestions to properly
handle the
behavior incident
3.3 Select appropriate
debriefing mechanisms for
the staff involved after the
incident
3.4 Write comprehensive
documentation regarding
the difficult/challenging
behavior incident
3.5 Conduct research on
behavior
PERFORMANCE
STANDARD
Lesson 3: APPLY BASIC FIRST AID (BA)
1. First Aid Management The learner demonstrates The learner independently LO 1. Assess the situation TLE_HECGBA9-
2. Physical Hazards understanding in applying applies basic first aid 1.1 Define first aid, first aid Ig-7
3. Personal and Environmental Risks basic first aid procedures. procedures. management, physical hazard,
4. Casualty’s Condition risks and vital signs
5. Equipment and Resources 1.2 Discuss first aid principles
6. Communication System 1.3 Demonstrate vital signs taking
7. Vital Signs 1.4 Identify physical hazards to self
8. First Aid Principles and casualty’s health and safety
1.5 Control physical hazards
following the Occupational
Health and Safety Procedures
1.6 Take casualty’s vital signs
1.7 Assess casualty’s physical
condition following workplace
procedures
8. Appropriate first aid for casualties LO 2. Apply basic first aid TLE_HECGBA9-
9. Application of first aid management to techniques Ih-8
casualties 2.1 Identify appropriate first aid
10. Monitoring and recording casualties management for the casualty
condition 2.2 Keep the casualty calm and
comfortable
2.3 Apply first aid management to
the casualty
2.4 Monitor casualty’s physical
condition following first aid
principles and workplace
procedures
2.5 Document/record casualty’s
condition in reference to
organizational procedures
11. How to request medical assistance LO 3. Communicate details of TLE_HECGBA9-

12. Reporting complete information details of the incident Ii-j-9
incident 1.1 Request medical assistance
using communication media
1.2 Relay accurate details of the
PERFORMANCE
STANDARD
casualty’s condition to
emergency services/relieving
personnel
1.3 Report complete
details/information of the
incident
LESSON 4: MAINTAIN HIGH STANDARD OF PATIENT SERVICES (MS)
1. Definition and characteristics of the patient The learner demonstrates The learner independently LO 1. Communicate TLE_HECGMS9-
2. Health care providers understanding in maintains high standard of appropriately with patients IIa-10
3. Communication and modes of maintaining high standard patient services. 1.1 Define patient/s,
communication of patient services. communication, confidentiality,
and privacy
1.2 Describe the characteristics of a
patient/s
1.3 Identify the health care
providers and their role in caring
for the patient
1.4 Discuss different modes of
communication
1.5 Identify effective communication
strategies and techniques to
achieve best patient service
outcomes
1.6 Employ established
organizational policy to address
complaints of patients
1.7 Utilize an interpreter service as
required
1.8 Resolve conflicts immediately by
directly or by referral to the
appropriate personnel for
positive outcomes
PERFORMANCE
STANDARD
4. Establishing rapport and good interpersonal LO 2. Establish and maintain TLE_HECGMS9-
relationship with patient good interpersonal relationship IIb-11
5. Rights and responsibilities of patients with patients
2.1 Establish rapport and good
interpersonal relationship with
the patient to ensure best
patient service outcome
2.2 Exhibit genuine courtesy to the
patient, family and visitors at all
times
2.3 Recognize patient rights and
responsibilities at all times
2.4 Identify patients’ concerns and
needs
2.5 Monitor and evaluate
effectiveness of interpersonal
relationship with patient to
ensure best patient service
outcomes.
6. Respect for differences LO 3. Act in a respectful manner TLE_HECGMS9-

at all times IIc-12
3.1 Observe and respect individual
differences
3.2 Maintain confidentiality and
privacy of patients at all times
3.3 Demonstrate courtesy and
respect in all interactions with
patients, visitors, family and
other health care providers
3.4 Ask assistance in caring and
managing patients with
challenging behaviors in
accordance with established
procedures.
3.5 Cite case studies on providing
patient services
3.6 Confidentiality and privacy of
PERFORMANCE
STANDARD
patients
LO 4. Evaluate own work to TLE_HECGMS9-
maintain a high standard of IId-13
patient service
4.1 Set criteria to evaluate
performance in order to
maintain a high standard of
patient service
4.2 Perform self evaluation, gather
patient’s feedback and
supervisor’s assessment
regularly to maintain/improve
high standard of patient service
4.3 Performance monitoring
QUARTER 2
LESSON 1: MAINTAIN A HEALTHY AND SAFE ENVIRONMENT (SE)
1. Maintain a clean and hygienic environment The learner demonstrates The learner independently LO 1. Maintain a clean and TLE_HECGSE9-
1.1 Cleaning and cleaning agents definition understanding in maintains healthy and safe hygienic environment IIe-f-14
1.2 Tools and equipment needed maintaining healthy and environment. 1.1 Define cleaning and cleaning
1.3 Legal requirements and regulations safe environment. agents
regarding supervision
1.2 Identify tools and equipments
1.4 Proper disposal of waste materials
needed to maintain clean and
1.5 Safety storage of cleaning materials and
hygienic environment
equipments
1.3 Use appropriate cleaning
agents, tools and equipment
1.4 Follow infection control
procedures
1.5 Maintain ventilation, lighting and
heating/cooling adequately
1.6 Demonstrate ability to provide a
clean environment for children
1.7 Observed personal
hygiene/health procedures
1.8 Enumerate legal requirements
and regulations regarding
PERFORMANCE
STANDARD
supervision of clean and
hygienic environment
1.9 Show proper disposal of waste
materials
1.10 Provide recordings on
maintaining cleanliness in
workplace
2. Organizational procedures implemented for LO 2. Provide a safe TLE_HECGSE9-

safety environment IIg-h-15
2.1 Area inspection for hazards 2.1 Demonstrate ability to provide a
2.2 Considerations when dealing and caring clean and safe environment for
for children children
2.3 Kinds of contact to formulate 2.2 Implement environment
observations in caring for children protection policy
2.4 Potential risk to consider in dealing with 2.3 Explain rules for safe play
children 2.4 Implement rules for safe play
2.5 Rules to observe to make the children 2.5 Identify potential risks and
environment safe for play hazards in the environment
2.6 Providing a safe environment and risk 2.6 Explain to clients potential risk
reduction strategies in taking care of and hazard found in the
children environment
2.7 Age appropriate tools, equipments, toys 2.7 Discuss and practice with clients
and games for children the emergencies and evacuation
2.8 Hazards in caring for children procedures.
2.9 Identifying emergency and fire exits 2.8 Discuss organizational policies
2.10 Risk reduction/strategies in and procedures on safety
caring for children 2.9 Implement environment
protection policy
2.10 Conduct institutional lay-out
safety check
2.11 Provide tools, equipment,
toys and games appropriate to
the age of the child
2.12 Check and maintain
equipment to ensure safety
2.13 Implement strategies in
PERFORMANCE
STANDARD
checking the area for hazards
and find ways for risks reduction
3. Review legal requirements and regulations LO 3. Supervise the safety of clients TLE_HECGSE9-
for safety 3.1 Review legal requirements and Ii-j-16
4. Rules for safe play regulations for safety
5. Maintaining direct contact with 3.2 Explain rules for safe play
individuals/group 3.3 Model and implement rules for
6. Identification of potential risks in the safe play
environment for prevention 3.4 Identify hazards and potential
7. Hazards and potential hazards in the hazards in the environment
environment 3.5 Discuss emergency and
8. Emergencies and evacuation procedures are evacuation procedures
discussed and practiced with clients. 3.6 Practice emergency and
evacuation procedures
3.7 Maintain direct contact with
individuals/group
QUARTER 3
LESSON 1: CLEAN LIVING ROOM, DINING ROOM, BEDROOMS, TOILETS, BATHROOMS AND KITCHEN (CL)
1. Procedures and techniques in cleaning and . LO 1. Clean living room, TLE_HECGCL9-
polishing rooms (living room, bedroom, bedroom, bathroom, and IIIa-d-17
bathroom, and kitchen) following standard kitchen
operating procedures 1.1 Discuss the principles and
2. Procedures and techniques in cleaning floor procedures in cleaning living
types and surface textures according to room, bedroom, bathroom, and
safety procedures and manufacturer’s kitchen
specifications 1.2 Demonstrate procedures in
3. Method of removing suitable dirt/stain cleaning, removing dirt/stain in
according to safety procedures and living room, bedroom,
manufacturer’s specifications bathroom, and kitchen
4. Different areas where dirt and dust can 1.3 Perform correctly the procedure
easily accumulate in cleaning
5. Proper storage of cleaning equipments 1.4 Discuss procedures and
techniques in cleaning floor
types and surface textures
6. Cleaning bed mattresses according to LO 2. Make up beds and cots TLE_HECGCL9-
standard operating procedures 2.1 Identify different materials IIIe-f-18
PERFORMANCE
STANDARD
7. Proper handling of soiled linens and needed in bed making
pillowcases according to standard operating 2.2 Identify procedures in bed
procedures making
8. Procedures in bed making 2.3 Demonstrate proper procedure
of bed making including
centering the linen and making
miters
9. Types/Uses/Functions of Cleaning LO3. Clean toilet and bathroom TLE_HECGCL9-
Equipment, Supplies and Materials 1.1 Identify cleaning IIIg-j-19
10. Method of identifying and removing Stains, equipments/supplies and
Mud, Dirt and Grease materials
11. Stain Removal Techniques 1.2 Enumerate use of face mask,
12. Procedures in Cleaning, Disinfecting and gloves for safe protection
Sanitizing Rooms (Toilet and Bathroom) 1.3 Demonstrate cleaning of
13. Types and Characteristics of Floors ceilings and walls in accordance
14. Safety Precaution in using chemicals and with standard operating
tools in cleaning procedures and techniques
1.4 Demonstrate wiping of window
edges and sills in accordance
with SOPs
1.5 Demonstrate scrubbing and
disinfection of bath tub,
lavatory and toilet bowls in
accordance with SOPs and
techniques
1.6 Demonstrate washing and
cleaning of accessories in
accordance with SOPs and
techniques
QUARTER 4
LESSON 1- WASH AND IRON CLOTHES, LINEN AND FABRIC (CF)
1. Principles in washing clothes LO 1. Check and sort clothes, TLE_HECGCF9-
2. Standard procedures in washing clothes linens and fabric Iva-b-20
3. Language Label (Fabric and Garments 1.1 Identify principles in washing
Labels) clothes
4. Types and Characteristics of Clothes, Linen 1.2 Enumerate standard procedures
and Fabric in washing clothes
PERFORMANCE
STANDARD
5. Standard Procedures in Checking and 1.3 Identify different types and
Preparing Washing Machine characteristics of linen
1.4 Read different language label
(fabric and garment labels)
1.5 Demonstrates sort soiled
clothes, linen and fabrics
according to texture, color, size
and defects
1.6 Apply proper care of fabric
1.7 Prioritize sorted items according
to the cleaning process required
and the urgency of the item
6. Definition of terms LO 2. Remove stains TLE_HECGCF9-
7. Kinds of stain 2.1 Define stain, and stain removing IVc-d-21
8. Kinds of solutions in removing specific type 2.2 Identify different types of
of stain solution to remove stain
9. Safety Precaution in using stain removing 2.3 Demonstrate proper ways to
agents and chemicals remove stains using appropriate
10. Proper storage of stain removing agents and chemicals or agents
chemicals 2.4 Identify ways to store all stain
removing agents and chemicals
following safety procedures.
11. Types of laundry method LO 3. Perform laundry TLE_HECGCF9-
12. Types and Uses of Washing Machines and 3.1 Identify different types of IVg-h-22
Dryers laundry methods
13. Hygiene, Health and Safety Issues of 3.2 Identify types and uses of
Specific Relevance to Laundry Operations washing machines and dryers.
14. Maintenance of Laundry Area 3.3 Select appropriate laundry
15. Equipment needed in performing laundry method.
3.4 Demonstrate washing of
clothes, linen and fabric
according to the labeling codes
and washing instructions
3.5 Use laundry equipment in
accordance with manufacturer’s
instruction
3.6 Demonstrate proper stain, dirt
and unpleasant odor removal
PERFORMANCE
STANDARD
from clothing, linen and fabric
based on procedures
3.7 Demonstrate proper sun-
drying/machine drying of
washed clothes, linen and fabric
as per instructions
3.8 Identify ways to free dried
clothes, linen and fabric from
unpleasant odor and static cling
3.9 Show proper cleaning of
washing area in accordance
with safety and health
procedures
3.10 Perform after care of
equipment after use in
instructions
16. Types and Use of Hangers LO4. Dry clothes, linen and TLE_HECGCF9-
17. Folding Method and Techniques fabric IVi-j-23
18. Procedures in storing equipment and 4.1 Identify types and uses of
materials hangers
4.2 Demonstrate different folding
methods and techniques
4.3 Demonstrate proper removal of
dried clothes, linen and fabric
4.4 Perform actual folding using
different methods and
techniques
19. Standard procedures for ironing clothes, LO 5. Iron clothes, linens and TLE_HECGCF9-
linens and fabrics fabrics IVi-j-24
20. Basics of Pressing 5.1. Define ironing clothes
21. Types and Uses of Irons, Ironing Boards and 5.2. Identify standard procedures for
Ironing Accessories ironing clothes, linens, and
21.1 Procedures in storing materials and fabrics
paraphernalia 5.3. Enumerate basics of pressing
21.2 Care of equipment, materials and 5.4. Identify types and uses of
paraphernalia ironing boards, and ironing
PERFORMANCE
STANDARD
accessories
5.5. Discuss safety precautions in
ironing fabric
5.6. Performs ironing in accordance
to the standard procedures
5.7. Demonstrate proper folding,
placing in a hanger and storing
in designated cabinets the
ironed clothes, linens and
fabrics as per instructions
5.8. Demonstrate proper storage of
ironing equipment and materials
in the appropriate area
following safety procedures
Course Description: Prerequisite: Grade 9 Caregiving
This is a TLE Home Economics course, CAREGIVING, consists of core competencies that a learner must achieve. This course is designed to develop knowledge, skills and
attitude to provide health care. The course covers food preparation (hot and cold meals) in relation to caregiving as prescribed in the TESDA Training Regulation.

Introduction The learner demonstrates The learner independently 1. Explain core and principle
1. Core principle and concept in caregiving understanding of core develops the skills in food concepts in caregiving
2. Relevance of the course concepts and principle in processing and demonstrates 2. Discuss the relevance of the
3. Career opportunities caregiving. the core competencies in course
caregiving prescribed in TESDA 3. Explain on opportunities for
Training Regulation. caregiving as a career
4. Enumerate general areas of
FOS
1. Assessment of Personal Competencies and The learner demonstrates The learner independently LO 1. Develop and strengthen TLE_HECGPECS10-
Skills (PECs) vis-à-vis a practicing understanding of one’s PECs creates a plan of action that PECs needed in Caregiving Ik-1
entrepreneur/employee in a province. in Caregiving. strengthens/ further develops 1.1 Identify areas for
1.1 Characteristics one’s PECs in Caregiving. improvement, development
1.2 Attributes and growth
1.3 Lifestyle 1.2 Align one’s PECs according to
1.4 Skills his/her business/career choice
1.5 Traits 1.3 Create a plan of action that
2. Analysis of PECs in relation to a practitioner ensures success of his/her
3. Application of PECs to the chosen business/career choice
business/career
1. Product Development The learner demonstrates The learner independently LO 1. Develop a product/ TLE_HECGEM10-Ik-
2. Key concepts of developing a understanding of creates a business vicinity map service in Caregiving 1
product environment and market in reflective of potential 1.1 Identify what is of “Value” to
3. Finding Value Caregiving in one’s Caregiving market within the the customer
4. Innovation town/municipality. locality/town. 1.2 Identify the customer to sell to
4.1. Unique Selling 1.3 Explain what makes a product
4.2. Proposition (USP) unique and competitive
1.4 Create ones mission, goal and
objective in caregiving
1.5 Apply creativity and
Innovative techniques to
develop marketable product
1.6 Employ a Unique Selling
Proposition (USP) to the
product/service
1.7 Prepare a flyers to advertise a
new product
5. Selecting Business Idea LO 2. Select a business idea TLE_HECGEM10-Ik-
6. Key concepts of Selecting based on the criteria and 2
6.1. Business Idea techniques set
6.2. Criteria 2.1 Enumerate various criteria and
6.3. Techniques steps in selecting a business
idea
2.2 Apply the criteria/steps in
selecting a viable business
idea
2.3 Determine a business idea
based on the
criteria/techniques set
7. Branding LO 3. Develop a brand for the TLE_HECGEM10-Ik-
product 3
3.1 Identify the benefits of having
a good brand
3.2 Enumerate recognizable
brands in the town/province
3.3 Enumerate the criteria for
developing a brand
3.4 Generate a clear appealing
product brand
QUARTER 1
LESSON 1: PREPARE COLD MEALS -APPETIZERS, SANDWICHES, SALAD AND DESSERTS- (CM)
1. Variety of ingredients in preparing The learner demonstrates The learner independently LO 1. Prepare a range of TLE_HECGCM10-
appetizers the understanding in prepares cold meals appetizers Ia-d-1
1.1 Preparing D’oeuvres preparing cold meals (appetizers, sandwiches, and 1.1 Discuss principles and
1.2 Preparing Canape’s (appetizers, sandwiches, dessert). procedures in the preparing
and dessert). appetizers sandwiches, and
1.3 Preparing Finger foods
dessert.
2. Methods of preparing appetizers 1.2 Identify ingredients according
3. Tools, equipment, utensils needed in to the given recipe
preparing appetizers 1.3 Prepare variety of appetizers
4. Food and Safety Hazard based on appropriate
5. Safe Food Handling techniques
1.4 Present appetizers attractively
6. Standard serving portion
using suitable garnishes,
7. Presentation appetizers condiments and service wares
8. Principles and techniques in storing 1.5 Compute for selling price per
appetizers order of appetizer and
9. Safety and hygienic practices in storing nutritive content of food
appetizers 1.6 Store appetizers hygienically
at the appropriate
temperature
10. Variety of ingredients in preparing LO 2. Prepare sandwiches TLE_HECGCM10-Ie-
sandwiches 2.1 Identify ingredients according g-2
11. Variety of ingredients in preparing to the given recipe
sandwiches 2.2 Prepare variety of sandwiches
12. Tools, equipment, utensils needed in based on appropriate
preparing sandwiches techniques
13. Varieties of hot and cold sandwiches 2.3 Present sandwiches
14. Prepare varieties of sandwiches attractively using suitable
15. Methods of preparing sandwiches garnishes, condiments and
16. Presentation of prepared sandwiches service wares
17. Standard serving portion 2.4 Compute for selling price of
18. Safety and hygienic practices in storing sandwiches
sandwiches 2.5 Store sandwiches hygienically
19. Food and Safety Hazard Safe Food at the appropriate
Handling temperature
20. Variety of ingredients in preparing salads LO 3. Prepare salads and TLE_HECGCM10-

and desserts desserts Ih-j-3
21. Tools, equipment, utensils needed in
preparing salads and desserts 3.1 Identify ingredients according
22. Varieties salads and desserts to the given recipe
23. Prepare salads and desserts 3.2 Prepare variety of salads and
24. Methods of preparing salads and desserts desserts based on appropriate
25. Presentation of prepared salads and techniques
desserts 3.3 Present salads and desserts
26. Standard serving portion attractively using suitable
27. Safety and hygienic practices in storing garnishes, condiments and
salads and desserts service wares
28. Food and Safety Hazard Safe Food 3.4 Compute for selling price of
Handling prepared salad and dessert
and nutritive contents
3.5 Store salads and desserts
hygienically at the appropriate
temperature
QUARTER 2
LESSON 1: PREPARE HOT MEALS -EGG DISHES, PASTA GRAIN AND FARINACEOUS DISHES- (HP)
1. Variety of ingredients in preparing egg The learner demonstrates The learner independently LO 1. Prepare egg dishes TLE_HECGHP10-
dishes the understanding in prepares hot meals (egg 1.1 Discuss principles and IIa-e-4
2. Tools, equipment, utensils needed in preparing hot meals (egg dishes, pasta grain and procedure in the preparing
preparing egg dishes dishes, pasta grain and farinaceous dishes). egg dishes
3. Varieties of egg dishes Prepare varieties farinaceous dishes). 1.2 Identify ingredients according
of sandwiches to the given recipe
4. Methods of preparing egg dishes 1.3 Prepare variety of egg dishes
Presentation of prepared egg dishes based on appropriate
5. Standard serving portion techniques
6. Safety and hygienic practices in storing egg 1.4 Present egg dishes attractively
dishes using suitable garnishes,
7. Food and Safety Hazard Safe Food condiments and service wares
Handling compute for selling price of
egg dishes and nutrient
contents
1.5 Store egg dishes hygienically
at the appropriate
temperature
8. Variety of ingredients in preparing pasta LO 2. Prepare pasta grain and TLE_HECGHP10-
grain and farinaceous dishes farinaceous dishes IIf-j-5
preparing pasta grain and farinaceous 2.1 Identify ingredients according
dishes to the given recipe
10. Varieties of pasta grain and farinaceous 2.2 Prepare variety of pasta grain
dishes and farinaceous dishes based
11. Prepare varieties of pasta grain and on appropriate techniques
farinaceous dishes 2.3 Present pasta grain and
12. Methods of preparing pasta grain and farinaceous dishes attractively
farinaceous dishes using suitable garnishes,
13. Presentation of prepared pasta grain and condiments and service wares
farinaceous dishes 2.4 Compute for selling price of
14. Standard serving portion pasta dishes and nutrient
15. Safety and hygienic practices in storing contents
pasta grain and farinaceous dishes 2.5 Store pasta grain and
16. Food and Safety Hazard Safe Food farinaceous dishes hygienically
Handling at the proper temperature
QUARTER 3
LESSON 1: PREPARE HOT MEALS -SEAFOOD DISHES, SOUP, SAUCES, GARNISHES, POULTRY DISHES- (SS)
1. Variety of ingredients in preparing The learner demonstrates The learner independently LO 1. Prepare seafood dishes TLE_HECGSS10-
seafood dishes the understanding in prepares hot meals (seafood 1.1 Discuss principles and IIIa-d-6
2. Tools, equipment, utensils needed in preparing hot meals dishes, soup, sauces, garnishes procedure in the preparing
preparing seafood dishes (seafood dishes, soup, and poultry dishes). seafood dishes
3. Varieties of seafood dishes sauces, garnishes and 1.2 Identify ingredients according
4. Prepare varieties of seafood dishes poultry dishes). to the given recipe
5. Methods of preparing seafood dishes 1.3 Prepare variety of seafood
6. Presentation of prepared seafood dishes dishes based on appropriate
7. Standard serving portion techniques
8. Safety and hygienic practices in storing 1.4 Present seafood dishes
seafood dishes attractively using suitable
9. Food and Safety Hazard Safe Food garnishes, condiments and
Handling service wares
1.5 compute for selling price of
nutrient contents
1.6 Store seafood dishes
hygienically at the proper
temperature
10. Variety of ingredients in preparing soup, LO 2. Prepare soup, sauces TLE_HECGSS10-
sauces and garnishes and garnishes IIIe-g-7
preparing soup, sauces and garnishes 2.1 Identify ingredients according
12. Varieties of soup, sauces and garnishes to the given recipe
13. Prepare varieties of soup, sauces and 2.2 Prepare variety of soup,
garnishes sauces and garnishes based
14. Methods of preparing sandwiches on appropriate techniques
15. Presentation of prepared soup, sauces 2.3 Present soup, sauces and
and garnishes garnishes attractively using
suitable garnishes, condiments
16. Standard serving portion and service wares
17. Safety and hygienic practices in storing 2.4 Compute for selling price for
sandwiches order and nutrient contents
18. Food and Safety Hazard Safe Food 2.5 Store soup, sauces and
Handling garnishes hygienically at the
proper temperature
19. Variety of ingredients in preparing poultry LO 3. Prepare poultry dishes TLE_HECGSS10-
dishes IIIh-j-8
20. Tools, equipment, utensils needed in 3.6 Identify ingredients according
preparing poultry dishes Varieties of to the given recipe
poultry dishes Prepare varieties of poultry 3.7 Prepare variety of poultry
dishes Methods of preparing poultry dishes based on appropriate
dishes Presentation of prepared poultry techniques
dishes Standard serving portion 3.8 Present poultry dishes
21. Safety and hygienic practices in storing attractively using suitable
poultry dishes Food and Safety Hazard garnishes, condiments and
Safe Food Handling service wares
3.9 Store poultry dishes
temperature
QUARTER 4
LESSON 1: PREPARE HOT MEALS -VEGETABLE DISHES AND MEAT DISHES- (VD)
1. Variety of ingredients in preparing The learner demonstrates The learner independently LO 1. Prepare vegetable TLE_HECGVD10-
vegetable dishes the understanding in prepares hot meals (vegetable dishes Iva-e-9
2. Tools, equipment, utensils needed in preparing hot meals and meat dishes). 1.1 Discuss principles and
preparing vegetable dishes (vegetable and meat procedures in the preparing
3. Varieties of vegetable dishes dishes). vegetable dishes
4. Prepare varieties of vegetable dishes 1.2 Identify ingredients according
5. Methods of preparing vegetable dishes to the given recipe
6. Presentation of prepared vegetable dishes 1.3 Prepare variety of vegetable
7. Standard serving portion dishes based on appropriate
8. Safety and hygienic practices in storing techniques
vegetable dishes 1.4 Present vegetable dishes
9. Food and Safety Hazard Safe Food attractively using suitable
Handling garnishes, condiments and
service wares
1.5 Compute for selling price per
order and nutrient content
1.6 Store vegetable dishes
temperature
10. Variety of ingredients in preparing meat LO 2. Prepare meat dishes TLE_HECGVD10-
dishes IVf-j-10
11. Tools, equipment, utensils needed in 2.1 Identify ingredients according
preparing meat dishes to the given recipe
12. Varieties of hot and cold meat dishes 2.2 Prepare variety of meat dishes
Prepare varieties of meat dishes Methods based on appropriate
of preparing meat dishes Presentation of techniques
prepared meat dishes 2.3 Present meat dishes
13. Standard serving portion 2.4 attractively using suitable
14. Safety and hygienic practices in storing garnishes, condiments and
meat dishes Food and Safety Hazard Safe service wares
2.5 Compute for selling price per
Food Handling
order and nutritive content
2.6 Store meat dishes hygienically
at the proper temperature
Code Book Legend
Sample: TLE_HECGVD10-IVf-j-10
LEGEND SAMPLE
Technology and Livelihood Education_Home

Learning Area and Strand/ Subject or
Economics
Specialization
Caregiving TLE_HE
First Entry CG
10
Grade Level Grade 10
Domain/Content/
Uppercase Letter/s
Component/ Topic
Vegetable Dishes and Meat Dishes VD
-
Roman Numeral
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in between letters to indicate Week Weeks Six to Ten f-j
more than a specific week
-
Arabic Number Competency Prepare meat dishes 10
Code Book Legend
DOMAIN/ COMPONENT CODE
Personal Entrepreneurial Competencies PECS

Environment and Market EM
Use Tools, Equipment and Paraphernalia UT
Maintain Tools, Equipment and Paraphernalia MT
Perform Mensuration and Calculation PM
Practice Occupational and Safety Procedures OS
Implement and Monitor Infection Control Policies and Procedures IC
Respond Effectively To Difficult/Challenging Behavior DB
Apply Basic First Aid BA
Maintain High Standard of Patient Services MS
Maintain a Healthy and Safe Environment SE
Clean Living Room, Dining Room, Bedrooms, Toilets, Bathrooms and Kitchen CL
Wash and Iron Clothes, Linen and Fabric CF
Prepare Cold Meals -Appetizers, Sandwiches, Salad and Desserts CM
Prepare Hot Meals -Egg Dishes, Pasta Grain and Farinaceous Dishes HP
Prepare Hot Meals -Seafood Dishes, Soup, Sauces, Garnishes, Poultry Dishes SS
Prepare Hot Meals -Vegetable Dishes and Meat Dishes VD
Cookery

HOME ECONOMICS - COOKERY
Course Description:
This curriculum guide is an exploratory course in Cookery, which leads to National Certificate Level II (NC II). It covers five common competencies that a Grade
7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) knowledge of the use of tools, equipment, and paraphernalia; 2)
maintenance of tools, equipment, and paraphernalia; 3) performance of mensuration and calculation; 4) interpretation of technical drawings and plans; and 5) the
practice of Occupational Health and Safety Procedures (OHSP) 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 of career opportunities
PERFORMANCE LEARNING
CONTENT CONTENT STANDARD CODE
STANDARD COMPETENCIES
Introduction The learners demonstrate an The learners independently The learners:
1. Basic concepts in cookery understanding of basic demonstrate common 1. explain basic concepts in
2. Relevance of the course concepts and theories in competencies in cookery as cookery
3. Career opportunities cookery prescribed in the TESDA 2. discuss the relevance of
Training Regulation the course
3. explore opportunities for
cookery as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES – PECs
1. Assessment of Personal The learners demonstrate an The learners recognize his/her LO 1. Recognize PECs TLE_PECS7/8-00-1
Entrepreneurial understanding one’s PECs PECs and prepare an activity needed in cookery
Competencies and Skills plan that aligns that with that 1.1 assess one’s pecs:
(PECs) vis-á-vis a of a practitioner/entrepreneur characteristics, lifestyle,
practicing in cookery skills, traits
entrepreneur/employee: 1.2 compare one’s pecs with
1.1. Characterstics those of an entrepreneur
1.2. Lifestyle
1.3. Skills
1.4. Traits
2. Analysis of PECs in
relation to an
entrepreneur

SWOT analysis The learners demonstrate an The learners create a business LO 1. Generate a business TLE_EM7/8-00-1
1. Key concepts in understanding environment idea based on the analysis of idea that relates with a
environment and market and market in cookery environment and market in career choice in Cookery
2. Differentiation of cookery 1.1 discuss swot analysis
products, services, 1.2 generate a business idea
K to 12 TLE Track Home Economics - Cookery Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 30
customers and their based on the swot
buying habits analysis
3. Competitors in the market
USE OF KITCHEN TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
1. Types of kitchen tools, The learners demonstrate an The learners independently LO 1. Utilize appropriate TLE_HECK7/8UT-0a-1
equipment and understanding the use and use and maintain tools, kitchen tools, equipment,
paraphernalia maintenance of equipment in equipment, and materials in and paraphernalia
2. Uses of kitchen tools, cookery cookery according to standard 1.1 identify types of tools,
equipment, and operating procedures equipment, and
paraphernalia paraphernalia
1.2 classify the types of
appropriate cleaning tools
and equipment based on
their uses
1.3 describe the various types
of kitchen tools,
equipment, and
paraphernalia
MAINTENANCE OF KITCHEN TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT)
1. Types of chemicals for LO 2. Maintain appropriate TLE_HECK7/8MT-0b-2
cleaning and sanitizing kitchen tools, equipment,
kitchen tools and and paraphernalia
equipment 2.1 select various types of
2. Steps in cleaning and chemicals for cleaning and
sanitizing kitchen tools sanitizing kitchen tools,
and equipment equipment, and
3. Cleaning kitchen premises paraphernalia
(floor and storage areas) 2.2 clean and sanitize kitchen
4. Maintenance of kitchen tools and equipment
tools, equipment, and following manufacturer’s
work areas instructions
2.3 use cleaning tools,
equipment, and
paraphernalia in
accordance to standard
operating procedures
2.4 maintain kitchen tools,
equipment, and work
areas
1. Storing/stacking tools and LO 3. Store and stack TLE_HECK7/8MT-0c-3
equipment kitchen tools and
equipment
3.1 store or stack cleaned
equipment and utensils
safely in the designated
place
PERFORM MENSURATION AND CALCULATIONS (PM)
1. Types of measuring tools The learners demonstrate an The learners independently LO 1. Carry out TLE_HECK7/8PM-0d-4
and their uses understanding performing measure and calculate measurements and
2. Measuring techniques of mensuration and calculation in ingredients in cookery calculations in a required
ingredients cookery task
2.1. Dry ingredients 1.1 give the abbreviations and
2.2. Liquid ingredients equivalents of
3. Measurement measurements
abbreviations 1.2 identify the types of
4. Equivalent measurements measuring tools
5. Conversion of weights and 1.3 describe the functions of
measurements measuring tools
6. Substitution of ingredients 1.4 measure ingredients
according to recipe
requirement
1.5 convert systems of
measurement according
to recipe requirement
1.6 perform substitution of
ingredients
7. Costing the finished LO 2. Calculate cost of TLE_HECK7/8PM-0e-5
products/recipes production
7.1. Expenses 2.1 discuss principles of
7.2. Mark-up costing
7.3. Selling price 2.2 compute cost of
7.4. Profit production
2.3 validate computed cost of
production
INTERPRET KITCHEN LAYOUT (KL)
1. Alphabet of lines The learners demonstrate an The learners independently LO 1. Read and interpret TLE_HECK7/8KL-0f-6
2. Architectural kitchen understanding the interpret kitchen/shop layouts kitchen plans
symbols, diagram, and interpretation of diagrams, based on given blueprints 1.1 read and interpret
layout plans, and kitchen layouts architectural kitchen
symbols and layout
according to specifications
in the blueprint
1.2 determine parts and
functions of a kitchen
layout
3. Kitchen types and layouts LO 2. Prepare a kitchen TLE_HECK7/8KL-0g-7
layout
2.1 prepare a sketch and
layout according the type of
kitchen
PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES (OSHP)

1. Concepts of the following: The learners demonstrate an The learners independently LO 1. Importance of TLE_HECK7/8OHSP-0h-8
1.1. Safety understanding the practice of practice occupational health Occupational Health and
1.2. Health occupational health and safety and safety Safety Procedures
1.3. OHSP standards 1.1 recognize the importance
2. Safety Regulations of ohsp
2.1. Clean Air Act 1.2 explain safety regulations,
2.2. Building Code hazard control practices,
2.3. National Electrical and procedures based on
and Fire Safety Code organization procedures
2.4. Ph OSHS
3. Types of Hazard/Risk in LO 2. Identify Hazards and TLE_HECK7/8OHSP-0i-9
the work place Risks in the Workplace
3.1. Physical 2.1 determine the types of
3.2. Biological hazards and risks the
3.3. Chemical workplace
3.4. Fire
4. Control hazards and risks LO 3. Evaluate and Control TLE_HECK7/8OHSP-0j-10

in the workplace Hazards and Risks in the
4.1. Environmental Workplace
control 3.1 Follow consistently OHS
4.2. Work practice control procedure for controlling
4.3. Personal Protective hazards/risks
Equipment (PPE) 3.2 Use Personal Protective
5. Emergency-related drills Equipment (PPE) in
and training accordance with OHS
6. Occupational Health and 3.3 Conduct emergency-
Safety personal records related drills and training
3.4 Maintain OHSP awareness
Course Description: Prerequisite: Grade 7/8 Cookery
This curriculum guide on Cookery leads to National Certificate Level II (NCII). This course is designed for a Grade 9 student to develop knowledge, skills, and
attitudes in the performance of Cookery tasks. It covers core competencies, namely: (1) cleaning and maintaining kitchen premises, (2) preparing appetizers, (3)
preparing salads and dressings, (4) preparing sandwiches, (5) preparing desserts, and (6) packaging prepared foods.
1. Core concepts in cookery understanding of core demonstrate core 1. explain core concepts in
2. Relevance of the course concepts and underlying competencies in cookery as cookery
3. Career opportunities theories in cookery lessons prescribed in the TESDA 2. discuss the relevance of
Training Regulation the course
3. explore opportunities for a
career in cookery
CONCEPT REVIEW
PERSONAL ENTREPRENEURIAL COMPETENCIES – PECs
1. Dimensions of Personal The learners demonstrate an The learners recommend LO 1. Assess Personal TLE_PECS9-00-1
Entrepreneurial understanding the dimensions specific strategies to improve Entrepreneurial
Competencies (PECs) and characteristics of PECs “weak” areas and sustain Competencies
1.1. three clusters of “strong” areas in their PECs 1.1. explain
PECS (achievement, dimensions/clusters of
planning, and power PECs and the different
clusters) characteristic traits per
1.2. characteristics cluster
2. Assessment of PECs 1.2. evaluate one’s PECs
1. Factors in the business The learners demonstrate an The learners analyze how LO 2. Understand the TLE_EM9-00-1
environment understanding the different factor influence the business business environment and
2. Identifying business factors that influence the environment. business ideas
opportunities business environment. 2.1 explain how different
The learners relate experience factors influence the
in generating business ideas business environment
or identifying business 2.2 explain procedures for
opportunities. generating business ideas
or identifying business
opportunities
2.3 generate business ideas
and identify business
opportunities
CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT, AND PREMISES (KP)
1. Kitchen tools and The learners demonstrate an The learners independently LO 1. Clean, sanitize, and TLE_HECK9KP-Ia-1
equipment to be cleaned, understanding the knowledge, maintain clean kitchen tools, store kitchen tools and
sanitized, and stored skills, and attitudes required equipment, and premises. equipment
1.1. cutting tools and in maintaining kitchen tools, 1.1 recognize kitchen tools
equipment equipment, and work and equipment to be
1.2. measuring tools and premises. cleaned and sanitized
equipment 1.2 identify the chemicals to
1.3. mixing tools and be utilized in cleaning and
equipment sanitizing kitchen tools
1.4. top-of-the-range and equipment
equipment 1.3 prepare cleaning agents in
1.5. baking tools and accordance with
equipment manufacturer’s
2. Types of chemicals used instructions
in cleaning and sanitizing 1.4 clean and sanitize kitchen
kitchen tools and tools in accordance with
equipment prescribed standards
3. Methods of cleaning and 1.5 store cleaned kitchen
sanitizing kitchen tools tools and equipment
and equipment safely in the designated
4. Proper dishwashing space
techniques
5. Techniques in storing
cleaned kitchen tools and
equipment
6. Surfaces to be cleaned LO 2. Clean and sanitize TLE_HECK9KP-Ib-2
6.1. walls kitchen premises
6.2. floors 2.1 recognize kitchen
6.3. shelves premises to be cleaned
6.4. benches and work and sanitized
surfaces 2.2 classify and describe the
6.5. cooking equipment uses of cleaning agents
and appliances 2.3 clean the kitchen area
6.6. cold storage hygienically in accordance
equipment with food safety and
6.7. storerooms and occupational health
cupboards regulations
7. Types and uses of 2.4 clean surfaces without
cleaning agents damaging property and
7.1. specifications adversely affecting health
7.2. usage instructions 2.5 use cleaning agents in
7.3. methods of mixing sanitizing kitchen
7.4. precautionary premises safely
measures 2.6 follow cleaning schedule
8. Sanitation procedures based on enterprise
9. Cleaning schedules procedures
2.7 follow safety and first aid
procedures
PREPARE APPETIZERS (PA)
1. Identification of tools and The learners demonstrate an The learners independently LO 1. Perform mise en TLE_HECK9PA-Ic-3
equipment needed understanding the knowledge, prepares appetizers place
2. Tools, equipment, and skills, and attitudes required 1.1 identify tools and
utensils needed in in preparing appetizers equipment needed in the
preparing appetizers preparation of appetizers
3. Cleaning, sanitizing, and 1.2 clean, sanitize, and
preparing tools and prepare tools, utensils,
utensils to be used and equipment based on
4. Classification of appetizers the required tasks
5. Variety of ingredients in 1.3 classify appetizers
preparing appetizers according to ingredients
6. Nutritional value of 1.4 identify ingredients
appetizer according to the given
recipe
7. Varieties of hot and cold LO 2. Prepare a range of TLE_HECK9PA-Ic-3
appetizers appetizers
8. Methods of preparing 2.1 differentiate between hot
appetizers and cold appetizers
9. Suggested projects 2.2 prepare a variety of
9.1. Canapés appetizers
9.2. Hors d’oeuvres 2.3 evaluate the finished
9.3. Fruit appetizers product
9.4. Vegetable appetizers 2.4 rate the finished product
9.5. Etc. using rubric
10. Occupational Health and 2.5 follow workplace safety
Safety (OHS) procedures
11. Fundamentals of plating LO 3. Present a range of TLE_HECK9PA-Ii-5
12. Accompaniments of appetizers
appetizers 3.1 identify the fundamental
13. Occupational Health and of plating
Safety (OHS) 3.2 identify the
accompaniments of
appetizers
3.3 present appetizers
attractively
3.4 observe sanitary practices
in presenting appetizers
14. Principles and techniques LO 4. Store appetizers TLE_HECK9PA-Ij-6
in storing appetizers 4.1 utilize quality trimmings
15. Safety and hygienic 4.2 keep appetizers in
practices appropriate conditions to
maintain their freshness,
quality, and taste
PREPARE SALAD AND DRESSING (SD)
1. Tools, equipment, and The learners demonstrate an The learners independently LO 1. Perform mise en TLE_HECK9SD-IIa-7
utensils needed in understanding he knowledge, prepare salad and dressing. place
preparing salad and skills, and attitudes required 1.1 identify tools and
dressing in preparing appetizers. equipment needed in the
2. Classification of salads preparation of salad and
according to ingredients dressing
3. Classification of salads 1.2 clean, sanitize, and
according to place in the prepare tools, utensils,
meal and equipment based on
4. Nutritional values of salad the required tasks
and dressing 1.3 identify ingredients
according to the given
recipe
1.4 prepare ingredients based
on the required form and
time frame
5. Components of salads LO 2. Prepare a variety of TLE_HECK9SD-IIb-g-8
6. Important considerations salads and dressings
in salad preparation 2.1 identify the components
7. Tools and equipment of a salad
needed in salad making 2.2 identify the factors to
8. Methods of preparing consider in salad
salad preparation
9. Kinds of salad dressing 2.3 select and use correct
and their ingredients equipment in preparing
salads and dressings
2.4 prepare a variety of salad
2.5 identify the different kinds
of salad dressings and
their ingredients
2.6 prepare salad dressings
2.7 follow workplace safety
procedures
10. Factors and techniques in LO 3. Present a variety of TLE_HECK9SD-IIh-i-9
presenting salads and salads and dressings
dressings 3.1 Present salads and
11. Factors to consider in dressings attractively
plating and presenting 3.2 Observe sanitary practices
salads in presenting salad and
11.1. Balance dressing
11.2. Harmony 3.3 Identify the
11.3. Height accompaniments of salads
11.4. Color and dressings
11.5. Texture 3.4 Rate the finished products
12. Accompaniments of salads using rubrics
13. Safe and hygienic LO 4. Store salad and TLE_HECK9SD-IIj-10
practices in storing salads dressing
and dressings 4.1 Utilize quality trimmings
14. Temperature required in 4.2 Store appetizers in
storing salads and appropriate conditions to
dressings maintain their freshness,
quality, and taste
PREPARE SANDWICHES (SW)
1. Tools, equipment, and The learners demonstrate an The learners independently LO 1. Perform mise en TLE_HECK9SW-IIIa-11
utensils needed in understanding how to prepare prepare sandwiches place
preparing sandwiches sandwiches 1.1 clean, sanitize, and
2. Variety of ingredients in prepare tools, utensils,
preparing sandwiches and equipment based on
3. Common culinary/industry the required tasks
terms used with regard to 1.2 identify ingredients
sandwiches according to the given
4. Classification of recipe
sandwiches 1.3 identify culinary terms
related to sandwiches
identify type/classification
of sandwiches
5. Components of the LO 2. Prepare a variety of TLE_HECK9SW-IIIb-g-12
sandwich sandwiches
6. Types of bread suited for 2.1 Identify sandwich
sandwiches component
7. Suitable filling and 2.2 Identify bread suited for
spreads for each type of sandwich making
sandwich 2.3 Suitable filling and
8. Methods of preparing spreads
sandwiches 2.4 Select and prepare
9. Suggested Projects: glazes/sweet sauces
9.1. Hot sandwich 2.5 Prepare sandwiches using
9.2. Cold sandwich sanitary practices
9.3. Open-faced
sandwiches
9.4. Rolled sandwiches
9.5. Stuffed sandwiches
9.6. Etc.
10. Portion control of LO 3. Present a variety of TLE_HECK9SW-IIIh-i-13
sandwich and its sandwiches
ingredients 3.1 Portion and control of
11. Creative sandwich sandwiches and their
preparation and ingredients
presentation 3.2 Present sandwiches
11.1. Balance attractively
11.2. Height
11.3. Texture
11.4. Flavor
11.5. Color
12. Safe and hygienic LO 4. Storing sandwiches TLE_HECK9SW-IIIj-14
practices in storing 4.1 store sandwiches properly
sandwiches 4.2 keep sandwiches in
13. Required temperature in appropriate conditions to
storing sandwiches maintain their quality and
taste
PREPARE DESSERTS (PD)
1. Tools, equipment, and LO 1. Perform mise en TLE_HECK9PD-IVa-15
utensils needed in place
preparing deserts 1.1 Identify tools and
2. Importance of desserts equipment needed in
3. Classifications of dessert preparing desserts
and their characteristics 1.2 Importance of dessert in a
meal
1.3 Classify desserts
according to types of
ingredients used
1.4 identify characteristics of
desserts
4. Varieties of ingredients in LO 2. Prepare desserts TLE_HECK9PD-IVb-f-16
preparing desserts 2.1 identify ingredients for
5. Methods of preparing desserts
desserts 2.2 select and prepare sweet
6. Sauces for desserts sauces
7. Suggested Projects : 2.3 prepare variety of
7.1. Fruit dessert desserts and sauces using
7.2. Cream dessert sanitary practices
7.3. Frozen dessert 2.4 follow workplace safety
7.4. Hot dessert procedures
7.5. Etc.
8. Accompaniments for LO 3. Plate/Present TLE_HECK9PD-IVg-17
desserts desserts
9. Factors and techniques in 3.3 Identify dessert
plating and presenting accompaniments and
deserts hygienic procedures
9.1. Color 3.4 Present desserts
9.2. Texture attractively
9.3. Height 3.5 Identify factors in plating
9.4. Flavor and presenting desserts
9.5. Balance
10. Safety and hygienic LO 4. Storing desserts TLE_HECK9PD-IVh-18
practices in storing 4.1 Keep desserts in
desserts appropriate conditions to
11. Required temperature in maintain their quality and
storing dessert taste
PACKAGE PREPARED FOOD STUFF (PF)
1. Functions of food LO 1. Select packaging TLE_HECK9PF-IVi- 19
packaging and its materials
importance 1.1 Define packaging, its
2. Types of packaging importance and functions
materials 1.2 Select packaging materials
in accordance with
enterprise standards
3. Safety procedures in LO 2. Package food items TLE_HECK9PF-IVj- 20
packaging food 2.1 Package food items in
4. Methods of food compliance with
packaging Occupational Health and
5. Labeling of packaged food Safety Procedures
2.2 Adopt appropriate
packaging method
according to enterprise
standards
2.3 Label food according to
industry standards
Course Description: Prerequisite: Grade 9 Cookery

This curriculum guide on Cookery leads to National Certificate Level II (NCII). This course is designed for a Grade 10 student to develop the knowledge, skills,
and attitudes to perform Cookery tasks. It covers core competencies as follows: 1) preparation of egg dishes, 2) preparation of cereals and starch dishes, (3)
preparation of vegetable dishes, (4) preparation and cooking of seafood dishes, (5) preparation of stocks, sauces, and soups, (6) preparation of poultry and game
dishes, and (7) preparation of and cooking meat.
Introduction The learners demonstrate an The learners apply core The learners:
1. Concepts in cookery understanding of core competencies in cookery as 1. explain concepts in
2. Relevance of the course concepts and principles in prescribed in the TESDA cookery
3. Career opportunities cookery. Training Regulation. 2. discuss the relevance of
the course
3. explore career
opportunities in cookery
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs

1. Assessment of Personal The learners demonstrate an The learners independently LO 1. Develop and TLE_PECS10-00-1
Competencies and Skills understanding one’s PECs in create a plan of action that strengthen PECs needed
(PECs) vis-à-vis a practicing cookery. strengthens/ further develops in Cookery
entrepreneur/employee in a one’s PECs in cookery. 1.1 identify areas for
province. improvement,
1.1. Characteristics development, and growth
1.2. Attributes 1.2 align one’s PECs
1.3. Lifestyle according to his/her
1.4. Skills business/career choice
1.5. Traits 1.3 create a plan of action
2. Analysis of PECs in relation that ensures success of
to a practitioner his/her business/career
3. Application of PECs to the choice
chosen business/career
1. Product development The learners demonstrate an The learners independently LO 1. Develop a product/ TLE_ 10EM-00-1
2. Key concepts in product understanding the create a business vicinity map service in Cookery
development environment and market in reflective of a potential 1.1. identify what is of
3. Finding value cookery in one’s cookery market in the “value” to the customer
4. Innovation town/municipality. locality/town. 1.2. identify the customer
4.1. Unique Selling 1.3. explain what makes a
Proposition (USP) product unique and
competitive
1.4. apply creativity and
innovative techniques to
develop marketable
product
1.5. employ a Unique Selling
product/service
5. Selecting a business Idea LO 2. Select a business TLE_HECG10EM-I0-2
6. Key concepts in selecting a idea based on the criteria
business idea and techniques set
6.1. Criteria 2.1 enumerate various
6.2. Techniques criteria and steps in
selecting a business idea
2.2 apply the criteria/steps in
selecting a viable
business idea
2.3 determine a business
idea based on the
7. Branding LO 3. Develop a brand for TLE_HECG10EM-I0-3
the product
3.1 identify the benefits of
having a good brand
3.2 enumerate recognizable
brands in the
town/province
3.3 enumerate the criteria for
developing a brand
3.4 generate a clear and
appealing product brand
Quarter 1
LESSON 1 - PREPARE EGG DISHES (ED)
1. Tools, utensils, and LO 1. Perform mise en TLE_HECK10ED-Ia-1
equipment needed in egg place
preparation 1.1. clean, sanitize, and
2. Cleaning and sanitizing tools prepare tools, utensils,
and equipment and equipment needed
3. Nutritional value and in preparing egg dished
components of eggs 1.2. identify an egg’s
4. Characteristics of quality components and its
fresh eggs nutritive value
5. Ingredients for egg dishes 1.3. identify and prepare
ingredients according to
standard recipes
6. Market forms of egg LO 2. Prepare and cook TLE_HECK10ED-Ib-d-2
7. Uses of eggs in culinary arts egg dishes
8. Varieties of egg dishes 2.1 identify the market forms
9. Suggested projects: of eggs
10. Various egg dishes 2.2 explain the uses of eggs
in culinary arts
2.3 cook egg dishes in
accordance with the
prescribed salad
11. Factors for consideration in LO 3. Present egg dishes TLE_HECK10ED-Ie-3
presenting egg dishes: 3.1 select suitable plates
11.1 Plating according to standards
11.2 Garnishing 3.2 present egg dishes
11.3 Side dishes hygienically and
12 OHS attractively using suitable
garnishing and side
dishes sequentially within
the required time frame
13 Evaluation of the finished LO 4. Evaluate the TLE_HECK10ED-Ie-4
product using rubrics finished product
4.1 rate the finished products
using rubrics
PREPARE CEREALS and STARCH DISHES (CD)
1. Tools and equipment The learners demonstrate an The learners independently LO1. Perform mise en TLE_HECK10CD-If-5
needed understanding preparing and prepare and cook cereals and place
2. Quality of cereals and starch cooking cereals and starch starch dishes 1.1. prepare the tools,
dishes dishes equipment, and
3. Nutritional value and ingredients based on
components of cereals and prescribed standards
starch 1.2. determine the sources
4. Food sources and kinds of and kinds of starch and
starch and cereals cereals
5. Ingredients for starch and 1.3. identify the ingredients in
cereal dishes the preparation of various
types of starch and cereal
dishes
6. Methods of cooking starch LO2. Prepare starch and TLE_HECK10CD-Ig-i-6
and cereal dishes cereal dishes
7. Preparation of sauces and 2.1 cook various types of
accompaniments for starch starch and cereal dishes
and cereal dishes 2.2 prepare sauces and
8. Safety and hygienic practices accompaniments of
in the kitchen selected starch and cereal
9. Suggested projects: products
Cereal and starch dishes 2.3 follow safety and hygienic
practices while working in
the kitchen
10. Factors to consider in LO 3. Present starch and TLE_HECK10CD-Ij-7
presenting starch and cereal cereal dishes
dishes 3.1 present starch dishes with
10.1. Plating suitable plating and
10.2. Garnishing garnishing according to
10.3. Sauces standards
10.4. Accompaniments
11.Techniques for storing starch LO4. Storing starch and
and cereal dishes cereal dishes TLE_HECK10CD-Ij-8
12.FIFO 4.1 store starch and cereal at
appropriate temperature
4.2 maintain optimum
freshness and quality of
starch and cereal dishes
according to standards
4.3 store starch and cereal
according to standard
Quarter 2
LESSON 1. PREPARE VEGETABLES DISHES (VD)
1. Principles of preparing The learners demonstrate an The learners independently LO 1. Perform mise en TLE_HECK10VD-IIa-9
vegetables understanding preparing and prepare and cook vegetable place
2. Characteristics of quality cooking vegetable dishes dishes 1.1. identify ingredients
vegetables according to standard
3. Thawing frozen vegetables recipe
1.2. prepare ingredients
according to a given
recipe, required form,
and timeframe
1.3. thaw frozen ingredients
and wash raw
vegetables following
standard procedures
4. Market forms of vegetables LO 2. Prepare vegetable TLE_HECK10VD-IIb-c-10
5. Factors in the selection of dishes
vegetables used for culinary 2.1 identify market forms of
arts vegetables
6. Methods of cooking 2.2 select various kinds of
vegetables dishes vegetables according to
7. Preparation of sauces and a given menu
accompaniment for serving 2.3 cook variety of vegetable
vegetable dishes dishes following
8. Suggested projects: appropriate cooking
Various vegetable dishes methods to preserve
optimum quality and
nutrition
2.4 prepare suitable sauces
and accompaniment in
serving vegetable dishes
9. Presentation of prepared LO 3. Present vegetable TLE_HECK10VD-IId-11
vegetables dishes dishes
10. Factors in plating vegetable 3.1 present vegetable recipes
dishes with appropriate sauces
and accompaniments
11. Techniques in storing and LO 4. Store vegetables TLE_HECK10VD-IId-12
vegetables 4.1 store vegetables based
12. FIFO on the prescribed location
13. Safety and hygienic and temperature
practices in the laboratory 4.2 demonstrate vegetable
kitchen storage in accordance
with FIFO operating
procedures
4.3 follow standard safety
and hygiene procedures
14. Evaluation of the finished LO 5. Evaluate the TLE_HECK10VD-IId-13
using rubrics
LESSON 2. PREPARE AND COOK SEAFOOD DISHES (PC)
1. Types of Seafood The learners demonstrate an The learners independently LO 1. Perform Mise en TLE_HECK10PC-IIe-14
1.1. Shellfish understanding preparing and prepares and cooks seafood Place
1.2. Fin fish cooking seafood dishes. dishes 1.1. prepare the kitchen
1.3. Others tools, equipment, and
2. Varieties of Fish ingredients based on
2.1. Structure required standards
2.2. Body shape 1.2. identify types, varieties,
2.3. Market forms market forms, nutritive
2.4. Fat contents value, and composition
2.5. Water source of fish and seafood
2.6. Processed fish 1.3. assemble ingredients
2.7. Others according to recipes,
3. Market forms of fish and recipe card, or
fish products enterprise standard
4. Fish cuts 1.4. identify steps in
5. Composition and nutritive processing fish
value of fish
6. Processing Fish
6.1. Scaling
6.2. Cutting of tails and fins
6.3. Eviscerating
6.4. Cleansing
6.5. Canning
7. Methods in thawing frozen LO 2. Handle fish and TLE_HECK10PC-IIf-15
ingredients seafood
8. OHS 2.1 handle seafood
hygienically
2.2 thaw frozen seafood
correctly to ensure
maximum quality and
maintain nutritional value
9. Principles of cooking fish LO 3. Cook fish and TLE_HECK10PC-IIgi-16

and sea food dishes shellfish
10. Dry-heat cookery 3.1 clean, cut, and fillet
11. Moist-heat cookery seafood
12. Variety of shellfish and fish 3.2 prepare ingredients
dishes according to a given
recipe
3.3 demonstrate various
methods of cooking fish
and shellfish
13. Presentation of fish and LO 4. Plate/Present fish TLE_HECK10PC-IIj-17

seafood dishes and seafood
14. Plating 4.1 prepare and present fish
15. Garnishing and seafood dishes
16. Guidelines in serving fish 4.2 perform guidelines in
and seafood dishes serving fish and seafood
dishes
17. Factors in storing and LO 5. Store fish and TLE_HECK10PC-IIj-18
handling seafood seafood
18. Storage requirements for 5.1 ensure that trimmings,
fish fish, and seafood are
19. Minimization techniques in stored hygienically
relation to seafood 5.2 check date stamps and
codes where applicable to
ensure quality control
5.3 store seafood in
accordance with FIFO
operating procedures and
standard storage
requirements
20. Evaluation of the finished LO 6. Evaluate the TLE_HECK10PC-IIj-19

product finished product
using rubrics
Quarter 3
LESSON 1. PREPARE STOCKS, SAUCES AND SOUPS (SSS)
1. Principles of preparing The learners demonstrate an The learners prepares a LO 1. Prepare stocks for TLE_HECK10SSS-IIIa-20
stocks understanding basic concepts variety of stocks, sauces, and menu items
2. Classifications of stocks and underlying theories in soups used in different 1.1 use ingredients and
3. Ingredients in preparing preparing stocks, sauces, and cultures flavoring according to
stocks soups enterprise standards
4. Types and uses of 1.2 produce variety of stocks
convenience products according to enterprise
5. Methods of preparing stocks standards
6. Suggested Projects:
6.1. White stock
6.2. Brown stock
7. Classifications of soups LO 2. Prepare soups TLE_HECK10SSS-IIIb-21
8. Ingredients in preparing required for menu items
soups 2.1 select and assemble
9. Techniques in presenting correct ingredients in
and evaluating soups preparing soups,
10. Suggested soup recipes including stocks and
11. Garnishes for the garnishes
presentation of soups 2.2 prepare variety soup
12. Techniques in presenting recipes according to
and evaluating soups enterprise standards
13. Criteria in presenting and 2.3 present and evaluate
evaluating soup recipes soup recipes in
(e.g. right flavor, color, accordance with the
temperature, service ware, criteria
and suitable garnishes and
accompaniments)
14. Suggested projects:
Various kinds of soup
15. Classification of Sauces LO 3. Prepare sauces TLE_HECK10SSS-IIIc-22
16. Ingredients in preparing required for menu items
sauces 3.1 classify various types of
17. Methods of preparing sauces and their
sauces corresponding
18. Types of thickening agents 3.2 prepare a variety of hot
and convenience products and cold sauces based
used in preparing sauces on the required menu
19. Role of thickening agents items
and convenience products in 3.3 identify the types of
the preparation of sauces thickening agents and
20. Criteria for evaluating sauces convenience products
21. Common problem in the used in preparing sauces
preparation of sauces 3.4 use thickening agents
22. Suggested project: and convenience
Various type of sauces products appropriately
3.5 evaluate sauces for
flavor, color, and
consistency
3.6 identify and deal with
problems in the
preparation of sauces
23. Methods of storing and The learners demonstrate an The learners independently LO 4. Store and TLE_HECK10SSS-IIId-23
reheating stocks, sauces, understanding concepts and demonstrates competencies reconstitute stocks,
and soups principles in storing and in storing and reheating sauces, and soups
24. OHS reheating stocks, sauces, and stocks, sauces, and soups 4.1 maintain optimum quality
soups and freshness of stocks,
sauces, and soups
4.2 reconstitute stocks,
sauces, and soups
25. Evaluation of the finished LO 5. Evaluate the TLE_HECK10SSS-IIId-24
using rubrics
LESSON 2. PREPARE POULTRY AND GAME DISHES (PGD)
1. Preparation of poultry for The learners demonstrate an The learners prepare a variety LO 1. Performs mise en TLE_HECK10PGD-IIIe-25
cooking understanding basic concepts of poultry and game dishes place
1.1. Slaughter and bleeding and underlying theories in found in different cultures 1.1. prepare the tools,
1.2. Scalding preparing poultry and game equipment, and
1.3. Defeathering dishes ingredients based on
1.4. Evisceration standards
1.5. Deboning 1.2. identify the market forms
2. Market forms of poultry of poultry
3. Poultry cuts 1.3. determine poultry cuts in
accordance with
prescribed dish
4. Types and causes of food LO 2. Cook poultry and TLE_HECK10PGD-IIIf-h-
spoilage and cross- game bird dishes 26
contamination 2.1 prepare poultry and game
5. Methods of cooking poultry birds hygienically to
and game birds minimize risk of food
5.1. Dry-heat cookery spoilage and cross-
5.2. Moist-heat cookery contamination
6. Nutritional value of poultry 2.2 cook various poultry and
and game bird dishes game bird dishes
appropriately
7. Factors in presenting/plating LO 3. Plate/present TLE_HECK10PGD-IIIi-27
poultry and game-bird dishes poultry and game bird
8. Types of service ware dishes
9. Plating 3.1 identify the type of service
10. Garnishing ware to be utilized in
11. Sauces serving poultry and
12. Accompaniment game-bird dishes
3.2 present plated poultry and
game-bird dishes with
appropriate sauces,
garnishes, and
accompaniments
13. Techniques in storing poultry LO 4. Store poultry and TLE_HECK10PGD-IIIj-28

and game bird game bird
4.1 store and maintain poultry
and game bird according
to standards
14. Evaluation of the finished LO 5. Evaluate the TLE_HECK10PGD-IIIj-29
using rubrics
Quarter 4
LESSON 1 - PREPARE AND COOK MEAT (PCM)
1. Principles in meat The learners demonstrate an The learners independently LO 1. Perform mise en TLE_HECK10PCM-IVa-30
preparation understanding preparing and prepare and cook meat dishes place
2. Market forms of meat cooking meat dishes 1.1. prepare the tools,
3. Different kinds of meat equipment, ingredients,
3.1. Beef and other supplies based
3.2. Pork on the given recipe
3.3. Carabeef 1.2. prepare the tools,
3.4. Others equipment, ingredients,
4. Different types of meat cuts and other supplies based
5. Tools, utensils, and on the given recipe
equipment for meat
preparation
6. Techniques in meat
tenderizing
7. Variety of meat dishes LO 2. Cook meat cuts TLE_HECK10PCM-IVb-g-
8. Methods of cooking meat 2.1 identify the market forms 31
8.1. Dry-heat cooking and cuts of meat
8.2. Moist-heat cooking 2.2 prepare meat cuts
9. Cooking specialty cuts according to the given
10. Cooking frozen meat recipe
11. Types of marinades 2.3 prepare and use suitable
marinades for a variety
of meat cuts
2.4 identify appropriate
cooking methods for
meat cuts
2.5 apply the different
techniques in meat
preparation
2.6 cook meat-cut dishes
according to the given
recipe
12. Methods of presenting meat . LO3. Present meat dishes
dishes 3.1 present meat dishes TLE_HECK10PCM-IVh-32
13. Plating aesthetically, based on
14. Garnishing classical and cultural
15. Portion control for cooked standards
meat 3.2 select suitable plate
according to standard in
serving meat dishes
3.3 present meat dishes
hygienically and
sequentially within the
required timeframe
16. Techniques in storing meat LO4. Store meat
1.1. Types of containers 4.1 utilize quality trimmings TLE_HECK10PCM-IVi-33
1.2. Temperature and leftovers in storing
1.3. FIFO requirements meat
4.2 store fresh and cryovac-
packed meat according to
health regulations
4.3 use required containers
and store meat in proper
temperature to maintain
quality and freshness
4.4 store meat in accordance
with FIFO operating
procedures and meat
storage requirements
17. Evaluation of the finished LO5. Evaluate the finished TLE_HECK10PCM-IVj-34
product using rubrics product
using rubrics
GLOSSARY
A cleaner that comes in powder and liquid form and contains a kind of built-in elbow grease, which helps cut down on the
Abrasive cleaner
hard rubbing required to remove soil.
A detergent that partially or totally consists of one or more acids; it is used periodically on mineral deposits and other soils
Acid cleaner
that detergents cannot remove; it is also often used to remove scale in ware washing machines and steam tables.
A silvery white, soft, ductile metal; it is the best kitchen utensil for all-around use, also the most popular, lightweight,
Aluminum
attractive and less expensive.
Bacteria A simple, single-celled microorganism which needs moisture and warmth in order to thrive.
Baster A handy kitchen tool used for returning some of the meat or poultry juices from the pan, back to the food.
Blender A kitchen appliance that is used to chop, blend, mix, whip, puree, grate, and liquefy all kinds of food.
Boning knife A tool used to fillet fish and to remove raw meat from its bone.
Butcher knife A tool used to section raw meat, poultry, and fish. It can be used as a cleaver to separate
A ferrous alloy which has been heated until it liquefies, and is then poured into a mould to solidify a material used for
Cast Iron
making pots and pans.
A material of which baking dishes, casseroles, and measuring cups are made; Glass and ceramic conduct heat slowly and
Ceramic and heat-proof glass
evenly; it may be decorated and can go from stove or oven to the dining table.
Citrus knife A tool with a blade that has a two-sided, serrated edge and is used to section citrus fruits.
The process of removing food and other types of soil from a surface, surfaces, and equipment such as a dish, glass,
Cleaning
or cutting board; a physical removal of visible soil and food.
The amount of a substance in a specific space or substance. (Example: The presence of too little sanitizer will result in an
Concentration
inadequate reduction of harmful microorganisms while too much can be toxic.)
The recommended length of time by which a sanitizer (either heat or approved chemical) kills harmful microorganisms
Contact time
the cleaned item must be in contact with the sanitizer
Also called a vegetable strainer; a perforated bowl used to strain off liquid from food, used in cleaning vegetables or
Colander
straining pasta or canned food.
A water-soluble cleansing agent that combines with impurities and dirt to make them more soluble and differs from soap in
Detergent
not forming a scum with the salts in hard water
Disinfectant A substance used to destroy germs and diseases.
A type of cooker used when the temperature must be kept below boiling, such as for egg sauce and puddings; it is also used
Double boiler
to keep foods warm without overcooking.
Dredger A tool used to shake flour, salt, and pepper on meat, poultry, and fish.
The passage of electric current through the body; it may be caused by touching exposed electrical wire or a piece of electrical
Electroshock
equipment which is not grounded properly.
Emery board/sharpening steel A thing used to sharpen cooking knives.
Exterminate To destroy totally,
Filth Dirt; grime; mud etcetera.
Flipper A cooking tool used for turning hamburgers and other food items.
Force Majeure A calamity caused by nature e.g. storm, flood, earthquake; an unexpected or unforeseeable event; a great and
uncontrollable force.
French knife or chef’s knife A cutting tool used to chop, dice, or mince food.
Fruit and salad knife or lettuce
A utensil that has a serrated blade and is used to prepare salad greens, vegetables, and fruits.
knife
A pipe with a wide and often conical mouth and a narrow stem, used to fill jars, bottles and other things which
Funnel
have a small opening.
Garlic Press A kitchen tool which is specifically designed for the purpose of pulping garlic for cooking.
A hard, brittle substance, typically transparent or translucent, made by fusing sand with soda, lime, etc. and cooling rapidly;
Glass
it is good for baking but not practical on top or surface cooking.
Grater A kitchen tool used to grate, shred or slice food into smaller pieces.
To rub food against the rough surface of a metal device having holes through which small pieces of the food fall as they
Grate
break off.
Grounded Occurs when the electrical conductor is connected to the ground, which becomes part of the electrical circuit.
Handy Poultry & Roasting Tools that make it easier to lift a hot roasted turkey or other poultry from the roaster to the serving platter, without it
Tool falling apart.
Hazard A thing or situation that could be dangerous to people in the workplace.
Infestation The state of being infested as with parasites or vermin.
An indispensable food preparation station which can act as a butcher block area. It is also an ideal place to add an extra
Island
sink or an island grill,
Kitchen A room especially set apart to contain the necessary utensils and equipment for cooking food.
A cook's or chef's tool, that is used for all types of kitchen tasks, from peeling an onion and slicing carrots, to carving a roast
Kitchen Knife
or turkey.
A tool that is practical for opening food packages, cutting tape or string to package foods or simply to remove labels or tags
Kitchen Shears
from items.
L-Shaped Kitchen A kitchen shape that is one of the most flexible and most popular; a compact triangular workspace.
Living cells so small that they can only be seen through a microscope. They are commonly found to contaminate food.
Microorganism
Examples include bacteria, molds, and yeast.
A kitchen appliance whereby food can be prepared ahead of time, frozen or refrigerated and cooked or heated quickly
Microwave Oven
using such appliance.
Molds A microorganism that has “furry” growth and is often found on spoiled food.
Paring knife A tool used to core, peel, and section fruits and vegetables; it has blades that are short and concave with hollow ground.
Parts per million(PPM) The mass ratio between the pollutant component and the solution; it is a measure of small levels of pollutants in air,
water, body fluids, etc.; it usually describes the concentration of something in water or soil. One ppm is equivalent to 1
milligram of something per liter of water (mg/l) or 1 milligram of something per kilogram soil (mg/kg).
Pasta Spoon or Server A utensil that is used to transfer a little or much cooked pasta to a waiting plate, without mess.
The material used for making cutting and chopping boards, table tops, bowls, trays, garbage pails and canisters. They are
Plastic and Hard Rubber much less dulling to knives than metal and more sanitary than wood. Plastics are greatly durable and cheap but may not
last long.
Pedestal A base or support.
Potato Masher A tool used for mashing cooked potatoes, turnips, carrots or other soft cooked vegetables.
Refrigerator/Freezer An appliance that is necessary for the prevention of bacterial growth in food.
Roast beef slicer A tool used to slice roasts, ham, and thick, solid cuts of meats.
A tool used for beating small amounts of eggs or batter; it is usually made of stainless steel and a gear driven for easy
Rotary eggbeater
rotation.
The science and practice of maintaining clean and healthy conditions for food production so that the food served will not
Sanitation
any person ill.
Sanitizer A chemical agent used for cleansing and sanitizing surfaces and equipment.
Sanitizing The process of reducing number of harmful organisms to safe level on food contact services.
Scraper A rubber or silicone tool used in blending or scraping food from a bowl; metal, silicone or plastic egg turners or flippers
Seafood Serving Tool Things that make the task of cleaning seafood and removing the shell much easier.
Serving spoon A utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food.
A tool that enables grabbing and transferring larger food items, poultry or meat portions to a serving platter, to a hot skillet
Serving Tongs
or deep fryer, or to a plate more easily.
Solvent cleaner or degreaser Something used periodically on surfaces where grease has been burned.
Soup Ladle A utensil that is used for serving soup or stews, but can also be used for gravy, dessert sauces or other dish.
Spatula A utensil used to level off ingredients when measuring and to spread frostings and sandwich fillings –
Spoon A utensil consisting of a small shallow bowl, oval or round, at the end of a handle.
Stack A case composed of several rows of shelves.
The most popular material used for tools and equipment, and is also more expensive. It is easier to clean and shine and
Stainless Steel
does not wear out easily.
A special coating applied to the inside of some aluminum or steel pots and pans.
Teflon
It helps food from not sticking to the pan and is easier to wash and clean.
Temperature scale/s A tool used to measure heat intensity.
A kitchen layout that is most often seen in L-Shaped kitchens. It can keep work areas traffic-free and create a wealth of
The Island Option
extra counter and storage space..
The G-Shaped Kitchen A kitchen style that is very much like the U-Shaped with the addition of an elongated partial wall, which offers a great deal of space.
The Corridor/Galley Kitchen A kitchen style which makes the most out of a small space.
The Single Wall/Pullman Kitchen A kitchen style designed for homes or apartments, and which offers a very open and airy feel.
Toxin A poisonous substance that makes a person sick.
Two-tine fork A utensil used to hold meat while slicing, and to turn solid pieces of meat while browning or cooking.
U-Shaped Kitchen A kitchen layout named for the "U" shape it resembles,
Vegetable peeler A tool used to scrape vegetables such as carrots and potatoes, and to peel fruits.
Whisk A tool used for whipping eggs or batter, and for blending gravies, sauces, and soups.
Wooden spoon A utensil that is made of wood and is essential because of its usefulness for creaming, stirring, and mixing.
The space in a kitchen which focuses around major appliances such as the refrigerator-freezer, range, or sink. These
Work Center
centers make possible an orderly flow of activities connected with food storage, preparation, cooking serving, and clean-up.
Workflow How work is done most efficiently a s when it flows in a natural progression, either from left to right or right to left.
Work Simplification Doing the job in the easiest, simplest and quickest way.
Work Station A specific work area where a particular kind of food is prepared or where a specific job is done.
An imaginary line drawn from each of the three primary work stations, which helps to avoid traffic flow problems in the
Work Triangle
kitchen.
Code Book Legend

Sample: TLE_HECK10PCM-IVj-34

LEGEND SAMPLE
Technology and
Learning Area and Livelihood Environment And Market EM
Strand/ Subject or Education_Home Use Of Kitchen Tools, Equipment, And Paraphernalia UT
Specialization Economics
Cookery TLE_HE Maintenance Of Kitchen Tools, Equipment, And
MT
First Entry Paraphernalia
CK
Perform Mensuration And Calculations PM
10
Grade Level Grade 10 Interpret Kitchen Layout KL
Practice Occupational Health And Safety Procedures OSHP
Domain/Content/ Prepare and Cook Clean And Maintain Kitchen Tools, Equipment And
KP
Uppercase Letter/s
Component/ Topic Meat
PCM Premises
Prepare Appetizers PA
- Prepare Salad And Dressing SD
Roman Numeral Prepare Sandwiches SW
*Zero if no specific Quarter Fourth Quarter IV Prepare Desserts
quarter PD
Package Prepared Food Stuff PF
Lowercase Letter/s
*Put a hyphen (-) in Prepare Egg Dishes ED
between letters to Week Week Ten j
indicate more than a Prepare Cereals And Starch Dishes CD
specific week Prepare Vegetables Dishes VD
- Prepare And Cook Seafood Dishes PC
Prepare Stocks, Sauces And Soups SSS
Evaluate the Finished
Product
34
Prepare Poultry And Game Dishes PGD
Prepare And Cook Meat PCM

HOME ECONOMICS – FRONT OFFICE SERVICES
Course Description:
This is an exploratory and introductory course that leads to FRONT OFFICE SERVICES (FOS) National Certificate Level II (NC II). It covers five common competencies
that a Grade7/8 Technology and Livelihood Education (TLE) 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 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.

Introduction The learners demonstrate an The learners: The learners:
1. Basic concepts in Front Office understanding of: 1. explain basic concepts in FOS
Services (FOS) basic concepts and theories in independently demonstrate 2. discuss the relevance of the
2. Relevance of the course FOS common competencies in FOS as course
3. Career opportunities prescribed in the TESDA Training 3. explore opportunities in FOS as a
Regulation career
PERSONAL ENTREPRENEURIAL COMPETENCIES

1. Assessment of Personal one’s PECs recognize his/her PECs and LO 1. Recognize PECs needed in TLE_PECS7/8-00-1
Entrepreneurial Competencies prepare an activity plan that Front Office Services
and Skills (PECs) vis-à-vis a aligns with that of a 1.1. assess one’s PECs:
practicing practitioner/entrepreneur in FOS characteristics, attributes,
entrepreneur/employee lifestyle, skills, traits
1.1. Characteristics 1.2. assess practitioner’s:
1.2. Attributes characteristics, attributes,
1.3. Lifestyle lifestyle, skills, traits
1.4. Skills 1.3. compare one’s PECS with those
1.5. Traits of a practitioner/ entrepreneur
2. Analysis of PECs in relation to 1.4. align one’s PECS with those of a
a practitioner practitioner/ entrepreneur

1. Key concepts in environment environment and market that independently generate a LO 1. Generate a business idea TLE_PECS7/8-00-2
and market relate with a career choice in business idea based on the that relates with a career choice
2. Products and services FOS analysis of environment and in FOS
available market in FOS 2.1. conduct SWOT analysis
in the market 2.2. identify the different
K to 12 TLE-Home Economics – Front Office Services Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 19
3. Differentiation of products and products/services available in the
services market
4. Customers and their buying 2.3. generate potential business idea
habits based on the SWOT analysis
5. Market competition
6. SWOT analysis
LESSON 1: USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
1. Types and functions of tools the use of tools, equipment, independently use tools, LO 1. Identify FOS tools, TLE_HEFS7/8UT-
2. Classification of tools, and paraphernalia in FOS equipment, and paraphernalia in equipment, and paraphernalia 0ab-1
equipment, and paraphernalia FOS applicable to a specific job
1.1. classify equipment, tools, and
paraphernalia according to types
and functions
1.2. describe equipment, tools, and
paraphernalia based on the
specified task
3. Proper usage of tools, LO 2.Use FOS tools, equipment, TLE_HEFS7/8UT-
equipment, and paraphernalia and paraphernalia 0ab-2
1.1. use equipment, tools, and
paraphernalia based on the task
requirements
1.2. conduct a performance-based
assessment for using tools,
equipment, and paraphernalia
LO3. Conduct self-evaluation on TLE_HEFS7/8UT-
4. Evaluation of the performance in the required performance 0ab-3
using FOS tools, equipment, and 1.1. Perform self-evaluation with
paraphernalia regard to the use of FOS tools,
using rubrics
LESSON 2: MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA
1. Procedures in cleaning and maintaining tools, equipment, independently maintain FOS LO 1. Perform after-care TLE_HEFS7/8UT-
storing tools, equipment, and and paraphernalia in FOS tools, equipment, and activities for tools, equipment, 0c-4
paraphernalia paraphernalia and paraphernalia
2. Care of materials and 1.1. clean tools, equipment, and
paraphernalia paraphernalia after use
according to standard operating
procedures
1.2. store tools, equipment, and
paraphernalia in appropriate
area in accordance with safety
procedures
1.3. check tools, equipment, and
paraphernalia regularly for
orderliness/tidiness using a
checklist
1.4. carry out routine maintenance
as per Standard Operating
Procedures (SOP)
1.5. use rubrics in evaluating the
performance in rendering
aftercare activities
3. Evaluation of the performance LO2. Conduct self-evaluation on TLE_HEFS7/8UT-
in maintaining FOS tools, the required performance 0d-5
equipment, and paraphernalia 2.1. Perform self-evaluation in the
maintenance of FOS tools,
using rubrics
LESSON 3: PERFORM MENSURATION AND CALCULATIONS (MC)
1. Ratio and proportion performing calculations in FOS independently perform LO 1. Perform simple calculations TLE_HEFS7/8MC-
2. Fractions calculations in FOS 1.1. perform computations involving 0e-6
3. Conversions ratio, proportion, fractions, and
4. Steps in preparing simple conversion
reports in relation to FOS 1.2. prepare simple report from
arrival to departure of customers
1.3. evaluate FOS-related reports
using rubrics
5. Evaluation of performance in LO2. Conduct self-evaluation on TLE_HEFS7/8MC-
mensuration and calculations required performance 0f-7
using rubrics 2.1. perform self-evaluation of
mensuration and calculations
using rubrics
LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
LO 1: Identify hazards and risks TLE_HEFS7/8OHS-
1. OHS procedures and practices the practice of occupational independently practice 1.1. clarify and explain regulations 0g-8
and regulations health and safety procedures in occupational health and safety and workplace safety and
2. Hazards/risks identification and FOS procedures in FOS in accordance hazard control practices and
control with standards procedures
3. Organization safety and health 1.2. identify hazards/risks in the
protocol workplace and their
4. Safety consciousness corresponding indicators
5. Health consciousness 1.3. recognize and establish
6. Practice of personal hygiene contingency measures in case of
workplace accidents, fire, and
other emergencies
7. Threshold Limit Value (TLV) LO 2: Evaluate and control TLE_HEFS7/8OHS-
8. OHS indicators hazards and risks 0h-9
9. Hazards/risks identification and 2.1. identify terms of maximum
control skills tolerable limits, which when
10. Personal Protective Equipment exceeded, will result in harm or
(PPE) types and uses damage based on TLV
2.2. determine effects of hazards
2.3. report to designated personnel
Occupational Health Safety (OHS)
issues and/or concerns and
identified safety hazards
2.4. follow OHS procedures for
controlling hazards/risks in the
workplace
2.5. use PPE
2.6. provide assistance in the event of
a workplace emergency in
accordance with protocol
2.7. use rubrics in evaluating the
preparedness of a given agency
in terms of hazards and risks in
the workplace
11. Interpersonal skills LO 3: Maintain OHS awareness TLE_HEFS7/8OHS-
12. Communication skills 3.1. participate in emergency-related 0i-10
13. Personal hygiene practices drills and trainings
3.2. complete and update OHS
personal records
3.3. evaluate the level of OHS
awareness using rubrics
14. Evaluation of performance in the LO4. Conduct self-evaluation on TLE_HEFS7/8OHS-
practice of occupational health the required performance
and safety procedures 4.1. perform self-evaluation in the 0i-11
practice of occupational health
and safety procedures using
rubrics
LESSON 5: INTERPRET DESIGN AND LAYOUT (ID)
1. Alphabet of lines how to interpret layout areas of independently interpret layouts LO 1. Read and interpret front- TLE_HEFS7/8ID-0j-
2. Front-office reception layouts front-office reception areas of front-office reception office reception area 12
1.1. read and interpret symbols and
layout in a given sample plan for
a front- office reception area
1.2. describe parts and functions of a
front-office reception layout
1.3. evaluate a sample front office
reception layout
3. Evaluation of performance in the LO2. Conduct self-evaluation on TLE_HEFS7/8ID-0j-

interpretation of designs and the required performance 13
layouts 2.1. perform self-evaluation in the
interpretation of designs and
layouts using rubrics
GRADE 9
Course Description:
This curriculum guide for Front Office Services leads to National Certificate Level II (NCII). This course is designed for a Grade 9 student to develop knowledge, skills, and
attitudes to perform the tasks on Front Office Services. It covers core competencies, namely: 1) receiving and processing reservation, 2) operating a computerized
reservation system, 3) providing accommodation reception services, (4) conducting night audit, 5) providing club reception services, and 6) providing porter services
The preliminaries of this 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.

Introduction The learners demonstrate an The learners: The learners:
1. Core concepts in Front Office understanding of: independently demonstrate 1. explain basic concepts in
Services (FOS) the concepts and theories in FOS competencies in FOS as prescribed in FOS
2. Relevance of the course the TESDA Training Regulation 2. discuss the relevance of
3. Career opportunities the course
career in FOS
1. Dimensions of Personal PECs’ dimensions and recommend specific strategies to LO 1. Assess Personal TLE_PECS-I0-1
Entrepreneurial Competencies characteristics improve “weak” areas and sustain Entrepreneurial
(PECs) “strong” areas of their PECs Competencies
1.1. Three Clusters of PECs 1.1. explain
(Achievement, Planning, dimensions/clusters of
Power Clusters) PECs and the different
1.2. Characteristics characteristic traits per
2. Assessment of Personal cluster
Competencies and Skills (PECs) 1.2. evaluate one’s PECs
1. Factors included in the business the different factors that influence 1. analyze how factors influence the LO 2. Understand the TLE_EM9-I0-1
environment the business environment business environment business environment and
2. Identifying business business ideas
opportunities 2. relate experience in generating 2.1. explain how different
business ideas or identifying factors influence the
business opportunities business environment
2.2. explain procedures for
generating business ideas
or identifying business
opportunities
2.3. generate business ideas
and identify business
opportunities
QUARTER 1
LESSON 1: RECEIVE AND PROCESS RESERVATIONS (RR)
LO1. Receive reservation TLE_HEFS9RR-Ia-1
1. The lodging industry receiving and processing independently receives and processes request
2. Front Office operations reservations reservations 1.1. determine for and advise
3. Detailed information of the customer of the
establishment must include: availability of the
a. General description reservation
b. Room types 1.2. offer alternatives,
c. Room rates including waitlist options,
d. Hotel facilities if requested booking is
e. Hotel policies not available
f. Others 1.3. respond to inquiries
regarding rates and
other product features
according to established
procedures
4. Reservation: key terms LO 2. Record details of TLE_HEFS9RR-Ib-
5. Different types of reservations reservation 2
6. Reservation inquiries and their 2.1. record complete
distribution channels customer details
7. The process of taking group accurately against his/her
reservations booking in a manner that
8. Group reservation issues ensures correct
interpretation by others
who may access the
reservation details
2.2. check customer profile or
history, if available, and
use the information to
enhance customer
service
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE
2.3. confirm all booking
details with the customer
and ensure that s/he
understands and agrees
to all items
2.4. file reservations in a
manner that ensures
easy access by others
and in accordance with
established procedures
2.5. prepare and issue
documents and other
materials to the customer
in accordance with
requirements of the
specific reservation
9. Receiving, processing and LO 3. Update reservations TLE_HEFS9RR-Ic-3
recording payments and 3.1. update financial status of
necessary actions to be taken the reservation
in case of cancellations accurately
10. Generating and issuing invoices 3.2. receive, process, and
and credit notes for changed record amendments or
reservations cancellations of
11. Checking that the reservation reservations in
has been fully paid accordance with
customer request and
LO4. Advise others on TLE_HEFS9RR-Id-
12. Front Office responsibilities reservation details 4
13. Accepting reservations 4.1. communicate general
14. Reservation request and specific customer
requirements and
reservation details to
appropriate departments
and colleagues
4.2. compile and provide
accurate and relevant
reservation statistics to
concerned people or
departments
LO5. Conduct self
15. Evaluation of performance in evaluation on the required TLE_HEFS9RR-Ie-5
receiving and processing performance rating
reservations 5.1. Conduct self-evaluation of
performance in receiving
and processing
reservations using rubrics
LESSON 2: OPERATE COMPUTERIZED RESERVATION SYSTEM (OR)
1. Types of reservation systems operating computerized independently operates computerized LO 1. Access and TLE_HEFS9OR-If-6
1.1. Property level reservation system reservation system manipulate reservation
1.2. Central Reservation system information
System (CRS) 1.1. access and interpret
1.3. Global Distribution System reservation system
(GDS) accurately
1.4. Internet Distribution 1.2. use all system features to
System (IDS) access a range of
information
2. Different types of reservations LO 2. Create and process TLE_HEFS9OR-Ig-
and reservation inquiries and reservations h-7
their distribution channels 2.1. check the availability of
3. Reservation updates and the required booking in
amendments accordance with the
system functions and
requirements
2.2. create new reservations
containing accurate
customer details and full
requirements
2.3. encode all customers’
details using the format
required by the computer
system
2.4. Retrieve bookings as
required, using the
computer system
2.4. make and store accurate
updates and amendments
to reservations as
required
2.4. download and print any
required reservation
details
4. Different types of reservations, LO 3. Send and receive TLE_HEFS9OR-Ii-8
and reservation inquiries and reservation
their distribution channels communications
3.1. create and process
accurate communications
to industry colleagues
using the required
features of the system
3.2. access and correctly
interpret communications
from industry colleagues
at the appropriate time
5. Evaluation of performance in LO4. Conduct self- TLE_HEFS9OR-Ij-9

operating computerized evaluation on the required
reservation system performance rating
4.1. conduct self-evaluation of
the performance in
operating computerized
reservation system using
rubrics
Quarter 2
LESSON 3: PROVIDE ACCOMMODATION RECEPTION SERVICES (PR)
LO1. Prepare for guest TLE_HEFS9PR-IIa-
1. Registration: key terms providing accommodation independently provide accommodation arrival b-10
2. Preregistration reception services reception services 1.1. prepare reception area for
3. Interdepartmental service and check all
communication necessary equipment prior
to use
1.2. check and review daily
arrival details prior to
guest’s arrival
1.3. allocate rooms in
accordance with guest
requirements and
establishment policy
1.4. follow up on uncertain
arrivals or reservations
1.5. compile and distribute
accurate arrival lists to
relevant personnel/
departments
1.6. inform colleagues and
other departments of
special situations or
requests in a timely
manner
4. Guest registration LO 2. Welcome and TLE_HEFS9PR-IIc-
5. Acceptable methods of register guests d-11
payment 2.1. welcome guests warmly
6. Foreign exchange and courteously
7. Foreign calculation 2.2. confirm reservation details
8. Exchanging foreign currency with guests
9. Revision 2.3. register guests with or
without reservations
2.4. follow correct accounting
procedures
2.5. explain clearly relevant
details such as room
key/electronic cards, guest
mail, messages, and
safety deposit facility
arrangements to guests
2.6. follow correct enterprise
procedures where rooms
are not immediately
available or overbooking
has occurred
2.7. Monitor guest arrivals and
discrepancies between
actual and report expected
arrivals
10. Dealing with guest accounts LO 3. Generate and check TLE_HEFS9PR-IIe-

11. Dockets, invoices, vouchers guest accounts for f-12
12. Post to guest accounts accuracy
13. Room count 3.1. explain and process guest
14. Balancing transactions accounts clearly,
15. Departure procedures courteously, and
accurately to the guest
3.2. recover and process
keys/electronic cards from
guests
3.3. act upon the guest’s
requests for assistance
courteously or refer to the
appropriate department
for follow-up
3.4. process express checkouts
3.5. follow group checkout
procedures
16. Interdepartmental LO 4. Prepare front office TLE_HEFS9PR-IIg-
communication records and reports h-13
17. Revisions 4.1. prepare and update front
18. Calculate occupancy office records within
19. Key reports designated timelines
20. Balancing transactions 4.2. follow establishment
policies with regard to
room changes, no-shows,
extensions, and early
departures
4.3. distribute reports and
records to the appropriate
departments within
designated timelines
21. Evaluation of the performance LO5. Conduct self- TLE_HEFS9PR-IIi-
in providing accommodation evaluation on the required j-14
reception services performance rating
5.1. Undertake a self-rating of
the performance in
providing accommodation
reception services using
rubrics
Quarter 3
LESSON 1: CONDUCT NIGHT AUDIT (CA)
1. Process financial transactions conducting night audit independently conduct night audit LO 1. Monitor financial TLE_HEFS10CA-
2. The accounting cycle transactions IIIa-b-15
3. Bank reconciliations 1.1. check transactions to
4. Balance revenue ensure that they have
been carried out in
accordance with
establishment procedures
1.2. check balances prepared
by others to ensure that
they are accurate and in
accordance with
1.3. identify and resolve
financial and system
discrepancies according to
level of responsibility
1.3. implement financial
systems and financial
control systems in
accordance with
1.3. monitor systems and
provide feedback
5. Organization of records and LO2. Complete routine TLE_HEFS10CA-

reports records and reports IIIc-16
6. Check guest accounts 2.1. complete routine records
and reports accurately
within designated
timelines
2.2. forward reports promptly
to the appropriate
person/department
2.3. conduct research on
successful record keeping
7. Evaluation of performance in LO3. Conduct self- TLE_HEFS10CA-

conducting night audit evaluation on the IIId-17
required performance
rating
3.2 conduct self-evaluation of
performance in night audit
using rubrics
3.2 Cite case studies on FOS
LESSON 2: PROVIDE CLUB RECEPTION SERVICES (CR)
LO 1. Provide information TLE_HEFS10CR-
1. Services of the hospitality providing club reception services independently provides club reception on club services and IIIe-g-18
industry services process memberships
2. Products of the hospitality 1.1. provide accurate advice
industry and information on club
3. Product knowledge and the services and facilities to
sales function customers and club
4. Effective selling techniques members as required
5. The marketing mix 1.2. explain club membership
6. The consumer decision-making and club rules to the
process public and members
following standard
procedures
1.3. explain and fill up
membership application
forms clearly and
completely
1.4. check and maintain
membership records
7. Club and licensing laws in LO 2. Monitor entry to TLE_HEFS10CR-
relation to entry requirements club IIIh-i-19
for customers and dress 2.1. check membership
regulations badges/cards upon entry
8. Discuss club membership rules, 2.2. assist sign-in of guests
conditions, benefits, and 2.3. ensure that members and
entitlements guests comply with dress
and age regulations
2.4. refer disputes over entry
to club to security,
supervisor, or other
relevant person
9. Evaluation of performance in LO3. Conduct self- TLE_HEFS10CR-
providing club reception evaluation on the required IIIj-20
services performance rating
performance in providing
club reception services
using rubrics
QUARTER 4
LESSON 1: PROVIDE PORTER SERVICES (PS)
1. Typical hotel/motel procedures LO1. Handle guest arrival TLE_HEFS10PS-
for handling group luggage at providing porter services independently provides porter services and departures IVa-c-21
arrival and departure 1.1. review and plan expected
2. Process for providing a daily arrivals, departures,
specified bell desk service and requests for major
3. Range of services offered by guest movements
the bell desk in accommodation 1.2. welcome and direct
establishments guests promptly on arrival
4. Process for lifting and carrying to the appropriate area
heavy luggage for registration
1.3. assist guests with luggage
1.4. escort guests to rooms
and show/explain
courteously the
establishment/room
features
5. Typical security procedures for LO 2. Handle guest TLE_HEFS10PS-
luggage storage rooms luggage IVd-e-22
6. Issues to consider in planning 2.1. transport and deliver
the pickup of group luggage guest luggage safely to
from rooms the correct location within
7. Checking guest arrival and appropriate timeframes
departure list 2.2. operate luggage storage
system correctly and in
accordance with
and security requirements
2.3. mark and store luggage
accurately to allow for
easy retrieval following
the established
procedures
2.4. place luggage correctly
within the storage system
8. Introduction to bell desk LO 3. Respond to request TLE_HEFS10PS-
9. Functions of bell desk for bell desk services IVf-h-23
10. Bell desk records 3.1. provide bell desk services
promptly
3.2. coordinate with colleagues
and other departments to
ensure effective response
to bell desk requests
11. Evaluation of performance in LO4. Conduct self- TLE_HEFS10PS-
providing porter services evaluation on the required IVi-j-24
performance
performance in providing
porter services using
rubrics
GLOSSARY
CODE BOOK LEGEND
Sample: TLE_HEFS10PS-IVf-h-23

Learning Area and Personal Entrepreneurial Competencies PECS
Education_Home
Strand/ Subject or
Economics
Specialization TLE_HE Environment and Market EM
First Entry FS
10 Use tools, equipment, and paraphernalia UT
Perform Mensuration and Calculation MC
Domain/Content/ Practice occupational health and safety

OHS
Uppercase Letter/s
Component/ Topic
Provide porter services PS procedures
Interpret design and layout ID
-
Receive and process reservations RR
Roman Numeral
Operate computerized reservation system OR
Lowercase Letter/s
*Put a hyphen (-) in between Provide accommodation reception services PR
Week Week six to eight f-h
specific week Conduct night audit CA
-
Provide club reception services CR
Respond to request for
bell desk services
23 Provide porter services PS
Handicraft

HOME ECONOMICS – HANDICRAFT
Course Description:
This curriculum guide is a specialization course which leads to Handicraft Making. It covers core competencies that a grade 7/8 Technology and Livelihood Education
(TLE) student ought to possess, namely; produce crochet, quilt, knitted and embroidery projects. The preliminaries of this specialization course include the following: 1)
discussion on the relevance of the course; 2) explanation of key concepts relative to the course and; 3) exploration on career opportunities.

Introduction The learner demonstrates The learner independently 1. Explain core concepts in handicraft
1. Basic Concepts in handicraft understanding of concepts, demonstrate core competencies 2. Discuss the relevance of the course
2. Relevance of the course principles and theories in in handicraft 3. Explore opportunities for Needle
3. Career Opportunities handicraft Craft Making as a career

1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs needed in TLE_PECS7/8-00-1
Entrepreneurial Competencies understanding of one’s PECs. PECs and prepares an activity Handicraft.
and Skills (PECs) vis-à-vis a plan that aligns with that of a 1.1. Assess one’s PECs: characteristics,
practicing practitioner/entrepreneur in attributes, lifestyle, skills, traits
entrepreneur/employee Handicraft. 1.2. Assess practitioner’s:
1.1. characteristics characteristics, attributes, lifestyle,
1.2. Attributes skills, traits
1.3. Lifestyle 1.3. Compare one’s PECS with that of a
1.4. Skills practitioner /entrepreneur
1.5. Traits 1.4. Align one’s PECS with that of a
2. Analysis of PECs in relation to practitioner/entrepreneur
a practitioner
 Key concepts of Environment The learner demonstrates The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
and Market understanding of environment generates a business idea based that relates with a career choice in
 Products & services available and market that relates with a on the analysis of environment Handicraft
in the market career choice in Handicraft . and market in Handicraft . 1.1 Conduct SWOT analysis
 Differentiation of products & 1.2 Identify the different
services products/services available in the
 Customers and their buying market
habits 1.3 Compare different
 Competition in the market products/services in computer
 SWOT Analysis hardware servicing business
1.4 Determine the profile potential
customers
K to 12 TLE-Home Economics – Handicraft Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 13
competitors
1.6 Generate potential business idea
based on the SWOT analysis
Lesson 1: PRODUCE EMBROIDERED ARTICLE (EA)
1. History of Embroidery The learner demonstrates The learner use basic tools in L.O. 1: Use basic tools in TLE_HEHD7/8EA-
2. Uses and maintenance of basic understanding on the principles embroider and create embroidery 0a-b-1
tools and materials in and concepts of embroidery embroidered article. 1.1 Basic tools and materials in
embroidery embroidery are identified.
3. Embroidery stitches 1.2 Different embroidery stitches are
performed based on the given
steps.
1.3 Proper use of tools is observed
1. Principles of Design LO2. Create embroidered article TLE_HEHD7/8EA-
2. Elements of Design 2.1 Embroidered article is created 0c-d-2
3. Transferring Designs based on the principles and
4. Good working Habits elements of design.
5. Project plan on embroidery 2.2 Color scheme are applied in
creating the design.
2.3 Design is transferred following the
given steps.
2.4 Good working habits are observed
Lesson 2: PRODUCE RECYCLED PROJECT (RP)
1. Overview of recycling The learner demonstrates The learner understand and LO 1. Understand Recycling TLE_HEHD7/8RP-
2. Types of Recycling understanding on the principles create recycled project. 1. Recycled articles are identified 0e-f-2
3. Advantages of recycling and concepts of recycling based on recyclable materials
4. Common materials used in
recycling
1. Tools in Recycling LO2. Create Recycled project TLE_HEHD7/8RP-
2. Recycled Project from 2.1 Recycled articles are produced 0e-g-3
2.1. Newspaper/magazine artistically based on the given
2.2. Soda Can steps.
2.3. Plastic Bottle 2.2 Tools are properly used.
2.3 Good working habits are
observed.
Lesson 3: PRODUCE WRAPPED GIFT ITEMS
1. Materials and tools for Gift The learner demonstrates The learner understand wrapping LO1. Wrap Gift Items TLE_HEHD7/8WG-
Wrapping understanding on the principles of gift items 1. Tools are properly used. 0h-i-2
2. Philippine Made Materials for and concepts of gift wrapping 2. Principles and elements of design
Gift Wrapping are applied.
3. Procedure in Gift wrapping 3. Gift items are wrapped artistically.
4. Decorative Articles for gift 4. Decorative articles are applied to
wrapping enhanced wrapped gift items.
5. Good working habits are observed.
HOME ECONOMICS – HANDICRAFT (NEEDLE CRAFT)
Grade 9
Course Description:
This curriculum guide on Handicraft (Needle Craft) course is designed for a Grade 9 student to develop knowledge, skills, and attitudes to perform the tasks on Needle
Craft. It covers core competencies namely: (1) Understand concepts and terms of the different types of Needlecraft; (2) Perform basic and advances stitches of the different
types of Needlecrafts; (3) Develop a project plan; (5) Create marketable and presentable product package for the Needle crafted articles and (6) Observe proper posture,
safety and precautionary measures while working on a Needlecraft project..
PERFORMANCE
STANDARD
CONCEPT REVIEW
1. Dimensions of Personal The learner comprehends The learner recommends LO 1. Assess Personal Entrepreneurial TLE_PECS9-I0-1
Entrepreneurial Competencies Personal Entrepreneurial specific strategies to improve Competencies
1.1. Three Clusters of PECs Competencies – its ‘weak’ areas and sustain
(Achievement, Planning, Power dimensions and ‘strong’ areas of their PECs. 1.1 Explain dimensions/clusters of PECs and
Clusters) characteristics. the different characteristic traits per
1.2. Characteristics cluster
2. Assessment of Personal Competencies 1.2 Evaluate one’s PECs
and Skills (PECs)

1. Factors included in the Business The learner demonstrates The learner analyzes how LO 1. Understand the business TLE_EM9-I0-1
Environment understanding of the factor influence the business environment and business ideas
2. Spotting and Identifying Business different factors that environment. 1.1 Explain how different factors influence
Opportunities influence the business the business environment
environment The learner relates 1.2 Explain procedures for generating
experience in generating business ideas or identifying business
business ideas or identifying opportunities
business opportunities. 1.3 Generate business ideas and identify
business opportunities
INTRODUCTION TO NEEDLECRAFT
1. Needlecraft in the Philippines The learner comprehends The learner exhibits LO 1. Understand concepts related to
2. Major Needlecraft Techniques concepts related to appropriate procedure for needlecraft
3. Safety and Precautionary Measures Needlecraft techniques project planning and 1.1 Identify major needlecraft techniques
4. Project Planning (Crochet, Embroidery, Quilt, execution of techniques 1.2 State safety and precautionary
5. Product Packaging Knitting) measures
6. Caring for Needlecraft Articles 1.3 Identify parts and descriptions of
The learner describes safety The learner displays safety project plans
and precautionary measures and precautionary measures 1.4 Give examples of tools and materials for
during needlecraft projects packaging
1.5 State ways of caring for needlecraft
articles
QUARTER 1
LESSON 1: EMBROIDERY
1. Embroidery: A Brief Background The learner demonstrates LO 1. Understand embroidery as a TLE_HEHC9PE-Ia-
2. Tools and Materials understanding of concepts craft and its techniques b-2
and techniques of 1.1 Define embroidery as a needlecraft
embroidery. technique
1.2 Identify the tools and materials used;
1. Basic Embroidery Stitches The learner identifies varied The learner performs skillfully LO 2. Create embroidered products TLE_HEHC9PE-Ic-
2. Special Kinds of Embroidery embroidery stitches. the use of design, materials, with package j-2
2.1. Calado and techniques to create 2.1 Manipulate properly the tools and
2.2. Smocking embroidered products. materials for embroidery
2.3. Cross-stitch 2.2 Prepare project plan for the expected
3. Design Transfer Techniques The learner applies the embroidery articles
4. Project Planning principles of art and 2.3 Combine stitching techniques in
4.1. Costing of tools and materials handicraft to create a embroidery, Calado and smocking to
beautiful and marketable create a well-made project.
embroidered product. 2.4 Select appropriate and quality
packaging material for embroidered
articles
2.5 Evaluate the quality/characteristics of
finished product and packaging
presentation (use rubrics)
QUARTER 2
LESSON 2: CROCHETING
1. Crochet The learner demonstrates LO 1. Understand Crocheting as a TLE_HEHC9PC-
2. Tools and Materials understanding of concepts Technique IIa-b-1
and techniques in 1.1 Define the technique of crocheting;
crocheting. 1.2 Identify the tools and materials used
1. Basic Stitches in Crocheting The learner performs skillfully LO 2. Make Crocheted products with TLE_HEHC9PC-
1.1. Slip stitch the use of design, materials, project plan IIc-h-2
1.2. Chain stitch and techniques to create 2.1 Discuss crochet terms and
1.3. Single Crochet stitch crocheted products. abbreviations;
1.4. Half-double Crochet stitch 2.2 Identify the basic stitches in crocheting;
1.5. Double Crochet stitch The learner applies the and
1.6. Treble Crochet stitch, etc principles of art and 2.3 Perform all the basic stitches in
2. Project Planning handicraft to create a crocheting showing proper use of tools
2.1. Costing of tools and materials beautiful and marketable and materials.
3. Craft Crocheted products with project crocheted product. 2.4 Prepare project plan for the crochet
plan project
3.1. Wrist band 2.5 Select appropriate and quality
3.2. Cell phone case packaging material for embroidered
3.3. Crocheted belt articles
1. Packaging of finished LO 3. Package the finished craft TLE_HEHC9PC-II-
projects/products 3.1 Select appropriate quality packaging i-j-3
material for finished project
3.2 Apply creativity in packaging
finish product and packaging
QUARTER 3
LESSON 3: KNITTING
1. History of Knitting The learner demonstrates LO 1. Understand knitting as a
2. Classification and uses of tools and understanding of concepts needlecraft TLE_HEHC9PK-
materials in knitting and techniques in knitting. 1.1 Describe definition and characteristics IIIa-b-4
of knitted products
1.2 Identify tools and materials for knitting
1. Basic stitches in knitting The learner performs skillfully LO 2. Produce knitted articles with TLE_HEHC9PK-
2. Project Planning the use of design, materials, packaging IIIc-j-5
3. Costing of tools and materials Knitted and techniques to create 2.1 Perform basic stitches in knitting
product with presentable package knitted products. 2.2 Demonstrate proper use of materials,
tools and equipment in knitting
The learner applies the 2.3 Prepare project plan for the expected
principles of art and knitted articles
handicraft to create a 2.4 Select appropriate quality packaging
beautiful and marketable material for knitted articles
knitted product. 2.5 Evaluate the quality/characteristics of
QUARTER 4
LESSON 4: QUILTING
1. Quilting: An Overview The learner demonstrates LO 1. Understand Quilting as a TLE_HEHC9PQ-
2. Materials and tools used in quilting understanding of concepts Technique IVa-b-6
and techniques in quilting. 1.1 Discuss the overview of Quilting
1.2 Demonstrate proper use of tools and
materials in Quilting
1. Kinds of Quilting The learner performs skillfully LO 2. Make Quilted products with TLE_HEHC9PQ-
2. Project Planning the use of design, materials, package IIc-j-7
3. Costing of tools and materials and techniques to create 2.1 Apply Quilt stitches on selected project
4. Quilted product with package quilted products. 2.2 Prepare project plan for the expected
quilted articles
The learner applies the 2.3 Select appropriate quality packaging
principles of art and material for finished project
handicraft to create a 2.4 Evaluate the quality/characteristics of
beautiful and marketable finished product (use rubrics)
quilted product.
HOME ECONOMICS – HANDICRAFT (FASHION ACCESSORIES AND PAPER CRAFT)
Grade 10
Course Description:
This curriculum guide in Handicraft (Fashion Accessories and Paper Craft) course is designed for a Grade 10 student ought to develop knowledge, skills, and attitude
to perform the tasks on Fashion Accessories, Paper craft and Recycling. It covers core competencies namely; (1) creating fashion accessories; (2) production of paper craft
projects – origami (vases/frames); and (3) production of fashion accessories.

Introduction The learner demonstrates The learner independently 1. Explain core concepts in making
1. Core concepts in making understanding of core concepts demonstrates core competencies Fashion Accessories, Paper Craft
Fashion Accessories, Paper and theories in making Fashion in making Fashion Accessories and Recycling
Craft and Recycling Accessories and Paper Craft and Paper Craft 2. Discuss the relevance of the course
2. Relevance of the course 3. Explore opportunities for a career in
3. Career opportunities making Fashion Accessories and
Paper Craft
QUARTER 1
Lesson 1: CREATE FASHION ACCESSORIES (FA)
1. History of Fashion Accessory The learner demonstrates The learner independently LO 1:Trace the history & TLE_HEHC10FA-Ia-
2. Kinds of Fashion Accessory understanding of concepts, demonstrates common development of fashion accessory b-1
products/projects: theories and techniques in competencies in making Fashion production
2.1. Earrings making Fashion Accessories Accessories. 1.1 Discuss history and development of
2.2. Necklace Fashion Accessory
2.3. Ring 1.2 Analyze relevance of Fashion
2.4. Hand and head bands Accessory products
2.5. Brooch LO 2: Enumerate different kinds of
2.6. Belts fashion accessory projects /
2.7. Skirt products TLE_HEHC10FA-Ic-
2.1 Enumerate kinds of fashion d-2
accessory projects / products
2.2 Discuss different kinds of fashion
 Classification of materials, tools LO 3: Select materials tools and TLE_HEHC10FA-Id-
and equipment in making equipment in making fashion 3
fashion accessories accessories
3.1 Identify materials tools and
equipment in making fashion
accessories.
3.2 Describe each material, tools
equipment for making Fashion
Accessories.
 Use of tools, materials and LO 4: Use basic tools in fashion TLE_HEHC10FA-Id-
equipment in fashion accessory accessory 4
projects / products 4.1 Discuss the functions and uses of
each materials, tools and
equipment
4.2 Demonstrate techniques and
procedures in using the tools in
making fashion accessory
Lesson 2: CALCULATE AND PRODUCE FASHION ACCESSORY MATERIALS (FM)
1. Cost of materials for fashion LO 5: Identify Fashion Accessory TLE_HEHC10FM-
accessories cost component Ie-j-5
2. Buying fashion accessory 5.1 Compute production cost
5.2 Purchase fashion accessory
materials
QUARTER 2
Lesson 3: PREPARATION AND PRODUCTION OF FASHION ACCESSORIES (PA)
1. Methods and procedures / LO 1: Follow methods and TLE_HEHC10PA-
techniques in making fashion procedures in making fashion IIa-e-6
accessory projects / products accessory
1.1. Cutting 1.1 Discuss different methods,
1.2. Pasting techniques and procedures in
1.3. Varnishing making Fashion Accessory projects
/ products
1.2 Follow procedures and techniques
in making Fashion Accessory
projects / products
1.3 Demonstrate methods / procedures
in making Fashion Accessory
projects / products
2. Characteristics of quality LO 2: Describe quality projects / TLE_HEHC10PA-
fashion accessories products of Fashion Accessory IIf-h-7
2.1 Discuss the different characteristics
of a quality fashion accessory
projects / products
2.2 Explain importance of a quality
projects / products of fashion
accessory
2.3 Formulate criteria for evaluating
quality projects / products of
fashion accessory
2.4 Apply elements of arts and
principles of design in fashion
2.5 Select quality supply and materials
for fashion accessory
3. Packaging and dispatching of LO 3: Prepare packaging of TLE_HEHC10PA-

finished fashion accessory finished Fashion Accessory IIi-j-8
3.1 Select appropriate quality
packaging materials for fashion
accessory
3.3 Arrange projects in packaging
3.4 Hands-on packaging
4. Evaluation of the finished LO 4: Evaluate finished product TLE_HEHC10PA-II-
product (Use Rubrics) i-j-9
QUARTER 3
Lesson 4: PERFORM ORIGAMI PRODUCTION - PAPER CRAFT (VASE/FRAMES) (OP)
1. History of Origami The learner demonstrates The learner independently LO 1:Trace the history & TLE_HEHC10OP-
understanding of concepts, demonstrates common development of origami, paper IIIa-c10
theories and techniques in competencies in making Origami. mache (vases) production
making Origami 1.1 Discuss history and development of
Origami
1.2 Analyze relevance of Origami
2. Design and pattern for origami LO 2: Plan a design and pattern for TLE_HEHC10OP-
3. Vases an origami paper craft IIId-e-11
4. Frames (vases/frames)
2.1 Discuss the design to be made
2.2 Sketch the design
5. Materials for making origami LO 3: Select materials for making TLE_HEHC10OP-

(vases/frames) origami IIIf-12
6. Paper 3.1 Identify materials suited for making
7. Paste a origami
8. Procedures in making origami LO 4: Follow methods and TLE_HEHC10OP-

9. Folding procedures in making origami IIIg-13
10. Cutting 4.1 Discuss different methods,
11. Pasting techniques and procedures in
making origami projects / products
4.2 Follow procedures and techniques
in making origami projects /
products
4.3 Demonstrate methods / procedures
in making origami projects /
products
12. Projects for Origami LO 5: Produce the following TLE_HEHC10OP-
13. Vases products IIIh-j-14
14. Frames 5.1 vases
5.2 frames
QUARTER 4:
LESSON 5: PERFORM ORIGAMI PRODUCTION – PAPER CRAFT (VASE/FRAMES) (OP)
15. Characteristics of quality LO 6: Describe quality projects and TLE_HEHC10OP-
origami Paper craft products of origami IVa-e-15
(Vase/Frames) 6.1 Discuss the different characteristics
of a quality origami projects /
products
6.2 Explain importance of a quality
projects / products of origami
6.3 Formulate criteria for evaluating
quality projects / products of
origami
6.4 Apply elements of arts and
principles of design in origami
projects / products
6.5 Select quality supply and materials
for origami
16. Packaging of finished projects / LO 7: Package the finished origami TLE_HEHC10OP-

products paper craft (vases/frames) IVf-j-16
7.1 Select appropriate quality
packaging material for fashion
accessory
7.3 Arrange projects in packaging
7.4 Hands-on packaging
17. Evaluation of the finished LO 8: Evaluate finished product TLE_HEHC10OP-

product (Use Rubrics) IVf-j-17
CODE BOOK LEGEND
Sample: TLE_HEHC10OP-IVf-16

Learning Area and
Education_Home Environment And Market EM
Strand/ Subject or
Economics
Handicraft Produce Embroidered Article EA
First Entry HC
10 Produce Recycled Project RP
Produce Wrapped Gift Items WG
Embroidery PE
Domain/Content/ Perform Origami
Uppercase Letter/s
Component/ Topic
OP
Production - Paper Craft Crocheting PC
- Knitting PK
Roman Numeral Quilting PQ

Create Fashion Accessories FA
Lowercase Letter/s
Calculate And Produce Fashion Accessory FM
Week Week six f Materials
Preparation And Production Of Fashion PA
specific week
Accessories
- Perform Origami Production - Paper Craft OP
Package the finished (Vase/Frames)
Arabic Number Competency origami paper craft 16
(vases/frames)
Household Services

Kto12 BASIC EDUCATION CURRICULUM
HOME ECONOMICS – HOUSEHOLD SERVICES (HS)
Course Description:
This is an exploratory and introductory course that leads to Household Services National Certificate Level II (NC II). It covers six common competencies that a Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) using and maintaining tools, equipment, and paraphernalia; 2) performing
mensuration and calculation; 3) interpreting diagrams layouts and plans; 4) practicing Occupational Health and Safety; 5) participating in workplace communication; and 6)
working in a team environment. 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.

1. Basic concepts in understanding of basic concepts demonstrate common competencies in 1. explain basic concepts in HS
Household Services (HS) and theories in HS HS as prescribed in the TESDA 2. discuss the relevance of the
2. Relevance of the course Training Regulation course
3. Career opportunities 3. explore career opportunities for
HS
1. Assessment of Personal The learners demonstrate an The learners recognize his/her PECs LO 1. Recognize PECs needed in TLE_7/8PECS-00-
Entrepreneurial understanding of one’s PECS and prepare an activity plan that aligns Household Services. 1
Competencies and Skills with that of an HS 1.1. assess one’s PECs:
(PECs) vis-à-vis a practicing practitioner/entrepreneur characteristics, attributes,
entrepreneur/employee lifestyle, skills, traits
1.1. Characteristics 1.2. assess practitioner’s PECS:
1.4. Skills 1.3. compare one’s PECS with
1.5. Traits those of a practitioner
2. Analysis of PECs in relation /entrepreneur
to a practitioner 1.4. align one’s PECS with those
of a
practitioner/entrepreneur
1. Key concepts of The learners demonstrate an The learners independently generate a LO 1. Generate a business idea TLE_7/8EM-00-1
Environment and Market understanding of environment business idea based on the analysis of that relates with a career choice
2. Products and services and market in relation to a career environment and market in HS in Household Services
available in the market choice in HS 1.1. conduct SWOT analysis
3. Differentiation of products 1.2. identify the different
and services products/services
K to 12 TLE-Home Economics – Household Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 19
4. Customers and their buying available in the market

habits
5. Competition in the market 1.3. compare different
6. SWOT analysis products/services in
computer hardware
servicing business
1.4. profile potential

customers
1.5. profile potential

competitors
1.6. generate potential

business idea based on
the SWOT analysis
LESSON 1:USE AND MAINTAIN CLEANING MATERIALS, TOOLS, AND EQUIPMENT (UT)
1. Types and uses of cleaning The learners demonstrate an The learners independently use and LO 1. Use appropriate cleaning TLE_HEHS7/8UT-
tools, equipment, supplies, understanding of the use and maintain cleaning tools and equipment tools, equipment, supplies, and 0a-1
and materials maintenance of cleaning tools in HS according to standard materials
EASE TLE_HE
and equipment in HS procedures
1.1 use appropriate cleaning tools
and equipment properly
1.2 prepare appropriate supplies

and materials for cleaning
1.3 follow instructions in handling

different cleaning tools,
equipment, and supplies
1.4 observe safety

measures/precautions in
cleaning tools
2. Maintenance and storage LO 2. Maintain cleaning TLE_HEHS7/8UT-

of cleaning tools and equipment 0a-2
equipment
3. Types of chemicals for 2.1 maintain and store cleaning EASE TLE_HE
cleaning and sanitizing materials, tools, and
tools and equipment equipment safely in
designated positions and
areas
2.2 sanitize cleaning tools and

equipment according to
manufacturer’s instructions
LESSON 2: PERFORM MENSURATION AND CALCULATION (MC)
1. Conversion of weight, time, The learners demonstrate an The learners independently perform LO 1. Carry out measurements TLE_HEHS7/8MC-
temperature, and space understanding of performing mensuration and calculation applied to and calculations of required 0a-1
measurements mensuration and calculation HS tasks
2. Ratio and proportion applied to HS 1.1 convert systems of
3. Substitution of ingredients measurement according to
or chemical solutions task requirement
4. Computation of work 1.2 perform ratio and proportion
schedules or housekeeping based on the required task
bill 1.3 substitute ingredients or
chemical solutions according
to recipe/task requirement
1.4 compute work schedules or
housekeeping bill based on
policy
LESSON 3. INTERPRET DIAGRAMS, LAYOUTS, AND PLANS (ID)
1. Alphabet of lines The learners demonstrate an The learners interpret diagrams, LO 1. Read and interpret TLE_HEHS7/8ID-
2. Architectural symbols understanding of diagrams, layouts, and plans relative to HS diagrams, layouts and plans 0b-4
3. Diagrams and layouts layouts, and plans relative to HS 1.1 read and interpret
architectural symbols,
diagrams, and layouts
1.2 determine parts and functions
of cleaning equipment and

room layout
1. Safety regulations The learners demonstrate an The learners independently complies LO 1. Identify hazards and risks TLE_HEHS7/8OS-
1.1. Clean Air Act understanding of compliance with with the regulatory and organizational in the workplace 0c-d-5
1.2. Building Code regulatory and organizational requirements for occupational health 1.1 explain the safety regulations
1.3. National Electrical and requirements for occupational and safety in HS and safety hazard control
Fire Safety Codes health and safety in HS practices and procedures
1.4. Ph OSHS applied to HS
2. Types of Hazard/Risk LO 2. Evaluate hazards and risks TLE_HEHS7/8OS-
2.1. Physical 0e-f-6
2.2. Biological 2.1 classify the types of
2.3. Chemical hazard/risk according to
3. Ergonomics physical, biological, and
3.1. Psychological factors
chemical
3.2. Physiological factors
4. Contingency Measures 2.2 describe the effects of
4.1. Evacuation
ergonomics in the workplace
4.2. Isolation
4.3. Decontamination
2.3 perform basic contingency
measures such as evacuation,
isolation, or decontamination
drills
5. Occupational Health and LO 3. Control hazards and risks TLE_HEHS7/8OS-

Safety (OSHS) Procedures Oe-f-7
6. Workplace Emergencies 3.1 explain occupational health
7. Personal Protective and safety procedures and
Equipment (PPE) emergencies in the workplace
7.1. Mask
7.2. Gloves 3.2 use PPE correctly in
7.3. Goggles accordance with OHS
7.4. Apron
procedures and practices
7.5. Hairnet
8. Emergency-related drills LO 4. Maintain OHS awareness TLE_HEHS7/8OS-

and training Oe-f-8
8.1. Fire drill 4.1 conduct emergency-related
8.2. Earthquake drill drills and trainings
8.3. Basic life support/CPR
8.4. First Aid 4.2 analyze the different OHS
8.5. Spillage control personal records
8.6. Disaster preparedness
9. Occupational Health and
Safety Personal Records
9.1. Medical/Health records
9.2. Incident reports
9.3. Accident reports
LESSON 5: PARTICIPATE IN WORKPLACE COMMUNICATION (PW)

1. Concepts of The learners demonstrate an The learners independently obtains LO 1. Obtain and convey TLE_HEHS7/8PW-
Communication understanding of the importance and conveys information in household workplace information 0g-j-9
1.1 Communication process of obtaining and conveying services according to standard
1.2 Barriers to 1.1 explain the concepts of
information in the workplace procedures
communication communication and its
1.3 Verbal and Nonverbal
process
communication
2. Sources of Information 1.2 apply ways to generate
3. Medium used in transferring
information
information and ideas
4. Storing, filing and
1.3 identify the different media
managing of information
and forms used in disseminating
5. Workplace interactions and information and ideas
protocols
1.4 perform the procedures in
storing, filing, and managing
information and forms
1.5 observe workplace

interactions and protocols
based on organization and

industry standards
6. In- and off-house policy LO 2. Participate in workplace TLE_HEHS7/8PW-

management meetings and discussions 0g-h-10
7. Conducting a meeting 2.1 explain in- and off-house

policy management
2.2 simulate workplace meetings

and discussion
8. Basic documents and forms LO 3. Complete relevant work TLE_HEHS7/8PW-

used in the front related documents 0g-h-11
office/desk
3.1 identify and accomplish basic
9. Records managements documents and forms used in
HS
10. Basic mathematical
processes 3.2 perform effective record
management and
mathematical process
LESSON 6: WORK IN TEAM ENVIRONMENT (WT)
1. Basic concepts of team and The learners demonstrate an The learners independently works as LO 1. Describe team role and TLE_HEHS7/8WT-
team building understanding of working as a member of a team scope i-j-12
1.1 Role and objective of member of a team
the team 1.1 explain the basic concepts of
1.2 Standard operating team and team building
and/or other workplace
procedures 1.2 including its role and
1.3 Team structure
objective
2. Inter- and intra-personal
relationship with guests and 1.3 perform one’s role, objective,
colleagues
and workplace procedure as a
member of a team
1.4 practice inter- and intra-

personal relationship among
guests and colleagues
3. Workplace context LO 2. Work as a team member TLE_HEHS7/8WT-

0i-j-13
3.1 Conditions of work 2.1 explain the conditions of work
environments environment
3.2 Employer-employee 2.2 practice safety, good

relationships and work housekeeping, and quality
agreements guidelines in the workplace
3.3 Safety, environmental,

housekeeping, and
quality guidelines

Course Description:
This curriculum guide for Household Services (HS) leads to National Certificate Level II (NCII). This course is designed for a Grade 9 student who ought to
develop the knowledge, skills, and attitudes related to the performance of HS. It covers core competencies, namely: 1) cleaning the living room, dining room, bedrooms,
toilet, and kitchen; and 2) washing and ironing clothes, linen, and fabric.
1. Core concepts in Household understanding of core concepts demonstrate competencies in HS 1. explain core concepts in Household
Services (HS) and principles in HS as prescribed in the TESDA Services
2. Relevance of the course Training Regulation 2. discuss the relevance of the course
3. Career opportunities 3. explore opportunities for a career in
HS
CONCEPT REVIEW
1. Dimensions of Personal The learners demonstrate an The learners recommend specific LO 1. Assess Personal TLE_9PECS-I0-1
Entrepreneurial Competencies understanding of PECs’ strategies to improve ‘weak’ Entrepreneurial Competencies
(PECs) dimensions and characteristics areas and sustain ‘strong’ areas 1.1 explain dimensions/clusters of
1.1 Three Clusters of PECs of their PECs. PECs and the different
(Achievement, Planning, characteristic traits per cluster
Power Clusters) 1.2 evaluate one’s PECs
1.2 Characteristics
2. Assessment of Personal
Competencies and Skills (PECs)
1. Factors in the business The learners demonstrate an The learners: LO 2. Understand the business TLE_9EM-I0-1
environment understanding of the different 1. analyze how factors environment and business ideas
2. Identifying business factors that influence the influence the business 2.1 explain how different factors
opportunities business environment environment influence the business
2. relate experience in environment
generating business 2.2 explain procedures for generating
ideas or identifying business ideas or identifying
business opportunities business opportunities
2.3 generate business ideas and
QUARTER 1
LESSON 1: CLEAN LIVING ROOM, DINING ROOM, BEDROOMS, BATHROOM AND KITCHEN (CK)
1. Types of floor and surface The learners demonstrate an The learners independently clean LO 1. Clean surfaces and floors TLE_HEHS9CK-
texture understanding of procedures floors, surfaces, furnishings, and 1.1 explain the types of floor and Ia-e-1
1.1 Hard floors and techniques in cleaning, fixtures according to standard surface texture
1.2 Soft floors caring for, and maintaining operating procedure 1.2 perform cleaning, sweeping, and
2. Procedures and techniques floors, surfaces, furnishings, polishing techniques per standard
in floor and surface cleaning and fixtures operating procedure
3. Floor care and maintenance 1.3 demonstrate floor care and
maintenance procedures in
accordance with relevant safety
procedures and manufacturer’s
instructions
4. Types of furniture LO 2. Clean furnishings and fixtures TLE_HEHS9CK-If-
5. Care and maintenance of 2.1 identify the different types of j-2
furniture furniture
6. Types of stain 2.2 list proper care and maintenance
7. Procedures and techniques of furniture
in removing stains on 2.3 identify the different types of
furniture stain
2.4 perform safety procedures and
techniques in removing stains on
furniture per standard operating
procedure
QUARTER 2
Make beds and cots The learners demonstrate an The learners independently LO 3. Make up beds and cots TLE_HEHS9CK-
1. Types of linen understanding of the makes\ up beds and cots 3.1 classify linens according to types IIa-c-3
2. How to make beds and cots procedures and techniques in according to standard procedure. and functions
3. Proper cleaning and making beds and cots 3.2 make beds and cots per
maintenance of beds and standard operating procedure
cots 3.3 demonstrate proper cleaning of
beds and cots
Clean toilet and bathroom The learners demonstrate an The learners independently clean LO 4. Clean bathroom TLE_HEHS9CK-
1. Procedures and techniques understanding of the and sanitizes toilet and bathroom 4.1 demonstrate cleaning of toilet IId-h-4
in cleaning bathroom and procedures and techniques in according to standard operating and bathroom accessories
toilet accessories cleaning, and sanitizing toilet procedure according to prescribed
2. Types of bathroom supplies and bathroom procedures
3. Maintenance and storage of 4.2 classify bathroom supplies
bathroom cleaning tools and according to types and functions
materials 4.3 perform maintenance and
4. Concepts of sanitation and storage of cleaning tools and
sanitizer supplies according to prescribed
5. Waste disposal procedures
4.4 explain the concepts of sanitation
and sanitizers
4.5 perform waste disposal and
management
Cleaning the kitchen The learners demonstrate an The learners independently clean LO 5. Clean kitchen TLE_HEHS9CK-
1. Types of kitchen appliance understanding of the the kitchen according to 5.1 explain the types of kitchen IIi-j-5
and fixture procedures and techniques in standard operating procedure appliances and fixtures
2. Cleaning, care, and cleaning a kitchen 5.2 perform cleaning, care, and
maintenance of kitchen maintenance of kitchen
appliances and fixtures appliances and fixtures in
accordance with relevant safety
procedures
QUARTER 3
LESSON 2: WASH CLOTHES, LINEN, AND FABRIC (WI)
1. Types of fabric The learners demonstrate an The learners independently wash LO 1. Check and sort clothes, linens, TLE_HEHS9WI-
2. Repairing defective clothing, understanding of the clothes, linens, and fabrics and fabrics IIIa-j-6
linen, and fabrics procedures and techniques in according to standard operating 1.1 identify the different types,
washing clothes, linens, and procedure characteristics, uses, and proper
fabrics care of fibers and fabrics
1.2 demonstrate repairing and
sewing defective clothing, linen,
and fabric based on prescribed
procedures
3. Types of fabric stains and LO 2. Remove stains TLE_HEHS9WI-
removal technique 2.1 explain the types of fabric stains IIIa-j-7
2.2 demonstrate fabric-stain removal
and treatment according to
prescribed procedures
4. Laundry supplies and LO 3. Prepare washing equipment TLE_HEHS9WI-
equipment and supplies IIIa-j-8
3.1 check and prepare laundry
supplies and equipment
procedure
5. Step-by-step procedure in LO 4. Perform laundry TLE_HEHS9WI-
performing laundry 4.1 perform a laundry job in IIIa-j-9
accordance with standard
QUARTER 4
IRONING CLOTHES, LINENS, AND FABRICS (IC)
1. Supplies, materials, and The learners demonstrate an The learners independently iron LO 5. Iron clothes, linens, and TLE_HEHS9IC-
equipment needed in ironing understanding of the clothes, linens, and fabrics fabrics IVa-j-11
clothes, linen, and fabrics procedures and techniques in according to standard operating 5.1 enumerate different supplies,
2. Ironing clothes, linens, and ironing clothes, linens, and procedure materials, and equipment needed
fabrics fabrics in ironing clothes, linen, and
3. Steps/procedure in ironing fabrics
clothes, linens and fabrics 5.2 check and prepare ironing
supplies and equipment
procedures
5.3 perform an ironing job in
operating procedure

Course Description: Prerequisite: Grade 9 Household Services

This curriculum guide on Household Services (HS) leads to National Certificate Level II (NCII). This course is designed for a Grade 10 student who ought to develop the
knowledge, skills, and attitudes related to HS tasks. It covers two core competencies, namely: 1) preparing hot and cold meals/food, and 2) providing food and beverage
service.

Introduction The learners demonstrate an The learners The learners:
1. Core concepts in Household understanding of: independently demonstrate a. explain core HS concepts
Services (HS) competencies in HS as b. discuss the relevance of the
2. Relevance of the course core concepts and principles prescribed in the TESDA course
3. Career opportunities in HS Training Regulation c. explore career opportunities
for HS
1. Assessment of Personal The learners demonstrate an The learners independently LO 1. Develop and strengthen TLE_10PECS-I0-1
Competencies and Skills (PECs) understanding of one’s PECs create a plan of action that PECs needed in Household
vis-à-vis a practicing entrepreneur in HS develops/strengthens one’s Services
in the locality PECs in HS 1.1 identify areas of
1.1 Characteristics improvement, development,
1.2 Traits and growth
1.3 Lifestyle 1.2 use one’s PECs toward a
1.4 Skills business or career choice
2. Analysis of PECs in relation to a 1.3 create an action plan to
practitioner ensure success in the
3. Application of PECs to the chosen business or career choice
business/career
1. Product development The learners demonstrate an The learners independently LO 1. Develop an HS TLE_10EM-I0-1
2. Key concepts in developing a understanding of the create a business vicinity map product/service
product environment and market for that reflects the potential of an 1.1 explain what makes a product
3. Finding value for the product HS in one’s locality HS market in the locality unique and competitive
4. Innovation 1.2 identify what is of “value” to
5. Unique Selling Proposition (USP) the customer
1.3 apply creativity and
develop a marketable
product
1.4 ensure that the
product/service has a USP
1. Selecting business idea LO 2. Select a business idea TLE_10EM-I0-2

2. Key concepts of selecting a 2.1 enumerate various criteria
business idea and steps in selecting a
2.1 Criteria business idea
2.2 Techniques 2.2 analyze a business idea based
on the criteria/techniques set
2.3 apply the criteria/steps in
idea
1. Branding LO 3. Develop a brand for the TLE_10EM-I0-3

product
3.1 identify the benefits of having
a good brand
3.2 enumerate the criteria in
developing a brand
3.3 create a unique product
brand
QUARTERS 1 AND 2
LESSON 1: PREPARE HOT AND COLD MEALS/FOOD (HC)
1. Purchasing The learners demonstrate an The learners independently LO 1. Prepare ingredients TLE_HEHS10HC-
1.1 Effective purchasing steps and understanding of the prepare and cook quality hot according to recipe Ia-b-1
procedures concepts, principles, and and cold meals according to 1.1 explain the characteristics of
1.2 Determining food quantity and techniques in preparing and recipe effective purchasing steps
the right food prices cooking hot and cold meals and procedures
2. Dish and ingredients preparation 1.2 determine the food quantity
2.1 Food safety handling with the right price of goods
2.2 Using recipes correctly 1.3 develop skills in purchasing
2.3 Standardizing and quantifying goods and products
recipes 1.4 demonstrate safety handling
2.4 Important temperatures in procedures
food preparation 1.5 show correct and proper use
of recipe
1.6 standardize and quantify
recipes
1.7 list important temperatures in
food preparation
1. Basic Cooking Techniques and LO 2. Cook meals and dishes TLE_HEHS10HC-
Procedures according to recipe Ic-d-2
1.1 Moist-heat preparation 2.1 explain different basic
1.2 Dry-heat preparation cooking techniques and their
1.3 Combination method procedures
2.2 identify some samples of food
using basic cooking
techniques and their
procedures
1. Dining room operations and LO 3. Present cooked dishes TLE_HEHS10HC-

procedures 3.1 provide basic principles of Ie-i-3
2. Dining room equipment dining room operations and
3. Mise en place techniques procedures
4. Types of dishes 3.2 demonstrate use of dining
4.1. Soups room equipment
4.2. Vegetable dishes 3.3 demonstrate proper mise en
4.3. Meat and poultry dishes place techniques
4.4. Fish and seafood dishes 3.4 enumerate the different types
4.5. Egg dishes of dishes according to their
4.6. Pasta grain and farinaceous recipes
dishes 3.5 demonstrate serving of
5. Food serving quality cooked vegetable,
5.1. Types of meal service poultry, and seafood dishes
5.2. Serving etiquette according to recipe
3.6 serve cooked meat dishes
with different culinary
methods
3.7 serve pasta grain and
farinaceous dishes per
standard operating procedure
3.8 enumerate and explain types
of meal service
3.9 demonstrate etiquette in
serving food
1. Tools, materials, and recipes in LO 4. Prepare sauces, dressings TLE_HEHS10HC-

preparing: and garnishes I.IIi-j-4
1.1. Sauces 4.1 identify tools, materials, and
1.2. Dressings and garnishes recipes in preparing sauces,
2. Seasoning principles in sauce dressings, and garnishes
preparation 4.2 explain seasoning principles
3. Sauce preparation techniques in sauce preparation
3.1. Deglazing 4.3 apply techniques in sauce
3.2. Reduction preparation
3.3. Starch thickness 4.4 prepare five “mother sauces”
3.4. Starch less thickness and their variations
4. Sauces varieties 4.5 utilize proper ingredients in
4.1. Bechamel preparing dressing for a
4.2. Espangole recipe
4.3. Hollandaise 4.6 correctly prepare kinds of
4.4. Tomato dressing for certain recipes
4.5. Velote
5. Dressing
5.1. Kinds of dressing and their
ingredients
1. Tools and materials used in preparing LO 5. Prepare appetizers TLE_HEHS10HC-

appetizers 5.1 identify the commonly used IIb-c-5
2. Some commonly served kinds of tools and materials in
appetizers preparing appetizers
2.1. hors d'oeuvres 5.2 produce some basic
2.2. canapés appetizers based on clients’
2.3. finger foods need in accordance with
procedures
1. Commonly served desserts for LO 6. Prepare desserts and salads TLE_HEHS10HC-

occasions 6.1 use appropriate tools, IId-e-6
1.1. Sherbet, ice, and ice cream materials, and equipment in
1.2. Fruit desserts preparing desserts per
1.3. Bread and pastry standard operating procedure
1.4. Mousse 6.2 prepare sherbets, ices, and
1.5. Cold and molded salads ice cream following respective
2. Salads procedures
2.1. Salad component 6.3 present fruit and pastry
2.2. Classification of salad desserts per procedure
6.4 prepare cold and molded
salads per procedure
1. Sandwiches LO 7. Prepare sandwiches TLE_HEHS10HC-

1.1 Hot sandwiches 7.1 prepare hot sandwiches and IIf-g-7
1.2 Cold dressings its cold dressings accordingly
1.3 Hot and cold sauces 7.2 make hot and cold sauces
following standard procedure
1. Excess and unconsumed foods and The learners demonstrate an The learners independently LO 8. Store excess foods and TLE_HEHS10HC-
ingredients understanding of procedures prepare and serve cooked hot ingredients IIh-j8
1.1 Step-by-step procedures and techniques in serving hot and cold meals according to 8.1 follow proper procedures in
1.2 Storing of dry and wet foods and cold meals, and storing standard procedure, and store storing excess ingredients
1.3 Packing and wrapping procedures excess and unconsumed excess and unconsumed foods and unconsumed cooked food
foods and ingredients and ingredients accordingly 8.2 follow proper storage of dry
properly and wet food/ingredients in
procedure.
8.3 convert unconsumed cooked
food into a new dish
8.4 demonstrate how to pack
/wrap food in proper
procedures
QUARTERS 3 & 4
LESSON 2: PROVIDE FOOD AND BEVERAGE SERVICE
1. Dining Area The learners demonstrate an The learners independently LO 1. Prepare Dining Area TLE_HEHS10HC-
1.1 Furniture setup understanding of the provide food and beverage 1.1 show furniture setup correctly IIIa-e-9
1.2 Tables and table settings knowledge, skills, and service according to standard following standard
1.3 Dining equipment as per standard attitudes required in the food procedure 1.2 demonstrate table and table
operating procedure and beverage service settings correctly
1.3 properly use dining
equipment per standard
procedure
1. Dining Area LO 2. Set up Table TLE_HE HS10HC-

1.1 Tablecloth 2.1 lay out different types of IIIf-j -10
1.2 Table appointments tablecloth
1.3 Napkin folding 2.2 set up table appointments
1.4 Table centerpiece according to standards
2. How to set up table 2.3 demonstrate basic napkin
folding
2.4 design a creative table
centerpiece
1. Table service procedures and The learners demonstrate an The learners independently LO 3. Serve food and beverage TLE_HEHS10HC-
techniques understanding of the serve and clear the food and 3.1 demonstrate correct table IVa-h-11
2. Rules to observe in table service knowledge, skills, and beverage in the table service procedures and
2.1 Order of service attitudes required in serving techniques
2.2 Loading trays and clearing in the food and 3.2 describe the procedure for
2.3 Beverage beverage service serving food at the table
2.4 Serving with garnishing 3.3 have a working knowledge of
2.5 Refilling water the rules in table service with
3. Washing and handling fresh fruits regard to order of service,
loading trays, and clearing
dishes
3.4 serve beverage with
garnishing in accordance with
standard procedure
1. Clearing the table LO 4. Clear the table TLE_HEHS10HC-
2. Cleaning the table and changing used 4.1 have a working knowledge of IVi-j-12
ashtrays rules and regulations in
3. Table manners and etiquette clearing the table
4.2 demonstrate clearing of table
following standard procedure
4.3 perform cleaning the table
and changing used ashtrays
4.4 observe table manners and
etiquette
GLOSSARY
Code Book Legend

Sample: TLE_HEHS10HC-IIb-c-5

LEGEND SAMPLE
Technology and Livelihood Personal Entrepreneurial Competencies PC
Learning Area and
Education_Home
Strand/ Subject or
Economics Environment And Market EM
Household Services
First Entry HS Use And Maintain Cleaning Materials, Tools,
UT
10 And Equipment
Perform Mensuration And Calculation MC
K to 12 TLE-Home Economics – Household Curriculum Guide December 2013 * LO – Learning Outcome

Interpret Diagrams, Layouts, and Plans Page
ID 18 of 19
Domain/Content/ Prepare Hot And Cold
Uppercase Letter/s
Component/ Topic Meals/Food
HC Practice Occupational Health and Safety
OS
Dressmaking

HOME ECONOMICS -- DRESSMAKING
Course Description:
This is an exploratory and introductory course which leads to Dressmaking /Tailoring National Certificate Level II (NC II). It covers five common competencies that a
Grade7/Grade 8 Technology and Livelihood Education (TLE) 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
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.

Introduction The learner demonstrates The learner independently 1. Explain basic concepts in
1. Basic concepts in understanding of basic concepts and demonstrates common dressmaking/tailoring
Dressmaking/Tailoring underlying theories in competencies in 2. Discuss the relevance of the
2. Relevance of the course dressmaking/tailoring. dressmaking/tailoring as course
3. Career opportunities prescribed in the TESDA 3. Explore on opportunities for
Training Regulation. dressmaking/tailoring as a career
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs needed in TLE_HEDM7/8PC
Entrepreneurial Competencies understanding of one’s PECs. PECs and prepares an activity Dressmaking. -00-1
and Skills (PECs) vis-à-vis a plan that aligns with that of a 1.1. Assess one’s PECs:
practicing practitioner/entrepreneur in characteristics, attributes,
entrepreneur/employee Dressmaking. lifestyle, skills, traits
1.1. Characteristics 1.2. Assess practitioner’s:
1.4. Skills 1.3. Compare one’s PECS with that of
1.5. Traits a practitioner /entrepreneur
2. Analysis of PECs in relation 1.4. Align one’s PECS with that of a
to a practitioner practitioner/entrepreneur
1. Key concepts of environment The learner demonstrates The learner independently LO 1. Generate a business idea TLE_HEDM7/8EM
and market understanding of environment and generates a business idea that relates with a career choice -00-1
2. Products and services market that relates with a career based on the analysis of in Dressmaking.
available in the market choice in Dressmaking environment and market in 1.1. Conduct SWOT analysis
3. Differentiation of products Dressmaking. 1.2. Identify the different
and services products/services available in the
4. Customers and their buying market
habits 1.3. Compare different
5. Competition in the market products/services in computer
6. SWOT Analysis hardware servicing business
1.4. Determine the profile potential
K to 12 TLE-Home Economics – Dressmaking Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 20
customers
competitors
1.6. Generate potential business idea
LESSON 1:USE OF SEWING TOOLS (UT)
1. Sewing tools and equipment The learner demonstrates The learner independently LO 1. Identify sewing tools and TLE_HEDM7/8UT
2. Types and uses of sewing understanding in the use of sewing uses tools in equipment and their uses -0a-b-1
machines tools in dressmaking/tailoring. dressmaking/tailoring. 1.1. Identify sewing tools and
equipment
1.2. Classify sewing machines
1.3. Describe uses of sewing tools
LESSON 2: CARRY OUT MEASUREMENTS AND CALCULATIONS (MT)

1. Body measurements in ladies The learner demonstrates The learner independently LO 1. Obtain measurements TLE_HEDM7/8MT
and men’s apparel understanding in carrying out carries out measurements and 1.1. Select appropriate measuring -0c-d-2
measurements in calculations based on job tools
dressmaking/tailoring. requirements. 1.2. Take accurate body
measurements
1.3. Read and record required
measurements
2. Metric conversion chart LO 2. Perform simple calculations TLE_HEDM7/8MT
2.1 Apply the systems of -0e-3
measurements
2.2 Perform simple calculations
based on the job requirement
2.3 Demonstrates accurate reading
measurements
3. Estimate appropriate LO 3. Estimate appropriate TLE_HEDM7/8MT

quantities quantities -0f-4
3.1 Practice the fundamentals of
arithmetic operations
3.2 Estimate cost of project materials
LESSON 3. READ AND INTERPRET PRODUCT DESIGNS (ID)
1. Appropriateness of design The learner demonstrates The learner independently LO 1. Read and interpret TLE_HEDM7/8ID
according to: understanding in reading and reads and interprets product specifications of product design -0g-5
1.1. Age interpreting product designs and designs in 1.1.Assess the appropriateness of
1.2. Customer’s Preference specifications in dressmaking/tailoring. dressmaking/tailoring. design based on the client’s
1.3. Body Physique features
2. Principles of Design 1.2.Read specifications
3. Color Theory 1.3.Apply the principles of design and
4. Basic Hand Stitches color harmonies
LESSON 4. PERFORM BASIC MAINTENANCE (BM)

1. Machine Operation The learner demonstrates The learner consistently LO 1. Operate machine and TLE_HEDM7/8BM
1.1. Lower and Upper understanding in performing basic performs basic maintenance assess its performance -0h-6
Threading of Sewing maintenance of sewing machine in of sewing machine in 1.1. Observe proper handling and
Machine dressmaking/tailoring. dressmaking/tailoring. cleaning of the machine
1.2. Common Sewing 1.2. Identify correct procedures in
Machine Troubles and its machine operation
Remedies 1.3. Resolve common machine
1.3. Quality Stitches and troubles
Tensions
2. Troubles and remedies of
sewing machine
3. Care of Sewing Machine LO 2. Clean and lubricate TLE_HEDM7/8BM
machine -0i-7
2.1 Observe regular cleaning of
machine
2.2 Follow the safety procedures in
machine cleaning
2.3 Perform regular maintenance
schedules
LESSON 5. PRACTICE OCCUPATIONAL SAFETY AND HEALTH
1. Hazards and Risks The learner demonstrates The learner consistently LO 1. Identify and evaluate TLE_HEDM7/8BM
Identification and Control understanding in practicing practices occupational safety hazards and risks -0j-8
occupational safety and health in and health in 1.1. Explain workplace hazards and
dressmaking/tailoring. dressmaking/tailoring. risks
1.2. Identify hazards and risks in the
workplace
1.3. Explain the causes of hazards and
risks
HOME ECONOMICS – DRESSMAKING
Course Description:
This curriculum guide on DRESSMAKING leads to National Certificate Level II (NC II). This course is design for Grade 9 student to develop knowledge, skills, and attributes
to perform the tasks on DRESSMAKING. It covers core competencies namely 1) Produce sleeping garments; 2) Produce children’s wear
CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES CODE

STANDARD
Introduction The learner demonstrates The learner independently 1. Explain core concepts in
1. Core concepts in dressmaking understanding of core demonstrates core dressmaking
2. Relevance of the course concepts and theories in competencies in 2. Discuss the relevance of the
3. Career opportunities dressmaking. dressmaking as prescribed in course
the TESDA Training 3. Explore on opportunities for
Regulation. dressmaking as a career
CONCEPT REVIEW
1. Dimensions of Personal Entrepreneurial The learner comprehends The learner recommends LO 1. Assess Personal TLE_PECS9-I0-1
Competencies Personal Entrepreneurial specific strategies to improve Entrepreneurial
1.1. Three Clusters of PECs (Achievement, Competencies – its ‘weak’ areas and sustain Competencies
Planning, Power Clusters) dimensions and ‘strong’ areas of their PECs. 1.1. Explain dimensions/clusters
1.2. Characteristics characteristics. of PECs and the different
2. Assessment of Personal Competencies and characteristic traits per
Skills (PECs) cluster
1.2. Evaluate one’s PECs
1. Factors included in the Business Environment The learner demonstrates The learner analyzes how LO 2. Understand the TLE_EM9-I0-1
2. Spotting and Identifying Business understanding of the factor influence the business business environment and
Opportunities different factors that environment. business ideas
influence the business 2.1 Explain how different factors
environment The learner relates influence the business
experience in generating environment
business ideas or identifying 2.2 Explain procedures for
business opportunities. generating business ideas or
identifying business
opportunities
2.3 Generate business ideas and
identify business
opportunities
Quarter I
LESSON 1: PRODUCE SLEEPING GARMENTS (SG)
STANDARD
1. Principles and elements of design The learner demonstrates The learner plan, design and LO 1. Draft and cut pattern TLE_HEDM9SG-
2. Types of fabrics understanding on the sew sleeping garments. for sleeping garments Ia-f-1
3. Fabric properties principles of designing and 1.1. Plan garment design
4. Types of sleeping garments sewing of sleeping 1.2. Take client’s body
5. Characteristics of a sleeping garments garments measurement
6. Project plan for sleeping garments 1.3. Draft basic/ block pattern
7. Tools. materials and equipment needed 1.4. Manipulate Patterns
8. Measurements needed in sewing sleeping 1.5. Cut final Pattern
garments
9. Procedures in drafting basic/block pattern for
sleeping garments
10. Drafting basic/block pattern
11. Pattern Symbols
12. Manipulating basic/block pattern
13. Techniques in cutting final pattern
14. Fabric care LO 2. Prepare and cut TLE_HEDM9SG-

15. Characteristics of fabrics materials for sleeping Ig-i-2
16. Selection of fabrics suited for sleeping garments
garments design 2.1 Prepare materials
17. Marking tools 2.2 Lay- out and pin patterns on
18. Principles of laying out the fabric fabrics
19. Principle of laying out patterns 2.3 Cut fabrics
20. Laying out pattern pieces
21. Transferring pattern marks and symbols onto
the fabric
22. Guidelines in cutting fabric
23. Fabric cutting
Quarter II
LESSON 1: PRODUCE SLEEPING GARMENTS (SG)
1. Pre-assembling procedure LO 3. Assemble sleeping TLE_HEDM9SG-
2. Pressing techniques garments parts IIa-g-3
3. Kinds of seams and seam finishes 3.1 Prepare cut parts
4. Preparing parts for sewing 3.2 Sew and assemble sleeping
5. Unit method of assembling sleeping garments garments parts
6. Procedure in assembling sleeping garments
6.1. Finishing touches LO 4. Apply finishing touches TLE_HEDM9SG-
6.2. Hemming stitches on sleeping garments IIh-j-4
6.3. Attaching fastener 4.1 Apply finishing touches
7. Trimming techniques for sleeping garments 4.2 Alter completed garment
STANDARD
8. Evaluation of finished sleeping garments 4.3 Press finished garment
9. Pressing tools, materials and equipment 4.4 Pack finished garment
10. Procedure in pressing sleeping garments
11. Application of heat and pressure on sleeping
garments
12. Labeling of garments
13. Kinds of packaging materials
14. Procedures in packaging finished garments
Quarter III
LESSON 2: PRODUCE CHILDREN’S WEAR (CW)
1. Designs of children’s wear The learner demonstrates The learner plan, design and LO 1. Draft and cut pattern TLE_HEDM9CW-
2. Characteristics of a well-fitted children’s wear understanding on the sew children’s wear. for children’s dress IIIa-h-5
3. Types of fabrics suited for children’s dresses principles of designing and 1.1. Plan garment design
4. Types of sleeves sewing children’s wear 1.2. Take client’s body
4.1. Set-in measurement
4.2. Puff 1.3. Draft basic/ block pattern
4.3. Bell 1.4. Manipulate Pattern
4.4. Butterfly 1.5. Cut final Pattern
4.5. Angel
5. Types of collars
5.1. Peter pan
5.2. Sports
5.3. Sailors
5.4. Flat
6. Types of skirts
6.1. pencil
6.2. balloon
6.3. pleated
6.4. sheared or gathered
6.5. peplum
6.6. bubble
7. Types of facing and interfacing
8. Types of pockets
8.1. Patch
8.2. Seam
8.3. Welt
9. Project plan for children’s wear
10. Body measurements for children’s wear
11. Procedure in taking body measurement for
children’s wear
STANDARD
12. Procedures in drafting basic/block pattern for
children’s wear
13. Manipulating basic/block pattern for children’s
wear
14. Techniques in cutting final pattern
15. Accessories and accents for children’s wear LO 2. Prepare and cut TLE_HEDM9CW-
16. Laying out pattern pieces for children’s wear materials for children’s dress IIIi-j-6
17. Transferring of marks onto the fabric 2.1 Prepare materials
18. Cutting fabrics 2.2 Lay- out and pin pattern on
fabric
2.3 Cut fabric
Quarter IV
LESSON 2: PRODUCE CHILDREN’S WEAR (CW)
1. Pre-assembling procedure for children’s wear LO 3. Assemble garment parts TLE_HEDM9CW-
2. Techniques pressing in children’s wear for children’s wear IVa-h-7
3. Preparing parts for sewing 3.1 Prepare cut parts
4. Unit method of assembling 3.2 Sew and assemble children’s
5. Procedure in assembling children’s dress. wear
1. Finishing touches LO 4. Apply finishing touches TLE_HEDM9CW-

1.1. Hemming stitches* on children’s wear IVi-j-8
1.2. Types of fasteners 4.1 Apply finishing touches
1.3. Buttons* 4.2 Alter completed garment
1.4. Snap* 4.3 Press finished garment
1.5. hook and eye* 4.4 Pack finished garment
1.6. zipper*
1.7. magnetic tape*
2. Attaching fastener
3. Trimming techniques for children’s wear
4. Procedure in pressing children’s wear
5. Application of heat and pressure on children’s
wear
6. Characteristics of a well-fitted children’s wear
7. Evaluation of finished children’s wear
10. Procedure in packing of children’s wear
Course Description: Prerequisite: Grade 9 Dressmaking
This curriculum guide on Dressmaking leads to National Certificate Level II (NC II). This course is design for a grade 10 student to develop knowledge, skills, and
attitude to perform tasks on Dressmaking. It covers three competencies that a grade 10 Technology and Livelihood Education (TLE) student ought to possess namely: 1)
Produce ladies skirt; 2) Produce ladies blouse and 3) Produce ladies trousers. The preliminaries of this specialization course includes the following: 1) Explain core concepts in
dressmaking; 2) Discuss the relevance of the course 3) Explore on opportunities for dressmaking as a career.

Introduction The learner demonstrates The learner independently 1. Explain core concepts in
1. Core concepts in dressmaking understanding of core concepts demonstrates core dressmaking
2. Relevance of the course and principles in dressmaking. competencies in dressmaking as 2. Discuss the relevance of the
3. Career opportunities prescribed in the TESDA course
Training Regulation. 3. Explore on opportunities for
dressmaking as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES - PECS
1. Assessment of Personal The learner demonstrates The learner independently LO 1. Develop and strengthen TLE_PECS10-I0-1
Competencies and Skills (PECs) understanding of one’s PECs in creates a plan of action that PECs needed in Dressmaking.
vis-à-vis a practicing Dressmaking. develops/strengthens one’s 1. Identify areas for improvement,
entrepreneur in the locality. PECs in Dressmaking. development and growth
1.1. Characteristics 2. Use one’s PECs for a business or
1.2. Lifestyle career choice
1.3. Skills 3. Create an action plan to ensure
1.4. Traits success in the business or career
2. Analysis of PECs in relation to a choice
practitioner
3. Application of PECs to the
1. Product development The learner demonstrates The learner independently LO 1. Develop a product/ service TLE_EM10-I0-1
2. Key concepts of developing a understanding of environment creates a business vicinity map in Dressmaking
product and market for the reflective of potential 1.1. Explain what makes a product
3. Finding value for the product Dressmaking in one’s locality. Dressmaking market within the unique and competitive
4. Innovation locality. 1.2. Identify what is of “Value” to
4.1. Unique Selling Proposition the customer
(USP) 1.3. Apply creativity and Innovative
techniques to develop
marketable product
1.4. Employ a Unique Selling
product/service
5. Selecting business idea LO 2. Select a business idea TLE_EM10-I0-2

6. Key concepts of selecting 2.1 Enumerate various criteria and
a business idea steps in selecting a business idea
6.1 Criteria 2.2 Analyze a business idea based on
6.2 Techniques the criteria/techniques set
2.3 Apply the criteria/steps in selecting
a viable business idea
7. Branding LO 3. Develop a brand for the TLE_EM10-I0-3
product
3.1 Identify the benefits of having a
good brand
3.2 Enumerate the criteria in
developing a brand
3.3 Create a unique product brand
Quarter 1
LESSON 1: PRODUCE LADIES’ SKIRTS (SK)
1. Principles and elements of The learner demonstrates The learner plan, design and LO 1. Draft and cut pattern for TLE_HEDM10SK-Ia-
design understanding on the principles sew ladies skirts. ladies skirts c-1
2. Types of fabrics suited for of designing and sewing of 1.1. Plan garment design
ladies skirt ladies skirts. 1.2. Take client’s body measurement
3. Fabric Properties 1.3. Draft basic/ block pattern
4. Body measurements for ladies 1.4. Manipulate Pattern
skirt 1.5. Cut final Pattern
5. Procedure in taking body
measurement for ladies skirts
6. Types of ladies skirts
8. Procedures in drafting ladies
skirts
10. Manipulating basic/block
pattern
11. Techniques in cutting final
pattern
12. Characteristics of fabrics LO 2. Prepare and cut materials TLE_HEDM10SK-Id-2
13. Selection of accessories suited for ladies skirts
on fabric types and designs 2.1 Prepare materials
14. Principles of laying out the 2.2 Lay- out and mark pattern on
fabric material
15. Laying out pattern pieces 2.3 Cut materials
16. Transferring of marks onto the
fabric
17. Pre-assembling procedure LO 3. Assemble garment parts for TLE_HEDM10SK-Ie-i-
18. Pressing techniques ladies skirts 3
19. Procedure in assembling ladies 3.1 Prepare cut parts
skirts 3.2 Sew and assemble athletic ladies
20. Preparing parts for sewing skirts
21. Unit method of assembling 3.3 Alter completed garment
ladies skirts
22. Characteristics of a well-fitted
ladies skirts
23. Evaluation of finished ladies
skirts
24. Finishing touches LO 4. Apply finishing touches on TLE_HEDM10SK-Ij-4
24.1. Hemming ladies skirts
stitches 4.1 Apply finishing touches
24.2. Attaching 4.2 Press finished garment
fasteners 4.3 Pack finished garment
25. Trimming techniques for ladies
skirt
26. Procedure in pressing ladies
skirts
27. Application of heat and
pressure on ladies skirts
28. labeling of garments
30. Procedures in packaging
finished garment
Quarter II
LESSON 2: PRODUCE LADIES’ BLOUSE (BL)
1. Designs of blouse The learner demonstrates The learner plan, design and LO 1. Draft and cut pattern for TLE_HEDM10BL-IIa-
2. Types of fabrics suited for understanding on the principles sew ladies blouse. ladies blouse d-5
ladies blouse of designing and sewing of 1.1. Plan garment design
3. Types of necklines ladies blouse. 1.2. Take client’s body measurement
4. Types of sleeves 1.3. Draft basic/ block pattern
4.1. Set-in 1.4. Manipulate Pattern
4.2. Puff 1.5. Cut final Pattern
4.3. Kimono
4.4. Raglan
4.5. Dolman
6. Types of pockets
6.1. Patch
6.2. Welt
7. Body measurements for ladies
blouse
measurement for ladies blouse
blouse
for ladies blouse
pattern for ladies blouse
pattern
13. Accessories and Accents for LO 2. Prepare and cut materials TLE_HEDM10BL-IIe-
ladies blouse for ladies blouse 6
14. Laying out pattern pieces for 2.1 Prepare materials
ladies blouse 2.2 Lay- out and mark pattern on
15. Transferring of marks onto the material
fabric 2.3 Cut materials
16. Cutting the fabric
17. Pre-assembling procedure for LO 3. Assemble garment parts for TLE_HEDM10BL-IIf-
ladies blouse ladies blouse i-7
18. Pressing techniques ladies 3.1 Prepare cut parts
blouse 3.2 Sew and assemble ladies blouse
19. Procedure in assembling ladies 3.3 Alter completed garment
blouse
20. Preparing parts for sewing
ladies blouse
21. Unit method of assembling
ladies blouse
22. Characteristics of a well-fitted
ladies blouse
blouse
24. Types of fasteners LO 4. Apply finishing touches on TLE_HEDM10BL-IIj-8
24.1. Buttons* ladies blouse
24.2. snap* 4.1 Apply finishing touches
24.3. hook and eye* 4.2 Press finished garment
24.4. zipper* 4.3 Pack finished garment
25. Finishing touches
25.1. Hemming
stitches*
25.2. Attaching
fastener*
blouse
blouse
pressure on ladies blouse
31. Procedure in packaging finished
garments
Quarter III
LESSON 3: PRODUCE LADIES’ TROUSERS (TR)
1. Designs of ladies trousers The learner demonstrates The learner plan, design and LO 1. Draft and cut pattern for TLE_HEDM10TR-
2. Types of fabrics suited for understanding on the principles sew ladies trousers ladies trousers IIIa-h-9
ladies trousers of designing and sewing ladies 1.1. Plan garment design
3. Types of pockets trousers. 1.2. Take client’s body measurement
3.1. Patch* 1.3. Draft basic/ block pattern
3.2. Seam* 1.4. Manipulate Pattern
3.3. Welt* 1.5. Cut final Pattern
5. Body measurements for ladies
trousers
measurement for ladies
trousers
trousers
for ladies trousers
pattern for ladies trousers
pattern
11. Laying out pattern pieces for LO 2. Prepare and cut materials TLE_HEDM10TR-IIIi-
ladies trousers for ladies trousers j-10
12. Transferring of marks onto the 2.1 Prepare materials
fabric 2.2 Lay- out and mark pattern on
13. Cut fabric material
2.3 Cut materials
Quarter IV
LESSON 3: PRODUCE LADIES’ TROUSERS (TR)
1. Pre-assembling procedure for LO 3. Assemble garment parts for TLE_HEDM10TR-Iva-
ladies trousers ladies trousers h-11
2. Pressing techniques ladies 3.1 Prepare cut parts
trousers 3.2 Sew and assemble ladies trousers
3. Procedure in assembling ladies 3.3 Alter completed garment
trousers
4. Preparing parts for sewing
ladies trousers
5. Unit method of assembling
ladies trousers
6. Characteristics of a well-tailored
ladies trousers
trousers
8. Types of fasteners LO 4. Apply finishing touches on TLE_HEDM10TR-IVi-
9. Buttons ladies trousers j-12
9.1. Snap 4.1 Apply finishing touches
9.2. hook and eye 4.2 Press finished garment
9.3. zipper 4.3 Pack finished garment
10. Finishing touches
10.1. Hemming
stitches
10.2. Attaching
fastener
trousers
trousers
pressure on ladies trousers
16. Procedure in packaging finished
garments
HOME ECONOMICS -- DRESSMAKING
GLOSSARY
Accessories articles of clothing worn to complete or to complement one’s outfit.
Accuracy the exactness of a measured distance or circumference
Altering changing portion of a garment so that it fits the body
Apparel clothing or dress
Bartacking machine This is used in reinforcing the opening and closing of pockets
Balance wheel sets the mechanism in motion.
Band wheel crank leads the balance wheel through the belt connection. Band wheel crank moves the band wheel.
Belt connects the balance wheel to the drive wheel.
Belt guide holds the belt to its place.
Belt shifter removes the belt from the wheel.
Bias cloth that us cut slantwise across the grain
Bobbin is a metal spool for winding thread.
Bobbin case holds the bobbin.
Bobbin winder controls the bobbin while winding thread.
Bust lift your arms to the side.
Bust to bust measure from your one nipple to your other nipple.
Button attachment This is used in attaching buttons to the garments.

machine
Button holer machine This is used in making buttonholes on garments.
Cabinet holds the head of the machine by interlocking screw on the hinges.
Calculation the process or an act of calculating
Calculator an electronic device used for speed computation
Conversion a change of figures like changing from centimeters to inches and vice versa
Cost the amount paid or charge for something that is acquired
Cutting tools a cutting implement; a tool for cutting.
Design the arrangement of parts, details, forms, and colors to produce something new
Double needle machine This is used in the construction of the different kinds of clothing especially for the inseam, out seam and side seam.
Dressmaker’s carbon paper also called dressmaker‘s tracing paper is a specially waxed carbon paper that transfer‘s the tracing wheel‘s markings to the fabric.
Dress guard protects the dress from the wheel.
This is used in making fancy stitches and in making different kinds of embroidery stitches on fabrics for the barong tagalog, pillow cases,
Embroidery machine
linen, and other novelty items.
Fabric the cloth used in making garments.
Feed dog moves the fabric while sewing.
Firm weave a weave in which the yarns or threads are tightly twisted and placed close together
Flax a plant which produces linen fiber
French curve This is used to shape the depth of the neckhole and armhole of the pattern.
Garment any article of clothing
Grainline the direction in which the yarns or threads are woven
Hand needle used in making temporary stitches and buttonholes. Sizes of 7 to 10 are for general hand sewing.
Hemline the marked line at the bottom of the garment where the hem is turned
Hi-speed lockstitch sewing This is sometimes called „straight stitching machine‖ or industrial sewing machine. It has automatic lubrication and is used by tailors and
machine Dressmakers.
Hips measure around the fullest part of your hips.
Household fabrics curtains, carpets, bed linen, etc.
IMC Individual Measurement Chart
Knit connected loops of yarn with big needles to form a fabric
Label (for clothes) a card, fabric or paper marked and attached to an object to indicate its contents, manufacturer, care, and origin
Legs support the cabinet of the machine.
Length the longer or longest dimension of an object to measure
Lingerie (lohn-zhu-ray) girls’ and women’s under-clothing such as slips, panties, bras, girdles, robes, pajamas, and nightgowns.
This is usually used in homes and sometimes in school. This is also called ―domestic sewing machine‖. It is run by foot and may also
Lockstich sewing machine
be converted to electric power machine.
Lower bust measure around the torso directly under the bust line.
I-square/ tailor square or is used to transfer measurements to the draft pattern. It also divides the garment into the desired measurement. It has perfect squares
“I” and is useful in making straight lines and numbers. It can also function as a tape measure.
Measuring tools an instruments used for obtaining quantities, dimensions or forces of real world objects.
Measurement a systematic procedure of determining the quantity or extent of the entire measurable dimension
Metric system a decimal system of physical units based on a unit of length known as the meter (greek metron, ―measure‖)
Needle is a slender tool attached in the needle clamp used for sewing.
Needle bar holds the needle in place.
Needle clamp holds and tightens the needle.
Neutral color a “dim” tone, made by mixing complementary colors
Pincushion a pincushion holds the straight pins and needles while working to prevent accidents.
Over edging machine Other companies call it―small machine‖. It finishes the raw edges of the pattern for construction.
Pattern a piece of paper usually one-half of the body parts used as a guide in cutting the garments
Pitman rod holds the treadle to band wheel crank.
Plaid a pattern consisting of colored bars or stripes which cross each other to form squares, repeated on the fabric
Presser bar lifter moves the presser foot.
Presser foot holds the fabric in place while sewing.
Print to stamp or press a design onto a fabric surface; fabric printed with a surface design (not dyed)
Ravel to become unwoven; to separate or untwist threads or yarns
a ruler measuring 12 inches or even 18 inches, either clear or solid used for measuring and drawing straight seam lines and cutting lines. It
Rulers
also aids in connecting lines.
Scissor a cross-blade cutting instrument about 5 inches 6 inches long with two small looped handles
Seam any stitching or sealing of two pieces at the edges
Selvage each side of a woven fabric, finished with a woven edge
a small ruler with a sliding guide and is about six inches long. This gauge is used for measurements at hem lines, button holes and areas
Sewing gauge
where other small measurements require checking, such as pleats and tucks.
Sewing machine a textile machine used to stitch fabric, cards and other material with thread.
Sewing needle threader it aids in putting the thread to the needle.
Sewing tools instruments that aid in accomplishing a sewing task
Shears scissor-type cutting device with one large handle, one small
Sheer very thin or transparent fabrics
Shoulder to bust measure from tip of the shoulder to the centre of bust (nipple).
Slide plate is a movable plate that covers the shuttle and bobbin case.
System the English system has inches for its basic unit
Shuttle holds the bobbin case while sewing.
Spool pin is the thread holder.
Stitch regulator checks the length of the stitches.
Stop motion screw hinders moving when loosened and start.
Style a quality or type of clothing
Tailor’s chalk This is essential as a marker for use on materials. Tailor‘s chalk is available in a range of colors and is removed by brushing.
Tape measure a flexible measuring device used in taking body measurements.
Thimble a small hard pitted cup worn for protection on the finger that pushes the needle in sewing.
Thread guide keeps the thread in position.
Thread take up lever releases the thread and interlocks with the bobbin thread.
Treadle is where the feet are stationed to drive the band wheel through the pitman rod.
Tension controls the looseness and tightness of stitches.
Texture the surface characteristics of a fabric, which can be seen or felt
Tint whitened color
there are two types of tracing wheels, those with a serrated edge and those with a smooth edge. The serrated edge wheel produces dots
Tracing wheel on the fabric and is suitable for most types of fabrics. The smooth edge wheel is best for delicate fabrics and unlike the serrated edge will
not pierce more delicate fabrics. The smooth edge wheel creates a solid line.
Upper bust measure around the torso directly above the bust line.
Upholstery plastic or fabric coverings for furniture , usually more durable than fabric for clothing
Waist measure around the waist.
Warp yarn lengthwise (up-and-down) yarn or thread in a woven fabric
Wax chalk this is available in black or white and is used for woolen fabrics. Wax can be removed by pressing.
Weaving process of forming a fabric on a loom by interlacing the warp and the filling (crosswise) yarns with each other
Width measurement taken at the shortest dimension of the object to measure
Yardstick a graduated measuring stick one yard in length.
Yarn a continuous strand of twisted threads of natural or synthetic material, such as wool or nylon, used in weaving or knitting
Code Book Legend
Sample: TLE_HEDM10TR-IIIa-h-9

LEGEND SAMPLE
Learning Area and Personal Entrepreneurial Competencies PC
Education_Home
Strand/ Subject or
Economics
Dressmaking Environment and Market EM
First Entry DM
10
Grade Level Grade 10 Use of Sewing Tools UT
Carry Out Measurements and Calculations MT

Domain/Content/
Uppercase Letter/s
Component/ Topic
Produce Ladies’ Trousers TR
Read and Interpret Product Designs
ID
-
Roman Numeral Perform Basic Maintenance BM
Quarter First Quarter III
Produce Sleeping Garments SG
Lowercase Letter/s
Week Week Eleven a-h
Produce Children’s Wear CW
specific week
- Produce Ladies’ Skirts SK
Draft and cut pattern for

ladies trousers
9 Produce Ladies’ Blouse BL
Produce Ladies’ Trousers TR
Travel Services

HOME ECONOMICS – TRAVEL SERVICES (TS)
Course Description:
This curriculum guide on TRAVEL SERVICES leads to National Certificate Level II (NC II). This course is designed for a Grade 10 student to enhance the knowledge, skills,
and attitudes of a learner in tour servicing in accordance with industry standards. It covers specialized competencies such as: book travel-related reservation, administering
billing and settlement plan, and issuing air sea land tickets and multipurpose documents.
Course Prerequisites:
The student/enrollee of this course must possess the following:
1. Excellent communication skills (must be proficient in the Native Language/s; Filipino, English, and/or Foreign language/s)
2. Computer literacy
3. Good visual impact and pleasing personality
4. Perfect vision (20/20) or with contact lenses but not beyond (20/30)

1. Key concepts in Travel understanding of concepts and demonstrate core competencies in
Services (TS) theories in TS. TS as prescribed in the TESDA 1. explain concepts in TS
2. Relevance of the course Training Regulation. 2. discuss the relevance of the
3. Career opportunities course
career in TS
QUARTER 1
Lesson 1 – The Philippine Tourism Industry (PT)
A. The government sector The learners demonstrate an The learners graphically show how LO 1. Understand totally the TLE_HETS10PT-Ia-e-1
1. Department of Tourism understanding of the role of the Philippine tourism industry Philippine tourism industry
(DOT) the Philippine tourism industry. operates. 1.1 explain the role of the National
a. Internal Services Tourism Office, its attached
b. Tourism Promotions agencies, and the local
c. Tourism promotions government unit (LGU) in the
& RO tourism industry
d. Planning, Product 1.2 define the role of the various
Development & sub-sectors of the private
Coordination sectors that comprise the
2. The Philippine tourism industry
Convention and Visitors 1.3 identify specific entities in the
Corporation (PCVC) private sector and explain their
3. The Philippine Tourism specific function in the tourism
Authority industry
a. Vision
K to 12 TLE-Home Economics – Travel Services Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 12
b. Mission
c. Functions
4. Senate Bill 1725
a. The local
government units
(LGUs)
b. Other national
government units
B. The Private Sector
1. The transportation
industry
a. Air
b. Land
c. Sea
i. Shipping
ii. Cruises
2. Oil companies
3. Lodging industry
4. Food and beverage
industry
5. The attractions and
activities industry
a. Attractions Industry
b. Activities (recreation
& entertainment)
Industry
6. The travel trade
7. The other private sector
entities
a. Publishing
companies
b. ITC service providers
c. marketing and public
relations
organizations
d. Event organizers
e. Miscellaneous
Services
8. Education and training
Institutions
LESSON 2 - Travel Management Companies and Travel Agencies (TM)
A. Different kinds of travel The learners demonstrate an The learners independently LO 2. Describe the travel TLE_HETS10TM-If-j-2
agencies understanding of operating a operate a travel business. management companies and
1. Traditional way travel business. travel agencies
2. New way 2.1 differentiate the traditional
B. Functions of Travel “rate-minus” from the evolving
Management Company “cost-plus” concepts
(TMC)/Travel Agency 2.2 explain the five basic functions
3. Provide information and of Travel Management
expertise Company (TMC)/travel agency
4. Recommend 2.3 explain the departmental
destinations, products, functions of a TMC/travel
and services best suited agency
to the needs of the client 2.4 understand the duties and
5. Provide assistance in responsibilities of the various
securing travel designations in a TMC/travel
documents agency
6. Process travel 2.5 enumerate the various
arrangements requirements to set up a
7. Assist in case of refunds TMC/travel agency
and cancellations 2.6 explain the difference between
C. Sales Revenue of a TMC an LGU license and a DOT
D. Characteristic of a TMC accreditation
E. Organizational structure,
departmental functions, and
Job descriptions
1. Administration
a. General
administration
section
b. Personnel section
c. Accounting section
d. Finance section
2. Operation
3. Marketing and sales
a. Setting up a TMC/TA
4. Small-size TMC/TA
5. Medium-sized TMC/TA
6. Large-size TMC/TA
a. LGU and DOT
QUARTER 2
LESSON 3 – Markets and Destinations (MD)
A. Markets The learners demonstrate an The learners independently LO 3. Identify the markets and TLE_HETS10MD-IIa-e-
1. Leisure travel motivations understanding of the market recognize and identify the destinations 3
a. Physical and destination in travel appropriate market and destination 3.1 explain why people travel and
b. Cultural services. in travel services appropriate to the needs, motives, and
c. Interpersonal travelers’ needs, motives, and aspirations of travelers
d. Status and Prestige aspirations. 3.2 explain the difference between
2. Leisure travel de- leisure travelers and business
motivations travelers
a. Cost of travel 3.3 know how to interpret a map
b. Lack of time and apply the principles of
c. Health geography
d. Family stage 3.4 know the International Air
e. Lack of interest Transportation Association
f. Fear and safety (IATA)areas
3. Other factors that 3.5 locate countries and cities and
influence describe their tourist
travel attractions
a. Age 3.6 know Philippine national
b. Gender regions and their provinces
c. Education 3.7 locate the major Philippines
i. Market variables cities and describe their tourist
d. Socioeconomic attractions
e. Product related 3.8 know the criteria for assessing
f. Geographic destinations’ traits and
i. Types of tourism attractions
g. Historical 3.9 apply the criteria to assess a
h. Cultural specific destination’s traits and
i. Religious attractions
j. Adventure 3.10 match the travelers’
k. Environmental or motivations with destination’s
Eco-tourism traits and attractions both
l. Culinary locally and internationally
m. Medical
n. Recreational
4. Corporate travel or
business travel
5. Destinations
a. Natural attractions
b. Cultural attractions
c. Recreational facilities
d. Religious gatherings
and festivals
e. Destination
assessment
i. Transportation
ii. Facilities
iii. Infrastructure
iv. Attractions
v. Hospitality
resources
6. Matching markets with
destinations
a. Domestic traveler
b. Budget traveler
c. Regular traveler
7. High-end traveler
8. Destination evaluation
9. Accessibility
10. Comfort and
convenience
11. Education and
entertainment
12. Service, safety and
security
13. The good match
B. Maps and Map Reading
1. Definitions
2. Principles of geography
and terms
3. World Tourism
Geography
a. Area I – The
Americans
b. Area II – Europe,
Middle East and
Africa
c. Area III – Asia and
Pacific (Oceania)
LESSON 4 – The Internet and E-Travel Commerce (ET)
A. Internet in travel agency The learners demonstrate an The learners independently LO 4. Practice the Internet TLE_HETS10ET-IIf-j-4
1. The Internet-cyberspace understanding of operating operate the Internet and and E-travel commerce
2. Demand-side the Internet and computerized computerized E-travel commerce. 4.1 understand the true impact of
3. Travel web portals E-travel commerce. the Internet in the travel
4. Expedia Inc. industry
5. Supply-side 4.2 appreciate the contribution of
B. Computerized Reservation technology to the growth and
System (CRS) to global maturity of the travel business
Distribution Systems (GDS) 4.3 describe the different
C. Conversions applications of the Internet in
D. Amadeus Information system the travel business
E. Online help 4.4 identify the advantages and
F. Travel information system disadvantages of the Internet
G. Other services information to consumers and to travel
H. Special Service requests agents
1. Advance Passenger 4.5 explain the need of travel
Information System agencies to evolve and become
(APIS) travel management companies
I. Advance seat request
1. Seat wish
J. Rebooking flights, classes,
and dates
QUARTER 3
LESSON 5 – The Travel Management Cycle (MC)
A. Counter counseling The learners demonstrate an The learners independently plan LO 5. Explain the travel TLE_HETS10MC-IIIa-e-
1. Flight itinerary planning understanding of procedures individual and group travels. management cycle 5
2. Crisscrossing in travel management. 5.1 describe the functions involved
3. Backtracking in managing travel
a. Basic procedures in arrangements for leisure travel
flight itinerary 5.2 plan a flight itinerary using a
planning map or a flight planner
4. Two city hubs 5.3 place manual or automated
5. Three city hubs reservations with the airlines
a. 24-hour time and and the hotels
time zones 5.4 understand the rules and
b. Booking card for principles of airfare calculation
travel 5.5 accomplish a Booking Card for
6. Reservations and travel, a Tour Voucher/
Confirmations Exchange Order and a Purchase
7. Flight reservations Order
a. Manual 5.6 write and read an Airline Paper
b. Electronic and e-tickets
c. Automated 5.7 identify and explain the types of
d. Amadeus Automated travel documentation
Reservation System
B. Availability display
C. Timetable display
D. Flight information
E. Airline access levels
F. Amadeus Passenger Name
Record (PNR)
G. Segment Element
H. Name element
I. Contact element
J. Received from element
K. Ticketing element
L. End transactions
1. Other reservations
a. Accommodations
establishments
b. Sightseeing tours and
Tour Packages
c. Cruises
d. Restaurant and other
Entertainment
establishments
2. Fare calculation
3. Headline/sideline cities
4. Fares
5. Fare type
6. Carrier code
7. MPM
8. Global indicator
9. Rule
10. NUC
11. Local currency
12. Route reference
a. International fare
display
b. Booking codes
c. Airline ticketing
13. Paper tickets
14. Electronic air tickets
a. Printing tickets
15. Advantages
16. Disadvantages
M. Documentation
a. NSO
b. DFA
c. Bureau of immigration
LESSON 6 – Corporate Travel Management (CT)
Value of corporate travel or The learners demonstrate an The learners independently LO 6. Practice Corporate TLE_HETS10CT-IIIf-j-6
business travel understanding of corporate practice/perform corporate travel Travel Management
1. Financial controls travel management. management. 2.1
2. Policy adherence 6.1 explain the value of Corporate
3. Safety and efficiency The learners effectively manage Travel Management
i. Types of Corporate corporate travel on his /her own. 6.2 differentiate the types of
Travelers corporate travelers
4. Businesspersons 6.3 describe MICE’s, marine
5. Corporate executives travel’s, and land-based
6. Corporate of overseas workers’
supervisors/rank-and-file characteristics
7. Mariners 6.4 describe the phases involved in
8. Land-based overseas corporate travel management
workers 6.5 differentiate the “rate-minus” to
9. Government officials and “cost-plus” concepts
employees 6.6 describe the corporate usage of
a. Meetings, Incentives, intranets and extranets
Conventions, and 6.7 prepare and evaluate a proposal
Exhibition (MICE) or bid for a corporate travel
10. Definitions and account
classifications
11. The bidding process
12. Managing business travel
13. Evaluation and
assessment of travel
requirements
14. Identifying negotiation of
contacting vendors
15. Developing (or revising)
corporate travel policies,
procedures, and budget
16. Implementing travel
policies and procedures
17. Managing corporate travel
operations
18. Reporting and analyzing
performance
a. Intranets and extranets
in the world of
corporate travel
QUARTER 4
Lesson 7 – Tour and Travel Products (TP)
A. EURAIL The learners demonstrate an The learners correctly describe LO 7. Describe tour and travel TLE_HETS10TP-IVa-e-7
1. Eurail global pass understanding of useful tour and travel products. products
2. Eurail select pass information on travel and tour 7.1 explain why travel agents in
3. Eurail national pass products. the Philippines have products
B. Useful Information and services other than the
1. Day trains sale of air passage and the
2. Night trains processing of travel documents
3. Tickets 7.2 describe other products and
C. Car rentals services of the TMC/travel
D. Domestic maritime products agent
E. International luxury cruises 7.3 identify the various products of
F. Accommodations/lodging international cruise companies
establishments and maritime products offered
G. Sightseeing tours and tour by domestic shipping lines in
packages the Philippines
H. Ad Hoc Group Travel
arrangements
I. Insurance/assist cards
J. Miscellaneous
Lesson 8 – Travel and Tour Accounting Documents and Billing Settlement Plan (TD)
A. Travel agency accounting The learners demonstrate an The learners independently LO 8. Develop and practice TLE_HETS10TD-IVf-j-8
documents understanding of processing process accounting documents and travel and tour accounting
1. Walk-in clients to TMC/TA accounting documents and billing statement to client. documents and Billing
2. Corporate client billing statements to client Settlement Plan
3. TMC/TA to Suppliers 8.1 understand the importance of
4. For International Air The learners independently issuing travel and tour
Transport Association develop travel and tour accounting documents correctly
(IATA) ticketing documents and billing statement 8.2 describe the sequential flow of
5. For non-IATA ticketing plan travel and tour documents from
6. Direct ticketing to non- the issuer to the intermediary to
IATA airlines the service provider
7. For services other than 8.3 explain the distribution of the
tickets-except for tour different copies of the various
packages travel and tour documents
B. Tour operation accounting 8.4 understand the procedures for
documents airline ticket payment though
1. Tour voucher the banking system
2. With credit
arrangements
3. With no credit
arrangements
4. Billing Settlement plan
for (BSP)-IATA
5. IATA and the BSP
HOME ECONOMICS – TRAVEL SERVICES
GLOSSARY
HOME ECONOMICS – TRAVEL SERVICES
Code Book Legend
Sample: TLE_HETS10PT-Ia-e-1

LEGEND SAMPLE
Technology and Livelihood The Philippine Tourism Industry PT
Learning Area and
Education_Home
Strand/ Subject or
Economics
Specialization TLE_HE Travel Management Companies and Travel
Travel Services TM
First Entry TS Agencies
10
Grade Level Grade 10 Markets and Destinations MD
Domain/Content/ The Philippine Tourism The Internet and E-Travel Commerce ET

Uppercase Letter/s
Component/ Topic Industry
PT
MC
- The Travel Management Cycle
Roman Numeral
Quarter First Quarter I Corporate Travel Management
CT
Lowercase Letter/s
Tour and Travel Products TP
Week Week One to Five a-e
specific week Travel and Tour Accounting Documents and
TD
Billing Settlement Plan
-
Understand totally the
Arabic Number Competency Philippine tourism 1
industry
Wellness Massage

HOME ECONOMICS – WELLNESS MASSAGE
Course Description:
This curriculum guide on Wellness Massage leads to National Certificate Level II (NCII). This course is designed for a Grade 10 student ought to develop knowledge,
skills, and attitude to perform the tasks on Wellness Massage service. It covers core competencies namely: (1) plan the wellness massage program of client/s; (2) provide
preliminary services to client/s; (3) apply wellness massage techniques; and (4) provide advice on post-wellness massage services.
PERFORMANCE
STANDARD
Introduction
1. Core concepts in Wellness Massage The learner demonstrates The learner independently 1. Explain basic concepts in wellness
2. Relevance of the course understanding of concepts and demonstrates massage
3. Career opportunities underlying principles in competencies in 2. Discuss the relevance of the course
WELLNESS MASSAGE WELLNESS MASSAGE as 3. Explore on opportunities for
prescribed in the TESDA wellness massage as a career
Training Regulation.
1. Assessment of Personal The learner demonstrates The learner independently LO 1. Develop and strengthen PECs TLE_PECS10-I0-1
Competencies and Skills (PECs) visà- understanding of one’s PECs in creates a plan of action needed in Wellness Massage
visa practicing Wellness Massage. that strengthens/ further 1.1 Identify areas for improvement,
entrepreneur/employee in a develops one’s PECs in development and growth
province. Wellness Massage. 1.2 Align one’s PECs according to
1.1. Characteristics his/her business/career choice
1.2. Lifestyle 1.3 Create a plan of action that ensures
1.3. Skills success of his/her business/career
1.4. Traits choice
2. Analysis of PECs in relation to a
practitioner
3. Application of PECs to the chosen
business/career

1. Product Development The learner demonstrates The learner independently LO 1. Develop a product/ service in
2. Key concepts of developing a product understanding of environment creates a business vicinity Wellness Massage TLE_EM10-I0-2
3. Finding Value and market in Wellness map reflective of potential 1.1 Identify what is of “Value” to the
4. Innovation Massage in one’s Wellness Massage market customer
4.1. Unique Selling town/municipality. within the locality/town. 1.2 Identify potential customer
K to 12 TLE-Home Economics – Wellness Massage Curriculum Guide December 2013 * LO – Learning Outcome Page 1 of 8
PERFORMANCE
STANDARD
Proposition (USP) 1.3 Explain what makes a product
unique and competitive
1.4 Apply creativity and Innovative
techniques to develop marketable
product
1.5 Employ a Unique Selling Proposition
(USP) to the product/service
5. Selecting Business Idea LO 2. Select a business idea based TLE_EM10-I0-3
6. Key concepts of Selecting a Business on the criteria and techniques set
Idea 2.1. Enumerate various criteria and
6.1. Criteria steps in selecting a business idea
6.2. Techniques 2.2. Apply the criteria/steps in selecting
2.3. Determine a business idea based on
the criteria/techniques set
product
3.1. Identify the benefits of having a
good brand
3.2. Enumerate recognizable brands in
the town/province
3.3. Enumerate the criteria in developing
a brand
3.4. Generate unique product brand
QUARTER I
Lesson 1- PLAN THE WELLNESS PROGRAM OF CLIENT/S (WP)
1. Identify vital information of the client The learner demonstrates The learner independently LO1. Assess/Interview client TLE_HEWM10WP-
2. Relevant information of the Client/s understanding the skills and recognizes core 1.1 Identify vital information of the Ia-j-1
2.1. Health History knowledge required to consult competencies. client
2.2. Contra-indications with client/s and select and 1.2 Explain wellness massage
2.3. Inter/Intra Personal sequence a range of wellness services and products
Relationship massage techniques as a 1.3 Explain the philosophy and
2.4. Information Gathering program. science of wellness massage
2.5. Standard Operating Procedures 1.4 Discuss the health and healing
(SOP) concept of wellness massage
3. Explain wellness massage 1.5 Discuss the concept of
3.1. History and development wellness
PERFORMANCE
STANDARD
3.2. Massage Framework 1.6 Confirm wellness massage
(Philosophy and Science) program
3.3. Philosophy of wellness 1.7 Update the clients records and
massage documents
3.4. Universal Laws and Natural 1.8 Evaluate the client satisfaction
Laws 1.9 Check workplace qualities and
4. Health concepts procedure
4.1. Harmony of the three faculties 1.10 Confirm wellness massage
(mind, body, emotion) program
4.2. Balance of Four Elements (fire, 1.11 Update the clients records and
water, air, earth) documents
5. Healing concepts 1.12 Evaluate the clients satisfaction
5.1. valuing process 1.13 Check workplace policies and
“pagpapahalaga” procedures
5.2. balancing of the four elements
thru the following healing
modalities
a. Herbal Massage
b. Traditional Massage
6. Wellness massage techniques
7. Explain the wellness massage services
and products
7.1. Wellness massage services and
products
7.2. Pre-wellness massage and
post- wellness massage
services and products
8. Confirm wellness program
8.1. Wellness massage programs
variations
8.2. Client’s need assessment
8.3. Client’s records and documents
preparation
8.4. Workplace policies and
procedures
PERFORMANCE
STANDARD
QUARTER II
Lesson 2 - PROVIDE PRE-SERVICE TO WELLNESS MASSAGE CLIENT/S (WC)
1. Schedule clients LO1. Provide pre-services to clients TLE_HEWM10WC-
1.1. Communication Skill 1.1 Schedule clients IIa-j -2
1.2. Telephone etiquette 1.2 Conduct preliminary services to
1.3. Listening Skills clients
1.4. Non-verbal communication 1.2.1 Scheduling
1.5. Preparation of Appointment 1.2.2 Communication
schedule 1.3 Observance of good
2. Conduct preliminary services to interpersonal relationship
clients 1.4 Emphasis on standards of
2.1. Effective Customer Service policies and procedure
2.2. Workplace policies and 1.5 Accuracy of keeping/updating
procedures clients record
2.3. Record Keeping 1.6 Appropriate use of wellness
2.4. Preliminary Service Procedures massage products
2.5. Wellness massage products, 1.7 Evaluate the clients satisfaction
services and programs
QUARTER III
Lesson 3 - APPLY WELLNESS MASSAGE TECHNIQUES (WT)
1. Prepare client self for wellness Prepare client for wellness LO1. Apply wellness massage TLE_HEWM10WT-
massage massage techniques IIIa-j -3
1.1. Relevant Laws and Workplace 1.1 Observe health and safety
policies and procedures procedures in wellness massage
1.2. Application of Proper Draping 1.2 Prepare hygiene practices pre-
1.3. Preparation of wellness wellness
massage products, furnishings 1.3 Prepare clients for wellness
and paraphernalia massage techniques, methods
1.4. Preparing Client for the ,massage pressure areas
wellness massage program ,duration ,directions and strokes
2. Prepare client for wellness massage 1.4 Perform wellness massage
session technique
2.1. Personal hygiene practices 1.5 Perform self assessment for
2.2. Pre-wellness massage procedure wellness massage session
2.3. Standard operating procedures 1.6 Perform the pre-massage
3. Perform wellness massage operation through hands and
techniques fingers
3.1. Hygiene and Infection Control 1.7 Observe policies and standards
PERFORMANCE
STANDARD
Practices of the workplace
3.2. Methods of Scanning 1.8 Assist the clients satisfactory
3.3. Wellness massage techniques response
a. Methods in locating the
imbalances in the body
b. Massage Pressure Areas
c. Strokes
d. long deep stroke (Hagod)
e. short light stroke (Haplos)
f. one finger press (Pindot)
g. two or more finger press
(Pisil)
h. grasping (Piga) – optional
4. Customized Amount of Pressure
Applied
5. Duration of Application of Pressure
6. Direction of Massage
6.1. Generally towards the heart
6.2. hot part of the body to cold
(thermal flow)
6.3. towards the lesser lumps
7. Pre-massage procedure
8. Use of hands and fingers as medium
based on massage area/body part,
duration, frequency, rhythm, and
amount of pressure
9. Workplace Standard Operating
Procedure
10. Client Responses
QUARTER IV
Lesson 4 - Post-advice and Post-services to Clients (AS)
1. Perform aftercare service LO1. Provide advice on post TLE_HEWM10AS-
A. After Care Service Workplace wellness massage services IVa-j-4
policies and procedures 1.1 Perform after care service
B. Monitoring Clients 1.2 Identify and explain the
PERFORMANCE
STANDARD
C. Aftercare products products
D. Aftercare services 1.3 Enumerate and explain other
E. Rebooking Clients services
1.4 Suggest quality and acceptable
2. Identify and explain the products massage products
A. Wellness massage products
B. Workplace procedures
C. Recommending Products to
Client
3. Enumerate and explain other

services
A. Product Benefits
B. Other Product Comparisons
GLOSSARY
CODE BOOK LEGEND
Sample: TLE_HEWM10WP-Ia-j-1

LEGEND SAMPLE
Technology and Livelihood Personal Entrepreneurial Competencies PECS
Learning Area and
Education_Home
Strand/ Subject or
Economics
Specialization TLE_HE Environment and Market EM
Wellness Massage
First Entry WM
10
Grade Level Grade 10 Plan The Wellness Program Of Client/s WP
Provide Pre-Service To Wellness Massage

WC
Domain/Content/ Plan The Wellness Client/S
Uppercase Letter/s
Component/ Topic Program Of Client/s
WP
Apply Wellness Massage Techniques WT
-
Roman Numeral Post-advice and Post-services to Clients AS
Quarter First Quarter I
Lowercase Letter/s
Week Week One to Ten a-j
specific week
-
Arabic Number Competency Assess/Interview client 1
Republic of the Philippines
DEPARTMENT OF EDCUATION
CURRICULUM GUIDE
Exploratory Course on
BREAD AND PASTRY PRODUCTION
K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION

(Exploratory)
TABLE OF CONTENTS
Curriculum Guide for the Exploratory Course on Bread and Pastry Production
For you to get a complete picture of the complete TLE exploratory course on Bread and Pastry Production, you are hereby provided with the
Curriculum Guide on Bread and Pastry Production.
Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies
LESSON 1: USE OF TOOLS AND BAKERY EQUIPMENT
Demonstrate understanding
of/on:
 Baking tools and 1. Baking tools and LO1. Prepare 1. Familiarizing and  Written 4 hours
equipment, their uses equipment are identified tools and classifying different Test
 Classification of tools based on their uses. equipment baking tools and  Perform
and equipment for specific equipment and their ance on
baking uses. the
purposes. 2. Operate an oven classific
ation of
tools
*TWG on K to 12 Curriculum Guide – version January 31, 2012 2


(Exploratory)
Learning
Competencies
LESSON 2: PERFORM MENSURATION AND CALCULATION
of/on:
 Standard table of Standard table of weights LO1.Familiarize Written 2hours

weights and and measures are oneself with examina
measures identified and applied. the table of tion
weights and
measures in
baking
 Conversion/ Accurate conversion/ LO2. Apply basic 1. Calculating of Performanc

substitution of substitution of weights mathematical ingredients using eon 2hours
weights and measure and measures are operations in fundamental conversi
performed. calculating operations. on of
weights and weights
measures. and
measure
s
 Proper measuring of 1. Reading of LO3. Measure dry 1. Performing the proper  Demonstr 4 hours
ingredients measurements is and liquid measuring of liquid ation
practiced with accuracy. ingredients and dry ingredients
accurately


(Exploratory)
Learning
Competencies
LESSON 3: MAINTAIN OF TOOLS AND EQUIPMENT
of/on:
 Classification of 1. Tools and equipment are LO1. Check 1. Testing for the  Direct 4 hours
functional and non- identified according to condition of accuracy, observat
functional tools classification/specification tools and functionality, and ion
and job requirements. equipment. usefulness of the  Written
2. Non-functional tools and delivered tools and test
equipment are materials.
segregated and labeled 2. Classifying functional
according to and non-functional
classification. tools and equipment
3. Safety of tools and and repairing of
equipment are observed defective tools.
in accordance with
manufacturer’s
instructions.
 Types and uses of 1. Tools and equipment are LO2. Perform 1. Practicing the proper  Direct 4 hours
cleaning materials / maintained according to basic cleaning of tools observat
disinfectants preventive maintenance preventive ion
 Preventive schedule or maintenanc  Written
maintenance manufacturer’s e. test
techniques and specifications.
procedures. 2. Tools are cleaned in
 Occupational Health accordance with standard
and Safety Center procedures.


(Exploratory)
Learning
Competencies
(OSHC) workplace 3. Work place is cleaned
regulations and kept in safe state in
line with OSHC
regulations.
 Proper storage of Tools and equipment are LO3. Store tools 1. Storing, safe keeping,  Written 4 hours
tools and equipment stored in safely and and labeling of tools test
accordance with equipment and equipment based /questio
manufacturer’s on manufacturer’s ning
specifications or company requirements.  Perform
procedures. ance
test


(Exploratory)
Learning
Competencies
LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
of/on:
 Hazards and risks 1. Workplace hazards and LO1. Identify 1. PowerPoint Written test 4 hours
identification and risks are identified and hazards presentation on
control clearly explained. and risks hazards and risks.
 Occupational Health 2. Hazards/Risks and their 2. Making posters of
and Safety (OHS) corresponding indicators warning signs on
indicators are identified in line with dangerous and risky
 Personal hygiene and company procedures. areas.
proper hand washing 3. Contingency measures 3. Labeling toxic
are recognized and chemicals and their
established in safe keeping.
accordance with
organizational
procedures.


(Exploratory)
Learning
Competencies
 Philippine OHS 1. Effects of hazards are LO2. Evaluate 1. Film viewing on the Written 4 hours
Standards determined. hazards effects of hazard risks. examination
 Effects of hazards in 2. OHS issues and and risks 2. Visiting people in the
the workplace concerns are identified in workplace and
accordance with interviewing
workplace requirements personnel.
and relevant workplace
OHS legislation.
 Safety Regulations 1. In dealing with workplace LO3. Control 1. Familiarizing oneself Written Test 4 hours
 Clean Air Act accidents, fire and hazards with the locations of
 Electrical and Fire emergencies are followed and risks emergency or fire
Safety Code in accordance with the exits and first aid kit.
 Waste management organization’s OHS 2. Showing the proper
 Contingency policies. use of Personal
Measures and 2. Personal protective Protective Equipment
Procedures equipment for controlling (PPE).
hazards is correctly used 3. Practicing proper
in accordance with segregation
organization’s OHS techniques
procedures and risks are
strictly followed.


(Exploratory)
Learning
Competencies
 Operational health 1. Procedures in emergency LO4. Maintain 1. Emergency drills on Written 4 hours
and safety procedure, related drill are strictly occupation fire and earthquakes examina
practices and followed in line with the al health and performing first tion
regulations established organization and safety aid measures on
 Emergency-related guidelines and awareness hazards.
drills and training procedures. 2. Simulation in giving
2. OHS personal records first aid
are filled up in
accordance with
workplace requirements.
40
hours
“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”
- Confucius

CURRICULUM GUIDE
BEAUTY CARE (NAIL CARE) SERVICES


(Exploratory)
Curriculum Guide for the Exploratory Course on Beauty Care (Nail Care) Services
For you to get a complete picture of the complete TLE exploratory course on Beauty Care (Nail Care) Services, you are hereby provided with the
Curriculum Guide on Beauty Care (Nail Care) Services.
Learning
Competencies
LESSON 1: USE OF NAIL CARE TOOLS AND EQUIPMENT

on:
 Nail care tools and 1. Tools and equipment are  Identify different tools and  Performance 3 hrs.
prepared based on salon LO1. Prepare the
equipment equipment according to task test
necessary
procedure and policies. requirement.  Written
2. Tools and equipment are tools and
examination
equipment
identified and checked  Prepare the necessary
according to task for the
tools, materials and
requirements. specific nail
equipment for the specific
care activity.
nail care services.
 Uses of nail care tools 1. Tools and equipment are used LO2. Use nail care  Demonstrate the proper use  Written test 4 hrs.
and equipment according to task tools and of nail care tools and  Performance
requirements. equipment. equipment. test
2. Safety procedure of using tools
and equipment are observed. .
LESSON 2 : MAINTAIN TOOLS AND EQUIPMENT

Demonstrate understanding  Performance 3 hrs.
test
1. Procedures for sterilization 1. Procedures for sterilization and LO1. Check  Practical application on the  Written test
and sanitation of nail care sanitation of nail care tools and condition of proper handling and care of
tools and equipment equipment are followed nail care tools tools and equipment
and

(Exploratory)
Learning
Competencies
equipment through group activities
2. Non- functional tools and
2. Classification of functional equipment are segregated and
and non functional tools and labeled according to classification
equipment
3. Tools and equipment are safely
3. Safekeeping and storage of stored in accordance with salon
tools and equipment requirements and local health
regulations
4. PPE 4.Conditions of PPE are checked

in accordance with manufacturer's
instruction .
1.Safekeeping of equipment 1.Nail care tools and equipment LO2.Perform basic Activity 1  Written test 3 hrs.
and tools are identified preventive and  Performance
corrective Practical demonstration of test
2. Preventive maintenance 2.Appropriate cleaning procedure proper way of keeping the
maintenance
technique and procedures of nail care tools and equipment workplace clean and safe to
are applied. individual clients
3.OHS workplace regulations 3.Tools are cleaned according to Student’s demonstration on

standard procedures. sanitizing equipment and
implements
4.Defective equipment and tools
are inspected and replaced
specification.
5. Workplace is cleaned and kept

in safe state in line with OHS
regulations


(Exploratory)
Learning
Competencies
4 hrs
1 Inventory of tools and 1.Inventory of tools, instruments Demonstration of the proper Performance test
equipment and equipment are conducted and LO3.Store nail care way of storing tools and
recorded per salon practices. tools and equipment Written tests.
equipment
2. Tool safekeeping/storage 2 .Tools and equipment are stored Group activity showing the
safely in accordance with inventory procedure in a
manufacturer’s specifications or simulated workplace.
salon procedure.
Demonstrate understanding :
 Hazards and Risks 1. Work place hazards and risks LO1.Identify Venn Diagram Hazard  Written 4hrs
Common in Beauty salons are identified and clearly hazards and Recognition Activity. examination
explained. risks.
2. Hazards and risks and its  Performance
corresponding indicators are test
identified in the workplace.
3. Effects of hazards are
determined.
6 hrs
 Common workplace 1. Terms of maximum tolerable  Interview  Written
hazards and their control limits are identified based on LO2. Evaluate and  Film clips examination
measures threshold limit values (TLV). control .  Performance
 Electricity 2. Effects of hazards are hazards and Evaluation
 Chemical hazard determined. risks
 Slips, Trips, Falls 3. OHS issues and concerns are
 Fire hazard identified in accordance with
 Manual handling workplace requirements
 Biological hazard 4. Sets of personal clothing


(Exploratory)
Learning
Competencies
 Ergonomics equipment are used
hazards
LESSON 4: PRACTICE BASIC NAIL DESIGNS
Demonstrate understanding 3 hrs.
on:
 Structures of nail 1. Nail structure and shapes are LO1. Identify nail  Trimming nails applying  Written test
 Nail shapes identified structure , the different basic nail
 Nail disorders and 2. Nails are trimmed and varied shapes and shape
diseases shapes are applied; nail diseases /
disorders .
3. Nail disorders and diseases
are identified
.
 Performance
 Different nail designs are test
explained and
LO2. Create basic  Written test 10 hrs
 Basic nail designs nail designs. Project making -
demonstrated thru visuals. Basic nail designs in mock
nails
 Different basic nail designs
.
are demonstrated in mock
nails
- Confucius

CURRICULUM GUIDE
DRESSMAKING / TAILORING
HOME ECONOMICS – DRESSMAKING / TAILORING

(Exploratory)
Curriculum Guide for the Exploratory Course on DRESSMAKING /TAILORING
For you to get a complete picture of the complete TLE exploratory course on Dressmaking / Tailoring, you are hereby provided with the Curriculum
Guide on Dressmaking / Tailoring.
Learning
Content Standard Performance Standard Project / Activities Assessment Duration
Competencies
LESSON 1: USE OF SEWING TOOLS

of/on:
1. Sewing tools and 1. Sewing tools and equipment LO1. Identify 1. Producing a  Written Test 3 hours
equipment and their are identified sewing tools and sewing kit and  Performance test
functions 2. Types of sewing machines are equipment and compiling the tools
2. Classifying the types classified and their uses are their uses and supplies
of sewing machines identified properly
and their uses 2. Students will visit
2 or more
dress/tailoring
shop and analyze
and classify the
different sewing
tools
LESSON 2: CARRY OUT MEASUREMENTS AND CALCULATIONS
of/on:
1. Body measurements 1. Parts of the body are LO1. Obtain 1. Using a tape  Written 4 hours
in ladies and men’s measured measurements measure, get the examination
apparel 2. Appropriate measuring tools length and width of a  Demonstration
are selected for job. cloth to be used in
3. Reading of measurements is making a table


(Exploratory)
Learning
Competencies
practiced with accuracy. napkin
4. Accurate measurements are 2. Taking body
obtained. measurement
needed for ladies/
men’s apparel
1. Metric conversion 1. English and Metric systems of LO2. Perform 1. Students will take and  Written 4 hours
chart measurement are identified simple calculations. record body examination
measurements of client,
and applied.
gathered  Performance test
2. Simple calculations are
measurements will be
performed based on the job
converted to
requirement. centimeters
3. Reading of measurements is
practiced with accuracy.
1. Estimate appropriate 1. Reading of measurement is LO3. Estimate 1. Calculating  Written 2 hours
quantities practiced with accuracy appropriate materials needed examination
2. The fundamentals of quantities in a certain  Performance test
arithmetic operations are suggested project
practiced with accuracy
3. Cost of project materials are
estimated based on current
price
LESSON 3: CREATE DESIGN FOR A SIMPLE PROJECT
of/on:
1. Principles of design 1. Design for a simple project is LO1. Sketch simple 1. Sketching a  Written 4 hours
2. Color theory sketched applying the project design design for a Examination
principles of design and pocket sewing  Performance test
applying the color harmonies. tools organizer
with different types
of patch pockets.


(Exploratory)
Learning
Competencies
1. Basic hand stitches 1. Project produced in LO2. Produce 1. Creating patch  Demonstration 6 hours
accordance to the simple project pockets  Written
specifications of designs 2. Making a pocket Examination
sewing tools
organizer with
different types of
patch pockets and
labeled with basic
hand stitches.
3. Sew an apron with
creative patchwork
LESSON 4: PERFORM BASIC MAINTENANCE
of/on:
1. Machine operation 1. Proper handling of machine is LO1. Operate 1. Making sample  Written 5hours
 Lower and upper observed. machine and runs (straight and examination
threading of sewing 2. Correct procedures in assess its circular lines)  Performance test
machine machine operation are performance 2. Assess a sewing
 Common sewing identified. machine
machine troubles and 3. Common machine troubles
its remedies are resolved.
 Quality of stitches
and tensions
2. Sewing machine and its
troubles and remedies
1. Care of Sewing 1. Regular cleaning of machine LO2. Clean and 1. Cleaning and  Written 5hours
Machine is observed lubricate lubricating sewing examinat
2. Safety procedures in machine machine machines and ion
cleaning are followed. other tools like  Observation
3. Regular maintenance pair of scissors,


(Exploratory)
Learning
Competencies
schedules are observed and shears and others.
recorded.
LESSON 5: PRACTICE OCCUPATIONAL SAFETY AND HEALTH
of:
1. Hazards and risks 1. Workplace hazards and risks LO1. Identity and  Situation analysis 1 hours
identification and control are identified and clearly evaluate  Practical
explained. hazards and 1. Poster making on
examination
hazards and risks
risks  Written
examination
1. Organizational safety 1. Occupational Health and Safety LO2. Control 1. Conduct an  Written 2hours
and health protocol (OHS) procedures for hazards and risks interview in school examination
2. Contingency measures controlling hazards and risk are or in the community
and procedures strictly followed. who has a specific
responsibility for
safety
40 hours
- Confucius

Agri‐Fishery Arts
Agri‐Crop Production
Animal Production
Aquaculture
Horticulture
Fish Processing

AGRICULTURE AND FISHERY ARTS CURRICULUM MAP
No. Grade 7/8
Grade 9 Grade 10 Grade 11 Grade 12
(Exploratory)
1 *Landscape Installation and Maintenance
2 (NC II)
3 Crop Production (NC I) *Pest Management (NC II)
4 *Rice Machinery Operation (NC II)
5 *Organic Agriculture (NC II)
6 *Artificial
Insemination: *Artificial
7
Swine (NC II) Insemination:
EXPLORATORY Animal Production (NC II)
8 *Slaughtering Ruminants
COVERING COMMON
Operation (NC (NC II)
9 COMPETENCIES
II)
10 Horticulture (NC II)
11 Food (Fish) Processing (NC II)
*Fish *Fish or Shrimps Grow Out
12 Nursery Operation
Aquaculture (NC II)
Operation (Non NC)
13 (NC II) *Fish Wharf Operation (NC I)
*Please note that these subjects have prerequisites mentioned in the CG.
K to 12 Agri-Fishery Arts Curriculum Map December 2013

Agri‐Crop Production

AGRI – FISHERY ARTS – AGRI – CROP PRODUCTION
Course Description:
This Module is an exploratory and introductory course which leads to Agricultural Crop Production National Certificate Level II (NC II). It covers four common
competencies that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: 1) using tools, equipment and paraphernalia; 2) performing
mensuration and calculation; 3) practicing Occupational Health and Safety (OHS) procedures; and 4) interpreting technical drawing and plans.
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)

Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in
1. Basic concepts in understanding of basic demonstrates common agricultural crop production
agricultural crop concepts and underlying competencies in agricultural crop 2. Discuss the relevance of the
production theories in agricultural crop production as prescribed by TESDA course
2. Relevance of the course production. Training Regulations. 3. Explore career opportunities in
3. Career opportunities agricultural crop production
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal TLE_PECS7/8-00-1
Competencies and Skills understanding of one's Personal Competencies and Skills Competencies and Skills (PeCS)
(PeCS) vis-à-vis PeCs of a Personal Competencies and (PeCS) and is able to compare needed in agricultural crop
practicing Skills (PeCS) these with the PeCS of a practicing production
entrepreneur/employee: entrepreneur/ employee involved in 1.1. Identify and assess one's PeCS
1.1. Characteristics agricultural crop production 1.2. Identify and assess a
1.2. Attributes practitioner’s PeCS
1.3. Lifestyle 1.3. Compare self with a practicing
1.4. Skills entrepreneur/employee
1.5. Traits 1.4. Identify areas for improvement,
2. Analysis of learner's development and growth
PeCS in relation to those
of a practicing
entrepreneur/employee
K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 *LO- Learning Outcomes Page 1 of 21
LESSON 1: USE OF FARM TOOLS AND EQUIPMENT AND MAINTENANCE (UT)
1. Farm tools The learner demonstrates an The learner uses farm tools and LO 1. Select and use farm tools TLE_AFAC7/8UT-0a-1
2. Defects and remedies understanding of concepts, equipment in agricultural crop 1.1. Identify farm tools according to
3. Farm tools safety underlying theories and production. use
4. Manual of farm equipment principles in the use of farm 1.2. Check farm tools for faults
and specification tools and equipment. 1.3. Use appropriate tools for the job
5. Parts and functions of requirement according to
equipment manufacturer's specifications
6. Pre-operation check-up and instructions
7. Safety practice during
operation of farm
equipment
8. Preventive maintenance LO 2. Select farm equipment TLE_AFAC7/8UT-0b-2
9. Regular maintenance of 2.1. Identify appropriate farm
equipment equipment
2.2. Follow the guidelines in the
instructional manual of farm
equipment
2.3. Conduct pre-operation check-up
in line with the manufacturer’s
manual
2.4. Identify faults in farm equipment
and facilities
2.5. Use farm equipment according
to their function
LO 3. Perform preventive TLE_AFAC7/8MT-0c-3

maintenance
3.1. Clean tools and equipment after
use in line with farm procedures
3.2. Perform routine check-up and
maintenance
3.3. Follow procedures in sharpening
and oiling farm tools and
equipment
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)
1. Farm inputs The learner demonstrates an The learner accurately performs LO 1. Perform estimation TLE_AFAC7/8MC-0d-4
2. Labor requirement understanding of estimation estimation and basic calculation. 1.1. Identify job requirement from
3. Estimating farm inputs and and basic calculation. written and oral communications
labor requirements 1.2. Estimate the quantity of
4. Perform calculation materials and resources required
5. System of measurement to complete a work/ task
6. Units of measurement 1.3. Estimate time needed to
7. Conversion of units complete a work/activity
8. Fraction and decimals 1.4. Calculate the duration of work
9. Percentage and ratio completion
1.5. Follow procedures in reporting
to appropriate persons the
estimate of materials and
resources
LO 2. Perform basic workplace TLE_AFAC7/8MC-0e-5
calculation
2.1. Identify calculations to be done
according to the job requirement
2.2. Determine correct methods of
calculation
2.3. Ascertain systems and units of
measurement to be followed
2.4. Perform calculations needed to
complete a task using the four
basic mathematical operations
2.5. Employ different techniques in
checking accuracy of result
2.6. Use appropriate operations to
comply with the job requirement
LESSON 3: INTERPRET PLANS AND DRAWINGS (ID)
1. Farm plans and layout The learner demonstrates an The learner interprets plans and LO 1. Layout garden plots TLE_AFAC7/8ID-0f-g-6
2. Planting system understanding of interpreting drawings relative to agricultural 1.1. Design farm plans and layouts
3. Farm layout plans and drawings. crop production. according to crop grown
4. Government plans 1.2. Follow strictly planting system
5. Crops arrangement and practices according to
6. Layout plan of irrigation approved cultural practices
system 1.3. Interpret irrigation system plan
7. Types of irrigation systems according to established
8. Essential features of a plan procedures
9. Different designs of 1.4. Differentiate designs of irrigation
irrigation system systems
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS (OS)

1. Applying safety measures The learner demonstrates an The learner consistently applies LO 1. Apply appropriate safety TLE_AFAC7/8OS-0h-i-7
2. Hazards, risks and understanding of applying safety measures in the farm. measures while working in farm
exposure in the farm safety measures in the farm. 1.1. Apply safety measures based on
3. Chemicals work requirement and farm
4. Personal protective procedures
equipment (PPE) 1.2. Utilize tools and materials in
5. Basic first aid accordance with farm
6. Farm emergency requirements
7. Cleaning, storing and 1.3. Explain the importance of
waste management wearing work outfit in
8. Procedure and technique accordance with farm
in storing materials and requirements
chemicals 1.4. Check shelf life and/or expiration
9. Government requirement of materials and supplies against
regarding farm waste manufacturer’s specifications
disposal 1.5. Identify risks and hazards in the
10. Water management workplace and report them in
system accordance with farm guidelines
LO 2. Safely keep/dispose tools, TLE_AFAC7/8OS-0j-8
materials and outfit
2.1. Observe procedures in cleaning
used outfits in line with farm
procedure before storing
2.2. Follow the guidelines in labeling
unused materials to be stored
recommendation and farm
requirements.
2.3. Dispose waste materials
according to manufacturer’s,
government and farm
requirements
Course Description:
This module covers the skills and knowledge required to support horticultural and nursery production under supervision. It requires the ability to prepare materials, tools
and equipment for horticultural production and nursery work practices; ensure hygiene and quality control; undertake routine production assistance work; handle materials
and equipment; and perform thorough cleanups upon completion of the work. Supporting horticultural and nursery production work requires knowledge of safe work
practices relating to (1) basic crop and nursery plant maintenance activities (2) basic stock control procedures (3) propagation and handling techniques—including
planting, maintaining, picking and packing, loading and unloading, and (4) using associated farm tools and equipment.

Introduction The learner demonstrates an The learner independently 1. Explain the cultural methods and
1. Support agricultural crop understanding of concepts, demonstrates common practices in crop production
work principles, underlying competencies in crop production 2. Formulate adaptive cultural
2. Support nursery work theories, and actual and nursery work as prescribed by practices in the care and
3. Career opportunities application in crop production TESDA Training Regulations. maintenance of a school nursery
and nursery work. 3. Explore career opportunities in
agricultural crop production
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Develop and strengthen TLE_PECS9-00-1
Competencies and Skills understanding of one's Personal Competencies and Skills Personal Competencies and Skills
(PeCS) vis-à-vis PeCS of a Personal Competencies and (PeCS) and is able to compare (PeCS) needed in agricultural
practicing Skills (PeCS) and what it these with the PeCS of a practicing crop production
entrepreneur/employee in takes to become successful in entrepreneur/ employee involved in 1.1. Identify and assess one's PeCS:
the town. the field. the Agricultural Crop Production. characteristics, attributes,
1.1. Characteristics lifestyle, skills, traits
1.2. Attributes 1.2. Identify successful
1.3. Lifestyle entrepreneurs/ employees in the
1.4. Skills town
1.5. Traits 1.3. Identify and assess a
2. Analysis of PeCS in practitioner’s PeCS:
relation to those of a characteristics, attributes,
practicing lifestyle, skills, traits
entrepreneur/employee 1.4. Compare self with a practitioner.
3. Align, strengthen and 1.5. Identify areas for improvement,
develop ones PeCS based development and growth
on the results 1.6. Align, strengthen, develop areas
based on the results of the PeCS
Assessment
THE MARKET (The Town) The learner demonstrates an The learner independently identifies LO 1. Recognize and understand TLE_EM9-I0-1
1. Key concepts of the understanding of the market the products/services available and the market for agricultural crop
Market of agricultural crop the competitors within the production
2. Players in the Market production from the context agricultural crop production market 1.1. Identify the players/ competitors
(Competitors) of the town. from the context of the town. within the town
3. Products and services 1.2. Identify the different
available in the market products/services available in
the market
1.3. Enumerate the differences
between these products/
services
THE MARKET – CUSTOMER The learner demonstrates an The learner independently identifies LO 2. Recognize the customers of TLE_EM9-II0-2
1. Key concepts in identifying understanding of the the customers in the agricultural the agricultural crop production
and understanding the customers of agricultural crop crop production market. market
Consumer production. 2.1. Identify the different customers
2. Consumer analysis of the market
through: 2.2. Identify the customer’s needs
2.1. observation and wants through consumer
2.2. interviews analysis
2.3. FGDs (Focused 2.3. Conduct observation exercises,
Group Discussions) interviews, FGDs and surveys
2.4. Surveys
THE MARKET - The learner demonstrates an The learner independently LO 3. Create new business ideas TLE_EM9-III0-3
GENERATING BUSINESS understanding of the generates business ideas using the using the various techniques and
IDEAS techniques of generating various techniques available. based on the analyses of the
1. Key concepts in generating business ideas. market for Agricultural Crop
business ideas Production.
2. Knowledge, skills, 3.1. Generate business ideas using
passions, and interests knowledge, skills, passions, and
3. New applications interests
4. Irritants 3.2. Generate business ideas using
new applications (finding new
use for existing
products/materials)
3.3. Generate business ideas from
one's Irritants
THE MARKET - The learner demonstrates an The learner independently LO 4. Create new business ideas TLE_EM9-IV0-4
GENERATING BUSINESS understanding of the generates business ideas using the using the various techniques
IDEAS techniques of generating various techniques available. based on the analyses of the
1. Key concepts in generating business ideas. market for Agricultural Crop
business Ideas Production
2. Striking ideas (new 4.1. Generate business ideas based
concepts) on striking Ideas
3. Serendipity Walk 4.2. Generate business ideas using
the Serendipity Walk
QUARTER 1 and 2
LESSON 1. SUPPORT HORTICULTURAL WORK (HC) (Note: Research component should be included in the activities)
1. Types and selection of The learner demonstrates an The learner uses farm materials, LO 1. Prepare materials, tools and TLE_AFAC9HC-Ia-e-1
materials, tools, and understanding of concepts, tools, and equipment and applies equipment for horticultural
equipment underlying theories and occupational health and safety production work
2. Routine check-up of tools principles in the preparation practices in crop production. 1.1. Identify the required materials,
and equipment of farm materials, tools and tools and equipment according
3. Manual handling equipment and occasional to lists provided and/or
procedures and techniques health and safety operations teacher's/supervisor’s
4. Personal protective in crop production. instructions
equipment and 1.2. Check farm tools, materials and
occupational health and equipment for faults and defects
safety requirements based on manufacturer's lists
5. Common OHS hazards, and pre-operating procedures
risks and its control 1.3. Demonstrate the correct manual
handling procedures and
techniques when loading and
unloading materials to minimize
damage to the load and vehicle
1.4. Select and check the suitable
personal protective equipment
(PPE), as required by the job
1.5. Provide the work support in
accordance with OHS
requirements and the workplace
information
1.6. Identify OHS hazards and file a
report based on OHS
requirements and company
reporting procedures
1. Common horticultural LO 2. Undertake horticultural TLE_AFAC9HC-If-j-2
production work production work as directed
2. Safe work practices 2.1. Follow and clarify instructions
3. Proper use of horticultural and directions based on
tools and equipment authority requirements and
4. Procedures for land workplace procedures
preparation, 2.2. Undertake work in a safe and
sowing/planting, crop environmentally-sound manner
maintenance, fertilization, according to enterprise
loading and unloading, guidelines
harvesting/picking, sorting 2.3. Interact with other staff and
and packing customers in a positive and
5. Planting, picking, packing, professional manner as specified
loading and transporting in the employee manual
techniques 2.4. Observe workplace practices,
6. Environmental aspects of handling and disposal of
horticultural production materials following enterprise
work policy and procedures
7. Interpersonal relationships 2.5. Report problems or difficulties in
and communication (oral completing work to required
and written) standards or timelines to
authority based on company
1. Proper use/handling of LO 3. Handle materials and TLE_AFAC9HC-IIa-e-3
materials and equipment equipment
2. Storage practices and 3.1. Store waste material in a
principles for materials and designated area according to
equipment workplace procedure/OHS
3. Waste materials procedure
management 3.2. Handle and transport materials,
4. Occupational health and equipment and machinery
safety procedures according to enterprise
5. Routine maintenance of guidelines
workplace 3.3. Maintain a clean and safe work
site while working in
accordance with OHS
procedures
1. Procedures for storage of LO 4. Cleanup on completion of TLE_AFAC9HC-IIf-j-4
excess materials work
2. Procedures for disposal of 4.1. Return materials to store or
waste materials dispose of according to
3. Routine cleaning, company standard procedures
maintenance and storage
4.2. Clean, maintain and store tools
of tools and equipment
and equipment according to
4. Report preparation of work
manufacturers’ specifications
outcomes
4.3. Report work outcomes to the
authority following established
reporting formats
Quarter 3 and 4
LESSON 2: SUPPORT NURSERY WORK (NW) (Note: Research component should be included in the activities)
1. Types and selection of The learner demonstrates an The learner uses farm materials, LO 1. Prepare materials, tools TLE_AFAC9NW-IIIa-e-
materials, tools, and understanding of concepts, tools and equipment for nursery and equipment for nursery work 1
equipment appropriate to underlying theories and work. 1.1. Identify the required materials,
nursery work principles in nursery work. tools and equipment based on
2. Routine check-up of tools lists provided and/or authority’s
and equipment instructions
3. Manual handling 1.2. Check the materials, tools and
procedures and techniques equipment based on
4. Personal protective manufacturer’s lists and pre-
equipment and operating procedures and
occupational health and report those with insufficient or
safety requirements faulty items to the authority
5. Common OHS hazards and 1.3. Demonstrate correct manual
its control handling procedures and
techniques when loading and
damage to the load and vehicle
1.4. Select and check the suitable
(PPE), as required by the job
1.5. Provide nursery support
according to OHS requirements
and workplace information
1.6. Identify and report OHS
hazards to the authority based
on OHS requirements and
company reporting procedures
1. Common nursery work LO 2. Undertake nursery work as TLE_AFAC9NW-IIIf-j-2
2. Safe work practices directed
3. Proper use of nursery tools 2.1. Follow and clarify instructions
and equipment and directions based on
4. Nursery hygiene and authority requirements and
quality control workplace procedures
5. Nursery plant maintenance 2.2. Undertake nursery work in a
activities safe, appropriate and
6. Propagation techniques environmentally-sound manner
7. Environmental aspects of according to nursery guidelines
nursery work 2.3. Interact with other staff and
8. OHS legislative customers in a positive and
requirements and codes of professional manner as
practice specified in the employee
9. Interpersonal relationships manual
and communication (oral 2.4. Observe good workplace
and written) practice in handling and
disposing of materials following
nursery policy, procedures and
OHS requirements
2.5. Report problems or difficulties
in completing work to required
standards or timelines to
authority, based on company
1. Basic stock control LO 3. Store and stockpile TLE_AFAC9NW-IVa-e-3
procedures materials
2. Recycling/composting 3.1. Store plant debris and waste
practices and procedures material produced during
3. Proper stockpiling of nursery activities according to
surplus materials nursery /OHS procedure
4. Storage practices and 3.2. Prepare and process plant
principles for materials debris and waste materials in
5. Waste materials an appropriate and safe manner
management according to accepted
6. Routine maintenance of recycling/composting practices
workplace and procedures
3.3. Stockpile all surplus materials
according to company
disposition guidelines
3.4. Maintain a clean and safe work
site while completing nursery
activities following routine
maintenance procedures
1. OHS Requirements LO 4. Cleanup on completion of TLE_AFAC9NW-IVf-j-4
2. Procedures for storage of nursery work
plants and materials 4.1. Store plants and materials
3. Routine cleaning, according to company storage
maintenance and storage guidelines and OHS
of tools and equipment requirements
4. Report preparation of work 4.2. Clean, maintain and store tools
outcomes and equipment according to
4.3. Report work outcome to the
supervisor following established
reporting formats
Course Description: Prerequisite: Grade 9 Agri-Crop Production
This module covers the skills and knowledge required to support agronomic cropping work under supervision. It requires the ability to prepare materials, tools and
equipment for cropping work; undertake cropping activities; and handle materials and equipment. Supporting agronomic cropping work requires knowledge of safe work
practices, cropping practices and related tools and equipment.
This also covers the skills and knowledge required to support the installation, operation and maintenance of watering and drainage systems under direct supervision.
It requires the ability to prepare materials, tools and equipment for irrigation work, undertake irrigation activities, handle materials and equipment, and perform thorough
cleanups upon completion of the work. Supporting irrigation work requires knowledge of safe work practices, irrigation work techniques, irrigation tools and equipment, and
repair and maintenance of irrigation components and systems.

Introduction The learner demonstrates an The learner independently 1. Explain the cultural methods and
1. Support agronomic crop understanding of concepts and demonstrates common competencies practices in agronomic crop
work principles, underlying theories, in agronomic crop production and production
2. Support irrigation work and actual application in irrigation work as prescribed by 2. Discuss the relevance of the
3. Career opportunities agronomic crop production and TESDA Training Regulations. course
irrigation work. 3. Explore career opportunities in
the field after taking the course
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Develop and strengthen TLE_PECS10-00-1
Competencies and Skills understanding of one's Personal Personal Competencies and Skills Personal Competencies and Skills
(PeCS) vis-à-vis PeCS of a Competencies and Skills (PeCS) (PeCS) and is able to compare these (PeCS) needed in agricultural
practicing and what it takes to become with the PeCS of a practicing crop production
entrepreneur/employee in successful in the field. entrepreneur/ employee involved in 1.1. Identify and assess one's PeCS:
the province. agricultural crop production. Characteristics, Attributes,
1.1. Characteristics Lifestyle, Skills, Traits
1.2. Attributes 1.2. Identify successful
1.3. Lifestyle entrepreneurs/ employees in the
1.4. Skills province
2. Analysis of PeCS in practitioner’s PeCS:
relation to a practitioner Characteristics, Attributes,
3. Align, strengthen and Lifestyle, Skills, Traits
develop one's PeCS based 1.4. Compare self with a practitioner
on the results 1.5. Identify areas for improvement,
development and growth
1.6. Align, strengthen, develop areas
based on the results of the PeCS
assessment
THE MARKET (The The learner demonstrates an The learner independently identifies LO 1. Recognize and understand TLE_EM10-I0-1
Province) understanding of the market of the products/services available and the market for agricultural crop
1. Key concepts of the agricultural crop production from the competitors within the production
Market the context of the province. agricultural crop production market 1.1. Identify the players/ competitors
2. Players in the Market from the context of the province. within the province
(Competitors) 1.2. Identify the different
3. Products and services products/services available in the
available in the market market
1.3. Enumerate the differences
between these products/ services
THE MARKET – PRODUCT The learner demonstrates an The learner independently identifies LO 2. Develop a product for the TLE_EM10-II0-2
DEVELOPMENT understanding of developing a the customers in the agricultural agricultural crop production
1. Key concepts of product in agricultural crop crop production market. market
developing a product production 2.1. Identify what is of “value” to the
2. Finding Value customer
3. Innovation 2.2. Identify the Customer
4. Unique Selling Proposition 2.3. Define and identify what makes a
(USP) product different
2.4. Enumerate and apply creativity
and innovation techniques in
order to develop a product that
stands out
2.5. Identify the Unique Selling
Proposition (USP) of the product
THE MARKET - SELECTING The learner demonstrates an The learner independently selects a LO 3. Select a business idea TLE_EM10-III0-3
BUSINESS IDEA understanding of the techniques viable business idea. based on the criteria and
1. Key concepts in Selecting of selecting business ideas. techniques provided for the
a Business Idea agricultural crop production
2. Criteria market
3. Techniques 3.1. Identify potential business ideas
to select from
3.2. Enumerate the various criteria
and steps to selecting a business
idea
3.3. Apply the criteria/steps in order
to select a viable business idea
3.4. Identify a business idea based on
the criteria/steps provided.
THE MARKET - BRANDING The learner demonstrates an The learner independently generates LO 4. Develop a brand for the TLE_EM10-IV0-4
1. Key concepts of understanding of branding and a brand for their business idea. product
Branding develops a brand for their 4.1. Identify the benefits of having a
business idea. good brand
4.2. Enumerate recognizable brands
in the town/province
4.3. Enumerate the criteria for
developing a brand
4.4. Generate a brand that is clear
and follows the techniques of
generating a brand
QUARTER 1 and 2
LESSON 1: SUPPORT CROP WORK (Note: Research component should be included in the activities)
1. Types and selection of The learner demonstrates an The learner prepares farm tools and LO 1. Prepare materials, tools TLE_AFAC10CW-Ia-
materials, tools, and understanding of concepts, equipment for agronomic crop and equipment for agronomic e-1
equipment appropriate to underlying theories and production based on required task. crop work
agronomic production principles in the preparation of 1.1. Identify the required materials,
2. Routine check-up of tools materials, tools and equipment in tools and equipment according to
and equipment agronomic crop production. lists provided and/or authority
3. Manual handling instructions.
procedures and 1.2. Check materials, tools and
techniques equipment for sufficient quantity,
4. Personal protective faults/defects based on
equipment and manufacturer’s lists and pre-
occupational health and operating procedures
safety requirements 1.3. Demonstrate correct manual
5. Common OHS hazards handling procedures and
and its control techniques when loading and
damage to the load to the
materials, tools and equipment
1.4. Select and check suitable
(PPE) prior to use according to
job requirements
1.5. Provide cropping support
and workplace information
1.6. Identify OHS hazards and report
to the teacher/ supervisor based
on OHS requirements and
1. Common agronomic crop LO 2. Undertake agronomic crop TLE_AFAC10CW-If-
work work as directed j-2
2. Safe work practices in 2.1. Follow and clarify instructions
agronomic operation and directions based on
3. Proper use of farm tools supervisor’s requirements and
and equipment workplace procedures
4. Cropping practices 2.2. Undertake cropping work in a
5. Procedures for land safe and environmentally-
preparation, seeding, responsible manner according
crop maintenance, to enterprise guidelines
fertilization, loading and 2.3. Interact with other staff and
unloading, customers in a positive and
harvesting/picking, professional manner as
baling, raking, sorting specified in the employee
and packing of agronomic manual
crops 2.4. Observe good workplace
6. Planting, picking, packing, practice in handling and
loading and transporting disposing of materials following
techniques for agronomic enterprise policy and
crops procedures
7. Environmental aspects of 2.5. Report problems or difficulties in
agronomic crop work completing work to required
8. Interpersonal standards or timelines to
relationships and authority, based on company
communication (oral and reporting procedures
written)
1. Proper use/handling of LO 3. Handle materials and TLE_AFAC10CW-
materials and equipment equipment IIa-e-3
2. Storage practices and 3.1. Store/dispose of waste material
principles for materials and debris in a designated area
and equipment according to workplace
3. Waste materials procedure/OHS procedure
management 3.2. Handle and transport materials,
4. Routine maintenance of equipment and machinery
sheds and other according to enterprise
workplaces guidelines
5. Repair and maintenance 3.3. Maintain a clean and safe work
of structures site while undertaking irrigation
6. Occupational health and activities in accordance with
safety procedures OHS procedures
1. Procedures for storage of LO 4. Cleanup on completion of TLE_AFAC10CW-
excess materials cropping work IIf-j-4
2. Procedures for disposal of 4.1. Return, storage cabin or dispose
waste materials of materials according to
3. Routine cleaning, company standard procedures
maintenance and storage 4.2. Clean, maintain and store tools
of tools and equipment and equipment according to
4. Report preparation of manufacturers’ specifications
work outcomes 4.3. Report work outcomes to the
reporting formats
QUARTER 3 and 4
LESSON 2: SUPPORT IRRIGATION WORKS (IW) (Note: Research component should be included in the activities)
1. Types and selection of The learner demonstrates an The learner practices safety LO 1. Prepare materials, tools TLE_AFAC10IW-
materials, tools, and understanding of safety precautions in preparation of and equipment for irrigation IIIa-e-1
equipment precautions in preparation of materials and handling of irrigation work.
2. Routine check-up of tools materials and handling of work for agronomic crop production 1.1. Identify required materials,
and equipment irrigation work. as stipulated in the manual. tools and equipment according
3. Different irrigation to lists provided and/or
systems and components authority’s instructions
4. Personal protective 1.2. Check materials, tools and
equipment and equipment for insufficient
occupational health and quantity or faults/defects and
safety requirements report to the authority based on
5. OHS hazards/ general OH manufacturer’s lists and pre-
& S principles and operating procedures
legislation 1.3. Demonstrate correct manual
6. Accident/hazard reporting handling and techniques used
procedures when loading and unloading
materials to minimize damage
to the materials, tools and
equipment
1.4. Follow material and equipment
handling procedures
1.5. Select and check suitable
(PPE) prior to use and according
to job requirements
1.6. Provide irrigation support
and according to workplace
information
1.7. Identify and report to the
supervisor the OHS hazards
based on OHS requirements and
1. Safe work practices LO 2. Undertake irrigation work TLE_AFAC10IW-
2. Basic irrigation principles as directed IIIf-j-2
and practices 2.1. Follow and clarify instructions
3. Basic construction and directions based on
techniques authority’s requirements and
4. Irrigation tools and workplace procedures
equipment 2.2. Undertake irrigation work in a
5. Installation of irrigation safe and environmentally
and/or drainage pipes appropriate manner according
6. Environmental aspects of to enterprise guidelines
irrigation work 2.3. Carry out in a positive and
7. Repair and maintenance professional manner the
of irrigation components interactions with other staff and
and systems customers as specified in the
8. Interpersonal employee manual
relationships and 2.4. Observe handling and disposal
communication (oral and practices of materials for
written) irrigation work, following
engineering and enterprise
policy and procedures
2.5. Report problems or difficulties in
completing work to required
standards or timelines to
authority based on company
1. Proper use/handling of LO 3. Handle materials and TLE_AFAC10IW-
materials and equipment equipment IVa-e-3
2. Storage practices for 3.1. Store waste material and debris
materials and equipment in the designated area
3. Waste materials storage according to workplace
and disposition procedure/OHS procedure
4. Routine maintenance of 3.2. Handle and transport materials,
irrigation and/or drainage equipment and machinery
systems and components according to enterprise
5. Repair, maintenance, and guidelines
storage of infrastructures, 3.3. Maintain a clean and safe work
materials, tools and site while undertaking irrigation
equipment activities in accordance with
OHS procedures
1. Procedures for storage of LO 4. Cleanup on completion of TLE_AFAC10IW-
excess materials irrigation activities IVf-j-4
2. Procedures for disposal of 4.1. Return to storage cabin or
waste materials dispose the materials according
3. Routine cleaning, to company standard
maintenance and storage procedures and supervisor’s
of tools and equipment instructions
4. Environmental 4.2. Clean, maintain and store the
requirements relative to tools and equipment according
irrigation to manufacturers’ specifications
5. Report preparation of and supervisors’ instructions
work outcomes 4.3. Make the site clean according to
6. Accident/hazard reporting authorities' instructions and
procedures good environmental practices
4.4. Report work outcomes to the
reporting formats
CODE BOOK LEGEND
Sample: TLE_AFAC9HC-IIa-e-3
Learning Area and Technology and Livelihood Personal Entrepreneurial Skills PECS
Strand/ Subject or Education_Agri-Fishery
Specialization Agri-Crop Production
First Entry TLE_AFAC9HC Environment and Marketing EM
Grade Level Grade 9 Use and Maintain Farm Tools and Equipment UT
Perform Estimation and Basic Calculation MC

Domain/Content/ Support Horticultural
Uppercase Letter/s HC
Component/ Topic Crop Work
Interpret Plans and Drawings ID
-
Roman Numeral Apply Safety Measures in Farm Operations OS
Quarter Second Quarter II
Support Horticultural Crop Work HC
Lowercase Letter/s
*Put a hyphen (-) in
between letters to indicate
Week Week one to five a-e
Support Nursery Work NW
- Support Crop Work CW
Store waste material in
a designated area Support Irrigation Works IW
Arabic Number Competency according to workplace 3
procedure/OHS
procedure
Animal Production

AGRI-FISHERY ARTS – ANIMAL PRODUCTION
Grades 7/8 (Exploratory)
Course Description:
This Module is an exploratory and introductory course which leads to Animal Production National Certificate Level II (NC II). It covers four common competencies that a
Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: 1) using tools, equipment and paraphernalia; 2) performing mensuration and
calculation; 3) interpreting plans and drawing; and 4) apply safety measures in farm operation.

Introduction
1. Basic concepts in animal The learner demonstrates an The learner independently 1. Explain basic concepts in
production understanding of basic concepts demonstrates common animal production
2. Relevance of the course and underlying theories in competencies in animal 2. Discuss the relevance of the
3. Career opportunities animal production. production as prescribed by course
TESDA Training Regulations. 3. Explore career opportunities in
animal production
Personal Entrepreneurial Competencies (PECS)
Competencies and Skills (PeCS) understanding of one's Personal Personal Competencies and Skills Competencies and Skills
vis-à-vis a practicing Competencies and Skills (PeCS). (PeCS) and is able to compare (PeCS) needed in animal
entrepreneur/employee these with the PeCS of a production
1.1. Characteristics practicing entrepreneur/ 1.1. Identify and assess one's
1.2. Attributes employee involved in animal PeCS: Characteristics,
1.3. Lifestyle production. Attributes, Lifestyle, Skills,
1.4. Skills Traits
2. Analysis of PeCS in relation to practitioner’s PeCS:
that of a practicing Characteristics, Attributes,
entrepreneur/employee Lifestyle, Skills, Traits
1.3. Compare self with a
practitioner
1.4. Identify areas for
improvement, development
and growth
K to 12 TLE Agri-Fishery Arts – Animal Production Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 23
Environment and Marketing (EM)

1. Key concepts of Environment & Learner demonstrates The learner independently LO 1. Recognize and TLE_EM7/8-00-1
Market understanding of the identifies the products/services Understand the market for
2. Products & services available in environment and market of available, the customers, and the animal production
the market animal production. competition within the animal 1.1 Identify the different
3. Concept of differentiation of production market. products/services available in
products & services the market
4. Concept of Customers and the 1.2 Enumerate the differences
reasons they buy products & between these products
services 1.3 Identify the customers and
5. Competitors in the market the reason these
products/services are
purchased
1.4 Identify the companies
selling these
products/services in the
market
LESSON 1: USE AND MAINTAIN FARM TOOLS AND EQUIPMENT (UT)
1. Farm tools The learner demonstrates an The learner uses tools and LO 1. Select and use farm tools TLE_AFPA7/8UT-0a-1
2. Safety practices understanding of tools and equipment in animal production. 1.1 Identify appropriate farm
3. Functions equipment used in animal tools and equipment
4. Facilities production. according to function
5. Preventive maintenance 1.2 Check farm tools for faults
and defects and report them
in accordance with farm
procedures
1.3 Use appropriate tools
according to job
requirements and
manufacturers’ instructions
LO 2. Select and operate farm TLE_AFPA7/8UT-0b-c-
equipment 2
2.1. Identify farm equipment and
facilities
2.2. Observe carefully the
guidelines in the instructional
manual of farm equipment
prior to operation
2.3. Conduct pre-operation check-
up in line with manufacturer’s
manual of instructions
2.4. Identify farm equipment and
facilities in line with farm
procedures
2.5. Use farm equipment according
to their functions
2.6. Follow safety procedures
LO 3. Perform Preventive TLE_AFPA7/8MT-0d-3
Maintenance
3.1. Clean tools and equipment
after use in line with farm
procedures
maintenance of tools and
equipment in line with farm
procedures
3.3. Discuss ways of storing tools
and equipment in designated
areas in line with farm
procedures
1. Basic mathematical operations The learner demonstrates The learner performs estimation LO 1. Perform Estimation TLE_AFPA7/8MC-0e-1
2. Procedures in problem solving understanding of basic and basic calculation relative to 1.1 Identify job requirements
3. Systems of measurement estimation and calculation used animal production. 1.2 Estimate quantities and
4. Fraction and decimals in animal production. resources required to
5. Percentages and ratios complete a task
6. Basic record keeping 1.3 Calculate the duration of work
completion
LO 2. Perform basic workplace TLE_AFPA7/8MC-0f-2
calculation
2.1. Identify calculations to be
made according to the job
requirement
2.2. Determine correct methods of
calculation
2.4. Perform calculations needed
to complete a task using the
four basic mathematical
operations
2.5. Use appropriate operations to
comply with the job
requirement
2.6. Employ different techniques in
checking accuracy of result
1. Types of housing The learner demonstrates an The learner interprets plans and LO 1. Draw layout plan of EASE Module 10
2. Components of housing understanding of interpreting drawings relative to animal different types of housing TLE_AFPA7/8ID-0g-1
3. Building codes plans and drawings related to production on his/her own. 1.1 Identify types of housing and
4. Signs and symbols in building animal production. their components in poultry
codes and livestock
1.2 Design different houses used
in poultry and livestock
production
LO 2. Enumerate the EASE Module 10
provisions of the building code TLE_AFPA7/8ID-0h-2
in constructing poultry and
livestock houses
2.1. Discuss building code in
constructing poultry and
livestock houses
2.2. Interpret signs and symbols of
building code
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS
1. Safety Measures The learner demonstrates an The learner independently LO 1. Apply appropriate safety TLE_AFPA7/8OS-0i-1
2. Apply safety measures understanding of concepts, observes safety measures in measures
3. Safekeeping/disposal of tools, underlying theories and animal production. 1.1 Identify work tasks
materials and outfit principles in applying safety 1.2 Determine place and time for
measures in animal production. safety measures
1.3 Prepare appropriate tools,
materials and outfits
1.4 Use tools and materials
accordingly
1.5 Identify hazards
1.6 Wear outfits accordingly
1.7 Observe shelf life
1.8 Follow emergency procedures
LO 2. Safekeeping/disposal of TLE_AFPA7/8OS-0j-2
tools, materials and outfit
2.1. Explain how to clean used
tools and outfit in line with
farm procedures before
storing
2.2. Label unused materials and
supplies according to
manufacturer’s
recommendation before
storing
2.3. Observe how to dispose waste
materials according to
manufacturers, government
and farm requirements
Course Description:
This is a specialization course which leads to Animal Production National Certificate Level II (NC II). It covers a core competency that a Grade 9 Technology and
Livelihood Education (TLE) student ought to possess which is poultry raising.
The preliminaries of this course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration
of career opportunities.

Introduction
1. Concepts of Animal Production The learner demonstrates The learner independently 1. Explain concepts in animal
2. Relevance of the course an understanding of demonstrates core competencies production
3. Business opportunities concepts and underlying in animal production as prescribed 2. Discuss the relevance of the
theories in animal by TESDA Training Regulations. course
production. 3. Explore business opportunities
for animal production
Personal Entrepreneurial Competencies (PECS )

1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Develop and Strengthen TLE_PECS9-I0-1
Competencies and Skills (PeCS) an understanding of ones Personal Competencies and Skills Personal Competencies and
vis-à-vis a practicing Personal Competencies and (PeCS) and is able to compare Skills (PeCS) needed animal
entrepreneur/employee in the Skills (PeCS) and what it these with the PeCS of a practicing production
town. takes to become successful entrepreneur/ employee involved 1.1. Identify and assess one's PeCS:
1.1. Characteristics in the field. in animal production. Characteristics, Attributes,
1.2. Attributes Lifestyle, Skills, Traits
1.3. Lifestyle 1.2. Identify successful
1.4. Skills entrepreneurs/ employees in
1.5. Traits the town
2. Analysis of PeCS in relation to 1.3. Identify and assess a
those of a practicing practitioner’s PeCS:
entrepreneur/employee Characteristics, Attributes,
3. Align, strengthen and develop Lifestyle, Skills, Traits
one's PeCS based on the results 1.4. Compare self with a practitioner
1.5. Identify areas for improvement,
1.6. Align, strengthen, develop
areas based on the results of
the PeCS Assessment
THE MARKET (The Town) The learner demonstrates The learner independently LO 1. Recognize and understand TLE_EM9-I0-1
1. Key concepts of the Market an understanding of the identifies the products/services the market in Animal Production
2. Players in the Market market of animal production available and the competitors 1.1 Identify the players/
(Competitors) in the context of the town. within the animal production competitors within the town
3. Products & services available in market in the context of the town. 1.2 Identify the different
the market. products/services available in
the market
THE MARKET – CUSTOMER The learner demonstrates The learner independently LO 2. Recognize the potential TLE_EM9-II0-2
1. Key concepts in Identifying and an understanding of the identifies the customers in the customer/market in Animal
Understanding the Consumer customers of animal animal production market. Production
2. Consumer Analysis through: production. 2.1. Identify the profile of potential
2.1. Observation customers
2.2. Interviews 2.2. Identify the customer’s needs
2.3. FGDs (Focused Group and wants through consumer
Discussions) analysis
3. Surveys 2.3. Conduct consumer/market
analysis
THE MARKET - GENERATING The learner demonstrates The learner independently LO 3. Create new business ideas TLE_EM9-III0-3
BUSINESS IDEA an understanding of the generates business ideas using the in Animal Production business
1. Key concepts of Generating techniques in generating various techniques available. by using various techniques
Business Ideas business ideas.
2. Knowledge & Skills, Passions, 3.1. Explore ways of generating
Interests business idea from ones’ own
3. new application characteristics/attributes
4. Irritants 3.2. Generate business ideas using
5. Striking ideas (new concept) product innovation from irritants,
6. Serendipity Walk trends and emerging needs
3.3. Generate business ideas using
Serendipity Walk
LESSON 1: RAISE POULTRY (RP) (Note: Research components should be included in all activities)
1. Different breeds and strains of The learner demonstrates The learner demonstrates LO 1. Select and procure stock, TLE_AFPA9RP-Ia-c-1
poultry an understanding of the independently selects breeds of breeds/strains for poultry
2. Desirable and undesirable selection and procurement poultry. raising
characteristics of stocks of poultry to raise. 1.1. Secure breeds according to type
3. Selection and culling 1.2. Identify breeds that are suitable
4. Confidence in selection to the local condition
1.3. Identify sources of stocks for
egg/meat production
1.4. Evaluate status of the
breed/strain of stocks to raise
1. Purposes of feeding The learner demonstrates The learner independently apply LO2. Provide feed and TLE_AFPA9RP-Id-j-2
2. Functions of feeds understanding and skills knowledge and skills in providing implement feeding practices
3. Essential nutrients for poultry required in providing feeds feeds and implementing feeding 2.1. Discuss the purposes of feeding
4. Sources and functions of essential and implementing feeding practices of poultry 2.2. Explain the functions of feeds
nutrients for poultry practices 2.3. Enumerate/discuss the essential
5. Kinds of feeds for poultry nutrients needed by poultry
6. Feeding system 2.4. Discuss sources and functions
7. Feeding guide of essential nutrients for poultry
8. Feed formulation are discussed
2.5. Identify the different kinds of
feeds for poultry
2.6. observe feeds and water
consumption guide strictly
2.7. Observe feeding practices in
poultry properly
2.8. Formulate a simple ration for
poultry
1. Types of brooding The learner demonstrates The learner independently LO 3. Brooding TLE_AFPA9RP-IIa-g-
2. System of brooding understanding and skills on demonstrates the skills and 3.1. Differentiate the types of 3
3. Brooder preparation proper brooding of chicks. attitudes required in brooding. brooding
4. Materials needed in brooding 3.2. Explain the system of brooding
5. Kinds of chick to brood 3.3. Perform brooder preparations
6. Requirements and conditions in 3.4. Secure/collect all materials
brooding needed in brooding
7. Required temperature 3.5. Determine the number of chicks
8. Behavior of chicks to brood
3.6. Identify/determine the
requirements and conditions
needed in brooding
3.7. Observe/maintain required
temperature in the brooder
3.8. Monitor/observe behavior of
chicks
1. Flock uniformity The learner demonstrates The learner independently LO 4. Maintain proper flock TLE_AFPA9RP-IIh-j-
2. Lighting program understanding and skills performs and maintains proper management IIIa-c-4
3. Debeaking required in proper flock flock management. 4.1. Discuss flock uniformity in egg
4. Culling management. production
5. Molting 4.2. Observe proper lighting to the
laying flock
4.3. Perform debeaking of chicks
and pullets
4.4. Demonstrate proper culling
procedures
4.5. Monitor possible indications of
molting
1. Harvest, sort, and store eggs The learner demonstrates The learner independently LO 5. Pre and Post Harvest TLE_AFPA9RP-IIId-
2. Grading/sorting and handling independently the performs pre and post-harvest Activities h-5
poultry products knowledge, skills and activities in poultry production 5.1. Harvest/collect eggs once or
3. Marketing poultry products attitudes required in the properly. twice a day using appropriate
4. Inventory reports and production successful pre and post- materials
records harvest. 5.2. Apply proper handling, sorting
5. proper monitoring of production and classify eggs according to
activities industry standards
6. Profitability of the operation 5.3. Store eggs at room temperature
5.4. Process eggs to extend storage
life and add value
5.5. Describe the desirable market
features of meat type chicken
5.6. and other poultry products
5.7. Identify/accomplish record to
be kept
5.8. Analyze record kept
5.9. Evaluate the viability of the
enterprise
1. Common pest and diseases of The learner demonstrates The learner independently LO 6. Perform Preventive and TLE_AFPA9RP-IIIi-j-
poultry understanding in the demonstrates the knowledge, skills Therapeutic Measures IVa-j-6
2. Prevention and control of effective health and and attitudes required to perform 6.1. Determine poultry parasites
parasites and diseases sanitation management effective preventive and and diseases based on the signs
3. Vaccination and medication program and practices for therapeutic measures in poultry and symptoms
program successful poultry production. 6.2. Apply preventive and control
production. measures in accordance with
the industry and farm
production standard
6.3. Observe precautionary
measures in the use of biologics
6.4. Implement medication and
vaccination program in
accordance with industry
standard
AGRI-FISHERY-ANIMAL PRODUCTION
GRADE 10 (Specialization) Pre-requisite: Grade 9 Animal Production
Course Description:
This is a specialization course which leads to Animal Production National Certificate Level II (NC II). It covers one core competency that a Grade 10 Technology and
Livelihood Education (TLE) student ought to possess—raising small ruminants.
The preliminaries of this course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration
of business opportunities.

Introduction
1. Concepts of animal production The learner demonstrates an The learner independently 1. Explain concepts in Animal
2. Relevance of the course understanding of the demonstrates core Production
3. Business opportunities concepts and underlying competencies in animal 2. Discuss the relevance of the
theories in animal production. production as prescribed by course
TESDA Training Regulations. 3. Explore on opportunities for
animal production as a business

1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Develop and Strengthen TLE_PECS10-I0-1
Competencies and Skills understanding of one's Personal Competencies and Personal Competencies and
(PeCS) vis-à-vis a practicing Personal Competencies and Skills (PeCS) and is able to Skills (PeCS) needed animal
entrepreneur/employee in the Skills (PeCS) and what it production
compare these with the PeCS of
province. takes to become successful in
1.1. Characteristics the field. a practicing entrepreneur/ 1.1. Identify and assess one's
1.2. Attributes employee involved in animal PeCS: Characteristics,
1.3. Lifestyle production. Attributes, Lifestyle, Skills,
1.4. Skills Traits
1.5. Traits 1.2. Identify successful
2. Analysis of PeCS in relation to entrepreneurs/ employees in
those of a practicing the province
entrepreneur/employee 1.3. Identify & Assess a
3. Align, strengthen and develop practitioner’s: Characteristics,
ones PeCS based on the Attributes, Lifestyle, Skills,
results Traits
1.4. Compare self with a
practitioner
1.5. Identify areas for
improvement, development
and growth
1.6. Align, strengthen, develop
areas based on the results of
the PeCS Assessment
THE MARKET (The Province) The learner demonstrates an The learner independently LO 1. Recognize and TLE_EM10-I0-1
1. Key concepts of the Market understanding of the market identifies the products/services Understand the market for
2. Players in the Market of animal production in the available and the competitors of animal production
(Competitors) the animal production market in 1.1 Identify the players/
context of the province.
3. Products & services available the context of the province. competitors within the
in the market province
1.2 Identify the different
products/services available in
the market
1.3 Enumerate the differences
between these products/
services
THE MARKET – PRODUCT The learner demonstrates The learner independently LO 2. Develop a product for the TLE_EM10-II0-2
DEVELOPMENT understanding of developing identifies the customers within animal production market
1. Key concepts of developing a a product in animal the animal production market. 2.1. Identify what is of “Value” to
product production. the customer
2. Finding Value 2.2. Identify the Customer
3. Innovation 2.3. Define and identify what
4. Unique Selling Proposition makes a product different
(USP) 2.4. Enumerate and apply creativity
and innovation techniques to
develop a product that stands
out
2.5. Identify the Unique Selling
Proposition (USP) of the
product
THE MARKET - SELECTING The learner demonstrates an The learner independently LO 3. Select a business idea for TLE_EM10-III0-3
BUSINESS IDEA understanding of the selects a viable business idea. the animal production market
1. Key concepts of Selecting a techniques in selecting based on the criteria and
Business Idea business ideas. techniques provided
2. Criteria 3.1. Identify potential business
3. Techniques ideas to select from
3.2. Enumerate the various criteria
and steps to selecting a
business idea
3.3. Apply the criteria/steps in
order to select a viable
business idea
3.4. Identify a business idea based
on the criteria/steps provided
THE MARKET – BRANDING The learner demonstrates an The learner independently LO 4. Develop a brand for the TLE_EM10-IV0-4
Key concepts of Branding understanding of branding generates a brand for their product
and develops a brand for business idea. 4.1. Identify the benefits of having
their business idea. a good brand
4.2. Enumerate recognizable
4.3. Enumerate the criteria for
developing a brand
4.4. Generate a brand that is clear
and follows the techniques of
generating a brand
LESSON 1: RAISE SMALL RUMINANTS (SM) (Note: Research components should be included in all activities)
1. Breeds of goat and sheep The learner demonstrates an LO 1. Select and manage TLE_AFPA10SM-Ia-e-1
based on breeding records understanding of goat and The learner independently breeder goats and sheep
2. Proper selection of sheep breeds based on selects breeds of small 1.1. Identify suitable and superior
goat/sheep breeds industry specifications. ruminants based on their breeds of goats and sheep
3. Manage breeder goat/sheep characteristics. based on industry standard
4. Signs of heat 1.2. Feed bucks and rams
5. Unproductive animals 1.3. Perform regular grooming
6. Preparation of inventory 1.4. Detect signs of heat among
reports, production and sexually mature does and
performance records, and ewes
financial analysis 1.5. Mate breeder does and ewes
7. Computation of feed with genetically superior
requirements and biological rams/bucks
space requirement for 1.6. Diagnose/confirm pregnant
individual animals and animals
stocking density based on 1.7. Cull unproductive buck/ram
recommended standards and and does/ewes
BAI requirements 1.8. Detect signs of pre-heat,
standing heat, post-heat
1.9. House breeder buck/rams and
does/ewes
1. Management of does/ewes LO 2. Manage does/ewes and TLE_AFPA10SM-If-j-2
2. Tagging/identifying their progenies
kids/lambs properly 2.1. Monitor signs of approaching
3. Proper care/practices in kidding/lambing
growing young and mature 2.2. Dispose placenta and dead
animals kids/lambs properly
4. Health practices for 2.3. Assist kids/lambs to suckle
goat/sheep colostrums
5. Appropriate number of 2.4. Identify kids/lambs through
animals for available ear tags/notches
grazing/pasture area 2.5. Disbud growing kids/lambs
6. Monitoring body weights and appropriately
feed requirements of animals 2.6. Dehorn and castrate growing
small ruminants
2.7. Wean lambs/kids properly at 3
months from birth
2.8. Keep lactating goats and
sheep in a clean and quite
environment
2.9. Separate lactating goats from
the breeder males
2.10. Provide forage grasses
concentrate, other feed
supplements and adequate
water supply
1. Selection of site for housing LO 3. Provide comfortable TLE_AFPA10SM-IIa-e-3
2. Materials for housing housing
3. Space requirements for 3.1. Identify the different types of
goat/sheep goat/sheep house
4. Types of housing 3.2. Identify the materials needed
in the construction of a
goat/sheep house
3.3. Estimate the recommended
floor space requirement of
goat/sheep at different
physiological stages
1. Feeding guide for small LO 4. Provide proper feeding TLE_AFPA10SM-IIf-IIIj-4
ruminants management
2. Common feed ingredients for 4.1. Establish a feeding guide
goat/sheep following the animals’
3. Feeding the general herd nutritional requirements
4. Grasses/forages 4.2. Determine the feeding system
5. Concentrates for small ruminants
6. Feed supplements 4.3. Provide forages, concentrates
7. Alternative food resources and food supplements
8. Ratio 4.4. Make water available to
9. Silage animals
10. Grazing area 4.5. Establish and maintain pasture
11. Feed requirements and area for the herd
biological space requirement 4.6. Search for alternative feed
for individual animals and resources
stocking density based on
recommended standards and
BAI requirements
12. Appropriate animal unit per
available grazing or pasture
area
13. Feed conversion efficiency
1. Diseases and parasites LO 5. Implement health TLE_AFPA10SM-IVa-f-5
attacking goats program
2. Preventive measures on the 5.1. Identify the different diseases
different diseases and and parasites attacking goats
parasites of goats and sheep
3. Prevention vs control 5.2. Practice/apply the preventive
4. Proper herd health program measures
5. Application of biologics and 5.3. Follow the medication and
other disease treatment and vaccination program designed
management practices by BAI and as prescribed by a
6. Practices to contain disease veterinarian
spread 5.4. Appreciate the importance of
keeping the animals healthy
5.5. Dispose of properly dead
animals
5.6. Treat sick animals
1. Record keeping LO 6. Analyze record TLE_AFPA10SM-IVg-j-6
2. Record analysis 6.1. Keep/update records according
3. Preparing inventory reports, to organization standards
production and performance 6.2. Analyze the viability of the
records, and financial report project based on records
6.3. Make sound management
decisions based on records
GLOSSARY
Animal Production A science that deals with production and management of livestock or domestic animals.
Breed A group of animals that have specific traits or characteristics in common.
Broiler A type of chicken that is commonly raised between 35 to 42 days and weighs between1.5-2.0 kilograms.
Brooding A natural or artificial means of supplying heat to a newly hatched chick from one day to two weeks old.
Any action, surgical, chemical, or otherwise, by which a male loses the functions of his testicles or a female loses the functions of her ovaries; also
Castration
referred to as gelding, spaying, neutering, fixing, orchiectomy, and oophorectomy.
Confinement The state of being confined; with restricted movement.
Entrepreneur Someone who enters any business to introduce a product or service to substantially form or change the nerve center of that business.
Equipment Power tools and machines used in animal production.
Farrowing The act of giving birth; it pertains to swines.
Feed Edible materials which are consumed by animals and thus contribute energy or nutrients to the animal diet
Feeding The process of giving feeds to an animal.
Fencing tool A device used for fence construction and layout of animal houses.
Flammable Easily ignited and capable of burning rapidly.
Gestation The period which begins from the breeding of a female until she gives birth to her young.
Hand tool Things used for conducting simple repair and maintenance operations
Handheld tool A tool which is compact enough to be used or operated while being held in the hand or hands
Incubation The process by which certain animals hatch their eggs; the development of the embryo within the egg until it hatches.
Layer An egg-type or dual-type 6-month female fowl that lays eggs.

One or more domesticated animals raised in an agricultural setting to produce commodities such as food, fiber and labor; usually four legged
Livestock
animals.
GLOSSARY
Market A place where goods are sold.
Mortality Rate The number of animals that died based on the total number of animals raised.
Substances that nourish animals for specific purposes such as for health maintenance, growth, repair of body tissues, reproduction, and other productive
Nutrients
activities.
Parasite A living organism which is dependent on another living organism for food in order to survive.
Poultry Feathered animals such as chickens, ducks, geese, etc.; A collective term for all domestic birds rendering economic service to man.
Power tool A tool powered by electricity or driven by a motor.
Pullet A female fowl, 5to 6 months of age, intended for egg production
Ration The amount of feed an animal receives in a 24-hour period.
Ruminant The name given to a grazing animal that chews its cud and has split hoofs.
A tool used in digging and moving soil and other granular materials; it is used for cleaning ditches; also used for leveling a base for sill rocks and
Shovel
steps.
Spade A tool used to collect animal droppings and manures
Steer A male cattle that has been castrated before its secondary sex characteristics develop.
Swine A term collectively used for any of the stout-bodied, short-legged omnivorous mammals with a long mobile snout.
Tool A device that helps to make the work of men and women easier and faster.
Type A group of animals that are raised to serve a certain purpose.
Vaccination An injection of vaccine, bacterin, antiserum or anti-toxin to produce immunity or tolerance to disease.
SELECTING AND PROCURING STOCKS GLOSSARY
Bargain Items that are sold at a very low price.
Characteristic Qualities and behaviors (of an animal).
Comb The fleshy crest on the head of a fowl.
Cull Unproductive birds.
Day-old chicks Newly-hatched chicks.
Deformities Physical defects.
Demand Needs; requirements.
Earlobes The soft and fleshy thing that protrudes at the lower part of the external ear.
Estimate To calculate.
Flock A group of feathered animals such as chickens, ducks, geese, turkey.
Flock A group of chicken.
Fowl Generally refers to chicken, ducks, geese, etc.
Full grown pullets Egg- laying birds that are ready to lay eggs.
Hatchery A place or establishment where eggs are hatched.
Inferior Low in quality.
Investment Capital in an enterprise with the expectation of profit.
Livability A group of birds with low death rate.
Market A place where goods are sold.
Market demand Commodities or goods that people need.
Non- sitters Fowls that do not sit on their eggs.
Persistent Enduring; continuous.
Poultry grower A person who raise chickens; poultry raiser.
Profit The excess of revenues over outlay in a given time.
Pullets Young female chicken, not more than one year old.
Purchase To buy.
Qualities Essential and distinguishing attributes of an animal.
Selection The process of choosing and getting the best in a group.
Shank The leg proper of a bird.
Stocks Animals used as foundation or parents of the next generation.
Strain Kind or breed of stock.
Vigorous healthy; active.
PROVIDING FEEDS AND IMPLEMENTING FEEDING PRACTICES GLOSSARY
Absorption or Digestion The mechanical and chemical breakdown of food into smaller components that are more easily absorbed into a blood stream.
Ad libitum Means “at one’s pleasure”; in animal feeding, it pertains to the continuous feeding of the animal.
Commercially mixed feeds feeds of animals intended for sale
Digestion the process of dissolving food into the stomach, so that it can be turned into available nutrients for the body.
Feed intake the amount of feeds eaten by the birds
Moistened slightly wet
Musty with moldy odor
Nutritious promoting nutrition, nourishing something
Overfeeding – feed intake is more than what is required
Ration the amount of feed given to birds within 24 hours.
Retarded abnormally slow in development
Self feeder equipment where feeds are placed
Self feeding free to take feeds in the feeder
Stale lost of freshness
Wastage waste, worthless, loss of materials, minerals or waste products
Absorption assimilation
Ad libitum continuous feeding
Commercially mixed feeds feeds of animals intended for sale
Digestion the process of dissolving food into the stomach, so that it can be turned into available nutrients for the body.
Feed intake the amount of feeds eaten by the birds
Moistened slightly wet
Musty with moldy odor
Nutritious promoting nutrition, nourishing something
Overfeeding feed intake is more than what is required
Ration the amount of feed given to birds within 24 hours.
PROVIDING FEEDS AND IMPLEMENTING FEEDING PRACTICES GLOSSARY
Retarded abnormally slow in development
Self feeder equipment where feeds are placed
Self feeding free to take feeds in the feeder
Stale lost of freshness
Wastage waste, worthless, loss of materials, minerals or waste products
BROODING GLOSSARY
Adequate Meeting the requirements
Brooding A process of providing artificial heat to the birds from one day old till the time that they can control theeir own body heat.
Crowding A condition where there is a large number of birds in a limited space and have no more room for movement
Fixtures Anything that is fixed in its place.
Humidity The condition of air moisture in a brooder.
Litter Materials used to cover floor space.
Requirements Things needed.
Ventilation The circulation of air inside and outside the brooder
MAINTAINING PROPER FLOCK MANAGEMENT GLOSSARY

Cannibalism A condition where birds form the habit of feather-picking, to the extent of eating their companions if not controlled
Cauterize The burning of wounds or injuries by means of a heated metal, to prevent further infection
Culling The process of removing unproductive birds from a flock
Debeaking /beak trimming The removal of a part of the upper and lower beak of a bird.
Flock uniformity Having more or less equal weight among birds in a flock.
Lighting Having abundant/sufficient light or illumination.
Molting The shedding of feathers among poultry birds.
Pigmentation Color.
MAINTAINING PROPER FLOCK MANAGEMENT GLOSSARY
Pliable Flexible; easily bent.
Pubic Bone One of the bones that make up the pelvis and is found at the lower part of the abdomen.
Vent An opening for the escape of a gas or liquid or for the relief of pressure.
PRE AND POST HARVEST ACTIVITIES GLOSSARY
Pewee A group of small to medium-sized insect-eating birds.
Demand The need or desire for a particular commodity.
Supply Pertains to available goods or commodities.
Market A place where the goods are sold.
PERFORMING PREVENTIVE AND THERAPEUTIC MEASURES GLOSSARY
Disease Any deviation from the normal conditions of the body.

Hygiene Cleanliness.
Inclement weather Bad weather.
Infectious disease Transmittable disease.
Outbreak A violent break of disease that affects a large number all at once.
Parasite An organism that lives on or in another organism to obtain its food
Prevention An advance measure to eliminate the possible occurrence of pest and disease to the flock
Sanitation The removal of the disease-causing organisms.
Susceptible Easily affected.
Vaccine Live and controlled causal organisms of certain diseases for immunization.
Veterinarian An animal doctor.
Vaccination The introduction of live but weak disease, causing anorganism to developed immunity
CODE BOOK LEGEND
Sample: TLE_AFPA10SM-IVg-j-6
Strand/ Subject or Education_Agri-Fishery Arts
Specialization - Animal Production TLE_AF
First Entry PA Environment and Marketing EM
10
Grade Level Grade 10 Use and Maintain Tools and Equipment UT
Breeds of goat and sheep Perform Estimation and Basic Calculation MC

Domain/Content/
Uppercase Letter/s
Component/ Topic
based on breeding SM
records
-
Roman Numeral Apply Safety Measures in Farm Operations OS
Raise Poultry RP
Lowercase Letter/s
Week Week seven to ten g-j
Raise Small Ruminants SM
specific week
-
Identify suitable and
superior breeds of goats
Arabic Number Competency and sheep based on 6
industry standard
Aquaculture

AGRI – FISHERY - ARTS – AQUACULTURE
Grades 7 to 8 (Exploratory)
Course Description:
This Module is an exploratory and introductory course which leads to Aquaculture National Certificate Level II (NC II). It covers four common competencies that a Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to posses: 1) using tools, equipment and paraphernalia; 2) performing mensuration and calculation; 3)
apply safety measures in farm operation; and 4) interpreting technical designs and plans.
PERFORMANCE
CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODING
STANDARD
Introduction The learner demonstrates The learner independently 1. Explain basic concepts in aquaculture
1. Basic concepts in Aquaculture understanding of basic demonstrates common 2. Discuss the relevance of the course
2. Relevance of the course concepts and underlying competencies in aquaculture 3. Explore career opportunities in
3. Career opportunities theories in aquaculture. as prescribed by TESDA aquaculture
Training Regulations.

1. Assessment of Personal The learner demonstrates The learner recognizes LO 1. Recognize Personal Competencies TLE_PECS7/8-00-
Competencies and Skills (PeCS) an understanding of one's his/her Personal and Skills (PeCS) needed aquaculture 1
vis-à-vis a practicing Personal Competencies and Competencies and Skills 1.1. Identify and assess one's PeCS:
entrepreneur/employee Skills (PeCS). (PeCS) and is able to Characteristics, Attributes, Lifestyle,
1.1. Characteristics compare these with the PeCS Skills, Traits
1.2. Attributes of a practicing entrepreneur/ 1.2. Identify and assess a practitioner’s PeCS:
1.3. Lifestyle employee involved in Characteristics, Attributes, Lifestyle,
1.4. Skills aquaculture. Skills, Traits
1.5. Traits 1.3. Compare self with a practitioner.
2. Analysis of PeCS in relation to 1.4. Identify areas for improvement,
those of a practicing development and growth
1. Key concepts of Environment & Learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM7/8-00-1
Market understanding of the identifies the market for aquaculture.
2. Products & services available in environment and market of products/services available, 1.1. Identify the different products/services
the market aquaculture the customers, and the available in the market
K to 12 TLE Agri-Fishery Arts – Aquaculture Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 15
PERFORMANCE
STANDARD
3. Concept of differentiation of competition within the 1.2. Enumerate the differences between
products & services aquaculture market. these products
4. Concept of Customers and the 1.3. Identify who the customers of these
reasons they buy products & products are and the reason these
services products/services are purchased
5. Competitors in the market 1.4. Identify the companies who sell these
products/services in the market
LESSON 1: USE FISHERY TOOLS AND EQUIPMENT (UT)

1. Fishery tools The learner demonstrates The learner independently LO 1. Select and use fishery tools TLE_AFAQ7/8UT-
2. Safety practices during farm understanding of concepts, uses tools and equipment in 1.1. Identify appropriate fishery tools Ia-1
operation underlying theories and aquaculture according to according to requirement
3. Fishery equipment principles in the use of tools standard procedure. 1.2. Check for faulty and defective tools in
4. Fishery facilities and equipment in accordance with farm procedures
5. Preventive maintenance aquaculture. 1.3. Use appropriate tools and equipment
LO 2. Select and operate fishery TLE_AFAQ7/8UT-
equipment Ia-b-2
2.1. Identify fishery equipment and facilities
2.2. Conduct pre-operation check-up in line
with manufacturer’s manual
2.3. Follow safety precautions
2.4. Identify and report faults and defects of
tools
2.5. Use fishery equipment and facilities
according to their functions
2.6. Read instructional manuals on farm tools
and equipment
LO 3. Perform preventive maintenance TLE_AFAQ7/8UT-
3.1. Follow aquaculture procedures in Ic-3
cleaning tools, equipment and facilities
after use
maintenance
3.3. Store tools and equipment in areas in
accordance with farm procedures
PERFORMANCE
STANDARD
LESSON NO. 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)
1. Problem solving procedures The learner demonstrates The learner independently LO 1. Perform estimation TLE_AFAQ7/8MC-
2. Cost estimates of facilities understanding of concepts, performs estimation and basic 1.1. Identify job requirements from oral and Id-1
3. Calendar of activities underlying theories and calculations relative to written communication
4. Systems of measurement principles in performing aquaculture. 1.2. Estimate quantities of materials and
5. Unit of measurement estimation and basic resources required to complete a
6. Conversion of units calculations in aquaculture. work/task
7. Fractions and decimals 1.3. Estimate time needed to complete a
8. Percentage and ratios work/activity
9. Simple record keeping 1.4. Make estimate of work materials and
resources
LO 2. Perform basic calculations TLE_AFAQ7/8MC-
2.1. Check and complete computed number Ie-2
2.2. Identify basic calculations to be made
according to job requirements
2.4. Follow the appropriate mathematical
operations to comply with the job
requirements
2.5. Explain how to review and check results
obtained in the computation of
mathematical problems
2.6. Calculate whole numbers, fractions,
percentages and mixed numbers
LESSON NO. 3: DRAW THE LAYOUT PLANS FOR PONDS, TANKS PENS AND CAGES (ID)
1. Pond designs The learner demonstrates The learner draws lay-out LO 1. Draw layout plans for ponds TLE_AFAQ7/8ID-
2. Compartments understanding of concepts, plans for ponds, tanks, pens 1.1. Identify different pond compartments If-1
3. Gate location underlying theories and and cages in accordance with 1.2. Use signs and symbols of plan according
4. Types of dikes principles in drawing layout established standards. to fishpond engineering standards
5. Characteristics of water plans for ponds, tanks, 1.3. Draw layouts of different pond designs
6. Supply canal pens, and cages. according to established procedures
7. Shapes of tanks LO 2. Draw layout plans for tanks TLE_AFAQ7/8ID-
8. Life support system for tanks 2.1. Identify different life support systems Ig-2
for tanks
2.2. Use signs and symbols of plan according
PERFORMANCE
STANDARD
to fishpond engineering standards
2.3. Draw layouts of different tank designs
according to established procedures
LO 3. Draw layout plans for pens and TLE_AFAQ7/8ID-
cages Ih-3
3.1. Identify the different life support
systems for pens and cages
3.2. Use signs and symbols of plan according
to fishpond engineering standards
3.3. Draw layouts of different pens and
cages designs according to established
procedures
1. Safety Measures The learner demonstrates The learner independently LO 1. Apply appropriate safety measures TLE_AFAQ7/8OS-
2. Apply Safety Measures understanding of concepts, observes safety measures in 1.1. Identify work tasks Ii-1
3. Safekeeping/Disposal of tools, underlying theories and aquaculture. 1.2. Determine place and time for safety
materials and outfits principles of applying safety measures
4. Personal Protective Equipment measures in aquaculture. 1.3. Prepare appropriate tools, materials and
outfits
1.4. Use tools and materials accordingly
1.5. Identify hazards
1.6. Wear outfit accordingly
1.7. Observe shelf life
1.8. Follow emergency procedures
LO 2. Safekeeping/disposal of tools TLE_AFAQ7/8OS-

materials and outfit Ij-2
2.1. Explain how to clean used tools and
outfits before storing
2.2. Label unused materials and supplies
recommendation before storing
2.3. Observe how to dispose waste materials
AGRI-FISHERY ARTS - AQUACULTURE
Course Description:
This is a specialization course which leads to an Aquaculture National Certificate II (NC II). It covers one core competency that a Grade 9 Technology and Livelihood
Education (TLE) student ought to possess: conducting pre-operations aquaculture activities.
The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course; 2) explanation of the key concepts relative to the course
and; 3) exploration of career opportunities
PERFORMANCE
STANDARD
Introduction
1. Basic concepts in aquaculture The learner demonstrates The learner independently 1. Explain basic concepts in aquaculture
2. Relevance of the course understanding of basic demonstrates common 2. Discuss the relevance of the course
3. Career opportunities concepts and underlying competencies in 3. Explore on opportunities for
theories in aquaculture. aquaculture as prescribed Aquaculture as a career or source of
by TESDA Training extra income
Regulations.
1. Assessment of Personal The learner demonstrates The learner recognizes LO 1. Develop and Strengthen TLE_PECS9-00-
Competencies and Skills (PeCS) vis- understanding of one’s his/her Personal Personal Competencies and Skills 1
à-vis a practicing Personal Competencies and Competencies and Skills (PeCS) needed aquaculture
entrepreneur/employee in the town. Skills (PeCS) and what it takes (PeCS) and is able to 1.1. Identify & Assess one's PeCS:
1.1. Characteristics to become successful in the compare these with the Characteristics, Attributes, Lifestyle,
1.2. Attributes field. PeCS of a practicing Skills, Traits
1.3. Lifestyle entrepreneur/employee 1.2. Identify successful entrepreneurs/
1.4. Skills involved in the employees in the town
1.5. Traits Aquaculture. 1.3. Identify & Assess a practitioner’s:
2. Analysis of PeCS in relation to a Characteristics, Attributes, Lifestyle,
practitioner Skills, Traits
3. Align, strengthen and develop ones 1.4. Compare self with a practitioner
PeCS based on the results 1.5. Identify areas for improvement,
1.6. Align, strengthen, develop areas based
on the results of the PeCS Assessment
PERFORMANCE
STANDARD
THE MARKET (The Town) The learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM9-00-1
1. Key concepts of the Market understanding of the market of identifies the market for aquaculture
2. Players in the Market (Competitors) aquaculture in the context of products/services available 1.1 Identify the players/ competitors within
3. Products and services available in the town. and the competitors in the the town
the market town's aquaculture market. 1.2 Identify the different products/services
available in the market
1.3 Enumerate the differences between
these products/ services
THE MARKET – CUSTOMER The learner demonstrates The learner independently LO 2. Recognize the customers in the TLE_EM9-00-2
1. Key concepts in Identifying and understanding of the identifies the customers aquaculture market
Understanding the Consumer customers of aquaculture. within the aquaculture 2.1. Identify the different customers of the
2. Consumer Analysis through: market. market
2.1. Observation 2.2. Identify the customers' needs and
2.2. Interviews wants through consumer analysis
2.3. FGDs (Focused Group 2.3. Conduct observation exercises,
Discussions) interviews, Focused Group Discussions
2.4. Survey (FGD) and a survey
THE MARKET - GENERATING The learner demonstrates The learner independently LO 3. Create new business ideas using TLE_EM9-00-3
BUSINESS IDEA understanding of the generates business ideas the various techniques and based on
1. Key concepts in Generating techniques of generating using the various the analyses of the market for
Business Ideas business ideas. techniques available. aquaculture
2. Knowledge, skills, passions, and 4.1. Generate business ideas using
interests knowledge, skills, passions, and
3. New applications interests
4. Irritants 4.2. Generate business ideas using new
applications (finding new use for
existing products/materials)
4.3. Generate business ideas from one's
irritants
THE MARKET - GENERATING The learner demonstrates The learner independently LO 4. Create new business ideas using TLE_EM9-00-4
BUSINESS IDEA understanding of the generates business ideas the various techniques and based on
1. Key concepts in Generating techniques used in generating using the various the analyses of the market for
Business Ideas business ideas. techniques available. aquaculture
2. Striking ideas (new concept) 4.1. Generate business ideas based on
3. Serendipity Walk striking Ideas
PERFORMANCE
STANDARD
4.2. Generate business ideas using the
Serendipity Walk
QUARTER 1 – CONDUCT PRE-OPERATIONS AQUACULTURE ACTIVITIES
LESSON 1: PREPARATION OF TOOLS AND SIMPLE EQUIPMENT (PT)
1. Materials in fishpond/fish tank The learner demonstrates The learner independently LO 1. Prepare tools and materials in TLE_AFAQ9PT-
construction understanding of the prepares appropriate fishpond/fish tank construction Ia-j-1
2. Tools used in fishpond/fish tank preparation of construction materials and tools in 1.1. Check and clean tools and equipment
construction materials and tools in fishpond/fish tank 1.2. Check harvesting tools
3. Types of finishing materials for fishpond/fish tank construction. construction based on 1.3. Perform simple repairs
fishpond/fish tanks industry standards. 1.4. Inspect materials for possible repair
4. Construction materials
5. Inspection of condition of tools
QUARTER 2 – CHANGING WATER OF AQUACULUTURE FACILITY
1. Sources of water 1.5. Determine the volume of water TLE_AFAQ9PT–
2. Quantity 1.6. Select appropriate method of water IIa-j-1
3. Quality exchange
4. Drainage 1.7. Carry out water exchange
5. Methods of changing water
6. Types of water
6.1. Freshwater
6.2. Saline water
6.3. Brackish water
6.4. Water exchange
QUARTER 3 – MORTALITIES
1. Mortality 1.8. Determine and analyze mortality TLR_AFAQ9PT–
1.1. Monitor and collect mortalities 1.9. Check and prevent predators IIIa-j-1
1.2. How to calculate mortality rate 1.10. Determine the causes of mortality
1.3. Analyze factors leading to 1.11. Observe the precautionary measures
mortality in reducing mortality
2. Predator 1.12. Follow steps in using disinfectants
2.1. Types of predator
2.2. How to reduce mortality
2.3. The use of disinfectant
QUARTER 4 – PREPARE AND SECURE AQUACULTURE FACILITIES
1. Prepare facilities 1.13. Prepare ponds, cages and frames TLE_AFAQ9PT–
2. Pond construction 1.14. Brush and repair cages and frames IVa-j-1
PERFORMANCE
STANDARD
3. Tank construction 1.15. Clean and disinfect tanks
4. Cage and frames 1.16. Install structures during inclement
5. Nets weather
6. Cleaning 1.17. Store tools and equipment properly
7. How to store tools
8. Structures during inclement weather
AGRI-FISHERY ARTS - AQUACULTURE
Course Description:
Prerequisite: Grade 9 Aquaculture
This is a specialization course which leads to Aquaculture National Certificate II (NC II). It covers one core competency that a Grade 10 Technology and Livelihood
Education (TLE) student ought to possess: preparing and maintaining aquaculture facilities. The preliminaries of this specialization course include the following: 1) a
discussion on the relevance of the course; 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities.

Introduction
1. Basic concepts in aquaculture The learner demonstrates The learner independently 1. Explain basic concepts in aquaculture
2. Relevance of the course understanding of basic demonstrates common 2. Discuss the relevance of the course
3. Career opportunities concepts and underlying competencies in aquaculture 3. Explore on opportunities for Aquaculture
theories in aquaculture. as prescribed by TESDA as a career or source of extra income
Training Regulations
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Develop and strengthen Personal TLE_PECS10-
Competencies and Skills (PeCS) an understanding of one's Personal Competencies and Competencies and Skills (PeCS) needed 00-1
vis-à-vis a practicing Personal Competencies Skills (PeCS) and is able to in aquaculture
entrepreneur/employee in the and Skills (PeCS) and what compare these with the PeCS 1.1. Identify and assess one's PeCS:
province. it takes to become of a practicing entrepreneur/ Characteristics, Attributes, Lifestyle,
1.1. Characteristics successful in the field. employee involved in Skills, Traits
1.2. Attributes aquaculture 1.2. Identify successful entrepreneurs/
1.3. Lifestyle employees in the province
1.4. Skills 1.3. Identify and assess a practitioner’s
1.5. Traits PeCS: Characteristics, Attributes,
2. Analysis of PeCS in relation to a Lifestyle, Skills, Traits
practitioner 1.4. Compare self with a practitioner
3. Align, strengthen and develop ones 1.5. Identify areas for improvement,
PeCS based on the results development and growth
on the results of the PeCS Assessment
THE MARKET (The Province) The learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM10-00-
1. Key concepts of the Market understanding of the identifies the products/services market for aquaculture 1
2. Players in the Market(Competitors) market of aquaculture in available and the competitors 1.1 Identify the players/ competitors
3. Products & services available in the the context of the in the province's aquaculture within the province
market province. market. 1.2 Identify the different products/services
these products/ services
THE MARKET – PRODUCT The learner demonstrates The learner independently LO 2. Develop a product for the TLE_EM10-00-
DEVELOPMENT understanding of identifies the customers of the aquaculture market 2
1. Key concepts in developing a developing a product in aquaculture market. 2.1. Identify what is of “Value” to the
product aquaculture. customer
2. Finding Value 2.2. Identify the Customer
3. Innovation 2.3. Define and identify what makes a
4. Unique Selling Proposition (USP) product different
2.4. Enumerate and apply creativity and
innovation techniques in order to
develop a product that stands out.
2.5. Identify the unique selling proposition
(USP) of the product
THE MARKET - SELECTING The learner demonstrates The learner independently LO 3. Select a business idea for the TLE_EM10-00-
BUSINESS IDEA understanding of the selects a viable business idea. aquaculture market based on the criteria 3
1. Key concepts in Selecting a techniques used in and techniques provided
Business Idea selecting business ideas. 3.1. Identify potential business ideas to
2. Criteria select from
3. Techniques 3.2. Enumerate the various criteria and steps
to selecting a business idea
3.3. Apply the criteria/steps in order to
select a viable business idea.
3.4. Identify a business idea based on the
criteria/steps provided
THE MARKET – BRANDING The learner demonstrates The learner independently LO 4. Develop a brand for the product TLE_EM10-00-
1. Key concepts of Branding an understanding of generates a brand for their 4.1. Identify the benefits of having a good 4
branding and develops a business idea. brand
brand for their business 4.2. Enumerate recognizable brands in the
idea. town/province
4.3. Enumerate the criteria for developing a
brand
4.4. Generate a brand that is clear and
follows the techniques of generating a
brand
QUARTER 1
LESSON 1: PREPARE AND MAINTAIN AQUACULTURE FACILITIES (PM)
1. Classification of tools and The learner demonstrates The learner independently LO 1. Check the condition of site TLE_AFAQ10P
equipment: understanding of the performs proper maintenance 1.1. Sample and analyze the soil for water M-Ia-j-1
1.1. Functional underlying concepts and of aquaculture facilities based holding capacity
1.2. Non functional principles in the on industry standards. 1.2. Determine the volume of water
2. Site Evaluation maintenance of resources
3. Soil analysis aquaculture facilities. 1.3. Assess the quality of water
4. Water retention/water holding 1.4. Measure the topography of the site
capacity 1.5. Determine the sources of natural food
5. Topography 1.6. Determine the suitable species to
6. Natural food culture
7. Suitable species for tanks, ponds, 1.7. Read the tidal level
pens and cages 1.8. Determine the area of the tank and the
8. Area of pond/tanks budget for its construction
9. Water analysis 1.9. Analyze water
QUARTER 2
Layout of ponds, tanks, pens and cages Ponds TLE_AFAQ10P
1. Nets and mesh size 1.10. Determine the area, depth and the M-IIa-j-1
2. Material cost number and size of compartments
3. Species appropriate for tanks, 1.11. Position the markers as guides
ponds, pens and cages 1.12. Determine the materials used
4. Budgetary cost of ponds, tanks, 1.13. Determine the number of pumps and
pens, and cages their location
5. Frames 1.14. Plan for the other important facilities
6. Other important facilities
QUARTER 3
1. Area Tanks TLE_AFAQ10P
2. Depth 1.15. Determine the area, depth and the M-IIIa-j-1
3. Number and size of compartments number and size of compartments
4. Markers 1.16. Position the markers as guides
5. Number of pumps 1.17. Determine the materials used
6. Location of pumps 1.18. Determine the number of pumps and
7. Materials used their location
8. Other facilities 1.19. Plan for the other important facilities
Pens
1.20. Determine the area, depth and the
number and size of compartments
1.21. Determine the materials used
Cages
1.22. Determine the area, depth, and the
number and size of compartments
1.23. Determine the materials used
1.24. Determine the mesh size
QUARTER 4
1. Mobile resources and carry-out Ponds
installation of facilities 1.25. Prepare construction resources TLE_AFAQ10-
2. Major support 1.26. Install major and other support IVa-j-1
3. Life support facilities
4. Position of the equipment 1.27. Install life support facilities
5. Netting materials Tanks
6. Floats and sinkers 1.28. Install life support facilities
7. Mooring system 1.29. Lay out facilities
8. Bottom of the net Pens
1.30. Fabricate netting materials, floats
and sinkers
1.31. Inspect and set-up nets
Cages
1.32. Check bottom of net
1.33. Check mooring system
1.34. Set-up net
GLOSSARY
Dikes An embankment of earth and rock built to prevent floods or to hold irrigation water in for agricultural purposes
Briny water is water that has more salinity than fresh water, but not as much as seawater. It may result from mixing of seawater with fresh
Brackish water
water, as in estuaries, or it may occur in brackish fossil aquifers.
Compartments a separate section or part of a structure or container; One of the parts or spaces into which an area is subdivided.
Culture The cultivation of plants, especially by scientific methods designed to improve stock or to produce new ones
Drainage Ss the natural or artificial removal of surface and sub-surface water from an area; (2) The action or a method of draining.
Frames To conceive or design; To build by putting together the structural parts of; construct
Is naturally occurring water on the Earth's surface in ice sheets, ice caps, glaciers, icebergs, bogs, ponds, lakes, rivers and streams, and
Freshwater underground as groundwater in aquifer sand underground streams. Fresh water is generally characterized by having low concentrations of
dissolved salts and other total dissolved solids.
Inclement weather unpleasant weather which is stormy or rainy
Is any natural or human-engineered (constructed or made) system that furthers the life of the biosphere in a sustainable fashion. 2 an
Life support system artificial or natural system that provides all or some of the items (as oxygen, food, water, control of temperature and pressure, disposition
of carbon dioxide and body wastes) necessary for maintaining life or health
Is a term that refers to the extensiveness of apertures within a mesh network used to sort or standardize granular material. It may also be
mesh size used to sort cereals in a factory. The larger the aperture the larger the mesh size; An open fabric of string or rope or wire woven together
at regular intervals
A mooring system is made up of a mooring line, anchor and connectors, and is used for station keeping of a ship or floating platform in all
Mooring system
water depths. A mooring line connects an anchor on the seafloor to a floating structure.
Mortality An organism that lives by preying on other organisms; an animal that hunts and seizes other animals for food.
The term is assumed to imply foods that are minimally processed and do not contain manufactured ingredients, mostly available in the
Natural food
environment.
Netting materials anything that are utilized in making fish nets
Is a general term for water that contains a significant concentration of dissolved salts. The salt concentration is usually expressed in parts
Saline water
per thousand or parts per million
Sinkers One that sinks, as a weight used for sinking fishing lines or nets.
Is one of the basic units of biological classification and a taxonomic rank. A species is often defined as a group of organisms capable
Species of interbreeding and producing fertile offspring; A group of animals or plants that are similar and can produce young animals or plants : a
group of related animals or plants that is smaller than a genus
GLOSSARY
An artificial waterway for navigation or for draining or irrigating land; a long narrow place that is filled with water and was created by
Supply canal
people so that boats could pass through it or to supply fields, crops, etc., with water
An exceptionally large ocean wave, especially one caused by an underwater earthquake or volcanic eruption; An unusual, often destructive
tidal level
rise of water along the seashore, as from a storm or a combination of wind and high tide.
The arrangement of the natural and artificial physical features of an area; detailed, precise description of a place or region; graphic
Topography
representation of the surface features of a place or region on a map, indicating their relative positions and elevations.
The volume and rate of water exchange between air and a body of water in a specific location, or between several bodies of water,
Water exchange
controlled by such factors as tides, winds, river discharge, and currents.
Water retention/water
The capacity of anything to retain or hold water or one that does not permit water to percolate, seep or escape
holding
CODE BOOK LEGEND
Sample: TLE_AFAQ9UT-Ia-j-1
Specialization Aquaculture TLE_AF
Environment and Marketing EM
First Entry AQ
9
Grade Level Grade 9 Use and Maintain Tools and Equipment UT

Domain/Content/ Preparation of tools
Uppercase Letter/s
Component/ Topic and simple equipment
UT Draw the Layout Plans for Ponds, Tanks, Pens
ID
and Cages
-
Apply Safety Measures in Operations OS
Roman Numeral
Quarter First Quarter I
Prepare and Maintain Aquaculture Facilities PM
Lowercase Letter/s
*Put a hyphen (-) in between Preparation of Tools and Simple Equipment PT
specific week
Prepare and Maintain Aquaculture Facilities PM
-
Prepare tools and
Arabic Number Competency materials in fishpond/fish 1
tank construction
Horticulture

AGRI – FISHERY ARTS – HORTICULTURE
Course Description:
This Module is an exploratory and introductory course which leads to Horticulture National Certificate Level II (NC II). It covers four common competencies that a Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: 1) using tools, equipment and paraphernalia; 2) performing mensuration and calculation; 3)
practicing Occupational Health and Safety (OHS) procedures; and 4) interpreting technical drawing and plans.

Introduction
1. Basic concepts in agriculture crop The learner demonstrates The learner independently 1. Explain basic concepts in horticulture
production understanding of basic demonstrates common 2. Discuss the relevance of the course
2. Relevance of the course concepts and underlying competencies in horticulture as 3. Explore career opportunities for
3. Career opportunities theories in horticulture. prescribed by TESDA Training horticulture
Regulations.
1. Assessment of Personal Competencies The learner demonstrates The learner recognizes his/her LO 1. Recognize Personal Competencies TLE_PECS7/
and Skills (PECS) vis-à-vis a practicing understanding of ones Personal Competencies and and Skills (PECS) needed in Horticulture 8-00-1
entrepreneur/employee in the Personal Competencies and Skills (PECS) and is able to 1.1. Identify and assess ones PECS:
province. Skills (PECS). compare these with the PECS Characteristics, Attributes, Lifestyle, Skills,
1.1. characteristics of a practicing entrepreneur/ Traits
1.2. attributes employee involved in 1.2. Identify and assess a practitioner’s PECS:
1.3. lifestyle Horticulture. Characteristics, Attributes, Lifestyle, Skills,
1.4. skills Traits
1.5. traits 1.3. Compare self with a practitioner
2. Analysis of PECS in relation to those 1.4. Identify areas for improvement,
of a practicing entrepreneur/employee development and growth
3. Align, strengthen and develop one's
PECS based on the results
ENVIRONMENT AND MARKET
1. Key concepts of Environment & Learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM7/8-
Market understanding of the identifies the products/services market for Horticulture 00-1
2. Products & services available in the environment and market of available, the customers, and 1.1. Identify the different products/services
market Horticulture the competition within the available in the market
3. Concept of differentiation of products horticulture market. 1.2. Enumerate the differences between
K to 12 TLE Agri - Fishery Arts - Horticulture Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 20
& services these products
4. Concept of Customers and the 1.3. Identify the customers of these
reasons they buy products & services products and the reason these
5. Competitors in the market products/services are purchased
1.4. Identify the companies selling these
products/services
LESSON 1: USE AND MAINTAIN FARM TOOLS AND EQUIPMENT (UT)
1. Farm tools The learner demonstrates The learner uses farm tools and LO 1. Select farm tools TLE_AFHC7
2. Farm equipment understanding of basic equipment in horticulture based 1.1. Identify appropriate farm tools according /8UT-0a-1
3. Parts and functions of farm tools and concepts, underlying theories on the required task. to requirement
equipment and principles in using farm 1.2. Check farm tools for faults and defects in
4. Safety practices tools and equipment in accordance with farm procedures
5. Preventive maintenance horticulture. 1.3. Use appropriate tools and equipment
6. Upkeep of equipment safely according to job requirements and
manufacturer’s instructions
1.4. Use farm tools
LO 2. Operates farm equipment TLE_AFHC7
2.1. Identify appropriate farm equipment and /8UT-0b-2
facilities
2.2. Follow directions in the instructional
manual of farm equipment prior to
operation
2.3. Conduct pre-operation check-up in line
with manufacturer’s manual
2.4. Report faults in farm equipment and
facilities in line with farm procedures
2.5. Use farm equipment according to their
functions
2.6. Follow safety procedures
LO 3. Perform preventive maintenance TLE_AFHC7
3.1. Discuss procedures in cleaning tools and /8UT-0c-3
equipment in line with farm procedures
immediately after use
3.2. Explain the steps in performing routine
check-up and maintenance operations
3.3. Store tools and equipment in designated
areas
3.4. Observe how to sharpen and oil farm
tools and equipment
LESSON NO. 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)

1. Problem solving procedures in The learner demonstrates The learner performs LO 1. Perform estimation TLE_AFHC7
fertilizer computation understanding of basic estimations and basic 1.1 Identify job requirements /8MC-0d-e-
2. Basic mathematical operations in concepts, underlying theories calculations related to 1.2 Estimate quantities of materials and 1
solving problems related to and principles in performing horticulture. resources required to complete a work
horticulture estimations and basic task
3. Simple project proposal calculations in horticulture. 1.3 Estimate time needed to complete a
4. Systems of measurement work/activity
5. Units of measurement 1.4 Make a cost estimate of materials and
6. Conversion of units labor to complete a task
7. Fractions and decimals 1.5 Report estimate of materials and
8. Percentage and ratios resources
9. Basic record keeping 1.6 Determine cost and return when
producing crops
1.7 Determine profit and/or loss using the
four fundamental operations
1.8 Determine the price of a product using
mark-up percentage
LO 2. Perform basic calculations TLE_AFHC7
2.1. Identify calculations to be made /8MC-0f-2
2.2. Determine the correct method of
calculation
2.3. Ascertain system and units of
2.4. Perform calculations needed to complete
the task using the four basic
fundamental operations
2.5. Use appropriate operations to comply
with the instructions
2.6. Employ different techniques in checking
the accuracy of computation
LESSON 3: INTERPRETATION PLANS AND DRAWINGS (ID)
1. Farm plans and drawings The learner demonstrates The learner interprets plans LO 1. Interpret farm plans and layout TLE_AFHC7
2. Types of planting understanding of basic and drawings of farms and 1.1 Interpret planting system according to /8ID-0g-1
3. Interpreting and reading planting concepts, underlying theories irrigation systems in established farm procedures
system and principles in interpreting horticulture. 1.2 Design farm plans and layout
4. Staking procedures plans and drawings of farms 1.3 Stake site according to planting system
5. Use of planting board and irrigation systems. LO 2. Interpret irrigation plans and TLE_AFHC7
6. Layout of irrigation system designs /8ID-0g-2
7. Types of irrigation system 2.1. Interpret irrigation system plan
according to established procedures
2.2. Differentiate the designs of irrigation
system according to standard procedures
1. Farm chemicals The learner demonstrates The learner observes safety LO 1. Apply appropriate safety measures TLE_AFHC7
2. Personal protective equipment understanding of basic measures in farm operations in while working in the farm /8OS-0h-1
3. First aid concepts, underlying theories horticulture. 1.1 Apply safety measures based on work
4. Emergency procedures and principles in applying requirement and farm procedures
5. Safe working environment safety measures in farm 1.2 Utilize tools and materials in accordance
6. Procedure in cleaning and storing operations. with specifications and procedures
tools and outfits 1.3 Follow the guidelines in wearing outfits
7. Technique in storing materials and in accordance with farm requirements
chemicals 1.4 Explain the importance of checking shelf
8. Waste disposal life and/or expiration of materials’
9. Water management system effectivity against manufacturer’s
specifications
1.5 Differentiate the hazards in workplaces
and report these in line with guidelines
1.6 Observe how to respond to emergencies
in the farm
1.7 Discuss how to prevent accidents
LO 2.Safekeeping/disposal of tools, TLE_AFHC7
materials and outfits /8OS-0i-j-2
2.1. Explain how to clean used tools and
outfit following the farm procedures
before storing
2.2. Label unused materials and supplies
recommendation and farm requirements
before storing
2.3. Observe how to dispose waste materials
according to manufacturers’,
government and farm requirements
Course Description:
This is a course in HORTICULTURE leading to National Certificate Level II (NC III) consisting of the core competencies that a person must achieve on conducting pre-
horticultural farm operations.

Introduction
1. Concepts and competencies in The learner demonstrates The learner recognizes his/her
1. Explain the different factors to be
performing pre-horticultural farm understanding of one’s Personal Competencies (PEC’s)
considered in setting up a business
operations Personal Competencies across horticultural products
2. Assess one’s PEC’s, such as,
2. Career Opportunities in (PEC’s) across horticultural and services and prepares an
characteristics, lifestyle features , and
Horticulture Farm Operations products and services activity plan that aligns with
skills
that of a practitioner/
3. Assess practitioner’s entrepreneurial
entrepreneur in Horticulture
competencies, such as, characteristics,
attributes, lifestyle, skills, and traits
QUARTER 1: DEVELOPING PERSONAL ENTREPRENEURIAL COMPETENCIES ACROSS ENVIRONMENT AND MARKET
LESSON 1: ENTREPRENEURSHIP AND PERSONAL ENTREPRENEURSHIP COMPETENCIES (PECS)
1. Nature of entrepreneurial The learner demonstrates The learner recognizes his/her LO 1. Know the nature of an TLE_AFHC9PECS-
activities understanding of one’s Personal Entrepreneurial entrepreneurial activity in relation to Ia-e-1
2. Assessment of Personal Personal Competencies and Competencies and Skills Personal Entrepreneurial Competencies
Competencies and Skills (PECS) Skills (PECS) in (PECSs) and prepares an and Skills (PECS) needed in Horticulture
vis-à-vis a practicing Horticulture. activity plan that aligns with 1.1. Know the different factors considered in
entrepreneur/ employee in that of a setting up businesses
locality/town practitioner/entrepreneur in 1.2. Identify the characteristics, lifestyle, skills
2.1. Characteristics Horticulture. of successful entrepreneurs
2.2. Lifestyle 1.3. Assess one’s PECSs: characteristics,
2.3. Skills attributes, lifestyle, skills, traits
3. Analysis of PECS in relation to a 1.4. Assess practitioner’s: characteristics,
practitioner attributes, lifestyle, skills, traits
4. Align, strengthen and develop 1.5. Compare one’s PECSS with that of a
ones PECS based on the results practitioner /entrepreneur
1.6. Align one’s PECSS with that of a
practitioner/entrepreneur
LESSON 2: UNDERSTANDING THE ENVIRONMENT AND MARKET OF BUSINESSES (EM)
Market (Town) The learner demonstrates The learner independently LO 1. Recognize and understand the TLE_ AFHC9EM-
1. Key concepts of Market understanding of creates a business vicinity map influence of the market and environment If-j-1
2. Players in the Market environment and market in reflective of potential in businesses
(Competitors) Horticulture in one’s Horticulture market within the 1.1 Market characteristics
3. Products & services available in town/municipality. locality/town. 1.2 Forms of businesses across industries
the market 1.3 Needs and demands through
environmental scanning
1.4 4M’s of production
1.5 Start-up capital, site selection, hiring,
registering a business, and record
keeping
1.6 SWOT
1.7 Business Plan
QUARTER 2: CONDUCT OF PRE-HORTICULTURAL FARM OPERATIONS (Note: Research components should be included in all activities)
LESSON 3: PREPARING FARM TOOLS, IMPLEMENTS AND SIMPLE EQUIPMENT FOR HORTICULTURAL FARM OPERATIONS (PT)
1. Identification and classification of LO 1. Prepare tools, farm implements, TLE_AFHC9PT-
farm tools, farm implements and and simple equipment for horticultural IIa-j-1
simple equipment operations
Tools 1.1. Identify and classify tools, farm
1. Digging tools implements and simple equipment
2. Harvesting tools according to its usage
3. Measuring tools, etc.) 1.2. Perform basic pre-operative checking of
Farm implements/ tools, farm implements and equipment in
Simple Equipment accordance with manufacturer’s manual
1. Water pumps 1.3. Segregate and treat tools with wear and
2. Hand tractor corrosions
3. Plow and Harrow
4. Sprayer
2. Safety precautions in preparing
tools, farm implements and
simple equipment
3. Basic pre-operative checking of
tools, farm implements and
equipment in accordance with
manufacturer’s manual
4. Treating tools with wear and
corrosions
5. Friction
LESSON 4: OBSERVING SAFETY PRECAUTIONS IN HORTICULTURAL FARM OPERATIONS (OH)
1. Preventing Hazards in the LO 1. Prepare and maintain farm TLE_AFHC9OH-
Workplace facilities IIIa-j-1
1.1. Presence of wildlife in the 1.1. Prevent workplace hazards and
workplace environmental implications with
1.2. Exposure to fumes and maintenance procedures
solar radiation 1.2. Perform maintenance activities to
1.3. Adverse weather conditions maximize efficiency and effectiveness
1.4. Hazardous substances like of nursery facilities
fuel, grease, and oil spills
2. Maintenance activities of nursery
facilities
3. Safety measures/pre-caution in
preparing and maintaining farm
LESSON 5: MAINTENANCE ACTIVITIES OF FARM FACILITIES (AF)
1. Maintenance activities of facilities LO 1. Secure tools, farm TLE_AFHC9AF-
1.1. Pump house implements/equipment and facilities IVa-j-1
1.2. Mechanical drier 1.1. Perform maintenance activities to
1.3. Storage house maximize efficiency and effectiveness
1.4. Machine shed of facilities
1.5. Drainage system 1.2. Set up preventive structures during
2. Setting up preventive structures inclement weather
during inclement weather 1.3. Store tools, farm implements and
3. Safekeeping of equipment every equipment according to approve
after use practice
4. Principle of 5S
5. Securing post-harvest tools
Course Description: Prerequisite: Grade 9 Horticulture
This is a course in HORTICULTURE leading to NC II Qualification consisting of the core competencies that a person must achieve in producing major lowland and semi
temperate vegetables.
INTRODUCTION
1. Concepts and competencies in The learner demonstrates The learner independently 1. Explain concepts and perform core
producing major lowland and semi- understanding of core demonstrates core competencies competencies on producing major
temperate vegetables concepts and competencies in producing major lowland and lowland and semi temperate vegetables
2. Opportunities in Vegetables Crop in producing major lowland semi temperate vegetables as 2. Explore job opportunities that one can
Production and semi-temperate prescribed in the TESDA Training venture into after taking the course
vegetables. Regulation.
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Develop and Strengthen Personal TLE_PECS10-
Competencies and Skills (PECS) vis- an understanding of ones Personal Competencies and Skills Competencies and Skills (PECS) needed 00-1
à-vis a practicing Personal Competencies and (PECS) and is able to compare in Horticulture
entrepreneur/employee in the Skills (PECS) and what it these with the PECS of a 1.1. Identify & Assess ones PECS:
province. takes to become successful practicing entrepreneur/ Characteristics, Attributes, Lifestyle,
1.1. Characteristics in the field. employee involved in Skills, Traits
1.2. Attributes horticulture. 1.2. Identify successful entrepreneurs/
1.3. Lifestyle employees in the province.
1.4. Skills 1.3. Identify & Assess a practitioner’s:
1.5. Traits Characteristics, Attributes, Lifestyle,
2. Analysis of PECS in relation to a Skills, Traits
practitioner 1.4. Compare self with a practitioner.
3. Align, strengthen and develop ones 1.5. Identify areas for improvement,
PECS based on the results development and growth
on the results of the PECS Assessment
THE MARKET (The Province) The learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM10-00-
1. Key concepts of the Market understanding of the market identifies the products/services market for horticulture 1
2. Players in the Market (Competitors) of horticulture in the context available and the competitors 1.1 Identify the players/competitors within
3. Products & services available in the of the province. within the province's horticulture the province
market market. 1.2 Identify the different products/services

these products/services
THE MARKET – PRODUCT The learner demonstrates The learner independently LO 2. Develop a product for the TLE_EM10-00-
DEVELOPMENT understanding of developing identifies: the customers of provincial market. 2
1. Key concepts of developing a a product in Horticulture within the Horticulture market. 2.1. Identify what is of “Value” to the
product customer.
2. Finding Value 2.2. Identify the Customers
3. Innovation 2.3. Define and identify what makes a
4. Unique Selling Proposition (USP) product different
2.4. Enumerate and apply creativity and
innovation techniques in order to
develop a product that stands out.
2.5. Identify the Unique Selling Proposition
(USP) of the product
THE MARKET - SELECTING The learner demonstrates The learner independently selects LO 3. Select a business idea for the TLE_EM10-00-
BUSINESS IDEA understanding of the a viable business idea. Horticulture market based on the 3
1. Key concepts in Selecting a Business techniques of selecting criteria and techniques provided
Idea business ideas. 3.1. Identify potential business ideas to
2. Criteria select from
3. Techniques 3.2. Enumerate the various criteria and
steps to selecting a business idea
3.3. Apply the criteria/steps in order to
select a viable business idea.
3.4. Identify a business idea based on the
criteria/steps provided
THE MARKET – BRANDING The learner demonstrates The learner independently LO 4. Develop a brand for the product. TLE_EM10-00-
Key concepts of Branding understanding of branding generates a brand for their 4.1. Identify the benefits of having a good 4
and develops a brand for business idea. brand
their business idea. 4.2. Enumerate recognizable brands in the
town/province
brand
4.4. Generate a brand that is clear and
follows the techniques of generating a
brand
QUARTER 1
LESSON : PRODUCE VEGETABLES (Note: Research component should be included in the activities)
MODULE 1: PREPARE LAND FOR PLANTING
1. Collection of samples for soil LO 1. Prepare land for planting TLE_AFHC10P
analysis V-Ia-j-1
1.1. Importance of Soil Sampling 1.1. Collect soil samples for soil analysis
1.2. Guidelines in collecting soil
samples
1.3. Procedure in Soil Sampling
2. Soil laboratory analysis using 1.2. Conduct soil analysis
2.1. Soil testing Kit (STK) and
2.2. Soil Laboratory Analysis
2.3. Procedure in soil analysis
2.4. CEC
2.5. NPK ratio
3. Interpretation of the results of soil 1.3. Interpret the result of soil analysis
analysis
3.1. Recommendation based on
the manual of the DA
standards & procedures
3.2. Basic calculations
4. Farm implements and equipment 1.4. Choose and use right farm implements
used in preparing land for planting and equipment
4.1. Safety measures in proper
use of farm equipments
4.2. Types and function of Farm
Tillage Implements
4.3. Advantages of using farm
tillage implements
5. Proper land preparation using plow 1.5. Clear, plow and harrow of the area
and harrow
5.1. Importance of land
preparation & tillage
5.2. Common method and tillage
for lowland & upland
5.3. Land preparation procedure
5.4. Seedbed/seedplot preparation

5.5. Operation of Farm equipment
6. Safety precautions in operating farm 1.6. Observe safety precautions in operating
tools and equipment farm tools and equipment
6.1. Procedure in the use of power
tools and equipment
6.2. Safety precaution guidelines
in operating farm tools and
equipment
QUARTER 2
MODULE 2: GROWING SEEDLING
1. Characteristics of good quality seeds LO 1. Grow seedlings TLE_AFHC10P
1.1 -Damage free V-IIa-j-2
1.2 -True-to-type 1.1. Procure and select good quality seeds
1.3 -Viable
1.4 -Free from mixture
1.5 -Free from seed-borne disease
1.6 Types of seed
1.7 Seed certification standard
2. Seed germination test 1.2. Conduct seed testing
1.1 Importance of Seed
Germination Test
1.2 Methods of Seed Germination
Test
2.1.1 Ragdoll Method
2.1.2 Petri Dish
2.1.3 Seed bed
2.1.4 Seedbox
2.3. Procedure in Seed
2.4. Germination Test following
the three methods:
2.4.1 Computing Percentage
2.4.2 Seed Germination
2.4.3 Safety precaution in
using chemicals
3. Composition of growing media 1.3. Identify and mix components and

3.1. Importance of proportion of different growing media
3.2. Growing Media
3.3. Characteristics of a Good
Growing Media
3.4. Composition of a Good
Growing Media
3.4.1 1 part garden soil
3.4.2 1 part Sieved sand
3.4.3 1 part Compost
3.4.4 1 part Sawdust/Ricehull
3.5. Procedure in proper mixing
growing media using the ratio
and proportion
4. Sterilization of growing media 1.4. Sterilize growing media
4.1. Importance of sterilizing the
growing media
4.2. Methods in sterilizing the
growing media
4.2.1 Heat Treatment
4.2.2 Chemical Treatment
4.3. Procedure in sterilizing the
growing media
5. Sowing Seeds 1.5. Sow seeds on tray compartments
5.1. Proper seed growing
techniques
5.2. Stages and seed germination
5.3. Amount depth of sowing seed
5.4. Importance of seed sowing
6. Pre-cultural Management Practices 1.6. Perform pre-cultural management
6.1. Irrigation system practices
6.2. Chemical to use in fertilizing
and controlling pests
6.3. IPM
6.4. Fert. Management (FPA)
6.5. Safety measures in spraying
chemicals
6.6. Calibration of sprayer
6.7. Plant pest, diseases, and
treatment
6.8. Vegetable production manual
6.9. Crop Protection
QUARTER 3
MODULE 3: TRANSPLANTING SEEDLINGS
1. Fertilizer application LO 1. Transplant seedlings TLE_AFHC10P
1.1. Importance of Fertilizer V-IIIa-j-3
Application 1.1. Apply fertilizers based on the result of
1.2. Types of Fertilizer soil analysis
1.3. Sources of Fertilizer
1.4. Methods of Fertilizer
Application
1.5. Time and frequency of fertilizer
application
1.6. Fertilizer computation
1.7. Fertilizer management safety
precaution
2. Mulching 1.2. Apply mulching materials
2.1. Importance of mulching
2.2. Kinds of Mulching materials
2.3. Polyethelene plastic film
2.4. Rice straw
2.5. Cut grasses
2.6. Procedure in Applying Mulch
2.7. Characteristics of mulches
3. Transplanting seedling 1.3. Transplant seedlings following the right
3.1. Distance and depth of planting recommendation
3.2. Characteristics of good quality
seeds
3.3. Procedures and
recommendation on
transplanting
4. Management of newly transplanted 1.4. Perform post-planting care on newly
seedlings techniques in: transplanted seedlings
4.1. Shading
4.2. Watering
QUARTER 4
MODULE 4: MAINTAINING GROWTH OF VEGETABLES
1. Soil cultivation LO 1. Maintain growth of vegetables TLE_AFHC10P
1.1. Importance of soil cultivation V-IVa-j-1
1.2. Appropriate tools and 1.1. Apply proper cultivation method for
methods to be used in soil particular crop
cultivation
1.3. Types of soil cultivation
2. Fertilizer application 1.2. Apply fertilizers and chemicals
2.1. Fertilizers and chemical
computation
2.2. Recommended rate data
2.3. Methods, time and kinds of
application
2.4. Factors to consider in
selecting chemicals to use
2.5. Knowledge in the proper
application of chemicals
2.7. FPA
3. Irrigation 1.3. Select and set-up right irrigation system
3.1. Importance of irrigation
3.2. Methods of Irrigation
3.2.1. Over head (mist, sprinkler)
3.2.2. Surface (Furrow, drip, sub
surface)
3.3. Safety precaution/measures
in proper use of tools and
equipment
3.3.1 Setting up drip irrigation

4. Pest control 1.4. Determine control measures on specific
4.1. IPM pests and diseases
4.2. Importance of control and
prevention measures
4.3. Methods of preventing and
controlling pests and diseases
4.4. List of pesticides and
chemicals to be used
4.5. Crop protection
4.6. Safety measures in spraying
chemicals
4.8. Plant pest and diseases
5. Importance of Replanting 1.5. Perform replanting in missing hills
6. Tools, Materials and Equipment LO 2. HARVESTING CROPS
needed in Harvesting
6.1. Different types of tools, 2.1. Prepare all tools, materials and
materials and equipment equipment needed
6.2. Parts and functions of specific
equipments and tools to be
used
6.3. Safety measures
6.4. Uses of different types of
tools and equipment
7. Harvesting vegetables crops based 2.2. Determine when to harvest based on
on maturity indices the maturity indices
7.1. Harvesting time
7.2. Maturity indices methods
7.3. Factors to consider in
determining matured
vegetable crops
8. Harvesting vegetable crops 2.3. Perform harvesting using appropriate
8.1. Time and methods of materials, tools and equipment
harvesting vegetable crops
8.2. Techniques and importance of

harvesting
8.3. Appropriate packing materials
8.4. Stages of maturity
GLOSSARY
board with holes for dropping seeds into the soil at given distances or for marking distances when sowing or transplanting in the field or
Planting board
plots.
Drainage system a system of watercourses or drains for carrying off excess water
Farm Tillage general tilling of the soil
Harrow a farm implement consisting of a heavy frame with sharp teeth or upright disks, used to break up and even off plowed ground.
Machine shed a small hut, light shelter for machine
Mechanical drier a machine for dehydrating by direct heat, drafts of hot air, centrifugal action
is used to label fertilizer based on the relative content of the chemical elements nitrogen(N), phosphorus (P), and potassium (K) that are
commonly used in fertilizers. The N value is the percentage of elemental nitrogen by weight in the fertilizer. The values for P and K
NPK
represent the amount of oxide in the form of P2O5 and K2O that would be present in the fertilizer if all the elemental phosphorus and
potassium were oxidized into these forms.
farm implement consisting of a heavy blade at the end of a beam, usually hitched to a draft team or motor vehicle and used for breaking
Plow
up soil and cutting furrows in preparation for sowing.
Pump house a house where pumps (e.g. to irrigate) are installed and operated
Seedbed a plot of land in which seeds or seedlings are grown before being transplanted; a bed of soil cultivated for planting seeds.
old-fashioned term for seedbed; a piece of ground in which seeds are sown to produce plants for transplanting; a piece of nursery-ground;
Seedplot
hence, figuratively, a nursery or hotbed.
is used to determine the level of nutrients found in a soil sample; is a comprehensive test that measures the level of nutrients in the soil.
Soil analysis
The analysis is used to assess the fertility of the soil and to determine ways to increase fertility levels.
is a practice which is designed to improve the condition of the soil prior to establishing crops or decorative plants. Cultivation is an
Soil cultivation
important step in gardening or farming which can determine whether or not plants will thrive.
GLOSSARY
Soil Sampling judging the quality of soil by collecting representative samples from different spots within a particular field
Soil testing Kit (STK) a kit that may be purchased for home testing of soil samples.
is radiant energy emitted by the sun from a nuclear fusion reaction that creates electromagnetic energy. The spectrum of solar radiation is
Solar radiation
close to that of a black body with a temperature of about 5800 K.
Staking a piece of wood or metal pointed at one end for driving into the ground as a marker, fence pole, or tent peg
Storage house a place where things are stored
Tillage is the agricultural preparation of soil by mechanical agitation of various types, such as digging, stirring, and overturning
Wildlife wild animals and vegetation, especially animals living in a natural, undomesticated state.
AGRI - FISHERY – ARTS - HORTICULTURE
CODE BOOK LEGEND
Sample: TLE_AFHC10PV-Ia-j-1
Specialization Horticulture TLE_AF
First Entry HC Environment and Marketing EM
10
Grade Level Grade 10 Use and Maintain Farm Tools and Equipment UT

Domain/Content/
Uppercase Letter/s
Component/ Topic
Produce Vegetables PV
-
Apply Safety Measures in Farm Operations OS
Roman Numeral
Quarter First Quarter I Preparing Farm Tools, Implements and Simple
PT
Equipment for Horticultural Farm Operations
Lowercase Letter/s
*Put a hyphen (-) in between Observing Safety Precautions in Horticultural
Week Week One to Ten a-j OH
letters to indicate more than a Farm Operations
specific week
Maintenance Activities of Farm Facilities AF
-
Interpret the result of Produce Vegetables PV
soil analysis
1
Fish Processing

AGRI – FISHERY - ARTS – FOOD (FISH) PROCESSING
Course Description:
This Module is an exploratory and introductory course which leads to Food (Fish) Processing National Certificate Level II (NC II). It covers four common competencies
that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) using and maintaining tools, equipment and paraphernalia; 2)
performing mensuration and calculation; 3) interpreting technical drawing and plans and; 4) applying food safety and sanitation.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODING

Introduction
1. Basic concepts in Food (Fish) Processing The learner demonstrates The learner independently 1. Explain basic concepts in Food (Fish)
2. Relevance of the course understanding of basic demonstrates common Processing
3. Career opportunities concepts, and underlying competencies in Food (Fish) 2. Discuss the relevance of the course
theories in Food (Fish) Processing as prescribed in the 3. Explore on opportunities for Food
Processing. TESDA Training Regulation. (Fish) Processing as a career

1. Assessment of Personal Entrepreneurial The learner demonstrates The learner recognizes his/her LO 1. Recognize Personal TLE_PECS7/8
Competencies and Skills (PECs) vis-à-vis understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and -00-1
a practicing entrepreneur/employee Personal Entrepreneurial Competencies and Skills (PECs) Skills (PECs) needed in Food Processing
1.1 Characteristics Competencies and Skills and prepares a list of PECs of a 1.1. Assess one’s PECs: characteristics,
1.2 Attributes (PECs). practitioner/entrepreneur in attributes, lifestyle, skills, traits
1.3 Lifestyle Food Processing. 1.2. Assess practitioner’s: characteristics,
1.4 Skills attributes, lifestyle, skills, traits
1.5 Traits 1.3. Compare one’s PECs with that of a
2. Analysis of one’s PECs practitioner /entrepreneur
1. Key concepts of Environment and The learner demonstrates The learner independently LO 1. Generate a business idea that TLE_EM7/8E
Market understanding of generates a business idea relates with a career choice in Food M-00-1
2. Products & services available in the environment and market based on the analysis of Processing
market that relates with a career environment and market in 1.1. Conduct SWOT analysis
3. Differentiation of products and choice in Food Processing. Food Processing. 1.2. Identify the different products/services
services available in the market
4. Customers and their buying habits 1.3. Compare different products/services in
5. Competition in the market computer hardware servicing business
6. SWOT Analysis 1.4. Determine the profile potential
K to 12 TLE Agri-Fishery Arts – Food (Fish Processing) Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 19
customers
competitors
1.6. Generate potential business idea based
on the SWOT analysis
LESSON 1: USE AND MAINTAIN FOOD PROCESSING TOOLS, EQUIPMENT AND UTENSILS (UT)
1. Food (fish) processing tools, equipment The learner demonstrates The learner uses and maintain LO 1. Select tools, equipment, utensils TLE_AFFP7/8
and instruments understanding of uses and appropriate food (fish) and instruments UT- 0a-1
2. Faults and defects of tools, equipment maintenance of food (fish) processing tools, equipment, 1.1. Select tools, equipment, utensils and
and instruments in food (fish) processing tools, instruments and utensils and instruments according to food (fish)
processing equipment, instruments reports accordingly upon processing method
3. Reporting defective tools, equipment and utensils in food (fish) discovery of defect/s. 1.2. Explain the defects in tools,
and utensils processing. equipment, utensils and instrument
1.3. Follow procedures in reporting
defective tools, equipment, utensils
and instruments
4. Standard measuring devices and LO 2. Use tools, equipment, TLE_AFFP7/8
instruments instruments and utensils by following UT-0b-2
5. Sanitizing tools, equipment, the standard procedures
instruments, and utensils 2.1. Interpret a food processing procedure
6. Calibration of measuring devices and 2.2. Apply standard procedures in using
instruments tools, equipment, instruments, and
7. Selection of food (fish) processing tools, utensils
equipment, instruments and utensils 2.3. Calibrate tools, equipment instruments
and utensils
2.4. Follow procedures in sanitizing tools,
equipment, instruments and utensils
2.5. Use tools, equipment, instruments, and
utensils according to job requirements
and manufacture’s specification
8. Storing tools, equipment, instruments LO 3. Perform post-operation activities TLE_AFFP7/8
and utensils 3.1. Apply procedures in switching UT-0c-3
9. Minor preventive machine maintenance off/plugging off food (fish) processing
10. Disposal of defective tools, equipment, tools, equipment, instruments and
instruments and utensils utensils
3.2. Follow steps in cleaning and sanitizing
tools, equipment, instruments and
tools before storing
3.3. Perform minor preventive machine
maintenance
3.4. Explain the proper disposal of defective
tools, equipment, instruments and
utensils
1. Weights and measurements The learner demonstrates The learner performs basic LO 1. Tabulate the recorded data TLE_AFFP7/8
1.1 Gravimetric understanding of basic measurements and calculation relevant to production of processed MC-0d-1
1.2 Volumetric measurements and that relate with weight and food
1.3 Lengths, diameter, widths calculation. measurements. 1.1. Record weights and measurements of
1.4 Seam measurements raw materials and ingredients
2. Hotness/coldness temperature 1.2. Summarize/sum up recorded weights
and measurements of processed
products
1.3. Perform how a seam is measured
3. Basic mathematical skills in computing The learner demonstrates The learner performs basic LO 2. Review various formulations TLE_AFFP7/8
3.1. Ingredients formulation understanding of basic mathematical skills that relate 2.1. Check raw materials, ingredients and MC-0d-2
3.2. Percentage formulation mathematical skills that with weight and measurements. percentage formulations according to
3.3. Conversions: ratios and proportions relate with estimation and approved specifications and enterprise
basic calculation. requirements
2.2. Re-check percentage formulations of
finished products according to
approved specifications and enterprise
requirements
4. Spoilage and rejects The learner demonstrates The learner exhibits basic LO 3. Calculate the production inputs TLE_AFFP7/8
5. Recoveries and yields understanding of basic mathematical skills that relate and output MC-0e-3
mathematical skills that with computation of percentage 3.1. Compute for the percentage
relate with spoilage, of spoilage, rejects and equivalents of actual spoilage and
rejects and the percentage recovery of yields. rejects
of recovery of yields. 3.2. Calculate the percentage of actual
yields and recoveries according to
enterprise requirements
3.3. Record calculated data according to
enterprise requirements
6. Basic mathematical computation of The learner demonstrates The learner computes for LO 4. Compute for the costs of TLE_AFFP7/8
production costs understanding of basic production costs and performs production MC-0e-4
6.1. Ingredients formulations computation of production simple record keeping. 4.1. Follow the standard procedures in
6.2. Percentage formulations costs and simple record computing for production costs
6.3. Conversions keeping. 4.2. Validate the computed costs of
6.4. Ratios and proportion production according to enterprise
6.5. Spoilage and rejects production requirements
6.6. Percentage of recoveries and rejects
6.7. Simple record keeping
1. Fish processing activities The learner demonstrates The learner interprets plans and LO 1. Interpret a layout plan TLE_AFFP7/8
2. Layout of fish processing area understanding of drawings that relate with basic 1.1. Explain the meanings of signs and ID-0f-1
3. Signs and symbols in layout plan interpreting plans and fish processing activities. symbol used in lay outing plan for fish
drawings that relate with processing activity
basic fish processing 1.2. Interpret layout plan for fish
activities. processing area according to standard
set
4. Packaging fish products The learner demonstrates The learner creates an LO 2. Perform outer packaging TLE_AFFP7/8
5. Designing packaging materials understanding of basic acceptable packaging for fish procedures ID-0f-2
6. Labels and symbols used in packaging principles of design, labels products. 2.1. Design packaging materials for fish
and symbols used in products
packaging fish products. 2.2. Label packaged fish products according
to quality control standards
LESSON 4: APPLY FOOD SAFETY AND SANITATION (OS)
1. GMP requirements on personal hygiene The learner demonstrates The learner observes basic LO 1. Observe personal hygiene and TLE_AFFP7/8
2. Personal protective equipment understanding of basic principles and rules to be good grooming OS-0g-1
3. Workplace health and safety principles and rules to be observed to ensure food safety 1.1. Explain the importance of good
requirements observed to ensure food and sanitation when he/she grooming in a workplace
4. Good grooming safety and sanitation when packages fish products. 1.2. Follow the procedures in cleaning,
5. Sanitizing PPE he/she packages fish checking and sanitizing personal
products. protective equipment
6. Safety measures and practices LO 2. Implement food safety practices TLE_AFFP7/8
7. First aid 2.1. Discuss the sanitary practices in food OS-0g-2
8. Practices in manufacturing good food safety
9. TQM 2.2. Explain the importance of cleanliness
10. Codes and regulations and sanitation in a workplace
2.3. Observe practices in manufacturing
good food
2.4. Perform first aid according to
workplace standard and operating
procedures
11. HACCP LO 3. Conduct work in accordance with TLE_AFFP7/8
12. Waste disposal environmental policies and procedures OS-0h-3
13. Environmental protection 3.1. Explain the importance of
14. Monitoring practices implementing the HACCP plan
15. Record keeping procedures 3.2. Discuss how a sound monitoring
practices is done
3.3. Develop a plan to document and
monitor corrective actions on
environmental protection
16. Environmental hazards LO 4. Participate in improving TLE_AFFP7/8
17. Prevention and control of environmental environmental practices at work OS-0i-j-4
risks 4.1. Explain environmental hazards
18. Disaster preparedness and identification 4.2. Discuss how environmental risks,
19. Risk assessment and control options hazards and incidents can be
20. Identifying and responding to hazards prevented and controlled
21. Investigating incidents 4.3. Plan ways in managing ad utilizing
22. Management and utilization of resources in the environment
environmental resources 4.4. Suggest ways to avoid wastage
23. Practices on resource utilization and 4.5. Observe rehabilitation procedures
wastage
24. Handling hazardous waste
25. Rehabilitation procedures
AGRI-FISHERY ARTS - FOOD (FISH) PROCESSING
Course Description:
This a course which leads to the specialization on Food (Fish) Processing National Certificate (NC I), it covers (4) four of the (7) seven core competencies that a Grade 9
Technology and Livelihood Education (TLE) student ought to poses, namely: 1) implement sampling procedure; 2) inspect and sort materials and products; 3) dispense non-
bulk ingredients; and 4) prepare raw and packaging materials and supplies for processing;

Introduction
1. Basic concepts in Food (Fish) Processing The learner demonstrates The learners independently 1. Explain basic concepts food (fish)
2. Relevance of the course understanding of basic develop the skills in food processing
3. Career opportunities concepts and underlying processing and demonstrate the 2. Discuss the relevance of the course
theories in food (fish) core competencies in food 3. Explain on opportunities for food (fish)
processing. processing prescribed in TESDA processing as a career
Training Regulation.
1. Assessment of Personal Competencies The learner demonstrates The learner recognizes his/her LO 1. Recognize Personal TLE_PECS9-
and Skills (PECs) vis-à-vis a practicing understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and 00-1
entrepreneur/ employee in Personal Competencies Competencies and Skills (PECSs) Skills (PECSs) needed in Food
locality/town. and Skills (PECs) in Food and prepares an activity plan Processing
1.1 Characteristics Processing that aligns with that of a 1.1. Assess one’s PECSs: characteristics,
1.2 Attributes practitioner/entrepreneur in attributes, lifestyle, skills, traits
1.3 Lifestyle Food Processing 1.2. Assess practitioner’s: characteristics,
1.4 Skills attributes, lifestyle, skills, traits
1.5 Traits 1.3. Compare one’s PECSS with that of a
2. Analysis of PECs in relation to a practitioner /entrepreneur
practitioner 1.4. Align one’s PECSS with that of a
3. Align, strengthen and develop ones practitioner/entrepreneur
PECs based on the results
Market (Town) The learner demonstrates The learner independently LO 1. Recognize and understand the TLE_EM9-
1. Key concepts of Market understanding of creates a business vicinity map market in Food Processing 00-1
2. Players in the Market (Competitors) environment and market reflective of potential Food 1.1. Identify the players/ competitors
3. Products & services available in the in Food Processing in Processing market within the within the town
market one’s town/municipality. locality/town. 1.2. Identify the different
products/services available in the
market
Market (Customer) LO 2. Recognize the potential TLE_EM9-
4. Key concepts of Identifying and customer/market in Food Processing 00-2
Understanding the Consumer 2.1. Identify the profile of potential
5. Consumer Analysis through: customers
5.1. Observation 2.2. Identify the customer’s needs and
5.2. Interviews wants through consumer analysis
5.3. FGD 2.3. Conduct consumer/market analysis
5.4. Survey
6. Generating Business Idea LO 3. Create new business ideas in TLE_EM9-
6.1. Key concepts of Generating Food Processing business by using 00-3
Business Ideas various techniques
6.2. Knowledge & Skills, Passions, 3.1. Explore ways of generating business
Interests idea from ones’ own
6.3. new application characteristics/attributes
6.4. Irritants 3.2. Generate business ideas using product
6.5. Striking ideas (new concept) innovation from irritants, trends and
7. Serendipity Walk emerging needs
3.3. Generate business ideas using
Serendipity Walk
LESSON 1: IMPLEMENT SAMPLING PROCEDURES (SA) (Note: Research components should be included in all activities)
1. Sampling requirements The learner demonstrates The learner demonstrates LO 1. Prepare for sampling TLE_AFFP9S
2. Types of samples understanding on independently the given 1.1. Identify sampling requirements in A-Ia-c-1
3. Sampling plan implementing or procedures of implementing or accordance with sampling plan
4. Basic sampling principles, with emphasis employing sampling employing sampling procedures. 1.2. Prepare sampling equipment container
on sampling which is random and procedures. and labels according to sampling
representative of the lot requirements
5. Sampling techniques
6. Basic characteristics of samples to be
handled
7. Preparation of requirements for samples
8. Awareness of Codes or Regulations such
as HACCP and GMP
9. Preparing sampling tools and equipment
10. Using PPE
11. Applying basic sampling principles, with LO 2. Collect samples TLE_AFFP9S
emphasis on sampling which is random 2.1. Collect and transfer samples under A-Id-j-2
and representative of the lot controlled condition
12. Sampling plan, procedures and 2.2. Handle samples to preserve them and
techniques the source integrity according to
13. Collecting, handling and preparing sampling requirement and OHS
samples requirements
14. Using sampling materials, tools and 2.3. Identify and report defects or
equipment abnormalities in source material and/or
15. Recording sample information sample according to workplace
16. Sample information requirements
17. Basic characteristics of samples to be 2.4. Record sample information according
handled to workplace procedures
18. Following work procedures 2.5. Clean and maintain the workplace
19. Reporting defected samples according to workplace standards
20. Handling, preservation and storage
requirements for samples
21. Maintaining clean and safe workplace
22. Practicing 5S and 3Rs principles
as HACCP and GMP
24. Using PPE
LESSON 2: INSPECT AND SORT RAW MATERIALS AND PRODUCT (IS) (Note: Research components should be included in all activities)
1. Preparation of tools for inspection and The learner demonstrates The learner demonstrates LO 1. Prepare equipment and tools
sorting understanding inspecting independently the given 1.1. Prepare equipment and tools for TLE_AFFP9I
2. Checking, cleaning and sanitation of and sorting raw materials procedures on inspecting and inspection and sorting in accordance S-IIa-c-1
equipment and tools. and product to be used. sorting raw materials to be used. with manufacturer’s specifications and
3. Preparation of office materials/supplies workplace requirements
and equipment. 1.2. Check, clean and sanitize equipment
4. Cleaning and sanitation procedures and tools are in accordance with
5. Food safety principles and practices manufacturer’s specifications and
6. Awareness of Codes or Regulations such workplace requirements
as Hazard Analysis Critical Control Point 1.3. Prepare office equipment and
(HACCP) and Good Manufacturing materials/supplies needed in
Practice (GMP) accordance with approved
specifications
7. Types of raw materials and product LO 2. Inspect and sort the materials TLE_AFFP9I
8. Procedures and techniques inspection and product S-IId-h-2
and sorting of raw materials or products 2.1. Receive and handle raw materials and
9. Operating equipment product according to standard
10. Grading of raw materials or products operating procedures
11. Defects of raw materials 2.2. Conduct inspection and sorting
12. Defects of semi-processed/finished according to required specifications,
products OHS requirements and workplace
13. Physical properties for sorting food procedures
14. OHS requirements 2.3. Undertake grading undertaken, as
15. Manufacturer’s requirements necessary, according to raw material
16. Workplace requirements or product requirements
17. Record and report making 2.4. Inspect raw materials and products
for visible signs of defects according
to set processing and purchasing
specifications
2.5. Sort raw materials and products in
accordance with physical property
specifications
2.6. Weigh and keep inspected and sorted
raw materials and products a in
accordance with standard operating
procedures
2.7. Report rejected/sub-standard raw
materials and products are to
appropriate person and/or disposed
according to organizational guidelines
18. Cleaning and storing equipment and LO 3. Complete inspection and sorting TLE_AFFP9I
tools after use activity S-IIi-j-3
19. 5S principle 3.1. Clean and keep equipment and tools
20. Proper waste disposal according to manufacturers’
21. Recycling/by-product utilization (3Rs specifications and workplace
principles) procedures
22. Environmental protection and concerns 3.2. Complete and report records
23. OHS requirements according to workplace procedures
24. Manufacturer’s requirements
25. Workplace requirements
26. Completing record and report
LESSON 3: DISPENSE NON-BULK INGREDIENTS (NB) (Note: Research components should be included in all activities)
1. Preparing materials and equipment for The learner demonstrates The learner demonstrates LO 1. Prepare to dispense ingredients TLE_AFFP9
dispensing understanding on independently the given method 1.1. Inspect materials to confirm type, NB-IIIa-e-1
2. Inspection of materials (Non-bulk dispensing non-bulk of dispensing non-bulk quality clearance, quantities and
ingredients / additives) ingredients. ingredients. identify any obvious contamination or
3. Types of non-bulk ingredients / additives non-conformance with workplace
4. Workplace requirements requirements
5. Contamination and food safety issues 1.2. Select appropriate
related to dispensing measuring/dispensing and weighing
6. Selection of appropriate equipment according to dispensing
measuring/dispensing equipment) requirements
7. Purpose and basic principles of the 1.3. Confirm availability of containers/bags
dispensing process and labels according to dispensing
8. Quality characteristics and related requirements
handling requirements of materials 1.4. Carry out pre-start checks according to
9. Ensuring availability of containers/bags manufacturer’s specifications and
and labels workplace procedures
10. Pre-start checks 1.5. Use appropriate personal protective
11. Manufacturer’s specifications equipment (PPE) according to
12. Personal protective equipment (PPE) workplace procedures and occupational
13. OHS requirements health and safety (OHS) requirements
14. Measuring and/or weighing ingredients LO 2. Measure and/or weigh TLE_AFFP9
15. Dispensing ingredients ingredients NB -IIIf-j-2
16. Purpose and basic principles of the 2.1. Weigh /measure non-bulk ingredients
dispensing process and additives according to production
17. Monitoring measuring/dispensing requirements
equipment 2.2. Label dispensed ingredients according
18. Operating and maintaining the to workplace procedures
measuring/ dispensing equipment 2.3. Monitor accurate of
19. Following work procedures measuring/dispensing equipment to
20. Corrective action implementation identify variation in operating
21. Basic operating principles of equipment conditions according to production
22. Typical equipment malfunctions and requirements
related causes 2.4. Report identify variation in equipment
23. Contamination and food safety issues operation maintenance requirements
related to dispensing according to workplace reporting
24. Quality characteristics and related requirements
handling requirements of materials 2.5. Maintain workplace according to
25. Maintaining of workplace housekeeping standards
26. Workplace requirements (housekeeping
standards, 5S Principles, etc.)
27. Manufacturer’s specifications
28. OHS hazards and controls
29. Using appropriate Personal protective
equipment (PPE)
30. Cleaning and sanitizing of dispensing LO 3. Complete the dispensing process TLE_AFFP9
equipment 3.1. Clean dispensing equipment according NB -IVa-b-3
31. Maintaining and storage of dispensing to manufacturer’s specifications and
equipment workplace procedures
32. Identifying and reporting unacceptable 3.2. Identify maintenance requirements and
equipment/utensils unacceptable equipment/utensil
33. Following work procedures conditions according to workplace
34. Completing records and reports procedures
3.3. Report on the unacceptable
equipment/utensil according to
workplace procedures
3.4. Records are completed according to
workplace procedures
LESSON 4: PREPARE RAW AND PACKAGING MATERIALS AND SUPPLIES FOR PROCESSING (PR) (Note: Research components should be included in all activities)
1. Types raw materials and processing The learner demonstrates The learner demonstrates LO 1. Select raw and packaging TLE_AFFP9P
supplies understanding of independently the given materials and supplies for processing. R-IVc-f-1
2. Types of packaging materials preparing raw and procedures in preparing raw and 1.1. Confirm raw and packaging materials
3. Required specification packaging materials for packaging materials for food and supplies for food processing and
4. Selecting raw materials food processing. processing. their availability according to
5. Confirming raw/packaging materials and production requirements
supplies and their availability 1.2. Receive and handle raw and packaging
6. Receiving and handling raw/packaging materials and supplies for food
materials and supplies processing according to workplace and
7. Placing in the receiving the OHS requirements
raw/packaging materials and supplies 1.3. Place raw and packaging materials and
8. Production requirements supplies for food processing in the
9. OHS requirements receiving bin according to required
specifications
10. Principles and procedures for preparing LO 2. Prepare raw and packaging
raw materials materials and supplies TLE_AFFP9P
11. Proper handling of raw and packaging 2.1. Wash or clean materials according to R-IVg-j-2
materials and supplies required specifications.
12. Identification and proper use of 2.2. Prepare raw and packaging materials
cleaning/washing equipment, implements and supplies according to
and utilities specifications
13. Proper cleaning and/or washing 2.3. Complete records according to
procedure workplace requirements
14. Food safety principles and practices
15. Recording and reporting procedures
16. 5S principle
17. Proper waste disposal (3Rs principle)
18. Environmental protection and concerns
as HACCP and GMP
20. OHS requirements
21. Using PPE
AGRI-FISHERY ARTS - FOOD (FISH) PROCESSING
Prerequisite: Grade 9 Fish Processing
Course Description:
This a course which leads to the specialization on Food (Fish) Processing National Certificate (NC I), it covers the remaining (3) three of the (7) seven core competencies
that a Grade 10 Technology and Livelihood Education (TLE) student ought to poses, namely: 1) operate basic equipment; 2) clean and sanitize equipment for processing
packaging area; and 3) load and unload raw materials, product and supplies.

Introduction
1. Basic concepts in Food (Fish) The learner demonstrates The learners independently 1. Explain basic concepts food (fish)
Processing understanding of basic develop the skills in food processing
2. Relevance of the course concepts and underlying processing and demonstrate 2. Discuss the relevance of the course
3. Career opportunities theories in food (fish) the core competencies in food 3. Explain on opportunities for food (fish)
processing. processing prescribed in processing as a career
TESDA Training Regulation.
1. Assessment of Personal Competencies The learner demonstrates The learner independently LO 1. Develop and strengthen personal TLE_PECS10
and Skills (PECs) vis-à-vis a practicing understanding of one’s creates a plan of action that competencies and skills (PECs) needed -00-1
entrepreneur/employee in a province. Personal Competencies strengthens/ further develops Food Processing
1.1. Characteristics and Skills (PECs) in Food one’s PECs in Food Processing. 1.1. Identify areas for improvement,
1.2. Attributes Processing. development and growth
1.3. Lifestyle 1.2. Align one’s PECs according to his/her
1.4. Skills business/career choice
1.5. Traits 1.3. Create a plan of action that ensures
2. Analysis of PECs in relation to a success of his/her business/career
practitioner choice
3. Strengthening and further development
of ones PECs
1. Product Development The learner demonstrates The learner independently LO 1. Develop a product/service in Food TLE_EM10-
2. Key concepts of developing a product understanding of creates a business vicinity map Processing III0-1
3. Finding Value environment and market reflective of potential Food 1.1. Identify what is of “Value” to the
4. Innovation in Food Processing in one’s Processing market within the customer
4.1. Unique Selling town/municipality. locality/town. 1.2. Identify the customer to sell to
4.2. Proposition (USP) 1.3. Explain what makes a product unique
and competitive
1.4. Apply creativity and Innovative
product
1.5. Employ a Unique Selling Proposition
5. Selecting Business Idea LO 2. Select a business idea based on TLE_EM10-
6. Key concepts of Selecting a: the criteria and techniques set III0-2
6.1. Business Idea 2.1. Enumerate various criteria and steps in
6.2. Criteria selecting a business idea
6.3. Techniques 2.2. Apply the criteria/steps in selecting a
viable business idea
2.3. Determine a business idea based on the
7. Branding LO 3. Develop a brand for the product TLE_EM10-
3.1. Identify the benefits of having a good IV0-3
brand
3.2. Enumerate recognizable brands in the
town/province
brand
3.4. Generate a clear appealing product
brand
LESSON 5: OPERATE EQUIPMENT (OE) (Note: Research components should be included in all activities)
1. Types, characteristics and functions of The learner demonstrates The learner demonstrates LO 1. Select and prepare equipment for TLE_AFFP10
basic equipment understanding in operating independently the given use OE-Ia-e-1
2. Selection and preparation of equipment appropriate equipment for procedures in basic operation 1.1. Identify and access basic
for use food (fish) processing. of equipment needed in food machine/equipment required to
3. Pre-operational checks and procedures (fish) processing including complete tasks in accordance with
4. Identifying and reporting faulty and recognition of functional and assignment instructions and workplace
damaged machine/equipment quality equipment and its requirements
5. Identifying required training for maintenance following specific 1.2. Carry out routine pre-operational checks
equipment operation procedures and instructions. according to manufacturers’
6. Notifying and reporting appropriate specifications and workplace procedures
persons 1.3. Identify and report faulty and damaged
7. Apply safe workplace practices and machine/equipment according to
procedures workplace procedures
8. Using personal protective equipment 1.4. Identify and notify appropriate
(PPE) person(s) on any training required to
9. OHS requirements operate machine/ equipment according
to supplier and workplace requirements
10. Use of appropriate PPE LO 2. Operate equipment TLE_AFFP10
11. Practicing OHS 2.1. Select, use and maintain suitable OE-If-j-IIa-
12. Following manufacturer’s specification personal protective equipment in e-2
13. Operating machine/equipment accordance with occupational health
14. Identifying and reporting out-of- and safety (OHS) requirements, and
specification product, process and manufacturers’ specifications
equipment performance. 2.2. Operate machine/equipment in a safe
15. Workplace procedures and controlled manner in accordance
with OHS requirements and
2.3. Identify and report out-of-specification
product, process and equipment
performance according to workplace
procedures
16. Shutting-down machine/equipment LO 3. Maintain equipment and resources TLE_AFFP10
17. Locate emergency stop functions on 3.1. Shut down machine/equipment OE-IIf-j-3
equipment according to workplace procedures and
18. Routine maintenance procedures manufacturers’ specifications
19. Cleaning and sanitation procedures for 3.2. Clean and maintain work area in
work area and equipment accordance with workplace
20. Security and storage of equipment and requirements
materials 3.3. Clean, maintain and store tools and
21. Lock out and tag out procedures machine/ equipment in accordance with
22. Safe workplace procedures workplace requirements and
23. Emergency procedures manufacturers’ specifications
24. Reporting faulty or damaged 3.4. Report faulty or damaged
machine/equipment machine/equipment for repair or
25. Manage wastes (reduce, reuse and replacement in accordance with
recycle 3Rs) workplace procedures
26. Reporting and documentation 3.5. Manage wastes generated according to
requirements and processes workplace procedures and 3R principle
27. Relevant legislative provisions including 3.6. Complete and maintain records and
OHS requirements reports in accordance with industry,
28. Awareness of Codes or Regulations such legislative and workplace requirements
as HACCP and GMP
29. Apply safe workplace practices and
procedures
30. Use of appropriate PPE
LESSON 6: CLEAN AND SANITIZE EQUIPMENT AND PROCESSING/PACKAGING AREA (CS) (Note: Research components should be included in all activities)
1. Preparing for cleaning equipment and The learner demonstrates The learner independently LO 1. Prepare for cleaning TLE_AFFP10
processing/packaging area understanding of cleaning demonstrates the given 1.1. Identify cleaning/ sanitizing supplies CS-IIIa-e-1
2. Preparing supplies, materials and utilities and sanitizing the procedures in cleaning and and materials, and utilities
for cleaning and sanitation equipment and work areas sanitizing the food processing 1.2. Confirm availability of
3. Purpose and basic principles of cleaning which include the food equipment and packaging cleaning/sanitizing supplies and
and sanitation processing and packaging areas. materials, and utilities according to
4. Consequences of contamination of areas cleaning and sanitizing requirements
process flows by cleaning solutions and 1.3. Prepare mixture of sanitizing solutions,
related safeguards as necessary, according to workplace
5. Cleaning and sanitation requirements for requirements and application
equipment and processing/packaging 1.4. Clear equipment and
area processing/packaging area in
6. Methods used to render equipment and preparation for cleaning according to
processing/packaging area safe to clean workplace requirements and
and sanitize manufacturer’s specifications.
7. Characteristics and functions of cleaning 1.5. Render safe to clean the
and sanitizing chemicals, including processing/packaging area according to
proper handling, use and storage workplace procedures and
8. Purpose and limitations of protective manufacturer’s specifications
clothing and equipment
9. Practicing OHS
10. Regulatory/ Legislative requirements
11. Using PPE
12. Cleaning and sanitizing equipment and LO 2. Clean and sanitize equipment and TLE_AFFP10
processing/packaging area processing / packaging area to meet CS-IIIf-j-2
13. Inspecting equipment and workplace requirements.
processing/packaging area 2.1. Clean and sanitize equipment and
14. Identifying and reporting unacceptable processing/packaging area according to
equipment and processing/packaging workplace procedures, OHS
area requirements, and manufacturer’s
15. Storing cleaning equipment and specifications
chemicals 2.2. Inspect equipment and
16. Proper disposal of waste from cleaning processing/packaging area according to
process required operating conditions and
17. Restoring equipment and cleanliness
processing/packaging area to operating 2.3. Identify and report unacceptable
order equipment and processing/ packaging
18. Completing records area conditions according to workplace
19. Regulatory/legislative requirements procedures
20. Workplace requirements 2.4. Store cleaning equipment and chemicals
21. OHS requirements according to workplace procedure
22. Manufacturer’s specifications 2.5. Dispose waste from cleaning process
according to workplace and OHS
requirements, and regulatory/legislative
requirements
2.6. Restore equipment and
processing/packaging area to operating
order according to workplace
procedures
2.7. Complete records in line with workplace
requirements
LESSON 7: LOAD AND UNLOAD RAW MATERIALS, PRODUCTS AND SUPPLIES (LD) (Note: Research components should be included in all activities)
1. Selection of loading and unloading The learner demonstrates The learner demonstrates LO 1. Load and unload raw materials, TLE_AFFP10
procedures understanding of proper independently the given products and supplies. LD-IVa-e-1
2. Basic principles and procedures for procedure in loading and procedures in loading and 1.1. Select loading and unloading procedures
loading and unloading unloading of raw unloading raw materials, according to workplace and OHS
3. Identifying dangerous or hazardous raw materials, products and products and supplies in food requirements
materials, products and/or supplies supplies in food (fish) (fish) processing in accordance 1.2. Identify and handle dangerous or
4. Identifying raw materials, products processing. with workplace requirement. hazardous raw materials, products
and/or supplies requiring special and/or supplies in accordance with
handling and/or documentation OHS, regulatory and legislative
5. Packing and unpacking raw materials, requirements
products and/or supplies 1.3. Identify raw materials, products and/or
6. Loading raw materials, products and/or supplies requiring special handling.
supplies 1.4. Follow special handling procedures
7. Selection and using of lifting aids and according to workplace requirements
appliances 1.5. Pack and unpack raw materials,
8. Unloading activities products and/or supplies according to
9. Identifying and controlling hazards and workplace requirements
risks 1.6. Load raw materials, products and/or
10. Material loading regulations supplies in accordance with relevant
11. Workplace procedures material loading regulations and
12. OHS requirements workplace procedures
13. Regulatory and legislative requirements 1.7. Select and use lifting aids and
appliances according to loading
procedures in compliance with
workplace requirements and legislation
1.8. Conduct unloading activities safely and
efficiently according to workplace
requirements
1.9. Identify and control hazards and risks
according to OHS and workplace
requirements.
1.10. Implement controls according to OHS
and workplace requirements.
14. Proper distribution of load LO 2. Secure and protect load TLE_AFFP10
15. Methods of securing and protecting 2.1. Check load distribution to ensure that it is LD-IVf-h-2
load even, legal and within the working
16. Warehouse plan/Site layout and capacity according to workplace
obstacles procedures
17. Workplace operating procedures 2.2. Check load to ensure that dangerous
18. Hazard and risk identification and goods and hazardous substances are
control appropriately segregated in accordance
19. Material loading regulations with regulatory and workplace
20. Workplace procedures requirements
21. OHS requirements 2.3. Secure load using the correct load
22. Regulatory and legislative requirements restraint and protection equipment,
23. PPE protective/safety gadgets carrying and garage conditions according
24. Awareness of Codes or regulations to workplace and OHS requirements
such as HACCP and GMP 2.4. Protect the load in accordance with legal
and workplace safety requirements
25. Selection and checking of raw LO 3. Complete documentation
materials, products and/or supplies 3.1. Select and check raw materials, products TLE_AFFP10
inclusive of travel documents and and/or supplies for ability to travel in LD-IVi-j-3
permits accordance with relevant
26. Completing relevant records regulations/permit requirements
27. Legislative requirements 3.2. Complete all required records in
28. Workplace requirements accordance with legislative and
workplace requirements
AGRI-FISHERY ARTS – FOOD (FISH) PROCESSING
CODE BOOK LEGEND
Sample: TLE_AFFP10LD-IVf-h-2
Strand/ Subject or Education Agri-Fishery TLE_AF
First Entry Specialization Food (Fish) Processing FP Environment and Marketing EM
10
Grade Level Grade10 Use and Maintain Farm Processing Tools,
UT
Equipment and Utensils
Load and unload raw
Domain/Content/
Uppercase Letter/s
Component/ Topic
materials, products and LD Perform Estimation and Basic Calculation MC
supplies
-
Roman Numeral Apply Food Safety and Sanitation OS
Implement Sampling Procedures SA
Lowercase Letter/s
*Put a hyphen (-) in between Inspect and Sort Raw Materials and Product IS
Week Week six to eight f-h
specific week Dispense Non-bulk Ingredients NB
-
Prepare Raw and Packaging Materials and
PR
Supplies for Processing
Arabic Number Competency Secure and protect load 2
Operate Equipment OE
Clean and Sanitize Equipment and
CS
Processing/Packaging Area
Load and Unload Raw Materials, Products and
LD
Supplies
Industrial Arts
Automotive Servicing
Carpentry
Consumer Electronics Servicing
Electrical Installation and Maintenance
Plumbing
Refrigeration and Airconditioning
Shielded Metal Arc Welding
Masonry
INDUSTRIAL ARTS CURRICULUM MAP
1 *Automotive Servicing (NC I)
2 *Carpentry (NC II)
3 *Consumer Electronics Servicing (NC II)
4 EXPLORATORY *Electrical Installation & Maintenance (NC II)

COVERING
5
COMMON **Plumbing (NC I) **Plumbing (NC II)
6
COMPETENCIES
7 *Refrigeration & Airconditioning (NC II)
8 **Shielded Metal Arc Welding **Shielded Metal Arc Welding
9 (NC I) (NC II)
10
**Masonry (NC II) **Tile Setting (NC II)
11
* Students must complete four years to take the NC Exam.

** Students must complete two years to take the NC Exam.
K to 12 Industrial Arts Curriculum Map December 2013

Automotive Servicing

INDUSTRIAL ARTS – AUTOMOTIVE SERVICING
Grade 7/Grade 8 (Exploratory)
Course Description:
This is an exploratory and introductory course which leads to Automotive Servicing National Certificate Level I (NCI). It covers four common competencies that the Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (1) using tools, equipment and paraphernalia; 2) performing mensuration and calculation;
3) practicing Occupational Health and Safety (OHS) procedures and; 4) interpreting technical drawing and plans.
The preliminaries of this exploratory course include the following: (1) relevance of the course, (2) key concepts relative to the course, and (3) exploration of career
opportunities.

Introduction
1. Basic concepts in The learner demonstrates an The learner independently 1. Explain basic concepts in
Automotive Servicing understanding of basic demonstrates an common automotive servicing.
2. Relevance of the course concepts and underlying competencies in automotive 2. Discuss the relevance of the course.
3. Career opportunities theories in automotive servicing as prescribed by TESDA 3. Explore career opportunities in
servicing. Training Regulations. automotive servicing.
Entrepreneurial understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in automotive
(PeCS) vis-à-vis PeCS of a Competencies and Skills and prepares a list of PeCS of a servicing
practicing (PeCS). practitioner/entrepreneur in 1.1 Assess one’s PeCS: characteristics,
entrepreneur/employee automotive servicing. attributes, lifestyle, skills, traits
1.1 Characteristics 1.2 Assess practitioner’s PeCS:
1.2 Attributes characteristics, attributes, lifestyle,
1.3 Lifestyle skills, traits
1.4 Skills 1.3 Compare one’s PeCS with those of a
1.5 Traits practitioner/entrepreneur
2. Analysis of one’s PeCS
K to 12 TLE Industrial Arts – Automotive Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 19
1. Key concepts of The learner demonstrates an The learner independently LO 1. Generate a business idea that TLE_ 7/8EM-00-1
Environment and Market understanding of the generates a business idea based relates with a career choice in
2. Products & services concepts of environment and on the analysis of the automotive servicing
available in the market market and how they relate environment and the market in 1.1 Conduct SWOT analysis
3. Differentiation of products with a career choice in automotive servicing. 1.2 Identify the different
and services automotive servicing. products/services available in the
4. Customers and their market
buying habits 1.3 Compare different products/services
5. Competition in the market in automotive servicing
6. SWOT Analysis 1.4 Determine the profile of potential
customers
1.5 Determine the profile of potential
competitors
1.6 Generate potential business ideas
LESSON 1: USE BASIC HAND TOOLS AND EQUIPMENT (UT)
1. Automotive hand tools and The learner demonstrates an The learner independently uses LO 1.1 Select hand tools and TLE_IAAS7/8UT-0a-1.1
equipment understanding of the hand tools appropriate to the equipment
operational concept and requirements of the task. 1.1.1 Identify unsafe or defective tools
principles in: and mark for repair according to
1. Selecting hand tools procedure
2. Identifying serviceable
and defective hand tools
LO1.2 Classify hand tools and TLE_IAAS7/8UT-0a-1.2
equipment
3. Using hand tools LO 2. Use hand tools and equipment TLE_IAAS7/8UT-0a-2

4. Performing the task 2.1 Use hand tools to produce the
desired outcomes based on job
specifications
2. Maintenance of hand tools 5. Maintaining hand tools LO 3. Maintain hand tools and TLE_IAAS7/8UT-0b-3
and equipment and equipment equipment
2.2 Cleaning 3.1 Undertake routine maintenance of
2.3 Lubricating hand tools and equipment according
2.4 Tightening to standard operating procedure,
2.5 Simple tool repair principles and techniques
2.6 Hand sharpening
3. Storage of hand tools 6. Storing hand tools LO 4. Store hand tools in designated TLE_IAAS7/8UT-0b-4
location in accordance with
manufacturer’s
instructions/standard operating
procedure
1. Four fundamental The learner demonstrates an The learner independently LO 1. Perform four fundamental TLE_IAAS7/8MC-0c-1
operations understanding of the performs mensuration and operations
3.1. Subtraction concepts and underlying calculations based on the job 1.1 Perform simple calculations
3.2. Addition theories and principles in: requirement. involving whole numbers, mixed
3.3. Multiplication 1. Fundamental numbers, fraction and decimal using
3.4. Division Operations the four fundamental operations
2. Conversion of units 2. System of Measurement LO 2. Convert English Unit of TLE_IAAS7/8MC-0d-2

3. System of measurement 3. Conversion of English to measurement to Metric System
3.1 English metric (and vice versa) 2.1. Perform conversion of units to the
3.2 Metric required figure using the given
formula
2.2. Convert English measurements to
metric measurements according to
procedure
4. Ratio and proportion 4. Computing ratio and LO 3. Perform basic computation of TLE_IAAS7/8MC-0e-3
5. Area and volume proportion percentage and ratio and proportion
calculation 3.1. Compute percentages using
appropriate formula
3.2. Use precise and accurate formula
for computing area and volume
LESSON 3: APPLY SAFETY PRACTICES (OS)
1. Hazard The learner demonstrates an The learner independently applies LO 1. Identify hazards in the TLE_IAAS7/8OS-0f-1
2. Sign & symbols understanding of safety safety practices in the workplace workplace
3. Occupational health and concepts and practices. in accordance with OHS 1.1 Identify hazards in accordance with
safety procedures 1. Identifying types of (occupational health and safety) OHS procedures
hazards procedures.
2. Identifying safety signs
and symbols LO 2. Identify safety signs and TLE_IAAS7/8OS-0f-2
3. Observing occupational symbols
health and safety 2.1 Recognize and follow safety signs
standards and symbols in accordance with
workplace safety procedure
LO 3. Observe occupational health TLE_IAAS7/8OS-0f-3

and safety standards
4. Personal protective 4. Using personal protective LO 4. Use personal protective TLE_IAAS7/8OS-0g-4

equipment (PPE) equipment (PPE) equipment (PPE)
5. Inspecting and checking 4.1 Identify Personal Protective
procedure of (PPE) Equipment (PPE) as per job
requirement
4.2 Observe proper wearing of PPE in
accordance with workplace safety
procedure
.
5. Safe handling of tools, 6. Performing safe handling LO 5. Perform safe handling of TLE_IAAS7/8OS-0g-5
equipment and materials of tools, equipment and tools, equipment and materials
materials 5.1 Observe proper and safe handling of
tools, equipment and materials in
accordance with OHS procedures
6. First Aid 7. Performing first aid LO 6. Perform first aid TLE_IAAS7/8OS-0h-6

6.1 Carry out first aid treatment of
injuries according to recommended
procedure
LESSON 4: READ AND INTERPRET MANUALS /SPECIFICATION (ID)
1. Manuals and specifications The learner demonstrates an The learner independently reads LO 1. Read manuals and TLE_IAAS7/8ID-0i-1
understanding of the and interprets manuals and specifications
concepts, underlying theories specifications.
and principles in:
1. Identifying and LO 2. Interpret information and TLE_IAAS7/8ID-0i-2
accessing manual/ procedure in the manual in
specification accordance with industry practice
2. Interpreting manuals
3. Storing manuals
LO 3. Store manual/specification TLE_IAAS7/8ID-0j-3
appropriately to ensure prevention
of damage, ready access and
updating of information
Course Description:
This course leads to a specialization in Automotive Servicing NC Level I. It covers two (2) core competencies that the Grade 9 TLE student should possess: 1) servicing
automotive battery, and (2) servicing the ignition system and Entrepreneurial concepts

Introduction
1. Basic concepts in automotive The learner demonstrates an The learner independently 1. Explain basic concepts in
servicing understanding of the basic demonstrates common automotive servicing
2. Relevance of the course concepts and underlying competencies in automotive 2. Discuss the relevance of the
3. Career opportunities theories in automotive servicing as prescribed by course
servicing. TESDA Training Regulations. 3. Explore career opportunities in
automotive servicing
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal TLE_PECS9-I0-1
Competencies and Skills (PeCS) understanding of one’s PeCS PeCS and prepares an activity Entrepreneurial Competencies
vis-à-vis PeCS of a practicing in automotive servicing. plan that aligns with the PeCS of and Skills (PeCS) needed in
entrepreneur/ employee in a practitioner/entrepreneur in automotive servicing
locality/town. automotive servicing. 1.1 Compare one’s PeCS with those
1.1 Characteristics of a practitioner/entrepreneur
1.2 Attributes 1.2 Align one’s PeCS with those of a
1.3 Lifestyle practitioner/entrepreneur
1.4 Skills 1.3 Assess one’s PeCS
1.5 Traits 1.4 Assess practitioner’s PeCS
2. Analysis of PeCS compared to
those of a practitioner
3. Align, strengthen and develop
ones PeCS based on the results
Market (Town) The learner demonstrates an The learner independently LO 1. Recognize and understand TLE_EM9-I0-1
1. Key concepts of Market understanding of the creates a business vicinity map the market in automotive
2. Players in the Market concepts of environment and reflective of the potential servicing
(Competitors) market and how they relate automotive servicing market 1.1 Identify the players/ competitors
3. Products & services available in to the field of automotive within the locality/town. within the town
the market servicing, particularly in one’s 1.2 Identify the different
town/municipality. products/services available in
the market
Market (Customer) LO 2. Recognize the potential TLE_EM9-II0-2

4. Key concepts in Identifying and customer/market in automotive
Understanding the Consumer servicing
5. Consumer Analysis through: 2.1 Identify the profile of potential
5.1 Observation customers
5.2 Interviews 2.2 Identify the customer’s needs
5.3 Focus group discussion and wants through consumer
(FGD) analysis
5.4 Survey 2.3 Conduct consumer/market
analysis
6. Generating Business Ideas LO 3. Create new business ideas TLE_EM9-III0-IV0-3

6.4 Key concepts in generating in automotive servicing
business ideas by using various techniques
6.5 Knowledge, skills, passions 3.1 Explore ways of generating
and interests business ideas from ones’ own
6.6 New applications characteristics/attributes
6.7 Irritants 3.2 Generate business ideas using
6.8 Striking ideas (new product innovation from
concepts) irritants, trends and emerging
6.9 Serendipity Walk needs
3.3 Generate business ideas using
Serendipity Walk
LESSON 1: SERVICE AUTOMOTIVE BATTERY (AB)
1. Components of batteries The learner demonstrates an The learner independently LO 1. Explain the operation and TLE_IAAS9AB-Ia-d-1
2. Types of batteries understanding of the services an automotive battery. safe handling of different types
3. Classification of batteries principles in servicing the of batteries
4. Charging and discharging automotive battery. 1.1 Identify main components of
process batteries
5. Hazards associated with use of 1.2 Classify types of batteries
batteries 1.3 Observe proper safe handling of
6. Safe handling of batteries batteries
1.4 Identify hazards associated with
batteries
1.5 Identify proper and safe
disposal of discarded battery
materials like solutions and
components
7. Different types of battery LO 2. Demonstrate the testing of TLE_IAAS9AB-Ie-h-2

testing an automotive battery
8. Procedure in testing 2.1 Select appropriate test
8.1 Hydrometer equipment
8.2 Cell tester 2.2 Test different types of batteries
8.3 Load tester/multitester 2.3 Analyze test results
9. Testing tools and equipment 2.4 Compare battery test result
10. Personal safety in testing based on manufacturer’s
battery specification
11. Oral and written communication 2.5 Observe safety at all times
12. Science and math: solution, while doing battery test
electrolyte, ratio and 2.6 Report findings of test results
proportion, temperature
13. Safety procedure in LO 3. Demonstrate the TLE_IAAS9AB-Ii-j-IIa-

removing/replacing battery is procedure in removing and b-3
observed replacing batteries
14. Correct tools and equipment in 3.1 Remove battery without causing
removing/replacing battery is damage to workplace, property
used or vehicle
15. Hazards in removing/replacing 3.2 Follow the proper procedure in
battery replacing battery
16. Procedure in removing/replacing 3.3 Follow the proper procedure to
battery prevent loss of vehicle’s
16.1 Conventional electronic memory as per
16.2 Electronic control manufacturer’s standard
3.4 Select appropriate tools and
equipment
3.5 Observe personal safety in
removing and replacing
batteries.
3.6 Use appropriate PPE
17. Parts and functions of battery LO 4. Demonstrate the TLE_IAAS9AB-IIc-f-4

charger procedure in servicing the
18. Repair/clean and replace battery
connectors 4.1 Charge the battery using the
19. Topping, filling appropriate battery charger
electrolyte/distilled water 4.2 Check electrolyte levels and fill
20. Procedure in battery charging up if necessary
20. 1 Fast 4.3 Clean battery terminals and its
20. 2 Slow connectors
21. Manual/automatic 4.4 Connect and disconnect battery
22. Battery cleaning clamps in sequence as indicated
23. Proper connection of battery in the manual
terminals 4.5 Observe personal safety in
24. PPE/safety practices servicing the battery
25. Jump starting procedure LO 5. Demonstrate the TLE_IAAS9AB-IIg-j-5

26. PPE/safety precaution procedure in jump starting
27. Polarity connection 5.1 Jump start the battery without
28. Jump starting connection causing damage to workplace
and property
5.2 Select appropriate jumper leads.
5.3 Connect and disconnect battery
clamps in sequence as indicated
in the manual
5.4 Observe personal safety in jump
starting
SERVICING IGNITION SYSTEM (IS)
1. Parts and function of ignition The learner demonstrates an The learner independently LO 1.1 Explain the function of TLE_IAAS9IS-IIIa-d-
system components understanding of the services the ignition system. ignition system components 1.1
2. Ignition system troubles and principles in servicing the 1.1.1 Identify the types of ignition
remedies ignition system. systems
1.1.2 Explain the component parts
of the ignition system
1.1.3 Interpret ignition system
diagram
LO 1.2 Explain the possible TLE_IAAS9IS-IIIe-h-

remedies for the identified 1.2
ignition system troubles
3. Procedure in disconnecting LO 2. Check ignition coil, ballast TLE_IAAS9IS-IIIi-j-

different wire terminals. resistor and high-tension cable IVa-d-2
4. Distributor setting procedure resistance
5. Spark test procedure 2.1 Inspect and test ignition coil
6. Spark analysis 2.2 Inspect and test ballast
7. Ignition system wiring diagram resistor
2.3 Check high tension cable
resistance
2.4 Test wiring installation
2.5 Test and analyze ignition
system electrical spark
8. Use of tools and equipment in LO 3. Check distributor TLE_IAAS9IS-IVe-j-3

ignition timing assembly
9. Procedure in ignition timing 3.1 Check dwell angle and RPM
10. Safety precautions in ignition 3.2 Check and adjust ignition
timing timing as per service manual
11. Use of measuring instrument 3.3 Evaluate ignition timing
12. Dwell angle measurement performance
13. RPM measurement
Prerequisite: Grade 9 Automotive Servicing
Course Description:
This course leads to a specialization in Automotive Servicing, NC Level I. It covers entrepreneurial concepts and two core competencies that the Grade 10 TLE student
should possess: (1) testing and repairing wiring/lighting system, and (2) performing underchassis preventive maintenance.

Introduction
1. Basic concepts in automotive The learner demonstrates an The learner independently 1. Explain basic concepts in
servicing understanding of basic demonstrates common automotive servicing
2. Relevance of the course concepts and underlying competencies in automotive 2. Discuss the relevance of the
3. Career opportunities theories in automotive servicing as prescribed by course
servicing. TESDA Training Regulations. 3. Explore career opportunities
automotive servicing
1. Assessment of learner’s The learner demonstrates an The learner independently LO 1. Develop and strengthen TLE_PECS10-I0-1
Personal Competencies and understanding of one’s creates a plan of action that personal competencies and skills
Skills (PeCS) vis-à-vis those of Personal Competencies and strengthens/develops one’s (PeCS) needed automotive
a practicing Skills (PeCS) in automotive PeCS in automotive servicing. servicing
entrepreneur/employee in a servicing. 1.1 Identify areas for improvement,
province. development and growth
1.1 Characteristics 1.2 Align one’s PeCS according to
1.2 Attributes his/her business/career choice
1.3 Lifestyle 1.3 Create a plan of action that
1.4 Skills ensures success of his/her
1.5 Traits business/career choice
2. Analysis of learner’s PeCS
compared to a practitioner’s
PeCS
3. Strengthening and developing
further one’s PeCS
1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service TLE_EM10-I0-II0-1
2. Key concepts in developing a understanding of the creates a business vicinity map in automotive servicing
product concepts of environment and reflective of the potential 1.1 Identify what is of “Value” to the
3. Finding Value market and how they relate automotive servicing market customer
4. Innovation to the field of automotive within the locality/town. 1.2 Identify the customer
4.1 Unique Selling Proposition servicing, particularly in one’s 1.3 Explain what makes a product
(USP) town/municipality. unique and competitive
1.4 Apply creativity and innovative
product
product/service
5. Selecting Business Idea LO 2. Select a business idea TLE_EM10-III0-2

6. Key concepts in selecting a based on the criteria and
business idea techniques set
6.1 Criteria 2.1 Enumerate various criteria and
6.2 Techniques steps in selecting a business idea
selecting a viable business idea
2.3 Determine a business idea based
7. Branding LO 3. Develop a brand for the TLE_EM10-IV0-3

product
good brand
3.2 Enumerate recognizable brands
in the town/province
developing a brand
product brand
TESTING AND REPAIRING WIRING/LIGHTING SYSTEM (WS)
1. Ohm’s law The learner demonstrates an The learner independently LO 1. Explain the principle of TLE_IAAS10WS-Ia-d-1
2. Schematic diagram and understanding of the performs servicing of the wiring auto electricity
circuitry principles in servicing of the / lighting system. 1.1 Explain Ohm’s law
3. Signs and symbols wiring/lighting system. 1.2 Explain the Law of magnetism
4. Sizes/color code/ampere rating 1.3 Draw schematic diagram of an
of wires electrical circuit
5. Polarity, conductor and non- 1.4 Interpret signs and symbols.
conductors 1.5 Identify size of wire according
6. Laws of magnetism and electric to job requirement
charges 1.6 Determine polarity, conductor
and insulator
7. Component parts of the LO 2. Explain Automotive TLE_IAAS10WS-Ie-h-2

lighting system Lighting System and its functions
8. Functions of: 2.1 Identify components of the
8.1 Headlights lighting system
8.2 Park and tail lights 2.2 Explain functions of lighting
8.3 Signal/hazard lights system parts
8.4 Back-up lights 2.3 Observe occupational health and
8.5 Interior lights safety practices
8.6 Horns
9. Occupational health and safety
practices
10. Procedure in installing lighting LO 3. Install wiring/lighting TLE_IAAS10WS-Ii-j-IIa-

system system b-3
11. Principles of auto electricity 3.1 Interpret lighting system circuit
and their applications diagram
12. Personal safety requirements 3.2 Install electrical devices such as
13. Reading and interpreting switches, lights and fuse boxes
circuits and diagrams 3.3 Install wires leading to different
14. Soldering and crimping lights and other relevant
15. Installing/repairing components devices
and wiring 3.4 Solder and crimp lead terminals
of wires
16. Hand tools, testing equipment LO 4. Test electrical system and TLE_IAAS10WS-IIc-f-4
including multi-meters and determine preferred action
test lamp. 4.1. Test electrical system without
17. Reading and interpretation of causing damage to workplace or
circuit and diagrams vehicle
18. Testing and electrical 4.2. Perform correct procedure for
measurements testing and interpreting
19. Fault finding using aural, schematic diagram in accordance
visual and functional with the manufacturer’s
assessments for damage, specification
correction, wear and electrical 4.3. Determine faults/defects using
defects appropriate tools and techniques
20. Installing/repairing 4.4. Execute remedies based on the
components and wiring identified faults/defects
21. Soldering
22. Crimping
23. Procedure in repairing LO 5. Carry out necessary repair TLE_IAAS10WS-IIg-j-5

electrical system enumerated. in the electrical system
24. Reading and interpretation of 5.1 Identify procedure in repairing
circuit and diagram. electrical system
25. Hand tools, testing 5.2 Interpret information based on
equipment, multi-testers assessment
26. Open, close and short circuits 5.3 Use appropriate tools, technique
27. Occupational, health and and materials in repairing
safety practices related to job electrical system
5.4 Repair electrical system without
causing damage to workplace,
property or vehicle
PERFORMING UNDERCHASSIS PREVENTIVE MAINTENANCE (PM)
1. Clutch/brake fluid levels and The learner demonstrates an The learner independently LO 1.1 Check clutch and brake TLE_IAAS10PM-IIIa-d-
lines understanding of the performs underchassis fluid and lines 1.1
2. Clutch/brake line cracks, twists, concept of performing preventive maintenance. 1.1.1 Check clutch/brake fluid level
bends, looseness and underchassis preventive and lines for leakage
restrictions maintenance. 1.1.2 Check clutch/brake lines for
3. Master cylinder fluid low level cracks, twists, bends,
4. Safe handling of hydraulic fluid looseness and restrictions
5. Hazards associated with the 1.1.3 Refill clutch/brake master
use of brake fluid cylinder with brake fluid to the
specified level
1.1.4 Replace defective clutch/brake
system components in
accordance with
manufacturer’s specification
LO 1.2 Inspect/bleed brake and TLE_IAAS10PM-IIIa-d-

clutch system 1.2
6. Inspect or change transmission LO 2. Inspect and change TLE_IAAS10PM-IIIe-h-2

gear oil transmission/differential gear oil
7. Inspect or change differential 2.1 Check transmission / differential
gear oil for leakage
8. Check leakage of gear oil 2.2 Check transmission /differential
9. Refill gear oil gear oil level
10. Observe procedure and safety 2.3 Change transmission /differential
gear oil in accordance with
manufacturer’s specification
2.4 Refill transmission/differential
gear oil to specified level
11. Inspecting power steering fluid LO 3. Inspect/replace power TLE_IAAS10PM-IIIi-j-

level steering fluid IVa-b-3
12. Replacing power steering fluid 3.1 Read technical data pertaining to
13. Gather technical data power steering
14. Inspect leakage on linkages 3.2 Check power steering fluid level
3.3 Inspect power steering for
leakage
3.4 Replace power steering fluid in
specification
15. Automatic transmission fluid LO 4. Check/refill automatic TLE_IAAS10PM-IVc-f-4

specifications transmission fluid
16. Automatic transmission fluid 4.1 Check automatic transmission for
level leakage
17. Hazards and safe handling of 4.2 Check automatic transmission
automatic transmission fluid fluid following instructions in
(ATF) service manual
18. Check leakage for automatic 4.3 Refill transmission fluid to
transmission specified level
19. Refill transmission fluid
20. Determine causes of LO 5. Check tire and tire pressure TLE_IAAS10PM-IVg-j-5

abnormalities 5.1 Inspect tires for stuck solid
21. Check tire and tire pressure objects
22. Check tire studs 5.2 Inspect tires for wear and
23. Check wheel nuts and bolts deformities
24. Inspect tire for solid object 5.3 Determine causes of abnormal
struck tire wear
25. Inspect tire wear and 5.4 Check tire pressure in accordance
deformities with manufacturer’s
specifications
GLOSSARY
Code Book Legend
Sample: TLE_IAAS7/8OS-0f-1
Strand/ Subject or Education_Industrial Arts
Specialization Automotive Servicing TLE_IA
First Entry AS Environment and Marketing EM
7/8
Grade Level Grade 7/8 Use Basic Hand Tools and Equipment UT

Domain/Content/ Practice Health and
Uppercase Letter/s
Component/ Topic Safety Procedure
OS
Apply Safety Practices OS
-
Roman Numeral Read and Interpret Manuals/Specifications ID
Quarter No Specific Quarter 0
Service Automotive Battery AB
Lowercase Letter/s
Week Week Six f
Servicing Ignition System IS
specific week
- Testing and Repairing Wiring / Lighting System WS
Identify hazards in the Performing Underchassis Preventive

workplace
1 PM
Maintenance
Carpentry

INDUSTRIAL ARTS – CARPENTRY
Grade 7/ 8 (Exploratory)
Course Description:
This is an exploratory and introductory course which leads to Carpentry National Certificate Level II (NC II). It covers five common competencies that the Grade 7/Grade
8 Technology and Livelihood Education (TLE) student ought to possess: (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) interpreting technical drawing and plans.
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 of career opportunities.
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in carpentry
1. Basic concepts in understanding of the basic demonstrates common 2. Discuss the relevance of the course
carpentry concepts and underlying competencies in carpentry as 3. Explore career opportunities in
2. Relevance of the course theories in carpentry. prescribed by TESDA Training carpentry
3. Career opportunities Regulations.
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in carpentry
(PeCS) vis-à-vis a Competencies and Skills and prepares a list of PeCS of a 1.1 Assess one’s PeCS: characteristics,
practicing (PeCS). practitioner/entrepreneur in attributes, lifestyle, skills, traits
entrepreneur/employee carpentry. 1.2 Assess practitioner’s: characteristics,
1.1 Characteristics attributes, lifestyle, skills, traits
1.2 Attributes 1.3 Compare one’s PeCS with that of a
1.3 Lifestyle practitioner /entrepreneur
1.4 Skills
1.5 Traits
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 14
1. Key concepts of The learner demonstrates an The learner independently LO 1. Generate a business idea that TLE_EM7/8-00-1
Environment and Market understanding of the concepts generates a business idea based relates with a career choice in
2. Products & services environment and market and on the analysis of environment carpentry
available in the market how they relate to a career and market in carpentry. 1.1 Conduct SWOT analysis
3. Differentiation of products choice in carpentry. 1.2 Identify the different
buying habits 1.3 Compare different products/services
5. Competition in the market in the carpentry business
6. SWOT Analysis 1.4 Determine profile of potential
customers
1.5 Determine profile of potential
competitors
LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS (UT)
1. Carpentry tools and The learner demonstrates an The learner independently LO 1. Identify materials and tools for TLE_IACP7/8UT-0a-1
construction materials understanding of the prepares carpentry tools and a task
2. Requisition procedure underlying principles in the construction materials based on 1.1 Describe tools and materials used in
3. Inventory of tools and preparation of carpentry tools industry standards. carpentry
materials and construction materials. 1.2 Prepare tools and materials for a task
3.1 receiving
3.2 inspecting
3.3 recording
LO 2. Request appropriate materials TLE_IACP7/8UT-0b-2
and tools
2.1. Fill out forms in requesting for
carpentry tools and materials as
required for a task
LO 3. Receive and inspect materials TLE_IACP7/8UT-0b-3

3.1 Check requested tools and materials
in accordance with request form
1. Hand tools and The learner demonstrates an The learner independently LO 1. Check condition of tools and TLE_IACP7/8MT-0c-1
equipment understanding of the performs maintenance of equipment
underlying principles in the carpentry tools and equipment 1.1 Segregate defective tool from
maintenance of carpentry based on industry standards. functional ones
tools and equipment. 1.2 Label defective tool
1.3 Report the list of defective tools
LO 2. Perform basic preventive TLE_IACP7/8MT-0c-2

maintenance
2.1 Repair defective tools
2.2 Conduct preventive maintenance of
carpentry tools
1. Measuring tools and The learner demonstrates an The learner independently LO 1. Select measuring instruments TLE_IACP7/8MC-0d-1
equipment understanding of the concepts performs accurate 1.1 Identify linear measuring instrument
2. Systems of measurement and underlying principles in measurements and calculation appropriate for a given task
performing measurements based on a given task.
and calculations.
LO 2. Carry out measurements and TLE_IACP7/8MC-0d-e-

calculations 2
2.1. Measure given materials
2.2. Convert measurements to its
equivalent unit/system
2.3. Calculate amount of materials for a
specific task
LESSON 4: INTERPRET DRAWINGS AND PLANS (ID)
1. Alphabet of lines The learner demonstrates an The learner independently reads LO 1. Analyze signs, symbols and data TLE_IACP7/8ID-0f-1
2. Isometric and understanding of the concepts and interprets simple technical 1.1 Explain the importance of signs,
orthographic drawings. in interpreting technical drawing signs and symbols symbols and data in interpreting a
3. Drawing symbols and drawing signs and symbols in based on standard work plan
signs carpentry. specifications. 1.2 Determine appropriate signs and
symbols needed in the plan
LO 2. Interpret technical drawings TLE_IACP7/8ID-0f-2

and plans
2.1 Read working plan
2.2 Interpret working plan
LO 3. Apply freehand sketching TLE_IACP7/8ID-0g-h-3

3.1 Perform freehand sketching exercises
3.2 Draw simple carpentry plans based on
given tasks
LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)
1. Hazards and risks. The learner demonstrates an The learner independently LO 1. Identify hazards and risks TLE_IACP7/8ID-0i-1
2. Safety Regulations. understanding of the concepts prepares an occupational health 1.1 List down the different health hazards
3. 5S (Seiri, Seiso, Seiton, of occupational health and and safety checklist being and risks found in the workplace
Seiketsu and Shitsuke) safety procedures. applied in carpentry. 1.2 Discuss the effects of health hazards
and occupational risks
LO 2. Control hazards and risks TLE_IACP7/8ID-0i-2

2.1 Formulate safety nets to control
hazards and risks in the work place
LO 3. Maintain occupational health TLE_IACP7/8ID-0j-3

and safety awareness
3.1 Explain the advantages and
disadvantages of practicing OHS in
the work
3.2 Develop checklist on maintaining OHS
Course Description:
This is a specialized course which leads to a Carpentry National Certificate Level II (NCII). It covers three core competencies that the Grade 9 Technology and Livelihood
Education (TLE) student ought to possess: (1) preparing/staking out building lines, 2) fabricating formworks, and (3) installing formworks components.
The preliminaries of this specialized course include: (1) discussion on the core concepts in carpentry, and (2) explanation and observation of key concepts relative to the
course.
Introduction The learner demonstrates an The learner independently 1. Explain core concepts in carpentry
1. Core concepts in understanding of the core demonstrates the core 2. Discuss the relevance of the course
carpentry concept and underlying competencies in carpentry as 3. Explore career opportunities in carpentry
2. Relevance of the course theories in carpentry. prescribed by TESDA Training
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal Entrepreneurial TLE_PECS9-I0-1
Competencies and Skills understanding of one’s Personal Entrepreneurial Competencies and Skills (PeCS) needed
(PeCS) vis-à-vis a Personal Competencies and Competencies and Skills (PeCS) in carpentry
practicing entrepreneur/ Skills (PeCS) in carpentry. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics,
employee in locality/town. that aligns with that of a attributes, lifestyle, skills, traits
1.1 Characteristics practitioner/entrepreneur in 1.2 Assess practitioner’s: characteristics,
1.2 Attributes carpentry. attributes, lifestyle, skills, traits
1.3 Lifestyle 1.3 Compare one’s PECSS with that of a
1.4 Skills practitioner /entrepreneur
1.5 Traits 1.4 Align one’s PECSS with that of a
2. Analysis of PeCS in practitioner/entrepreneur
relation to a practitioner
3. Align, strengthen and
develop ones PeCS based
on the results
Market (Town) The learner demonstrates an The learner independently LO 1. Recognize and understand the TLE_EM9-I0-1
1. Key concepts of understanding of the concepts creates a business vicinity map market in Carpentry
Environment and Market environment and market in the reflective of the potential 1.1 Identify the players/ competitors within
2. Players in the Market field of carpentry, particularly carpentry market within the the town
(Competitors) in one’s town/municipality. locality/town. 1.2 Identify the different products/services
3. Products & services available in the market

4. Key concepts in customer/market in Carpentry
Identifying and 2.1 Identify the profile of potential customers
Understanding the 2.2 Identify the customer’s needs and wants
Consumer through consumer analysis
5. Consumer Analysis 2.3 Conduct consumer/market analysis
through:
5.1 Observation
5.2 Interviews
5.3 Focus group
discussion (FGD)
5.4 Survey
6. Generating Business LO 3. Create new business ideas in the TLE_EM9-III0-IV0-

Ideas carpentry business by using various 3
6.1 Key concepts in techniques
generating business 3.1 Explore ways of generating business idea
ideas from one’s own characteristics/attributes
6.2 Knowledge, skills, 3.2 Generate business ideas using product
passions and interests innovation from irritants, trends and
6.3 new application emerging needs
6.4 Irritants 3.3 Generate business ideas using Serendipity
6.5 Striking ideas (new Walk
concept)
6.6 Serendipity Walk
PREPARE / STAKEOUT BUILDING LINES (BL)
1. Tools, materials and The learner demonstrates an The learner independently LO 1. Prepare tools, equipment and TLE_IACP9BL-Ia-
equipment for staking out understanding in staking out prepares materials and stakes materials for staking out building lines h-1
building lines building lines. out building lines in carpentry 1.1 Identify tools and materials for staking out
2. Materials estimates based on construction building lines
3. Properties of wood for standards. 1.2 Prepare tools and materials for staking
staking-out building lines out building lines
4. Economic use of materials 1.3 Select appropriate Personal Protective
5. Basic geometrical Equipment (PPE)
construction
6. Board foot computation
7. Job documentation
preparation
8. Concepts of setting batter LO 2. Stake out and set batter boards TLE_IACP9BL-Ii-
boards IIb-2
2.1 Set out stakes from pre-determined
9. Work inspection
building lines
procedure
2.2 Measure, lay out and cut batter board
10. Types and uses of
according to specifications
materials and tools
2.3 Set stakes at 0.75-1.00 meter away from
the pre-determined building lines
2.4 Secure batter boards with tolerance for
dimensions at +/- 5 mm, and levelness of
+/- 3 mm
2.5 Use PPE according to job requirements
11. Types and functions of LO 3. Fix building lines TLE_IACP9BL-IIc-

testing tools 3.1 Square building lines with end tolerance h-3
12. Occupational health and of +/- 3 mm
safety procedures in the 3.2 Measure and set building lines
workplace 3.3 Use PPE according to job requirements
13. Work inspection
procedure
Lesson 2 : FABRICATE FORMWORKS (FW)
1. Tools, materials and The learner demonstrates an The learner independently LO 1. Prepare tools, equipment and TLE_IACP9FW-IIi-
equipment for fabricating understanding of the concepts fabricates formworks based on materials for fabricating formworks IIId-1
formworks and underlying principles in construction standards. according to job requirements
2. Materials estimates fabricating formworks. 1.1 Identify tools and materials for fabricating
3. Properties of wood for formworks
fabricating formworks 1.2 Prepare tools and materials for fabricating
4. Economic use of materials formworks
5. Linear measurement 1.3 Select appropriate PPE
6. Board foot computation
7. Job documentation
preparation
8. Woodworking processes LO 2. Lay-out and cut to dimension of TLE_IACP9FW-

9. Procedure in laying out form sheathing and stiffeners IIIe-j-2
and cutting of formworks 2.1 Lay out form sheathing and stiffeners with
10. Linear tolerances of +3 mm for all
measurement/board foot measurements and for squareness
measure 2.2 Mark form sheathing and stiffeners
11. Job documentation according to job requirements
preparation 2.3 Cut form sheathing and stiffeners
according to dimension
12. Procedure in laying out of LO 3. Assemble form panels TLE_IACP9FW-

formworks 3.1 Lay out form panels and stiffeners for pre- IVa-j-3
13. Standards spacing of assembly
stiffeners 3.2 Pre-assemble form panels and stiffeners
14. Procedure in assembling 3.3 Check form panels and stiffeners for
form panels and stiffeners squareness according to job requirements
15. Practical solutions to 3.4 Assemble form panels and stiffeners
problems encountered 3.5 Use appropriate PPE
Course Description:
Prerequisite: Grade 9 Carpentry
This is a specialized course which leads to a Carpentry, National Certificate Level II (NCII). It covers one (1) core competency that a Grade 10 Technology and Livelihood
Education (TLE) student ought to possess—namely, installing formworks components.
The preliminaries of this specialized course include the following: (1) discussion on the core concept in Carpentry, (2) explanation and observation of key concepts relative to
the course.
Introduction The learner demonstrates an The learner independently 1. Explain core concepts in carpentry
1. Core concepts in understanding of the core demonstrates the core 2. Discuss the relevance of the course
carpentry concepts and underlying competency in carpentry as 3. Explore career opportunities in carpentry
2. Relevance of the course theories in carpentry. prescribed by TESDA Training
1. Assessment of Personal The learner demonstrates an The learner independently LO 1. Develop and strengthen personal TLE_PECS10-I0-
Competencies and Skills understanding of one’s creates a plan of action that competencies and skills (PeCS) needed in 1
(PeCS) vis-à-vis a Personal Competencies and strengthens/ further develops carpentry
practicing Skills (PeCS) in carpentry. one’s PeCS in carpentry. 1.1 Identify areas for improvement, development
entrepreneur/employee and growth
in a province. 1.2 Align one’s PeCS according to his/her
1.1 Characteristics business/career choice
1.2 Attributes 1.3 Create a plan of action that ensures success of
1.3 Lifestyle his/her business/career choice
1.4 Skills
1.5 Traits
2. Analysis of PeCS in
3. Strengthening and
further development of
one’s PeCS
1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service in Carpentry TLE_EM10-I0-
2. Key concepts in understanding of the concepts creates a business vicinity map 1.1 Identify what is of “Value” to the customer II0-1
developing a product environment and market in reflective of the potential 1.2 Identify the customer
3. Finding Value the field of carpentry, carpentry market within the 1.3 Explain what makes a product unique and
4. Innovation particularly in one’s locality/town. competitive
5. Unique Selling town/municipality. 1.4 Apply creative and innovative techniques to
5.1 Proposition (USP) develop marketable product
1.5 Employ a Unique Selling Proposition (USP) to
the product/service
6. Selecting a Business LO 2. Select a business idea based on the TLE_EM10-III0-

Idea criteria and techniques set 2
7. Key concepts in 2.1 Enumerate various criteria and steps in
selecting a business selecting a business idea
idea 2.2 Apply the criteria/steps in selecting a viable
7.1 Criteria business idea
7.2 Techniques 2.3 Determine a business idea based on the
8. Branding LO 3. Develop a brand for the product TLE_EM10-IV0-3

3.1 Identify the benefits of having a good brand
3.2 Enumerate recognizable brands in the
town/province
3.3 Enumerate the criteria for developing a brand
3.4 Generate a clear appealing product brand
INSTALL FORMWORKS COMPONENTS (IF)
1. Materials, power The learner demonstrates an The learner independently LO 1. Prepare tools and materials for TLE_IACP10IF-
and hand tools and understanding of the concepts installs formwork components installing formworks components/form panels Ia-j-1
equipment uses and and underlying principles in based on construction 1.1 Identify tools, equipment and materials for job
specifications installing formwork standards. requirements
2. Properties of wood components. 1.2 Prepare tools, equipment and materials job
and other materials requirements
1.3 Select appropriate PPE
3. Assembling and LO 2. Lay-out/assemble scaffolds and braces TLE_IACP10IF-

disassembling 2.1 Prepare work areas for safe laying out and IIa-IVj-2
scaffolding assembling of scaffolds and braces
4. Different scaffold 2.2 Assemble scaffolds and braces safely and
locks, connectors securely:
and their uses 2.2.1 free of interference
5. Equilibrium and 2.2.2 properly balanced
stability of a 2.3 Secure connectors, locks and screws
structure 2.4 Select appropriate PPE
6. Steps in setting and LO 3. Set/fix formworks components/form TLE_IACP10IF-

fixing formwork panels IIa-IVj-3
/components 3.1 Lay out formworks components/form panels
assembly with tolerance of +3 mm for measurement,
7. Proper use of alignment, levelness and plumbness
leveling instruments 3.2 Set/fix formworks/form panel according to
8. Stress on materials required job
9. Flexibility 3.3 Install braces to support the formworks
10. Elasticity 3.4 Apply form oil to the formworks
11. Axial forces 3.5 Re-check formworks components/form panels
12. Shear forces for squareness, levelness and plumbness
GLOSSARY
Code Book Legend
Sample: TLE_IACP10IF-IIa-IVj-2
Specialization Carpentry TLE_IA
First Entry CP Environment and Marketing EM
10
Grade Level Grade 10 Prepare Construction Materials and Tools UT
Perform Mensuration Calculation MC

Domain/Content/ Install Formworks
Uppercase Letter/s
Component/ Topic Components
IF
Interpret Drawings and Plans ID
-
Roman Numeral OS
Quarter Second to Fourth Quarter II-IV Procedure
Prepare/ Stakeout Building Lines BL
Lowercase Letter/s
Fabricate Formworks FW
specific week
- Install Formworks Components IF
Lay-out/ Assemble
scaffolds and braces
2
Consumer Electronics
Servicing

INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
Course Description:
This is an exploratory and introductory course which leads to a Consumer Electronics Servicing National Certificate Level II (NCII). It covers five common competencies
that the Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (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) interpreting technical drawing
and plans.
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)

Introduction
1. Basic concepts in The learner demonstrates an The learner independently 1. Explain basic concepts in
electronics servicing understanding of the basic demonstrates common electronics servicing
2. Relevance of the course concepts and underlying theories competencies in electronics 2. Discuss the relevance of the
3. Career opportunities in consumer electronics servicing. servicing as prescribed by TESDA course
Training Regulations. 3. Explore career opportunities in
electronics servicing
PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PeCS)
Entrepreneurial understanding of one’s Personal Personal Entrepreneurial Entrepreneurial Competencies
Competencies and Skills Entrepreneurial Competencies and Competencies and Skills (PeCS) and Skills (PeCS) needed in
(PeCS) vis-à-vis a Skills (PeCS). and prepares a list of PeCS of a consumer electronics servicing
practicing practitioner/entrepreneur in 1.1 Assess one’s PeCS: characteristics,
entrepreneur/employee consumer electronics servicing. attributes, lifestyle, skills, traits
1.1 Characteristics 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PeCS with those of
1.5 Traits a practitioner /entrepreneur
K to 12 TLE Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 15
1. Key concepts of The learner demonstrates an The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
Environment and Market understanding of the concepts, generates a business idea based that relates with a career choice
2. Products & services environment and market and how on the analysis of environment in Consumer Electronics Servicing
available in the market they relate with a career choice in and market in consumer 1.1 Conduct SWOT analysis
3. Differentiation of products consumer electronics servicing. electronics servicing. 1.2 Identify the different
buying habits 1.3 Compare different
5. Competition in the market products/services in the
6. SWOT Analysis consumer electronics servicing
business
customers
competitors
LESSON 1: USE HAND TOOLS (UT)
1. Electronic hand tools and The learner demonstrates an The learner independently uses LO 1. Plan for tasks to be TLE_IAES7/8UT-0a-1
test equipment understanding of the underlying the electronic hand tools. undertaken
principles in the use of electronic 1.1 Select the appropriate hand tools
hand tools. for the job/task
LO 2. Prepare hand tools TLE_IAES7/8UT-0a-2

2.1 Check hand tools for proper
operation and safety
LO 3. Use appropriate hand tools TLE_IAES7/8UT-0b-3

and test instruments
3.1 Apply the appropriate hand tool
for the given tasks
1. Multi-tester The learner demonstrates an The learner independently LO 1. Select measuring TLE_IAES7/8MC-0c-1
2. Resistor color coding understanding of the underlying performs accurate measurements instrument
principles in measurements and and calculation based on given 1.1 Select appropriate measuring
calculations. tasks. instruments for a specific task
LO 2. Carry out measurement and TLE_IAES7/8MC-0d-2

calculation
2.1 Measure the resistance using a
multi-tester
2.2 Compute for the value of resistors
based on its color code
LESSON 3: PREPARE AND INTERPRET TECHNICAL DRAWINGS (ID)
1. Electronics components The learner demonstrates an The learner independently reads LO 1. Prepare the identified TLE_IAES7/8ID-0e-1
and electronic symbols understanding of the concepts in and interprets simple technical electronic component from the
2. Schematic diagrams interpreting simple technical drawings and diagrams based on identified electronic diagrams
drawings and electronics diagram. IEE (Institution of Electrical 1.1 Describe the electronic component
Engineers) standards. being asked based on the
electronic diagram
1.2 Identify the proper electronic
component or its equivalent value
for the given electronic diagram
LO2. Interpret technical drawing TLE_IAES7/8ID-0f-2

2.1 Interpret working plans and
electronic diagrams
LESSON 4: OBSERVING OCCUPATIONAL HEALTH AND SAFETY (OS)
1. Personal Protective The learner demonstrates an The learner independently LO 1. Identify health hazards and TLE_IAES7/8OS-0g-1
Equipment (PPE) understanding of the underlying prepares occupational health and occupational risks
2. Safety in the workplace principles in occupational health safety checklist being applied in 1.1 List down the different health
and safety procedures. industries. hazards and risks found in the
workplace
1.2 Discuss the effects of the health
hazards and occupational risks
LO 2. Observe occupational TLE_IAES7/8OS-0h-2

health and safety practices
2.1 Prepare checklist on observations
of occupational health and safety
practices
LESSON 5: MAINTAIN HAND TOOLS AND EQUIPMENT (MT)
1. Maintenance of electronic The learner demonstrates an The learner independently LO 1. Maintain hand tools TLE_IAES7/8MT-0i-1
tools and test instruments understanding of the concepts in performs maintenance of 1.1 Check and clean tools and test
the maintenance of electronic electronic hand tools and test instruments after each use
hand tools and test instruments. instruments based on industry 1.2 Store hand tools safely in
standards. appropriate locations based on
manufacturer’s specifications or
LO 2. Perform preventive TLE_IAES7/8MT-0j-2

maintenance of tools
1.1 Conduct preventive maintenance
Course Description:
This is a standards based curriculum leading to a TESDA Qualification Standard for a Consumer Electronics Servicing National Certificate Level I (N II). It covers two (2)
core competencies that the Grade 9 student should acquire: (1) assembling and disassembling of consumer electronic product and system, and 2) maintaining and repairing
electronically controlled domestic appliances.
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and 3) exploration
of career opportunities.

Introduction:
1. Core concepts in The learner demonstrates an The learner independently 1. Explain core concepts in electronics
Electronics Servicing understanding of the basic demonstrates an servicing.
2. Relevance of the course concepts and underlying understanding of the core 2. Discuss relevance of the course.
3. Employment /Business theories in consumer competencies in electronics 3. Explore opportunities for
opportunities Electronics servicing. servicing as prescribed by employment/business.
TESDA Training Regulations.
1. Assessment of learner’s The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal Entrepreneurial TLE_PECS9-I0-1
Personal Competencies understanding of one’s PeCS in PeCS and prepares an activity Competencies and Skills (PeCS) needed in
and Skills (PeCS) vis-à-vis consumer electronics plan that aligns with the PeCS Consumer electronics Servicing
PeCS of a practicing Servicing. of a practitioner/entrepreneur 1.1 Assess one’s PeCS: characteristics,
entrepreneur/ employee in in consumer electronics attributes, lifestyle, skills, traits
locality/town. Servicing. 1.2 Assess practitioner’s: characteristics,
1.2 Attributes 1.3 Compare one’s PeCS with those of a
1.4 Skills 1.4 Align one’s PeCS with those of a
develop one’s PeCS based
on the results
Market (Town) The learner demonstrates an The learner independently LO 1. Recognize and understand the TLE_EM9-I0-1
1. Key concepts of Market understanding of the concepts creates a business vicinity map market in consumer electronics servicing
2. Players in the Market environment and market in the reflective of the potential 1.1 Identify the players/ competitors within the
(Competitors) consumer electronics servicing consumer electronics servicing town
3. Products & services field, particularly in one’s market within the 1.2 Identify the different products/services
available in the market town/municipality. locality/town. available in the market

4. Key concepts of identifying customer/market in Consumer Electronics
and understanding the Servicing
consumer 2.1 Identify profile of potential customers
5. Consumer analysis 2.2 Identify the customer’s needs and wants
through: through consumer analysis
5.1 Observation 2.3 Conduct consumer/market analysis
5.2 Interviews
5.3 Focus group
discussion (FGD)
5.4 Survey
6. Generating business idea LO 3. Create new business ideas in TLE_EM9-III0-

6.1 Key concepts of Consumer Electronics Servicing by using IV0-3
generating business various techniques
ideas 3.1 Explore ways of generating business ideas
6.2 Knowledge & skills, from one’s own characteristics/attributes
passions, interests 3.2 Generate business ideas using product
6.3 New application innovation from irritants, trends and
6.4 Irritants emerging needs
6.5 Striking ideas (new 3.3 Generate business ideas using Serendipity
concept) Walk
ASSEMBLE AND DISASSEMBLE CONSUMER ELECTRONIC PRODUCT AND SYSTEM (40) (AD)
AC/DC Power Supply The learner demonstrates an The learner independently LO 1. Prepare tools and materials For TLE_IAES9AD-Ia-
1. Tools, equipment and understanding of the principles assembles AC/DC power assembly e-1
materials in AC/DC power supply. supply in accordance with 1.1 Check required tools, equipment and
2. OH&S policies and manufacturer’s specification. materials
procedure 1.2 Prepare tools and materials according to job
requirements
3. Soldering and soldering LO 2. Solder/ desolder components to the TLE_IAES9-If-j-2

processes board
3.1 Perform soldering and desoldering
processes
3.2 Check soldered products in accordance with
quality standards
4. Assembling and LO 3. Assemble/ disassemble boards TLE_IAES9AD-IIa-

disassembling processes 4.1 Perform assembling and disassembling e-3
processes
4.2 Observe safety procedure in assembling and
disassembling boards
4.3 Check assembled product in accordance
with quality standards
5. Techniques on actual LO 4. Test and inspect assembled products TLE_IAES9AD-IIf-

product assembly based 4.1 Test finished products in accordance with j-4
on service manuals standard operating procedure
6. Product quality standards 4.2 Document completed work
based on service manual 4.3 Perform proper housekeeping (5S)
MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED DOMESTIC APPLIANCES (80) (MR)
Servicing electronically- The learner demonstrates an The learner independently LO 1. Prepare unit, tools, equipment and TLE_IAES9MR-
controlled domestic understanding of the concepts maintains and repairs workplace for maintenance/repair IIIa-j-1
appliances with motor and in maintaining and repairing appliances with motor and with 1.1 Prepare necessary tools, test instruments
with heating elements appliances with motor and with heating element: and personal protective equipment in line
heating element: 1. blender with job requirements
1. Electronically-controlled 1. blender 2. electric fan 1.2 Acquire service manuals and service
domestic appliances 2. electric fan information required for repair/maintenance
2. Service manuals as manufacturer’s specifications
3. Tools, materials and test 1.3 Conduct complete check-up of
instruments electronically-controlled domestic appliances
1.4 Document the identified defects based on
check-up conducted
4. Pre-testing procedure in LO 2. Diagnose faults of electronically- TLE_IAES9MR-

accordance with the controlled domestic appliances IIIa-j-2
manufacturer’s manual 2.1 Observe systematic pre-testing procedure
5. Steps in testing in accordance with manufacturer’s
components instructions
6. Responsible persons 2.2 Check and isolate circuits using specified
testing procedure
2.3 Document results of diagnosis and testing
accurately and completely within the
specified timeframe
2.4 Explain identified defects and faults based
on the result of diagnosis and testing
2.5 Provide data/information regarding the
status and serviceability of the unit as per
procedure
7. Personal protective LO 3. Maintain/repair appliances TLE_IAES9MR-

equipment (PPE) 3.1 Use PPE in accordance with OHS practices IVa-e-3
8. Troubles and possible 3.2 Perform repair activity within the required
remedies timeframe
9. Soldering and desoldering 3.3 Observe safety precautions in handling the
process unit/product as per standard operating
10. Care and extreme procedure
precaution in handling the 3.4 Replace defective parts/ components with
unit/product as per identical or recommended appropriate
procedure equivalent ratings
3.5 Solder/mount repaired or replaced
parts/components in accordance with
industry standards
3.6 Clean unit in accordance with standard
operating procedure
11. Procedure of reassembling LO 4. Reassemble and test repaired TLE_IAES9MR-IVf-

repaired units according to appliances j-4
procedure 4.1 Perform final test for reassembled units in
conformity with manufacturer’s
specifications
Course Description:
Prerequisite: Grade 9 Consumer Electronics Servicing
This is a standards based curriculum leading to a TESDA Qualification Standard for a Consumer Electronics Servicing National Certificate Level I (N II). It covers the core
competency of maintaining and repairing electronically-controlled domestic appliances that the Grade 10 student should acquire.
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and (3)
Introduction: The learner demonstrates an The learner independently 1. Explain core concepts in electronics
1. Core concepts in understanding of the basic demonstrates an understanding of servicing.
Electronics Servicing concepts and underlying the core competency in electronics 2. Discuss relevance of the course.
2. Relevance of the course theories in consumer servicing as prescribed by TESDA 3. Explore opportunities for
3. Employment /business electronics servicing. Training Regulations. employment/business.
opportunities
1. Assessment of learner’s The learner demonstrates an The learner independently creates a LO 1. Develop and strengthen TLE_PECS10-I0-1
Personal Competencies understanding of one’s plan of action that strengthens/ personal competencies and skills
and Skills (PeCS) vis-à-vis Personal Competencies and further develops one’s PeCS in (PeCS) needed Consumer Electronics
PeCS of a practicing Skills (PeCS) in Consumer Consumer Electronics Servicing. Servicing
entrepreneur/employee in Electronics Servicing. 1.1 Identify areas for improvement,
a province. development and growth
1.3 Lifestyle 1.3 Create a plan of action that ensures
1.4 Skills success of his/her business/career
1.5 Traits choice
2. Analysis of PeCS
compared to the PeCS of
a practitioner
3. Strengthening and further
development of one’s
PeCS
1. Product Development The learner demonstrates an The learner independently creates a LO 1. Develop a product/ service in TLE_EM10-I0-II0-1
2. Key concepts of understanding of environment business vicinity map reflective of Consumer Electronics Servicing
developing a product and market in Consumer the potential Consumer Electronics 1.1 Identify what is of “Value” to the
3. Finding Value Electronics Servicing in one’s Servicing market within the customer
4. Innovation town/municipality. locality/town. 1.2 Identify the customer
4.1 Unique Selling 1.3 Explain what makes a product unique
4.2 Proposition (USP) and competitive
1.4 Apply creative and innovative
product
5. Selecting a Business Idea LO 2. Select a business idea based on TLE_EM10-III0-2

6. Key concepts in Selecting the criteria and techniques set
a Business Idea 2.1 Enumerate various criteria and steps
6.1 Criteria in selecting a business idea
6.2 Techniques 2.2 Apply the criteria/steps in selecting a
viable business idea
2.3 Determine a business idea based on

product
3.1 Identify the benefits of having a good
brand
town/province
3.3 Enumerate the criteria for developing
a brand
3.4 Generate a clear appealing product
brand
MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED DOMESTIC APPLIANCES (80) MR
Servicing electronically- The learner demonstrates an The learner independently maintains LO 1. Prepare unit, tools, equipment LE_IAES10MR-Ia-j-
controlled domestic understanding of the concepts and repairs appliances with motor and workplace for 1
appliances with motor and in maintaining and repairing and with a heating element: maintenance/repair
with heating elements appliances with motor and 1. washing machine
1. Electronically controlled with a heating element: 2. flat iron 1.1 Prepare necessary tools, test
domestic appliances 1. washing machine 3. microwave oven instruments and personal protective
2. Service manuals 2. flat iron 4. rice cooker equipment in line with job
3. Tools, materials and test 3. microwave oven requirements
instruments 4. rice cooker 1.2 Acquire service manuals and service
information required for
repair/maintenance as manufacturer’s
specifications
1.3 Conduct complete check-up of
electronically-controlled domestic
appliances
1.4 Document the identified defects based
on check-up conducted
4. Pre-testing procedure in LO 2. Diagnose faults of TLE_IAES10MR-Ia-

accordance with the electronically-controlled domestic j-2
manufacturer’s manual. appliances
5. Steps in testing 2.1 Observe systematic pre-testing
components procedure in accordance with
6. Responsible persons manufacturer’s instructions
2.2 Check and isolate circuits using
specified testing procedure
2.3 Document results of diagnosis and
testing accurately and completely
within the specified timeframe
2.4 Explain identified defects and faults
based on the result of diagnosis and
testing
2.5 Provide data/information regarding
the status and serviceability of the
unit as per procedure
7. Personal protective LO 3. Maintain/repair appliances TLE_IAES10MR-IIa-

equipment (PPE) 3.1 Use PPE in accordance with OHS IVj-3
8. Troubles and possible practices
remedies 3.2 Perform repair activity within the
9. Soldering and desoldering required timeframe
process 3.3 Observe safety precautions in
10. Care and extreme handling the unit/product as per
precaution in handling the standard operating procedure
unit/product as per 3.4 Replace defective parts/ components
procedure with identical parts or recommended
parts with equivalent ratings
3.5 Solder/mount repaired or replaced
parts/components in accordance with
industry standards
3.6 Clean unit in accordance with
11. Procedure of LO 4. Reassemble and test repaired TLE_IAES10MR-IIa-

reassembling repaired appliances IVj-4
units according to 4.1 Perform final test for reassembled
procedure units in conformity with
manufacturer’s specifications
GLOSSARY
Code Book Legend
Sample: TLE_IAES7/8UT-0a-1

Learning Area and Personal Entrepreneurial Skills PECS
Education_Industrial Arts
Strand/ Subject or
Consumer Electronics
Specialization
Servicing
First Entry Environment and Marketing EM
TLE_IAES7/8
Grade Level Grade 7/8
Use Hand Tools UT
Domain/Content/
Uppercase Letter/s
Component/ Topic
Use hand tools UT Prepare and Interpret Technical Drawings ID
- Observe Occupational Health and Safety OS

Roman Numeral
Maintain Hand Tools and Equipment MT
Lowercase Letter/s
*Put a hyphen (-) in Assemble and Dissemble Consumer Electronic
Week No Specific Week 0 Product and System
AD
Maintain and Repair Electronically Controlled
- MR
Domestic Appliances
Plan for tasks to be

undertaken
1
Electrical Installation
and Maintenance

INDUSTRIAL ARTS – ELECTRICAL INSTALLATION AND MAINTENANCE
Course Description:
This is an exploratory and introductory course which leads to an Electrical Installation and Maintenance National Certificate Level II (NCII). It covers five common
competencies that the Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (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) interpreting
technical drawing and plans.
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)
1. Basic concepts in Electrical understanding of the basic demonstrates common electrical installation and
Installation and concepts and underlying theories competencies in electrical maintenance
Maintenance in electrical installation and installation and maintenance as 2. Discuss the relevance of the
2. Relevance of the course maintenance. prescribed by TESDA Training course
3. Career opportunities Regulations. 3. Explore career opportunities in
electrical installation and
maintenance
Entrepreneurial understanding of one’s Personal PeCS and prepares a list of PeCS Entrepreneurial Competencies
Competencies and Skills Entrepreneurial Competencies of a practitioner/entrepreneur in and Skills (PeCS) needed in
(PeCS) vis-à-vis those of a and Skills (PeCS). electrical installation and electrical installation and
practicing maintenance. maintenance
1.1 Characteristics 1.1 Assess one’s PeCS:
1.2 Attributes characteristics, attributes,
1.3 Lifestyle lifestyle, skills, traits
1.4 Skills 1.2 Assess practitioner’s PeCS:
1.5 Traits characteristics, attributes,
2. Analysis of one’s PeCS lifestyle, skills, traits
1.3 Compare one’s PeCS with those
of a practitioner /entrepreneur
K to 12 TLE Industrial Arts – Electrical Installation and Maintenance Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 14
1. Key concepts of The learner demonstrates an The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
Environment and Market understanding of the concepts of generates a business idea based that relates with a career choice
2. Products & services environment and market and how on the analysis of environment and in electrical installation and
available in the market they relate with a career choice in market in electrical installation and maintenance
3. Differentiation of products electrical installation and maintenance 1.1 Conduct SWOT analysis
and services maintenance. 1.2 Identify the different
4. Customers and their products/services available in the
buying habits market
5. Competition in the market 1.3 Compare different
6. SWOT Analysis products/services in the electrical
installation and maintenance
business
customers
competitors
1.6 Generate potential business
ideas based on the SWOT
analysis
LESSON 1: PREPARE ELECTRICAL MATERIALS AND TOOLS (UT)
1. Electrical materials and The learner demonstrates an The learner independently LO 1. Prepare electrical materials TLE_IAEI7/8UT-0a-1
tools understanding of the concepts in prepares appropriate electrical and tools for the task
2. Different types of forms the preparing electrical materials materials and tools using the 1.1 Prepare a list of electrical tools
and tools using the different different forms in electrical and materials for a specific job
forms in electrical installation and installation and maintenance based
maintenance. on industry standards.
LO 2. Request appropriate TLE_IAEI7/8UT-0a-2

electrical supplies materials and
tools applicable to a specific job
2.1 Use the appropriate form in
requesting for electrical tools,
supplies and materials for a
specific job
LO 3. Receive and inspect TLE_IAEI7/8MT-0b-3

electrical supplies, materials and
tools
3.1 Check and control received items
on the list
1. Measurement The learner demonstrates an The learner independently LO 1. Select electrical measuring TLE_IAEI7/8MC-0c-1
2. Ohm’s Law understanding of the concepts performs accurate measurements tools and instruments
3. Multitester and underlying principles in and calculation based on given 1.1 Identify object or component to
performing measurements and tasks. be measured
calculations. 1.2 Choose test instruments to be
used for specific tasks
1.3 Identify alternative measuring
tools without sacrificing cost and
quality of work
LO 2. Carry out measurements TLE_IAEI7/8MC-0d-2

and calculations
2.1 Use appropriate measuring
devices for specific tasks
2.2 Compute for required data
2.3 Convert data to its equivalent
unit of measurement
LESSON 3: INTERPRET TECHNICAL DRAWINGS AND PLANS (ID)
1. Basic technical drawing The learner demonstrates an The learner independently reads LO 1. Analyze signs, electrical TLE_IAEI7/8ID-0e-1
2. Technical Plans and understanding of the concepts and interprets specifications of symbols and data
Schematic Diagram and underlying principles in simple technical drawings and 1.1 Read and interpret electrical
3. Signs, Symbols and interpreting simple technical plans. signs, symbols and data
Abbreviations drawings and plans in electrical 1.2 Analyze electrical components
installation and maintenance. and materials based on electrical
signs, symbols and data
LO 2. Interpret technical TLE_IAEI7/8ID-0e-2

drawings and plans
2.1 Read blueprints of electrical
plans, diagrams and circuits
2.2 Identify necessary tools, materials
blueprints of electrical plans,
diagrams and circuits
1. Electrical tools and The learner demonstrates an The learner independently LO 1. Check condition of tools TLE_IAEI7/8MT-0f-1
equipment understanding of the underlying performs proper maintenance of and equipment
2. Maintenance of tools and principles in the maintenance of electrical tools and equipment 1.1 Label functional and non-
equipment electrical tools and equipment. based on industry standards. functional tools and equipment
LO 2. Perform basic maintenance TLE_IAEI7/8MT-0f-2

2.1 Clean and lubricate tools
2.2 Observe periodic preventive and
maintenance of electrical tools
and equipment
2.2.1 Sharpening
2.2.2 Oiling
2.2.3 Insulating
LO 3. Store tools and equipment TLE_IAEI7/8MT-0g-3

3.1 Prepare inventory of tools and
equipment
3.2 Store tools and equipment in
their proper places
1. Occupational health and The learner demonstrates an The learner independently LO1. Identify hazards and risks TLE_IAEI7/8OS-0h-1
safety procedures understanding of the concepts simulates occupational health and 1.1 List down hazards and risks in
and underlying principles of safety procedures. the workplace
occupational health and safety
procedures.
LO2. Control hazards and risks TLE_IAEI7/8OS-0i-2
2.1 Determine effects of hazards and
risks
2.2 Evaluate hazards and risks
2.3 Follow procedure for controlling
hazards and risks in the
workplace
LO3. Practice OHSP TLE_IAEI7/8OS-0j-3
GRADE 9 (SPECIALIZATION)
Course Description:
This is specialization course which leads to an Electrical Installation and Maintenance National Certificate Level II (NCII). It covers three core competencies that the
Grade 9 Technology and Livelihood Education (TLE) student ought to possess: (1) preparing electric and hydraulic tools, (2) performing roughing-in and wiring activities for
bus and under floor ducts, and (3) installing wiring devices for floor and ground fault current interrupting outlets.
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)
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in electrical
1. Basic concepts in understanding of the basic demonstrates common installation and maintenance
electrical installation and concepts and underlying competencies in electrical 2. Discuss the relevance of the course
maintenance theories of electrical installation and maintenance as 3. Explore career opportunities in electrical
2. Relevance of the course installation and maintenance. prescribed by TESDA Training installation and maintenance
Competencies and Skills understanding of one’s PeCS and prepares an activity plan Entrepreneurial Competencies and
(PeCS) vis-à-vis PeCS of Personal Competencies and that aligns with the PeCS of a Skills (PeCS) needed in electrical
a practicing entrepreneur/ Skills (PeCS) in electrical practitioner/entrepreneur in installation and maintenance
employee in locality/town. installation and maintenance. electrical installation and 1.1 Assess one’s PeCS: characteristics,
1.1 Characteristics maintenance. attributes, lifestyle, skills, traits
1.2 Attributes 1.4 Assess practitioner’s PeCS:
1.3 Lifestyle characteristics, attributes, lifestyle,
1.4 Skills skills, traits
1.5 Traits 1.5 Compare one’s PeCS with those of a
2. Analysis of PeCS practitioner /entrepreneur
compared to PeCS of a 1.6 Align one’s PeCS with those of a
practitioner practitioner/entrepreneur
develop one’s PeCS based
on the results
Market (Town) The learner demonstrates an The learner independently creates LO 1. Recognize and understand the TLE_EM9-I0-1
1. Key concepts of understanding of the concepts a business vicinity map reflective market in electrical installation and
Environment and Market of environment and market of the potential electrical maintenance
2. Players in the Market and how they relate to the installation and maintenance 1.1 Identify the players/ competitors within
(Competitors) field of electrical installation market within the locality/town. the town
3. Products & services and maintenance, particularly 1.2 Identify the different products/services
available in the market in one’s town/municipality. available in the market

4. Key concepts in customer/market in electrical
Identifying and installation and maintenance
Understanding the 2.1 Identify the profile of potential
Consumer customers
5. Consumer Analysis 2.2 Identify the customer’s needs and
through: wants through consumer analysis
5.2 Interviews
5.3 Focus group
discussion
5.4 Survey
6. Generating Business LO 3. Create new business ideas for the TLE_EM9-III0-

Ideas electrical installation and maintenance IV0-3
6.1 Key concepts in business by using various techniques
Generating Business 3.1 Explore ways of generating business
Ideas ideas from ones’ own
6.2 Knowledge & Skills, characteristics/attributes
Passions, Interests 3.2 Generate business ideas using product
6.3 New application innovation from irritants, trends and
6.4 Irritants emerging needs
6.5 Striking ideas (new 3.3 Generate business ideas using
concept) Serendipity Walk
LESSON 1: PREPARE ELECTRIC AND HYDRAULIC TOOLS (ET)
1. Standard application of The learner demonstrates an The learner independently LO 1. Select electric and hydraulic tools TLE_IAEI9ET-Ia-e-
electric and hydraulic understanding of the principles prepares electric and hydraulic 1.1 Request tools, equipment and materials 1
tools in the preparation of electric tools for the task. 1.2 Identify electric and hydraulic tools for
2. Types of electrical tools, and hydraulic tools. the task
instruments, materials 1.3 Inspect tools and equipment for damage
and their specifications prior to its use
3. Hand tools 1.4 Report damaged tools
4. Proper maintenance of
electric and hydraulic
tools
5. Specification of electric LO 2. Maintain electric and hydraulic TLE_IAEI9ET-If-j-
and hydraulic tools tools 2
6. Electric and hydraulic 2.1 Check the conditions of electric and
tools safety practices hydraulic tools
7. Electrical symbols used in 2.2 Lubricate electric tools in line with
electrical plan manufacturer’s specification
2.3 Replace auxiliary part of electric and
hydraulic tools according to
manufacturer’s specifications
2.4 Store electric and hydraulic tools
LESSON 2: PERFORM ROUGHING-IN ACTIVITIES FOR COMMUNICATION AND DISTRIBUTION SYSTEM (RC)
1. PEC provisions on The learner demonstrates an The learner independently LO 1. Install electrical metallic tubing TLE_IAEI9RC-IIa-
electrical metallic conduits understanding of the principles performs roughing-in activities 1.1 Prepare tools/equipment and materials j-1
2. Bending electrical metallic in performing roughing-in based on the Philippine Electrical needed for the installation of electrical
conduit activities. Code (PEC) and National Electrical metallic tubing in line with job
3. Procedure in installing Code (NEC). requirements
electrical metallic conduit 1.2 Install electrical metallic tubing
4. Safety procedure in according to the job requirements
installing electrical following PEC and NEC
metallic conduits 1.3 Observe safety procedure in installing
electrical metallic tubing
1.4 According to OHS guidelines and
procedures
5. PEC/NEC provisions on LO 2. Install wireways and cable trays TLE_IAEI9RC-IIIa-

wire ways and cable trays 2.1 Prepare tools/equipment and materials j-2
6. Procedure in installing needed for the installation of wire ways
wire ways and cable trays and cable trays in line with job
7. Safety procedure in requirements
installing wire ways and 2.2 Install wire ways and cable trays
cable trays according to the job requirements
following PEC and NEC
2.3 Observe safety procedure in installing
wire ways and cable trays according to
OHS guidelines and procedures
8. PEC/NEC provisions on LO 3. Install telephone terminal cabinet TLE_IAEI9RC-IVa-

telephone terminal 3.1 Prepare tools/equipment and materials e-3
cabinet needed for the installation of telephone
9. Procedure in installing terminal cabinet in line with job
telephone terminal requirement.
cabinet trays 3.2 Install telephone terminal cabinet
10. Safety procedure in according to the job requirements
installing telephone following PEC and NEC
terminal cabinet 3.3 Observe safety procedure in installing
telephone terminal cabinet according to
OHS guidelines and procedures.
11. PEC provisions on cable LO 4. Install cable bridge TLE_IAEI9RC-IVf-

bridge 4.1 Prepare tools/equipment and materials j-4
12. Procedure in installing needed for the installation of cable
cable bridge bridge in line with job requirements
13. Safety procedure in 4.2 Install cable bridge according to the job
installing cable bridge requirements following PEC and NEC
4.3 Observe safety procedure in installing
cable bridge according to OHS
guidelines and procedures
Prerequisite: Grade 9 Electrical Installation and Maintenance
Course Description:
This is specialization course which leads to an Electrical Installation and Maintenance National Certificate Level II (NCII). It covers the core competency that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess—namely, installing wiring devices for floor and ground fault current interrupting outlets.
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in electrical
1. Basic concepts in understanding of the basic demonstrates an common installation and maintenance
electrical installation and concepts and underlying theories competencies in electrical 2. Discuss the relevance of the course
maintenance in electrical installation and installation and maintenance as 3. Explore career opportunities in electrical
2. Relevance of the course maintenance. prescribed by TESDA Training installation and maintenance
1. Assessment of learner’s The learner demonstrates an The learner independently LO 1. Develop and strengthen personal TLE_PECS10-I0-1
Personal Competencies understanding of one’s Personal creates a plan of action that competencies and skills (PeCS) needed
and Skills (PeCS) vis-à- Competencies and Skills (PeCS) strengthens/ further develops in Electrical Installation and
vis those of a practicing in electrical installation and one’s PeCS in electrical Maintenance
entrepreneur/employee maintenance. installation and maintenance. 1.1 Identify areas for improvement,
in a province. development and growth
1.1 Characteristics 1.2 Align one’s PeCS according to his/her
1.2 Attributes business/career choice
1.4 Skills success of his/her business/career choice
1.5 Traits
2. Analysis of learner’s
PeCS compared to those
of a practitioner
one’s PeCS
1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service in TLE_EM10-I0-II0-
2. Key concepts in understanding of the concepts creates a business vicinity map electrical installation and maintenance 1
developing a product environment and market in the reflective of the potential 1.1 Identify what is of “Value” to the
3. Finding Value electrical installation and electrical installation and customer
4. Innovation maintenance field, particularly in maintenance within the 1.2 Identify the customer
4.1 Unique Selling one’s town/municipality. locality/town. 1.3 Explain what makes a product unique
Proposition (USP) and competitive
product
5. Selecting a Business LO 2. Select a business idea based on TLE_EM10-III0-2

Idea the criteria and techniques set
6. Key concepts in 2.1 Enumerate various criteria and steps in
Selecting a Business selecting a business idea
Idea 2.2 Apply the criteria/steps in selecting a
6.1 Criteria viable business idea
6.2 Techniques 2.3 Determine a business idea based on the
7. Branding LO 3. Develop a brand for the product TLE_EM10-IV0-3

7.1 Identify the benefits of having a good
brand
town/province
7.3 Enumerate the criteria for developing a
brand
brand
INSTALLING WIRING DEVICES FOR FLOOR AND GROUND FAULT CURRENT INTERRUPTING OUTLETS (WD)
1. Standard application of The learner demonstrates an The learner independently LO 1. Select the wiring devices used for TLE_IAEI10WD-Ia-
tools, materials and understanding of the underlying installs wiring devices for floor floor and ground fault current IIj-1
equipment in accordance principles in installing wiring and ground fault current interrupter
with PEC (Philippine devices. interrupter. 1.1 Interpret plan/drawings for the selection
Electrical Code) /NEMA of wiring devices based on the job
requirement
2. (National Electrical 1.2 Identify the correct quantity of wiring
Manufacturers materials and devices to be used based
Association) on job requirement
3. Safety procedure for 1.3 Select tools and equipment to be used
handling electrical based on job requirement
materials and devices 1.4 Select appropriate Personal Protection
4. Specifications of Equipment (PPE)
electrical supplies and
materials
5. Standard application of LO 2. Install the wiring devices for floor TLE_IAEI10WD-

tools, materials and and ground fault current interrupter IIIa-IVj-2
equipment in accordance based on PEC standards
with PEC/NEMA 2.1 Interpret plan/drawings based on the
6. Basic methods and job requirement
requirements for the 2.2 Install the wiring devices for floor and
installation ground fault current interrupter in
7. Specifications of accordance with PEC
electrical supplies and 2.3 Observe safety procedure in installing
materials the wiring devices for floor and ground
fault current interrupter in accordance
with OHS procedures
GLOSSARY
Code Book Legend
Sample: TLE_IAEI9RC-IVf-j-4
Technology and Livelihood Personal Entrepreneurial Competencies PECS

Learning Area and
Education_Industrial Arts
Strand/ Subject or
Electrical Installation and TLE_IA
First Entry Specialization EI Environment and Marketing EM
Maintenance
9
Grade Level Grade 9 Prepare Electrical Materials and Tools UT
Perform Roughing-in
Domain/Content/ Activities for Perform Mensuration and Calculations MC
Uppercase Letter/s
Component/ Topic Communication and
RC
Distribution
Interpret Technical Drawings and Plans ID
-
Roman Numeral Maintain Tools and Equipment MT
Practice Occupational Heath and Safety
Lowercase Letter/s OS
Procedure
Week Week Six to Ten f-j
specific week Prepare Electric and Hydraulic Tools ET
- Perform Roughing-in Activities for

RC
Communication and Distribution
Arabic Number Competency Install cable bridge 4 Installing Wiring Devices for Floor and Ground
WD
Fault Current Interrupting Outlets
Plumbing

INDUSTRIAL ARTS – PLUMBING
Course Description:
This is an exploratory and introductory course which leads to Plumbing National Certificate Level II (NC II). It covers five common competencies that the Grade 7/Grade
8 Technology and Livelihood Education (TLE) student ought to possess: (1) using tools, equipment and paraphernalia; (2) performing mensuration and calculation; (3)
practicing Occupational Health and Safety (OHS) procedure; (4) maintaining tools, equipment and paraphernalia; and (5) interpreting technical drawing and plans.

Introduction
1. Basic concepts in plumbing The learner demonstrates an The learner independently 1. Explain basic concepts in plumbing
2. Relevance of the course understanding of the basic demonstrates common 2. Discuss the relevance of the
3. Career opportunities concepts and underlying competencies in plumbing as course
theories in plumbing. prescribed by TESDA Training 3. Explore career opportunities in
Regulations. plumbing
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in plumbing
(PeCS) vis-à-vis a practicing Competencies and Skills and prepares a list of PeCS of a 1.1 Assess one’s PeCS: characteristics,
entrepreneur/employee (PeCS). practitioner/entrepreneur in attributes, lifestyle, skills, traits
1.1 Characteristics plumbing. 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PeCS with that of a
1.5 Traits practitioner /entrepreneur
K to 12 TLE Industrial Arts – Plumbing Guide December 2013 *LO – Learning Outcome Page 1 of 15
1. Key concepts of Environment The learner demonstrates an The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
and Market understanding of the generates a business idea based that relates with a career choice in
2. Products & services available concepts environment and on the analysis of the plumbing
in the market market that relate to a career environment and the market in 1.1 Conduct SWOT analysis
3. Differentiation of products choice in plumbing. plumbing. 1.2 Identify the different
5. Competition in the market products/services in Plumbing
6. SWOT Analysis business
customers
competitors
LESSON 1: PREPARE PLUMBING MATERIALS AND TOOLS (UT)
1. Plumbing materials and tools The learner demonstrates an The learner independently LO 1. Prepare plumbing materials TLE_IAPB7/8UT-0a-1
2. Requisition of materials and understanding of concepts in prepares appropriate plumbing and tools for the task
tools the preparation of plumbing materials and tools using the 1.1 Prepare a list of plumbing tools
3. Procedure in receiving materials and tools using the different forms in electrical and materials for a specific job
materials and tools different forms in electrical installation and maintenance
installation and maintenance. based on industry standards.
LO 2. Request appropriate TLE_IAPB7/8UT-0a-2

plumbing supplies, materials and
tools applicable to a specific job
2.1 Use the appropriate form in
requesting for plumbing tools,
supplies and materials for a
specific job
LO 3. Receive and inspect electrical TLE_IAPB7/8UT-0b-3

supplies, materials and tools
3.1 Check and control received items
on the list
1. Measurement The learner demonstrates an The learner independently LO 1. Select plumbing measuring TLE_IAPB7/8MC-0c-1
2. Proper handling of understanding of the performs accurate tools and instruments
measuring instruments concepts and underlying measurements and calculation 1.1 Identify object or component to be
principles in performing based on given tasks. measured.
measurements and 1.2 Choose measuring tools to be used
calculations. for specific tasks
1.3 Identify alternative measuring
tools without sacrificing cost and
quality of work
LO 2. Carry out measurements and TLE_IAPB7/8MC-0d-2

calculations
2.1 Use appropriate measuring devices
for specific tasks
2.2 Compute for required data.
2.3 Convert data to its equivalent
measure
1. Plumbing drawing signs and The learner demonstrates an The learner independently reads LO 1. Analyze signs, plumbing TLE_IAPB7/8ID-0e-1
symbols understanding of the and interprets specifications of symbols and data
2. Technical plans and concepts and underlying simple technical drawings and 1.1 Read and interpret plumbing signs,
schematic diagrams principles in interpreting plans. symbols and data
simple technical drawings and 1.2 Analyze plumbing components and
plans in plumbing installation materials based on electrical signs,
and maintenance. symbols and data
LO 2. Interpret technical drawings TLE_IAPB7/8ID-0f-2

and plans
2.1 Read blueprints of plumbing
plans, diagrams and circuits
2.2 Identify necessary tools, materials
blueprints of plumbing plans,
1. Plumbing tools and The learner demonstrates an The learner independently LO 1. Check condition of tools and TLE_IAPB7/8MT-0g-1
equipment understanding of the performs proper maintenance of equipment
2. Lubricants concepts and underlying plumbing tools and equipment 1.1 Functional and non-functional
3. Storage of plumbing tools principles in the maintenance based on industry standards. tools are labeled
of plumbing tools and
equipment.
LO 2. Perform basic preventive TLE_IAPB7/8MT-0g-2

maintenance
2.1 Maintenance of tools is done
regularly
LO 3. Store tools and equipment TLE_IAPB7/8MT-0h-3

3.1 Tools are stored safely in
appropriate locations in
accordance with manufacturer
specifications or standard
operating procedure
1. Occupational health and The learner demonstrates an The learner independently LO 1. Identify hazards and risks TLE_IAPB7/8OS-0i-1
safety procedures understanding of the identifies hazards correctly in 1.1 Observing safety work habits in
concepts and underlying accordance with occupational the work place
principles in occupational health and safety procedures. 1.2 Preventing hazards in the
health and safety procedures workplace
LO 2. Evaluate hazards and risks TLE_IAPB7/8OS-0i-2

2.1 Identify work hazards in the
workplace
2.2 Make a plan of action for the
identified hazards
LO 3. Control hazards and risks TLE_IAPB7/8OS-0j-3

3.1 Demonstrate the use of PPEs in
the workplace
3.2 Enumerate the benefits of
observing safety procedure in the
workplace
Course Description:
This is an exploratory and introductory course which leads to leads to a Plumbing National Certificate I (NCI) It focuses on the core competencies that the Grade 9
Technology and Livelihood Education (TLE) student ought to possess: (1) preparing pipes, tools and equipment for installation; and (2) cutting and threading ferrous pipes.
1. Basic procedure in understanding of the basic demonstrates the core plumbing
plumbing concepts and underlying competencies in plumbing. 2. Discuss the relevance of the
2. Relevance of the course theories in plumbing. course
3. Career opportunities 3. Explore career opportunities in
plumbing
Competencies and Skills understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies
(PeCS) vis-à-vis a Personal Competencies and Competencies and Skills (PeCS) and Skills (PeCS) needed in
practicing entrepreneur/ Skills (PeCS) in plumbing. and prepares an activity plan that plumbing
employee in locality/town. aligns with that of a 1.1 Assess one’s PeCS:
1.1 Characteristics practitioner/entrepreneur in characteristics, attributes,
1.2 Attributes plumbing. lifestyle, skills, traits
1.3 Lifestyle 1.2 Assess practitioner’s:
1.4 Skills characteristics, attributes,
1.5 Traits lifestyle, skills, traits
2. Analysis of PeCS in relation 1.3 Compare one’s PECSS with that of
to a practitioner a practitioner /entrepreneur
3. Align, strengthen and 1.4 Align one’s PECSS with that of a
develop ones PeCS based practitioner/entrepreneur
on the results
Market (Town) The learner demonstrates an The learner independently creates LO 1. Recognize and understand TLE_EM9-I0-1
1. Key concepts of understanding of the concepts a business vicinity map reflective the market in Plumbing
Environment and Market environment and market in of the potential plumbing market 1.1 Identify the players/ competitors
2. Players in the Market the field of plumbing, within the locality/town. within the town
(Competitors) particularly in one’s 1.2 Identify the different
3. Products & services town/municipality. products/services available in the

4. Key concepts in Identifying customer/market in Plumbing
and Understanding the 2.1 Identify the profile of potential
Consumer customers
5. Consumer Analysis through: 2.2 Identify the customer’s needs and
5.1 Observation wants through consumer analysis
5.2 Interviews 2.3 Conduct consumer/market
5.3 Focus group discussion analysis
(FGD)
5.4 Survey
6. Generating Business Idea LO 3. Create new business ideas TLE_EM9-III0-IV0-3

1.1 Key concepts in in Plumbing.
Generating Business business by using various
Ideas techniques
1.2 Knowledge & Skills, 3.1 Explore ways of generating
Passions, Interests business idea from ones’ own
1.3 New application characteristics/attributes
1.4 Irritants 3.2 Generate business ideas using
1.5 Striking ideas (new product innovation from irritants,
concept) trends and emerging needs
1.6 Serendipity Walk 3.3 Generate business ideas using
Serendipity Walk
PREPARING PIPES, TOOLS AND EQUIPMENT FOR INSTALLATION (PI)
1. Plumbing signs and The learner demonstrates The learner independently LO 1. Lay out work area for pipes TLE_IAPB9PI-Ia-j-1
symbols an understanding of the demonstrates competency in the installation
2. Types of measuring tools in basic concepts and preparation of tools and equipment 1.1 Read plans and details in
plumbing underlying theories in and pipes needed for installation. accordance with job requirement
plumbing materials tools 1.2 Interpret plans and details in
and equipment. accordance with job requirement
1.3 Layout and mark dimensions
1.4 Use appropriate measuring tools
for laying out
1.5 Determine face to face distance
according to the allowed
engagement length
3. Different pipe sizes and LO 2. Cut pipe according to the TLE_IAPB9PI-IIa-j-2

materials required length of job
4. Different cutting tools and requirements
equipment 2.1 Cut pipes accurately with
5. Procedure in cutting pipes tolerance based on the job
6. Safety standards requirements
2.2 Ream cut pipes as per standard
procedure.
2.3 Observe correct use of cutting
tools and equipment
2.4 Use Personal Protective
Equipment (PPE) according to the
job requirement
2.5 Perform proper housekeeping
(5S)
7. Different threading tools LO 3. Thread pipes in accordance TLE_IAPB9PI-IIa-j-3

8. Standard procedures for with the standard thread
pipe threading engagement
9. Proper housekeeping (5S) in 3.1 Use threading tools and
housekeeping equipment
3.2 Perform pipe threading in
accordance with the standard
procedure
Equipment
MAKE PIPING JOINTS AND CONNECTION (MP)
1. Blueprint LO 1. Fit up joint and fitting for TLE_IAPB9MP-IIIa-

2. Levelness alignment Polyvinyl Chloride (PVC) pipe e-1
3. Personal Protective 1.1 Check measurements according to
Equipment (PPE)/safety plan
precaution 1.2 Select joints and fittings based on
4. Proper housekeeping (5S) the job requirement
implementation 1.3 Perform pipe fitting based on job
specification
5. Procedure in fitting PVC
pipes
Equipment
6. Proper use of hand tools 1.5 Perform proper housekeeping
7. Types and uses of pipe
joints and fittings
8. Blueprint reading LO 2. Perform pipe threading of TLE_IAPB9MP-IIIf-

9. Materials use and joints and connection j-2
specifications 2.1 Prepare piping layout based on
10. Proper use of hand tools blueprint
2.2 Perform threaded connections in
accordance with the piping table
of specifications and the approved
11. Procedure in fitting standard procedure
threaded pipe 2.3 Seal all joints with Teflon tape as
12. Types of piping connection per job specification
2.4 Use PPE
13. Caulking procedures LO 3. Caulk joints TLE_IAPB9MP-IVa-j-

14. Types of caulking tools and 3.1 Pack joints firmly in accordance 3
materials with the job requirement
15. Proper use of plumbing 3.2 Caulk lead or epoxy inside and
hand tools outside the edge of the joint
16. Economic use of materials 3.3 Caulk pipe joints according to
the specified procedure
17. Proper housekeeping (5S)
3.4 Join hub and pipes according to
implementation
the caulking procedure
3.5 Use PPE
Course Description: Prerequisite: Grade 9 Plumbing
This is an exploratory and introductory course which leads to a Plumbing National Certificate I (NCI) It focuses on the core competencies that the Grade 10 Technology
and Livelihood Education (TLE) student ought to possess: (1) performing minor construction works, and (2) making piping joints and connections.
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in plumbing
1. Basic procedure in plumbing understanding of the basic demonstrates the core 2. Discuss the relevance of the course
2. Relevance of the course concepts and underlying competencies in plumbing. 3. Explore career opportunities in
3. Career opportunities theories in plumbing. plumbing
1. Assessment of Personal The learner demonstrates an The learner independently LO 1. Develop and strengthen TLE_PECS10-I0-1
Competencies and Skills understanding of one’s creates a plan of action that personal competencies and skills
(PeCS) vis-à-vis a practicing Personal Competencies and strengthens/ further develops (PeCS) needed plumbing
entrepreneur/employee in a Skills (PeCS) in plumbing. one’s PeCS in plumbing. 1.1 Identify areas for improvement,
1.1 Characteristics 1.2 Align one’s PeCS according to his/her
1.2 Attributes business/career choice
1.4 Skills success of his/her business/career
1.5 Traits choice
2. Analysis of PeCS in relation
to a practitioner
development of one’s PeCS
1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service in TLE_EM10-I0-II0-1
2. Key concepts in developing understanding of the concepts creates a business vicinity map Plumbing
a product environment and market in reflective of the potential 1.1 Identify what is of “Value” to the
3. Finding Value the field of plumbing, Plumbing market within the customer
4. Innovation particularly in one’s locality/town. 1.2 Identify the customer
4.1 Unique Selling town/municipality. 1.3 Explain what makes a product
4.2 Proposition (USP) unique and competitive
1.4 Apply creativity and Innovative
product
5. Selecting a Business Idea LO 2. Select a business idea based TLE_EM10-III0-2

6. Key concepts in Selecting a on the criteria and techniques set
Business Idea 2.1 Enumerate various criteria and steps
a. Criteria in selecting a business idea
b. Techniques 2.2 Apply the criteria/steps in selecting
2.3 Determine a business idea based on

product
good brand
3.2 Enumerate recognizable brands in
the town/province
developing a brand
brand
PERFORMING MINOR CONSTRUCTION WORKS (CW)
1. Mensuration and blue print LO 1. Perform piping layouts TLE_IAPB10CW-Ia-

reading 1.1 Interpret work instruction according IIj-1
2. Roughing-in procedures to the job requirements
3. Steps in performing minor 1.2 Select materials, tools, and
installation equipment according to the job
4. Use and specification of requirements
1.3 3.Perform laying out in accordance
materials
with roughing-in procedure
5. Tools and equipment for
1.4 Check dimension and alignment of
roughing-in
pipes based on the job
6. Masonry work and specifications
procedures
7. Types of tools for cutting LO 2. Cut pipes thru walls and floors TLE_IAPB10CW-IIIa-
G.I. pipes 2.1 Cut thru walls in accordance with IVj-2
8. Procedure in cutting pipes the job requirement
through walls and floors 2.2 Use correct tools according to the
9. Safety regulations job requirement
2.3 Restore cut wall and floor surface to
their original condition
2.4 Use Personal Protective Equipment
GLOSSARY
Code Book Legend
Sample: TLE_IAPB7/8OS-0i-1

LEGEND SAMPLE
Specialization Plumbing TLE_IA Environment and Marketing EM
First Entry PB
Prepare Plumbing Materials and Tools UT
7/8
Perform Mensuration and Calculations MC

Domain/Content/ Practice Health and
Uppercase Letter/s
Component/ Topic Safety Procedure
OS
Maintain Tools and Equipment MT
- Practice Occupational Health and Safety

OS
Procedure
Roman Numeral Preparing Pipes, Tools and Equipment for
Quarter No Specific Quarter 0 PI
*Zero if no specific quarter Installation
Lowercase Letter/s Make Piping Joints and Connection MP

Week Week Nine i Performing Minor Construction Works CW
specific week Perform Single Unit Plumbing Installation and
PI
- Assemblies
Perform Plumbing Repair and Maintenance
PR
Identify Hazards and Works
Risks
1
Performing Pipe Leak Testing LT
Refrigeration and
Airconditioning

INDUSTRIAL ARTS – RAC SERVICING (DOMRAC)
Course Description:
This is an exploratory and introductory course which leads to RAC Servicing National Certificate Level II (NC II). It covers five common competencies that a Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (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) interpreting technical drawing and plans.
Introduction The learner demonstrates The learner independently 1. Explain basic concepts in RAC servicing
1. Basic concepts in RAC an understanding of the demonstrates common 2. Discuss the relevance of the course
Servicing basic concepts and competencies in RAC servicing as 3. Explore on opportunities for RAC
2. Relevance of the course underlying theories in RAC prescribed by TESDA Training servicing as a career
3. Career opportunities servicing. Regulations..
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize Personal TLE_PECS7/8-00-1
Entrepreneurial an understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in RAC
practicing (PeCS). practitioner/entrepreneur in RAC. attributes, lifestyle, skills, traits
entrepreneur/employee 1.2 Assess practitioner’s: characteristics,
1.2 Attributes 1.3 Compare one’s PeCS with that of a
1.4 Skills
1.5 Traits
1. Key concepts of The learner demonstrates The learner independently LO 1. Generate a business idea that TLE_EM7/8-00-1
Environment and Market an understanding of the generates a business idea based relates with a career choice in RAC
2. Products & services concepts environment and on the analysis of environment 1.1 Conduct SWOT analysis
K to 12 TLE Industrial Arts – RAC Servicing (DOMRAC) Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 15
available in the market market that relates to a and market in RAC. 1.2 Identify the different products/services
3. Differentiation of products career choice in RAC. available in the market
and services 1.3 Compare different products/services in
4. Customers and their RAC business
buying habits 1.4 Determine the profile potential
5. Competition in the market customers
6. SWOT Analysis 1.5 Determine the profile potential
competitors
1.6 Generate potential business idea based
LESSON 1: PREPARE MATERIALS AND TOOLS (UT)
1. Tools and materials for The learner demonstrates The learner independently LO 1. Prepare RAC materials and tools TLE_IARA7/8UT-0a-
RAC Servicing an understanding of the prepares appropriate RAC for the task 1
concepts in the preparation materials and tools using the 1.1 Prepare a list of electrical tools and
of RAC materials and tools different forms in RAC based on materials for a specific job
using the different forms in industry standards.
RAC.
LO 2. Request appropriate RAC TLE_IARA7/8UT-0a-
supplies, materials and tools applicable 2
to a specific job
2.1 Use the appropriate form in requesting
for electrical tools, supplies and
materials for a specific job
LO 3. Receive and inspect RAC supplies, TLE_IARA7/8UT-0b-

materials and tools 3
3.1 Check and inspect received items on the
list
LO 1. Select electrical measuring tools
1. Measuring instrument The learner demonstrates The learner independently and instruments TLE_IARA7/8MC-0c-
2. Measurement and an understanding of the performs accurate measurements 1.1 Identify object or component to be 1
calculation concepts and underlying and calculation based on given measured
3. Unit Conversion principles in performing tasks. 1.2 Choose measuring tools to be used for
4. System of measurement measurements and specific tasks
4.1 English calculations. 1.3 Identify alternative measuring tools
4.2 Metric without sacrificing cost and quality of
work
LO 2. Carry out measurements and TLE_IARA7/8MC0-d-

calculations 2
2.1. Use appropriate measuring devices for
specific tasks
2.2. Compute for required data
2.3. Convert data to its equivalent measure
1. Sign, symbols and data The learner demonstrates The learner independently reads LO 1. Analyze signs, RAC symbols and TLE_IARA7/8ID-0e-
2. Interpret technical an understanding of the and interprets specifications of data 1
drawings and plans concepts and underlying simple technical drawings and 1.1 Read and interpret RAC signs, symbols
3. Freehand sketching principles in interpreting plans. and data
simple technical drawings 1.2 Analyze RAC components and materials
and plans in RAC. based on electrical signs, symbols and
data
LO 2. Interpret technical drawings and TLE_IARA7/8ID-0f-

plans 2
2.1. Read blueprints of RAC plans, diagrams
and circuits
2.2. Identify necessary tools, materials and
equipment according to blueprints of
RAC plans, diagrams and circuits
1. Checking tools and The learner demonstrates The learner independently LO 1. Check condition of tools and TLE_IARA7/8MT-0g-
equipment an understanding of the performs proper maintenance of equipment 1
2. Maintenance of tools and underlying principles in the RAC tools and equipment based 1.1 Label functional and non-functional
equipment maintenance of RAC tools on industry standards. tools and equipment
2.1 Cleaning and equipment.
2.2 Lubricating TLE_IARA7/8MT-0h-
2.3 Tightening LO 2. Perform basic maintenance 2
2.4 Simple tool repair 2.1 Perform cleaning and lubricating of tools
2.5 Hand sharpening 2.2 Observe periodic preventive and
3. Storing tools and maintenance of RAC tools and
equipment equipment
2.2.1 Sharpening
2.2.2 Oiling
2.2.3 Insulating
LO 3. Store tools and equipments TLE_IARA7/8MT-0h-

3.1. Prepare inventory of tools and 3
equipment
3.2. Store tools and equipment in their
proper place
LESSON 5: PERFORM HOUSEKEEPING AND SAFETY PRACTICES FOR RAC SERVICING (OS)
1. Proper house keeping The learner demonstrates The learner independently LO 1. Identify hazards and risks TLE_IARA7/8OS-0i-
2. Hazards in the work area an understanding of the simulates occupational health and 1.1 List down hazards and risks in the 1
2.1 Flammable materials concepts and underlying safety procedures. workplace
2.2 Running principles of occupational
machinery/equipment health and safety
LO 2. Control hazards and risks TLE_IARA7/8OS-0i-
2.3 Toxic substances procedures.
2.1 Determine effects of hazards and risks 2
2.4 Debris
2.2 Evaluate hazards and risks
2.5 Open flames
2.3 Follow procedure for controlling hazards
2.6 Loose objects/fixtures
and risks in the workplace
2.7 Chemicals
2.8 Electrical faults LO 3. Practice OHSP TLE_IARA7/8OS-0j-
2.9 Hot metals 3
Course Description:
This is a specialization course which leads to a RAC Servicing National Certificate Level I (NC I). It covers two (1) core competencies that the Grade 9 Technology and
Livelihood Education (TLE) student ought to possess: (1) domestic refrigeration and air-conditioning unit installation, and (2) service and maintainance of window- type air-
conditioning / domestic refrigeration units.
The preliminaries of this specialization course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and
Introduction The learner demonstrates an The learner independently 1. Explain basic principles of electrical
1. Basic principles of understanding of the basic demonstrates core competencies and mechanical aspects of domestic
electricity and mechanical principles of electricity and in RAC servicing as prescribed by refrigeration unit
aspects of refrigeration mechanical aspects of TESDA Training Regulations.. 2. Discuss the relevance of the course
unit refrigeration and air conditioning 3. Explore career opportunities in RAC
2. Relevance of the course unit. servicing
3. Career opportunities
Competencies and Skills understanding of one’s Personal Personal Entrepreneurial Entrepreneurial Competencies and
(PeCS) vis-à-vis a Competencies and Skills (PeCS) Competencies and Skills (PeCS) Skills (PeCS) needed in RAC
practicing entrepreneur/ in RAC. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics,
1.1 Characteristics practitioner/entrepreneur in 1.2 Assess practitioner’s:
1.2 Attributes RAC. characteristics, attributes, lifestyle,
1.4 Skills 1.3 Compare one’s PECSS with that of
2. Analysis of PeCS in relation 1.4 Align one’s PECSS with that of a
on the results
1. Key concepts of Market understanding of the concepts creates a business vicinity map the market in RAC
2. Players in the Market environment and market in RAC, reflective of the potential RAC 1.1 Identify the players/ competitors
(Competitors) particularly in one’s market within the locality/town. within the town
3. Products & services town/municipality. 1.2 Identify the different
available in the market products/services available in the
market

4. Key concepts in Identifying customer/market in RAC
and Understanding the 2.1 Identify profile of potential
Consumer customers
1.2 Interviews
1.3 Focus group discussion
(FGD)
1.4 Survey
6. Generating Business Idea LO 3. Create new business ideas in TLE_EM9-III0-IV0-3

6.1 Key concepts in RAC business by using various
Generating Business techniques
Ideas 3.1 Explore ways of generating
6.2 Knowledge, Skills, business idea from ones’ own
Passions and Interests characteristics/attributes
6.3 New applications 3.2 Generate business ideas using
6.4 Irritants product innovation from irritants,
6.5 Striking ideas (new trends and emerging needs
concept) 3.3 Generate business ideas using
6.6 Serendipity Walk Serendipity Walk
LESSON 1: INSTALL DOMESTIC REFIRGERATION AND AIR-CONDITIONING UNIT (60 hours ) (IR)
1. Dom RAC Installation The learner demonstrates an The learner independently LO 1. Conduct survey for unit TLE_IARA9IR-Ia-c-1
Requirements understanding of the concepts, provides quality, competitive and installation
1.1 Air underlying theories and profitable service in installing 1.1 Assess site conditions and
circulation/ventilation principles in installing domestic domestic refrigerator and air- installation according to the job
requirements refrigeration and air-conditioning conditioning units. requirements
1.2 Drain disposal units. 1.2 Determine tools, equipment and
requirements materials needed for installation
1.3 Power supply according to site conditions and
requirements site installation requirements
1.4 Structural and 1.3 Record result of the survey on site
architectural condition and site installation
requirement
1.5 Provision for
serviceability
2. Tools equipment and
materials needed in
installing DomRAC
3. Survey Inspection Report
4. Wires and cables used in LO 2. Install electrical circuit TLE_IARA9IR-Id-IIj-

electrical wiring 2.1 Perform roughing-in activities 2
5. Classes of outlet/switch according to appropriate provision
boxes used in electrical in Philippine Electrical Code (PEC)
wiring (PEC) 2.2 Select electrical cabling and wiring
6. Enclosure and their devices of correct load carrying
conditions for use capacity
7. Types of devices used in 2.3 Install electrical cabling and wiring
electrical wiring devices in line with manufacturer's
8. Identifying wall plugs and instructions
masonry bolts 2.4 Install power wiring devices in
9. Drilling into masonry using accordance with the PEC
portable electrical drill 2.5 Test electrical circuit in accordance
with PEC
10. Marking out using spirit
level /water level
11. Use of electrical
measuring instruments
12. Testing electrical circuits
13. Refrigeration cycle LO 3. Install window type aircon TLE_IARA9IR-IIIa-

14. Aircon/Refrigerator 3.1 Prepare unit and IVj-3
components and equipment/components based on
accessories work procedures
15. Sealant and insulation 3.2 Install bracket, hangers and
16. Fastening device frames in accordance with
17. WAC installation manufacturer’s recommendation
procedure 3.3 Position and level unit in line with
18. Basic plumbing manufacturer's instructions
18.1 Types of PVC drain 3.4 Install sealing materials to ensure
pipes an air tight seal around the unit
18.2 Types of PVC following manufacturer's
fittings instructions
19. Safety practices 3.5 Install condensate drain according
to manufacturer’s recommendation
3.6 Employ safe manual handling
techniques in line with enterprise
OH&S procedures
3.7 Perform proper housekeeping (5S)
Course Description: Prerequisite: Grade 9 DOMRAC
This is a specialization course which leads to a RAC Servicing National Certificate Level I (NC I). It covers two (2) core competencies that the Grade 10 Technology and
Livelihood Education (TLE) student ought to possess: (1) domestic refrigeration and air-conditioning unit installation, and (2) service and maintenance of window- type air-
conditioning / domestic refrigeration units
The preliminaries of this specialization course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and
Introduction The learner demonstrates an The learner independently 1. Explain basic principles of electrical
1. Basic principles of electricity understanding of the basic demonstrates the core and mechanical aspects of
and mechanical aspects of principles of electricity and competencies in RAC servicing domestic refrigeration unit
refrigeration unit mechanical aspects of as prescribed by TESDA 2. Discuss the relevance of the
2. Relevance of the course refrigeration and air Training Regulations.. course
3. Career opportunities conditioning unit. 3. Explore career opportunities in
RAC servicing
Competencies and Skills understanding of one’s Personal creates a plan of action that personal competencies and skills
(PeCS) vis-à-vis a practicing Competencies and Skills (PeCS) strengthens/ further develops (PeCS) needed RAC
entrepreneur/employee in a in RAC. one’s PeCS in RAC. 1.1 Identify areas for improvement,
1.3 Lifestyle 1.3 Create a plan of action that
1.4 Skills ensures success of his/her
1.5 Traits business/career choice
2. Analysis of PeCS in relation
to a practitioner
development of one’s PeCS
2. Key concepts in developing a understanding of the concepts creates a business vicinity map RAC
product environment and market in reflective of the potential RAC 1.1 Identify what is of “Value” to the
3. Finding Value RAC, particularly in one’s market within the locality/town. customer
4. Innovation town/municipality. 1.2 Identify the customer
4.1 Unique Selling 1.3 Explain what makes a product
techniques to develop a
marketable product
product/service
1. Selecting a Business Idea LO 2. Select a business idea based TLE_EM10-III0-2

2. Key concepts of Selecting a on the criteria and techniques set
Business Idea 2.1. Enumerate various criteria and
2.1 Criteria steps in selecting a business idea
2.2 Techniques 2.2. Apply the criteria/steps in selecting
2.3. Determine a business idea based

product
good brand
the town/province
developing a brand
brand
INSTALL DOMESTIC REFIRGERATION AND AIR-CONDITIONING UNIT (60 hours ) (IR)
1. Measuring air circulation and LO 1. Conduct performance test on TLE_IARA10IR-Ia-IIj-

velocity the installation of window type 4
1.1 Velometer aircon
1.2 anemometer 1.1 Check voltage and current
2. Temperature testing according to unit power
2.1 Thermometer requirements
3. Current and voltage 1.2 Check air temperature and velocity
measurement based on unit specifications
3.1 Clamp ammeter 1.3 Inspect sounds and vibration
based on unit specifications
1.4 Prepare Installation, testing and
commissioning (ITC) report
SERVICE AND MAINTAIN WINDOW- TYPE AIR-CONDITIONING / DOMESTIC REFRIGERATION UNITS (60 hours ) (SR)
1. Types and classification of air The learner demonstrates an The learner independently LO 1. Clean and replace air filter TLE_IARA10SR-IIIa-j-
filter used in WAC understanding of the principles performs the servicing and 1.1 Remove air filter from the unit 1
2. Effects of restricted air flow in the servicing and maintenance of window type 1.2 Check air filter for damage or
in WAC maintenance of window type air-conditions based on the replacement
3. Cleaning and replacing air air-conditioning units. service manual. 1.3 Clean air filter
filters 1.4 Replace defective air filter in
specification
4. Assembling and LO 2. Service evaporator and TLE_IARA10SR-IVa-j-

disassembling condenser 2
evaporator/condenser in 2.1 Select tools in dismantling the
WAC evaporator / condensing unit as per
5. Cleaning procedure using standard operating procedures
high pressure washer (SOPs)
6. Straightening of fins 2.2 Use high pressure washer in
cleaning evaporator/ condensing
coil based on standard operating
7. Types and application of procedure
cleaning agent 2.3 Repair defective
8. Effects of heavily dented, evaporator/condenser coil fins
corroded coil fins in unit 2.4 Replace defective
operation evaporator/condenser coil fins in
9. Preventive and corrective accordance with manufacturer’s
maintenance of WAC specification
10. Safety practices 2.5 Apply cleaning agent or non-
11. Montreal protocol corrosive chemical in cleaning and
12. Ozone depletion substances maintaining evaporator/ condensing
(ODS) coil, fins and other body accessories
as per standard operating
procedures (SOPs)
GLOSSARY
Code Book Legend
Sample: TLE_IARA10SR-IIIa-j-1
Learning Area and Technology and Livelihood

Specialization RAC Servicing TLE_IA
First Entry RA Environment and Marketing EM
10
Grade Level Grade 9
Prepare Materials and Tools UT
Service and Maintain
Domain/Content/ Window-Type Air- Perform Mensuration and Calculation MC
Uppercase Letter/s SR
Component/ Topic Conditioning/ Domestic
Refrigeration Units
-
Roman Numeral Maintain Tools and Equipment MT
Quarter Third Quarter III
Lowercase Letter/s Perform Housekeeping and Safety Practices for
OS
*Put a hyphen (-) in between RAC Servicing
Install Domestic Refrigeration and Air-
specific week IR
Conditioning Units
-
Service and Maintain Window-Type Air-
SR
Clean and Replace Air Conditioning/ Domestic Refrigeration Units
Arabic Number Competency 1
Filter
Shielded Metal Arc
Welding

INDUSTRIAL ARTS – SHIELDED METAL ARC WELDING (SMAW)
Course Description:
This is an exploratory and introductory course which leads to a Shielded Metal Arc Welding National Certificate Level II (NC II). It covers four common competencies that
the Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (1) using tools, equipment and paraphernalia; (2) performing mensuration and
calculation; (3) practicing Occupational Health and Safety (OHS) procedures; and (4) interpreting technical drawing and plans.
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in shield
1. Basic concepts in Shield understanding of the basic demonstrates the common metal arc welding
Metal Arc Welding concepts, and underlying competencies in shield metal arc 2. Discuss the relevance of the course
2. Relevance of the course theories in shield metal arc welding as prescribed by TESDA 3. Explore career opportunities in
3. Career opportunities welding. Training Regulations.. shield metal arc welding
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in SMAW
practicing (PeCS). practitioner/entrepreneur in attributes, lifestyle, skills, traits
entrepreneur/employee SMAW. 1.2 Assess practitioner’s:
1.1 Characteristics characteristics, attributes, lifestyle,
1.2 Attributes skills, traits
1.3 Lifestyle 1.3 Compare one’s PeCS with that of a
1.5 Traits
Environment and Market understanding of the generates a business idea based relates with a career choice in
K to 12 TLE - Industrial Arts – Shielded Metal Arc Welding (SMAW) Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 18
2. Products & services concepts environment and on the analyses of the SMAW
available market that relate to a career environment and market in SMAW. 1.1 Conduct SWOT analysis
3. in the market choice in SMAW. 1.2 Identify the different
4. Differentiation of products/services available in the
products and market
5. services 1.3 Compare different products/services
6. Customers and their in SMAW business
buying habits 1.4 Determine the profile potential
7. Competition in the customers
market 1.5 Determine the profile potential
8. SWOT Analysis competitors
LESSON 1: USE BASIC HAND TOOLS AND EQUIPMENT (UT)
1. Welding hand tools and The learner demonstrates an The learner independently LO 1. Identify and select materials TLE_IAAW7/8UT-0a-
equipment understanding of the prepares appropriate SMAW and tools 1
2. Maintenance of hand preparation of SMAW materials and tools based on 1.1 Manipulate the tools and materials
tools materials and tools. industry standards. in a job/task
2.1 Cleaning
2.2 Lubricating
2.3 Tightening LO 2. Request appropriate materials TLE_IAAW7/8UT-0a-
2.4 Simple tool repair and tools b-2
2.5 Hand sharpening 2.1. Accomplish the different forms
3. Storage of hand tools needed in making requests for
materials and tools
LO 3. Receive and inspect materials TLE_IAAW7/8UT-0c-

and tools 3
3.1. Accomplish the different forms in
receiving materials and tools
1. Four fundamental The learner demonstrates an The learner independently LO 1. Select measuring instruments TLE_IAAW7/8MC-0d-
operations understanding of concepts performs accurate measurements 1.1 Manipulate the measuring tool for a 1
1.1 Subtraction and underlying principles in and calculation based on given specified task
1.2 Addition performing measurements tasks.
1.3 Multiplication and calculations.
1.4 Division
LO 2. Carry out measurements and TLE_IAAW7/8MC-0d-
2. Conversion of units
calculations e-2
3. System of measurement
2.1 Measure and calculate the
4. Ratio and proportion
dimensions of a specific object
5. Area and volume
calculation
LESSON 3: APPLY SAFETY PRACTICES (OS)
1. Occupational hazard and The learner demonstrates an The learner independently LO 1. Identify hazards and risks TLE_IAAW7/8OS-0f-
safety procedures understanding of the identifies hazards correctly in 1.1 Observing safety work habits in the 1
2. Sign & symbols concepts and underlying accordance with OHS procedures. work place
3. Occupational health and principles in OHS procedures. 1.2 Preventing hazards in the workplace
safety
4. Personal protective
equipment (PPE)
5. Safe handling of tools, LO 2. Evaluate hazards and risks TLE_IAAW7/8OS-0f-
equipment and materials 2.1 Identify work hazards in the 2
6. First Aid workplace
2.2 Make a plan of action for the
identified hazards
LO 3. Control hazards and risks TLE_IAAW7/8OS-0g-

3.1 Demonstrate the use of PPEs in the 3
workplace
3.2 Enumerate the benefits of observing
safety procedure in the workplace
1. Routine maintenance The learner demonstrates an The learner independently LO 1. Check condition of tools and TLE_IAAW7/8MT-0h-
1.1 Lubricating understanding of concepts performs proper maintenance of equipment 1
1.2 Tightening and underlying principles in SMAW tools and equipment based 1.1 Functional and non-functional tools
1.3 Simple tool repair the maintenance of SMAW on industry standards. are labeled
1.4 Hand tools tools and equipment.
sharpening
1.5 Cleaning LO 2. Perform basic preventive TLE_IAAW7/8MT-0i-
2. Proper storage of hand maintenance 2
tools 2.1 Maintenance of tools is done
regularly
3. Proper housekeeping (5S)
LO 3. Store tools and equipment TLE_IAAW7/8MT-0i-

3.1 Tools are stored safely in 3
appropriate locations in accordance
with manufacturer specifications or
1. Alphabet of lines The learner demonstrates an The learner independently reads LO 1. Analyze signs, symbols and TLE_IAAW7/8ID-0i-j-
understanding of the and interprets simple technical data 1
concepts and underlying drawings. 1.1 Determine appropriate welding
principles in interpreting materials based on technical
simple technical drawings in drawings
SMAW.
LO 2. Interpret technical drawings TLE_IAAW7/8ID-0i-j-

2.1. Necessary tool, materials and 2
equipment are identified according
to plans
INDUSTRIAL ARTS – (SHIELDED METAL ARC WELDING)
Course Description:
This is a specialization course which leads to a SMAW Certificate Level I (NC I). It covers one (1) core competency that the Grade 9 Technology and Livelihood Education
(TLE) student ought to possess,--namely, performing fillet welding on carbon steel plates.
The preliminary of this introduction which leads to specialization include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative
to the course, and (3) exploration of career opportunities.
Introduction The learner demonstrates an The learner independently 1. Explain basic arc welding
1. Basic principles of arc understanding of the basic demonstrates core 2. Discuss the relevance of the course
welding principles of arc welding. competencies in introduction to 3. Explore on opportunities for SMAW
2. Relevance of the SMAW prescribed by TESDA servicing as a career
course Training Regulations..
Competencies and Skills understanding of one’s Personal Personal Entrepreneurial Entrepreneurial Competencies and
(PeCS) vis-à-vis a Competencies and Skills (PeCS) Competencies and Skills (PeCS) Skills (PeCS) needed in SMAW
practicing entrepreneur/ in SMAW. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics,
1.2 Attributes SMAW characteristics, attributes, lifestyle,
1.4 Skills 1.3 Compare one’s PECSS with that of
2. Analysis of PeCS in relation 1.4 Align one’s PECSS with that of a
on the results
1. Key concepts of understanding of the concepts creates a business vicinity map the market in SMAW
Environment and Market environment and market in reflective of the potential SMAW 1.1 Identify the players/ competitors
2. Players in the Market SMAW, particularly in one’s market within the locality/town. within the town
(Competitors) town/municipality. 1.2 Identify the different
3. Products & services products/services available in the

4. Key concepts of Identifying customer/market in SMAW
and Understanding the 2.1 Identify profile of potential
Consumer customers
5.2 Interviews
5.3 Focus group discussion
(FGD)
5.4 Survey
6. Generating Business Idea LO 3. Create new business ideas in TLE_EM9-III0-IV0-3

6.1 Key concepts in SMAW by using various techniques
Generating Business 3.1 Explore ways of generating
Ideas business idea from ones’ own
6.2 Knowledge & Skills, characteristics/attributes
Passions, Interests 3.2 Generate business ideas using
6.3 new applications product innovation from irritants,
6.4 Irritants trends and emerging needs
6.5 Striking ideas (new 3.3 Generate business ideas using
concept) Serendipity Walk
PREPARE WELD MATERIALS (WM)
1. Parts and function of LO 1. Set-up cutting equipment TLE_IAAW9WM-Ia-b-

cutting equipment 1.1 Set-up cutting equipment in 1
2. Procedures in setting-up conformity with the occupational
cutting equipment health and safety standards
3. Procedures in checking 1.2 Check cutting equipment fittings,
the accuracy of cutting connection, and power source in
equipment accordance with workplace
procedure
4. Occupational health and
safety standards
5. Cutting operation LO 2. Cut and prepare edge of TLE_IAAW9WM-Ic-d-

procedures materials 2
6. Oxy-acetylene gas cutting 2.1 Cut materials according to
equipment (manual and specified dimensions/specifications
automatic) 2.2 Prepare edge of materials
7. Occupational health and according to specified
safety standards dimensions/specifications
8. Procedures and LO 3. Clean surfaces and edges TLE_IAAW9WM-Ie-3

techniques of preparing 3.1 Clean surfaces and edges based on
plates edges for welding the job requirements
9. Equipment and tools for 3.2 Use correct tools and equipment
preparing plates edges for cleaning surfaces and edges in
10. Occupational health and accordance with the job
safety standards requirements
3.3 Use appropriate Personal
Protective Equipment (PPE)
11. Maintenance of LO 4. Prepare welding TLE_IAAW9WM-If-4

electrode/welding rods consumables
12. Occupational health and 4.1 Identify welding electrodes
safety standards according to classification and
13. Electrodes specification specifications
and its characteristics 4.2 Maintain and keep electrodes in
14. Consumable gases electrode oven based on
prescribed temperature
4.3 Prepare specified consumable
gases based on job requirements
4.4 Select correct materials in
accordance with job requirements
15. Procedures and LO 5. Prepare welding protective TLE_IAAW9WM-Ig-5

techniques in checking equipment
protective equipment 5.1 Prepare PPE in accordance with
16. Safe working practices occupational health and safety
and handling of protective standards
equipment 5.2 Check welding protective
17. Occupational health and equipment in accordance with
safety procedures safety procedures
SET-UP WELDING EQUIPMENT (SW)
1. Parts and functions of LO 1. Set-up welding machine TLE_IAAW9SW-Ih-1

Shielded Metal Arc 1.1 Identify welding machine parts
Welding (SMAW) based on manufacturer’s manual
2. Procedures in setting-up 1.2 Perform proper setting of welding
of welding machine machine according to manufacturer’s
3. Types of welding power manual
source
4. AC power source
5. DC power source
6. AC+DC power source
7. Functions of welding LO 2. Set-up welding accessories TLE_IAAW9SW-Ii-2

cables 2.1 Identify welding cables/wires and
8. Procedure in setting up of other accessories based on functions
welding and uses
cables/accessories 2.2 Perform setting/connecting of
cables and other accessories in
accordance with manufacturer’s manual
9. Types of welding LO 3. Set-up welding positioners, TLE_IAAW9SW-Ij-3

positioners, jigs, and jigs and fixtures
fixtures 3.1 Identify welding positioner, jigs
10. Different kinds of jigs and and fixtures according to job
fixtures requirements
11. Uses and function of 3.2 Determine the location for setting
welding positioners, jigs, up the welding positioner, jigs and
and fixtures fixtures
3.3 Set-up welding positioner, jigs and
12. Strategic weld locations
fixtures in conformity with job
and places
requirement
3.4 Observe safety practices in setting
up welding positioner, jigs and
fixtures
LAY OUT BEADS ON CARBON STEEL PLATES (LB)
1. Procedure in striking an LO 1. Strike an arc TLE_IAAW9LB-IIa-e-

arc 1.1 Identify the methods of striking an 1
2. Methods of striking an arc arc
3. Appropriate electrode 1.2 Apply the process of striking an arc
specification according to welding procedures
and standard
4. Essentials of welding LO 2. Deposit straight beads TLE_IAAW9LB-IIf-j-2

5. International welding 2.1 Perform stringer or straight beads
codes and standards in accordance with welding
6. Acceptable weld profiles standards
7. Weld defects, causes, and 2.2 Check uniformity of bead ripples in
remedies accordance with welding standards
8. Welding Procedure 2.3 Perform finished weldment based
Specifications (WPS) on acceptable standards for:
9. Welding techniques and 2.3.1 spatters
procedure 2.3.2 slag
10. Safe welding practices 2.3.3 uniformity of beads
2.4 Use appropriate Personal Protective
Equipment (PPE)
FIT UP WELD MATERIALS (FW)
1. Kinds of tacking LO 1. Perform tack welding TLE_IAAW9FW-IIIa-

2. Welding procedure 1.1 Prepare metals for tacking based 1
standard requirement on acceptable welding
3. Codes and specification requirements
1.2 Perform tack welding in accordance
with the welding procedures
Equipment (PPE)
4. Essentials of welding LO 2. Weld butt joint (close) in flat TLE_IAAW9FW-IIIb-

5. International welding and horizontal position f-2
codes and standards 2.1 Perform stringer beads in
6. Acceptable weld profiles accordance with welding standard
7. Weld defects, causes and 2.2 Check uniformity of bead ripples in
remedies accordance with welding standards
8. Welding Procedure 2.3 Perform inspection on the finished
Specifications (WPS) weldment based on acceptable
standard
9. Welding techniques and
procedure
10. Safe welding practices
11. Essentials of welding LO 3. Weld butt joint (open) in flat TLE_IAAW9FW-IIIg-

12. International welding and horizontal position j-3
codes and standards 3.1 Perform weldment in accordance
13. Acceptable weld profiles with welding standards for:
14. Weld defects, causes and 3.1.1 Spatters
remedies 3.1.2 Slag
15. Welding Procedure 3.1.3 Uniformity of beads
Specifications (WPS) 3.2 Deposit stringer or layered beads
16. Welding techniques and in accordance with welding
procedure standards
17. Safe welding practices 3.3 Check uniformity of bead ripples in
accordance with welding standards
3.4 Perform inspection on the finished
weldment based on acceptable
standard
REPAIR WELDS (RW)
1. Types of welding defects LO 1. Mark/locate weld defects TLE_IAAW9RW-IVa-1

2. Procedure in locating 1.1 Identify the different welding
weld defects defects, problems and remedies
3. Weld defects 1.2 Perform procedures in locating
identification weld defects
1.3 Determine location of weld defects
1.4 Mark weld defects for repair in
accordance with job requirements
4. Tools and equipment and LO 2. Prepare tools and equipment TLE_IAAW9RW-IVb-2

their uses 2.1 Prepare welding tools, equipment
5. Procedures in checking and accessories
tools and equipment 2.2 Check welding tools, equipment
and accessories based on
manufacturers manual
6. Dye- penetrant testing LO 3. Remove weld defects TLE_IAAW9RW-IVc-f-

principle and applications 3.1 Remove/excavate weld defects in 3
7. Procedures of dye accordance with welding procedure
penetrant testing 3.2 Minimize removal of non-defective
8. Weld defects removal and welds
excavation 3.3 Perform visual and dye-penetrant
tests to verify the extent of the
removal of defects
9. Rectifying weld defects LO 4. Perform re-welding. TLE_IAAW9RW-IVg-

10. Re-welding procedures 4.1 Perform re-welding in accordance j-4
11. Visual inspection of weld with repair
4.2 Visually check welding for re-
welding acceptability
4.3 Avoid weld defects/damages
during re-welding.
Course Description: Prerequisite: Grade 9 SMAW
This is a specialization course which leads to a SMAW Certificate Level I (NC I). It covers one (1) core competency that the Grade 9 Technology and Livelihood Education
(TLE) student ought to possess,--namely, performing fillet welding on carbon steel plates.
The preliminary of this introduction which leads to specialization include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative
to the course, and (3) exploration of career opportunities.
Introduction The learner demonstrates an The learner independently 1. Explain basic arc welding
1. Basic principles of arc understanding of the basic demonstrates the core 2. Discuss the relevance of the course
welding principles of arc welding. competency in the introduction 3. Explore career opportunities in
2. Relevance of the course to SMAW as prescribed by SMAW
3. Career opportunities TESDA Training Regulations.
Competencies and Skills understanding of one’s Personal creates a plan of action that personal competencies and skills
(PeCS) vis-à-vis a Competencies and Skills (PeCS) strengthens/ further develops (PeCS) needed SMAW
practicing in SMAW. one’s PeCS in SMAW. 1.1 Identify areas for improvement,
entrepreneur/employee development and growth
in a province. 1.2 Align one’s PeCS according to
1.1 Characteristics his/her business/career choice
1.2 Attributes 1.3 Create a plan of action that ensures
1.3 Lifestyle success of his/her business/career
1.4 Skills choice
1.5 Traits
one’s PeCS
2. Key concepts in understanding of the concepts creates a business vicinity map SMAW
developing a product environment and market in reflective of the potential SMAW 1.1 Identify what is of “Value” to the
3. Finding Value SMAW, particularly in one’s market within the locality/town. customer
4. Innovation town/municipality. 1.2 Identify the customer
4.1 Unique Selling 1.3 Explain what makes a product
product
5. Selecting a Business LO 2. Select a business idea based TLE_EM10-III0-2

Idea on the criteria and techniques set
6. Key concepts in 2.1 Enumerate various criteria and
Selecting a Business steps in selecting a business idea
Idea 2.2 Apply the criteria/steps in selecting
6.1 Criteria a viable business idea
6.2 Techniques 2.3 Determine a business idea based on

product
good brand
the town/province
developing a brand
brand
PERFORM FILLET WELD ON CARBON STEEL PLATES (FC)
1. Essentials of welding LO 1. Weld carbon steel plates in TLE_IAAW10FC-Ia-IIj-

2. International welding flat position (1F) 1
codes and standards 1.1 Perform stringer or layered beads in
3. Acceptable weld profiles accordance with welding standards
4. Weld defects, causes 1.2 Observe uniformity of bead ripples
and remedies in accordance with welding
5. Welding Procedure standards
Specifications (WPS) 1.3 Observe weld capping/ final pass
6. Welding techniques and not exceeding allowable tolerances
procedures specified by welding codes/
7. Safe welding practices standards on:
1.3.1 concavity
1.3.2 convexity
1.3.3 height of reinforcement
1.3.4 underfill
1.3.5 porosities
1.3.6 undercut
1.3.7 cracks
1.3.8 cold laps
1.4 Conducts visual inspection on the
finished weldment in accordance
with welding standards for
1.4.1 spatters
1.4.2 arc strikes
1.4.3 slag inclusion
1.4.4 uniformity of beads
Equipment (PPE)
8. Essentials of welding LO 2. Weld carbon steel plates in TLE_IAAW10FC-IIIa-

9. International welding horizontal position (2F) IVj-2
codes and standards 2.1 Perform stringer or layered beads in
10. Acceptable weld profiles accordance with welding standards
11. Weld defects, causes 2.2 Observe uniformity of bead, ripples
and remedies in accordance with welding
12. Welding Procedure standards
Specifications (WPS) 2.3 Observe weld capping/ final pass
13. Welding techniques and not exceeding allowable tolerances
procedures specified by welding codes/
14. Safe welding practices standards on:
2.3.1 concavity
2.3.2 convexity
2.3.3 height of reinforcement
2.3.4 underfill
2.3.5 porosities
2.3.6 undercut
2.3.7 cracks
2.3.8 cold laps
2.4 Conducts visual inspection on the
finished weldment in accordance
with welding standards for
2.4.1 spatters
2.4.2 arc strikes
2.4.3 slag inclusion
2.4.4 uniformity of beads
Equipment (PPE)
GLOSSARY
Code Book Legend
Sample: TLE_IAAW7/8MC-0d-1
Learning Area and Technology and Livelihood Personal Entrepreneurial Competencies PECS
Specialization Shielded Metal Arc Welding TLE_IA Environment and Marketing EM
First Entry AW
Use Basic Hand Tools and Equipment UT
7
Grade Level Grade 7
Domain/Content/ Perform Estimation and Apply Safety Practices OS

Uppercase Letter/s MC
Component/ Topic Basic Calculation
Maintain Tools and Equipment MT
-
Roman Numeral
Quarter No Specific Quarter 0 Prepare Weld Materials WM
Lowercase Letter/s Set-up Welding Equipment SW
Week Week Four d Lay-out Beads on Carbon Steel Plates LB
specific week
Fit-up Weld Materials FW
-
Repair Welds RW
Select measuring
instruments Perform Fillet Weld on Carbon Plates FC
Masonry

INDUSTRIAL ARTS – MASONRY
Course Description:
This is an exploratory and introductory course which leads to Masonry National Certificate Level II (NC II). It covers four common competencies that the Grade 7/Grade 8
Technology and Livelihood Education (TLE) student should acquire: (1) using tools, equipment and paraphernalia, (2) performing mensuration and calculation; 3) practicing
Occupational Health and Safety (OHS) procedures; and (4) interpreting technical drawing and plans.
Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in masonry
1. Basic concepts in Masonry understanding of the basic demonstrates common 2. Discuss the relevance of the course
2. Relevance of the course concepts and underlying competencies in masonry as 3. Explore career opportunities in masonry
3. Career opportunities theories in Masonry prescribed by TESDA Training
Regulations.
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal TLE_ PECS7/8-00-1
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in masonry
(PeCS) vis-à-vis a practicing Competencies and Skills and prepares a list of PeCS of a 1.1 Assess one’s PeCS: characteristics,
entrepreneur/employee (PeCS). practitioner/entrepreneur in attributes, lifestyle, skills, traits
1.1 Characteristics masonry. 1.2 Assess practitioner’s: characteristics,
1.2 Attributes attributes, lifestyle, skills, traits
1.3 Lifestyle 1.3 Compare one’s PeCS with those of a
1.5 Traits
Environment and Market understanding of the generates a business idea relates with a career choice in Masonry
2. Products & services concepts environment and based on the analysis of 1.1 Conduct SWOT analysis
available in the market market and how they relate environment and market in 1.2 Identify the different products/services
3. Differentiation of products to a career choice in Masonry. available in the market
and services Masonry. 1.3 Compare different products/services in
K to 12 TLE Industrial Arts – Masonry Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 20
Masonry business
4. Customers and their buying 1.4 Determine the profile potential
habits customers
5. Competition in the market 1.5 Determine the profile potential
6. SWOT Analysis competitors
1.6 Generate potential business idea based
LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS (UT)
1. Masonry and materials The learner demonstrates an The learner independently LO 1. Prepare masonry materials and TLE_IAMS7/8UT-0a-1
2. Job order and requisition understanding of concepts in prepares appropriate masonry tools for the task
slips the preparation of materials materials and tools using the 1.1 Prepare a list of masonry tools and
3. Materials management and tools using the different different forms in tile setting materials for a specific job
forms in masonry. based on industry standards.
LO 2. Request appropriate masonry TLE_IAMS7/8UT-0b-2

supplies materials and tools applicable
to a specific job
2.1 Use the appropriate form in requesting
for masonry tools, supplies and
materials for a specific job
LO 3. Receive and inspect masonry TLE_IAMS7/8UT-0b-3

supplies, materials and tools
3.1. Check and inspect received items on
the list
LESSON 2: OBSERVE PROCEDURE, SPECIFICATIONS AND MANUALS OF INSTRUCTIONS (ID)
1. Types of masonry works The learner demonstrates an The learner independently LO 1. Analyze signs, masonry symbols TLE_IAMS7/8ID-0c-1
2. Signs and symbols understanding of the reads and interprets and data
3. Specifications in the work concepts and underlying specifications of simple 1.1 Read and interpret masonry signs,
plan principles in interpreting technical drawings and plans. symbols and data
simple technical drawings 1.2 Analyze materials based on masonry
and plans in tile setting. signs, symbols and data
LO 2. Interpret technical drawings and TLE_IAMS7/8ID-0d-2

plans
2.1 Read blueprints of masonry plans,
2.2 Identify necessary tools, materials and
equipment according to blueprints of
masonry plans, diagrams and circuits
1. Visualizing objects and The learner demonstrates an The learner independently LO 1. Select masonry measuring tools TLE_IAMS7/8MC-0e-1
shapes specifically understanding of the performs accurate and instruments
geometric shapes concepts and underlying measurements and calculation 1.1 Identify object or material to be
2. Interpreting formulas for principles in performing based on given tasks. measured
volume, areas, and measurements and 1.2 Choose measuring tools to be used for
perimeters of plane and calculations. specific tasks
geometric figures 1.3 Identify alternative measuring tools
3. Measuring without sacrificing cost and quality of
Instruments/Measuring work
Tools
4. Proper handling of LO 2. Carry out measurements and TLE_IAMS7/8MC-0f-2
measuring instruments calculations
2.1 Use appropriate measuring devices for
specific tasks
2.2 Compute for required data
2.3 Convert data to its equivalent measure
1 Hazards and risks. The learner demonstrates an The learner independently LO 1. Check condition of tools and TLE_IAMS7/8MT-0g-1
2 Safety Regulations. understanding of the performs proper maintenance equipment
3 5S underlying principles in the of tile setting tools and 1.1 Label functional and non-functional tools
maintenance of tile setting equipment based on industry and equipment
tools and equipment. standards.
LO 2. Perform basic maintenance TLE_IAMS7/8MT-0g-2

2.1 Perform cleaning and lubricating of
tools
2.2 Observe periodic preventive and
maintenance of tile setting tools and
equipment
2.2.1 Sharpening
2.2.2 Oiling
2.2.3 Insulating
LO 3. Store tools and equipment TLE_IAMS7/8MT-0h-3

3.1. Prepare inventory of tools and
equipment
3.2. Store tools and equipment in their
proper places

LO 1. Identify hazards and risks TLE_IAMS7/8OS-0i-1
1. Philippine OHS standards of The learner demonstrates an The learner independently 1.1 List down hazards and risks in the
hazards in the workplace understanding of the simulates occupational health workplace
2. Safety regulations concepts and underlying and safety procedures. LO 2. Control hazards and risks TLE_IAMS7/8OS-0h-i-
3. Operational health and principles of occupational 2.1 Determine effects of hazards and risks 2
safety procedures, practices health and safety 2.2 Evaluate hazards and risks
and regulations procedures. 2.3 Follow procedure for controlling hazards
LO 3. Practice OHSP TLE_IAMS7/8OS-0j-3
Course Description:
This course is composed of the core competencies which lead to a Masonry National Certificate Level II (NCII). It covers performing basic masonry works and preparing
masonry materials. This also covers the knowledge, skills and attitude required to perform basic masonry works and prepare masonry materials.
1. Basic concepts in understanding of the basic demonstrates core 2. Discuss the relevance of the course
masonry concepts and underlying competencies in masonry as 3. Explore career opportunities in masonry
2. Relevance of the course theories in masonry. prescribed by TESDA Training
1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal Entrepreneurial TLE_PECS9-I0-
Competencies and Skills understanding of one’s Personal Entrepreneurial Competencies and Skills (PeCS) needed in 1
(PeCS) vis-à-vis a Personal Competencies and Competencies and Skills (PeCS) masonry
practicing entrepreneur/ Skills (PeCS) in Masonry. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics, attributes,
employee in that aligns with that of a lifestyle, skills, traits
locality/town practitioner/entrepreneur in 1.2 Assess practitioner’s: characteristics, attributes,
1.1 Characteristics Masonry. lifestyle, skills, traits
1.2 Attributes 1.3 Compare one’s PECSS with that of a
1.4 Skills 1.4 Align one’s PECSS with that of a
develop ones PeCS
based on the results
Market (Town) The learner demonstrates an The learner independently LO 1. Recognize and understand the market in TLE_EM9-I0-1
1. Key concepts of Market understanding of the concepts creates a business vicinity map Masonry
2. Players in the Market environment and market in the reflective of the potential 1.1 Identify the players/ competitors within the
(Competitors) field of masonry, particularly in masonry market within the town
3. Products & services one’s town/municipality. locality/town. 1.2 Identify the different products/services
available in the market available in the market

4. Key concepts in customer/market in Masonry
Identifying and 2.1 Identify profile of potential customers
Understanding the 2.2 Identify customer’s needs and wants through
Consumer consumer analysis
5. Consumer Analysis 2.3 Conduct consumer/market analysis
through:
5.1 Observation
5.2 Interviews
5.3 Focus group
discussion (FGD)
5.4 Survey
6. Generating Business LO 3. Create new business ideas in the TLE_EM9-III0-

Ideas masonry business by using various techniques IV0-3
6.1 Key concepts in 3.1 Explore ways of generating business idea from
Generating Business one’s own characteristics/attributes
Ideas 3.2 Generate business ideas using product
6.2 Knowledge, skills, innovation from irritants, trends and emerging
passions and needs
interests 3.3 Generate business ideas using Serendipity Walk
6.3 new applications
6.4 Irritants
6.5 Striking ideas (new
concept)
PREPARE MASONRY MATERIALS (MM)
1. Types of concrete The learner demonstrates an The learner independently LO 1. Select tools, equipment and materials TLE_IAMS9MM-
blocks, bricks, cement understanding of the prepares masonry materials needed in hauling and mixing Ia-h-1
and aggregates underlying principles in according to workplace 1.1 Identify tools, materials and equipment used in
2. Types of mixture preparing masonry materials. practices. hauling according to work requirements
3. Types of masonry 1.2 Identify tools, materials and equipment used in
anchors, ties and mixing according to work requirements
reinforcements 1.3 Determine quantity and quality of material to
4. Form works and be hauled according to the job requirement
platforms 1.4 Inspect materials to be used in accordance with
5. Scaffoldings, the job requirement
construction elements
and materials
6. Properties of masonry
materials LO 2. Haul materials TLE_IAMS9MM-
7. Filling-up of forms 2.1 Check availability and serviceability of hauling Ii-IIb-2
8. Mixture and proportion equipment
9. types and uses of 2.2 Haul construction materials
hauling tools, equipment 2.3 Stockpile required construction materials based
and PPE on standard operating procedure
10. procedures in handling 2.4 Observe safe handling of construction materials
construction materials 2.5 Use appropriate PPE
11. storage of construction
materials
12. Mixing proportions of LO 3. Mix mortar/concrete TLE_IAMS9MM-

concrete/mortar 3.1 Check mixing tools and equipment IIc-j-3
13. Uses and proper 3.2 Determine quantity of construction aggregates
handling of mixing tools 3.3 Mix mortar/concrete based on proportion and
and equipment consistency
3.4 Observe the proper procedure in mixing
mortar/concrete
PERFORM BASIC MASONRY WORKS (MW)
1. Classification of The learner demonstrates an The learner independently LO 1. Perform re-bar fabrication and TLE_IAMS9MW-
masonry anchors, ties understanding of the concepts performs basic masonry works installation IIIa-d-1
and reinforcements, and underlying principles in based on job description. 1.1 Identify steel bars to be used in re-bar
2. Fabrication procedures performing basic masonry fabrication and installation
of reinforcement bars works. 1.2 Measure steel bar according to given task
3. Properties of metal 1.3 Cut and bend steel bars according to given task
4. Corrosion 1.4 Fabricate re-bar based on job requirement
5. Composition of metals 1.5 Install fabricated re-bars based on job
6. Thermal expansion of requirement
materials 1.6 Observe safety precautions
7. Basic operations
8. Linear measurements
10. Angles
11. Fractions
12. Decimals
13. Following oral and
written instructions
14. Components of LO 2. Erect and dismantle scaffoldings (1.8 m TLE_IAMS9MW-

steel/wooden and below) IIIe-h-2
scaffoldings 2.1 Check components of scaffolding based on job
15. Advantages and requirement
disadvantages of 2.2 Erect scaffolding based on job requirements
steel/wooden 2.3 Dismantle scaffolding in accordance with safety
scaffoldings practices
16. Procedures in erecting 2.4 Stockpile components of scaffolding.
and dismantling 2.5 Observe safety precaution
scaffoldings 2.6 Use appropriate PPE
17. Scaffolding safety
practices
18. Safekeeping of
scaffoldings
19. Characteristics of steel
and lumber
20. Equilibrium of forces
21. Linear measurements LO 3. Perform fabrication, installation and TLE_IAMS9MW-

22. Mensuration stripping of formworks IIIi-j-3
23. Conversion of units 3.1 Identify fabrication and installation of
24. Fractions formworks materials
25. Receiving and 3.2 Measure formworks materials
responding to 3.3 Cut materials according to specified
workplace requirement
communication 3.4 Perform fabrication of materials into forms or
26. Preparing inventory stiffener columns and lintel beams
reports
27. Types, parts, shape 3.5 Install formworks
and uses of formworks 3.6 Observe safety precaution
28. Proper stockpiling of 3.7 Use appropriate PPE
formworks
29. Formwork fabrication
procedures
30. Techniques in
installing formworks
31. Procedures in stripping
formworks
32. Formworks
preservation
33. Properties of metal
34. Corrosion
35. Composition of metals
36. Basic operations
37. Linear measurements
39. Fractions and decimal
40. Following oral and
written instructions
41. Procedures in
excavating and LO 4. Perform excavation and basic TLE_IAMS9MW-
backfilling filling/compaction IVa-d-4
42. Types of soil 4.1 Prepare area for excavation according to the
43. Excavation tools and job requirement
their uses 4.2 Perform excavation according to the required
44. Types of filling width and depth
materials
45. Characteristics of soil 4.3 Perform backfilling and compaction after
46. Types and composition concreting of wall footing and blocks installed
of soil up to ground level
47. Layers of soil 4.4 Observe safety precaution
48. Linear measurements 4.5 Use appropriate PPE
49. Mensuration
50. Reading scales
51. Receiving and LO 5. Perform concreting work TLE_IAMS9MW-
responding to 5.1 Perform concreting of wall footing, stiffener, IVe-h-5
workplace columns and lintel beams based on line and
communication grade
52. Slump test 5.2 Perform consolidation of concrete
requirements 5.3 Observe safety precaution
53. Concrete pouring 5.4 Use appropriate PPE
procedure
54. Curing of concrete and
mortar
55. Breaking strength
56. Properties of concrete
57. Thermal expansion of
materials
58. Ratio and proportion LO 6. Perform housekeeping TLE_IAMS9MW-
59. Interpretation and 1.1 Recover materials such as excess re-bars, IVi-j-6
conversion of units scaffoldings and formworks
60. Verbal/non-verbal 1.2 Stockpile recovered materials
communication 1.3 Perform housekeeping
61. 5S of good 1.4 Use appropriate PPE
housekeeping
62. methods of proper
waste disposal
63. wastes and pollution
64. basic four
fundamental
operations
65. filling-up forms
66. reporting
Course Description: Prerequisite: Grade 9 Masonry

This course is composed of the core competencies which lead to Masonry National Certificate Level II (NCII). It covers lay brick/block for structure, plastering
concrete/masonry surface and installing precast balusters and handrails. This also covers the knowledge, skills and attitude required to perform basic masonry works and
prepare masonry materials.
1. Basic concepts in understanding of the basic demonstrates core competencies 2. Discuss the relevance of the course
masonry concepts and underlying in masonry as prescribed by 3. Explore on opportunities for masonry as
2. Relevance of the course theories in masonry. TESDA Training Regulations. a career
1. Assessment of learner’s The learner demonstrates an The learner independently creates LO 1. Develop and strengthen personal TLE_PECS10-I0-
Personal Competencies understanding of one’s Personal a plan of action that strengthens/ competencies and skills (PeCS) needed 8
and Skills (PeCS) vis-à- Competencies and Skills (PeCS) further develops one’s PeCS in masonry
vis PeCS of a practicing in masonry. masonry. 1.1 Identify areas for improvement,
entrepreneur/employee development and growth
in a province. 1.2 Align one’s PeCS according to his/her
1.1 Characteristics business/career choice
1.2 Attributes 1.3 Create a plan of action that ensures success
1.3 Lifestyle of his/her business/career choice
1.4 Skills
1.5 Traits
one’s PeCS
1. Product Development The learner demonstrates an The learner independently creates LO 1. Develop a product/ service in TLE_EM10-I0-
2. Key concepts of understanding of the concepts a business vicinity map reflective Masonry II0-1
developing a product environment and market in the of potential Masonry market 1.1 Identify what is of “Value” to the customer
3. Finding Value field of masonry, particularly in within the locality/town. 1.2 Identify the customer
4. Innovation one’s town/municipality. 1.3 Explain what makes a product unique and
4.1 Unique Selling competitive
4.2 Proposition (USP) 1.4 Apply creative and innovative techniques to
1.5 Employ a Unique Selling Proposition (USP)
to the product/service
5. Selecting Business Idea LO 2. Select a business idea based on the TLE_EM10-III0-

6. Key concepts of criteria and techniques set 2
Selecting a Business 2.1 Enumerate various criteria and steps in
Idea selecting a business idea
6.1 Criteria 2.2 Apply the criteria/steps in selecting a viable
6.2 Techniques business idea
2.3 Determine a business idea based on the
7. Branding LO 3. Develop a brand for the product TLE_EM10-IV0-

3.1 Identify the benefits of having a good brand 3
town/province
3.3 Enumerate the criteria for developing a
brand
3.4 Generate a clear appealing product brand
LAY BRICK/BLOCK FOR STRUCTURE (LB)
1. Classification of work The learner demonstrates an The learner independently lays LO 1. Prepare for laying brick/block for TLE_IAMS10LB-
plans understanding of the concepts brick/block for structure based on structure Ia-f-1
2. Interpretation of work and underlying principles in job requirements. 1.1 Interpret plan of a brick/block structure
plans laying brick/block for structure. 1.2 Select tools, materials and equipment
3. Brick/block laying tools 1.3 Stockpile materials for laying brick/block

and equipment structure
4. Proper storing of
materials
5. Composition of
bricks/block
6. Characteristic of soils
7. Effects of heat
8. Basic operations
9. Mensuration
10. Ratio and proportion
11. Preparing, reading and
interpreting work plans
12. Reference building lines LO 2. Lay-out/establish brick/block TLE_IAMS10LB-

13. Brick/block laying structure location Ig-j-2
tolerances 2.1 Identify reference building lines
14. Proper housekeeping 2.2 Establish location of brick/block structure
practices based on reference building lines
15. Basic structural bonds 2.3 Lay-out brick/block structure according to
and Joints job specifications
16. Classification of concrete
masonry units
17. Geographical orientation
18. Topographical conditions
19. Mensuration
21. Reading and interpreting
graphs and conversion
tables
22. Receiving and
responding to workplace
communication
TLE_IAMS10LB-
23. Selection and use of LO 3. Perform laying brick/block for IIa-f-3
appropriate PPE. structure
24. Procedures in installing 3.1 Install horizontal/vertical guide for
horizontal/vertical guide brick/block structure
for brick/block 3.2 Install reinforcing bar/dowel
25. Reinforcement 3.3 Spread mortars on the base edge of
bars/dowel Sizes brick/block
26. Brick/block laying 3.4 Position brick/block according to
procedures design/specification/location
27. OHS regulations 3.5 Check plumbness during brick/block laying
28. Geographical orientation 3.6 Perform housekeeping
29. Mensuration 3.7 Use appropriate PPE
31. Reading and interpreting
graphs and tables
32. Receiving and
communication
33. Standard operating LO 4. Complete laying of brick/block for TLE_IAMS10LB-

procedures structure IIg-j-4
34. Proper housekeeping 4.1 Cast-in place concrete structures are
practices constructed according to design and job
35. Recycling specifications
36. Basic operations 4.2 Inspect the work to ensure conformity with
requirements
4.3 Perform housekeeping
PLASTERING CONCRETE/MASONRY SURFACE (PC)
1. Preparation and The learner demonstrates an The learner independently LO 1. Prepare concrete/masonry surfaces TLE_IAMS10PC-
selection of tools, understanding of the underlying plasters wall surfaces based on for plastering IIIa-d-3
equipment and materials principles in plastering wall job requirements. 1.1 Select tool, materials and equipment
2. Preparation of wall surface. 1.2 Perform wall surface preparations
surface for plastering
3. Composition and
properties of
concrete/masonry
materials
4. Climatic conditions
5. Basic operations
6. Mensuration
8. Receiving and
communication
9. Interpretation of plans LO 2. Prepare for plastering concrete TLE_IAMS10PC-

and details 2.1 Interpret plans and details IIIe-f-2
10. Selection and 2.2 Select tools, materials and equipment in
preparation of materials line with job requirements
and tools for plastering 2.3 Store/stockpile materials for plastering
11. Mixing proportion of
plaster mortar
12. Proper storing of
materials
13. Texture of concrete and
masonry surfaces
14. Interpretation of plans
and details
15. Mensuration
16. Procedures of plastering LO 3. Perform plastering work TLE_IAMS10PC-

17. Plastering techniques 3.1 Determine the required thickness, IIIg-j-3
18. OHS regulations plumbness, squareness, levelness and
19. Climatic conditions alignment of structure.
20. Health hazards 3.2 Distribute mortar/coating on the wall
21. Recycling surface
22. Waste and pollution 3.3 Use appropriate PPE
23. Linear measurements 3.4 Observe safety precaution
24. Mensuration
25. Standard operating LO 4. Complete plastering work TLE_IAMS10PC-

procedures 4.1 Complete plastering work according to job IVa-d-4
26. Proper housekeeping specification
practices 4.2 Perform housekeeping
27. Masonry materials 4.3 Use appropriate PPE
preservation
28. Recycling
29. Basic calculations
30. Mensurations
31. Filling-up forms
32. Reporting
INSTALLING PRE-CAST BALUSTERS AND HANDRAILS (IB)
1. Interpretation of plans The learner demonstrates an The learner independently installs LO 1. Prepare for installing pre-cast TLE_IAMS10IB-
and details understanding of the underlying pre-cast balusters and handrail balusters and handrails IVe-f-5
2. Preparing And Selecting principles of installing pre-cast based on job requirements. 1.1 Interpret plans and drawings
Materials Tools And balusters and handrail. 1.2 Select tools, materials and equipment
Equipment 1.3 Stockpile materials
3. Proper Storing Of 1.4 Establish location of pre-cast balusters
Materials based on a given task
4. Mixing Proportion Of
Materials
5. Phases Of Matter
6. Interpretation Of Plans
And Details
7. Linear Measurements
8. Basic Operations
9. Lay outing/marking LO 2. Perform pre-cast baluster and TLE_IAMS10IB-

distance of balusters handrail installation IVg-h-2
10. Checking alignment of 2.1 Lay-out and mark pre-cast baluster
balusters according to job requirements
11. Mortar application 2.2 Align precast baluster and handrail
12. PPE according to job requirements
13. OHS regulations 2.3 Apply mortar to pre-cast baluster and
14. Geographical conditions handrails
15. Climatic conditions 2.4 Use appropriate PPE

16. Force, power and energy 2.5 Perform housekeeping
18. Linear/angular
measurements
19. Standard operating LO 3. Complete installation of pre-cast TLE_IAMS10IB-

procedures baluster and handrail IVi-j-3
20. Proper housekeeping 3.1 Conduct final checking to ensure
practices conformity with job requirements
21. Masonry materials 3.2 Conduct final installation of pre-cast
preservation baluster and handrail
22. Recycling 3.3 Perform housekeeping
23. Basic calculations
24. Mensurations
25. Filling-up forms
26. Reporting
GLOSSARY
Code Book Legend
Sample: TLE_IAMS7/8UT-0a-1
Specialization Masonry TLE_IA
Environment and Marketing EM
First Entry MS
7/8
Prepare Construction Materials and Tools UT
Perform Mensuration and Basic Calculation MC

Domain/Content/ Prepare Construction
Uppercase Letter/s UT Maintain Tools and Equipment MT
Component/ Topic Materials and Tools
- OS
Procedure
Roman Numeral Prepare Masonry Materials MM

Perform Basic Masonry Works MW
Lowercase Letter/s
Week Week One a Lay Brick/Block for Structure LB
specific week
Plastering Concrete/ Masonry Surface PC
-
Prepare masonry Installing Pre-Cast Balusters and Handrails IB
Arabic Number Competency materials and tools for 1
the task
CURRICULUM GUIDE
CONSUMER ELECTRONICS SERVICING

(Exploratory)
Curriculum Guide for the Exploratory Course on Consumer Electronics Servicing
For you to get a complete picture of the complete TLE exploratory course on Consumer Electronics Servicing, you are hereby provided with the
Curriculum Guide on Consumer Electronics Servicing.
Learning
Competencies
LESSON 1: USE OF HANDTOOLS

of/on:
 Identifying appropriate 1. Appropriate hand tools are LO1.Plan and 1. Drawing the different  Written test 6 hours
hand tools identified. prepare for tools used in electronic  Performance test
 Selecting appropriate hand 2. Hand tools are selected tasks to be drafting and giving their
tools according to the task undertaken. functions (matrix form).
requirements. 2. Drawing a project plan
of a soldering activity.
 Operation of hand tools 1. Appropriate hand tools are LO2. Prepare hand 3. Practicing soldering  Performance test
 Function of hand tools checked for proper operation tools. using copper wires with
 Common faults of hand and safety. specified sizes in
tools 2. Unsafe or faulty tools are diameter and length.
 Safety requirements for identified.
handling tools 3. All tools for repair according to
standard company procedures
are marked.
 Function of tools 1. Tools are used according to LO3. Use  Performance test
 Safety requirements of tasks undertaken. appropriate
tools 2. All safety procedures in using hand tools and
 Proper use of tools tools are observed at all times. test equipment.
3. Malfunctions, unplanned or
unusual events are reported to
the supervisor.


(Exploratory)
Learning
Competencies
LESSON 2: PERFORMING MENSURATION AND CALCULATION

of/on:
 Types of components and 1. Object or component to be LO1.Select 1. Draw the resistor color  Written test 6 hours
objects to be identified measured is identified. measuring coding chart.  Performance test
 Correct specifications 2. Correct specifications are instrument. 2. Identify different
relevant sources obtained from relevant source. resistors based on their
 Measuring toolsselecting 3. Appropriate measuring color coded value.
the job requirements instrument is selected in line with
job requirement.
 Work instruction
 Communication skills
 Appropriate measuring 1. Appropriate measuring . LO2. Carry out 1. Measuring resistors  Performace test
instruments to be used instruments are selected to measurement value and compare to  Written test
 Using accurate achieve required outcome. and calculation. their color-coded value.  Written test
measurements for the 2. Accurate measurements are 2. Computing for the
tasks given. obtained for job specifications. tolerance values of
 Using the four 3. Calculations needed to complete resistors.
fundamental mathematical work tasks are performed using 3. Solving problems
operations the four fundamental operations involving Ohm’s Law and
(addition, subtractions, Power Law.
 Introducing proper
multiplication and division)
procedure in calculating
4. Calculation involving fractions,
fractions, percentages,
percentages, and mixed
and mixed numbers
numbers are used to complete
 Interpreting work workplace tasks.
instruction 5. Instrumentsare read to the limit
accuracy of the tool.


(Exploratory)
Learning
Competencies
 Using appropriate 1. Measuring instruments are not LO3. Maintain 1. Demonstrating proper  Written test 8 hours
instruments tools to avoid dropped to avoid damage. measuring care and handling tools  Performance test
damage. 2. Measuring instruments are instrument. and instruments in
 Proper procedure in cleaned before and after using. testing electronic
cleaning up the workplace 3. Proper storage of instruments is components.
before and after using undertaken according to the
 Identifying the proper manufacturer’s specifications and
storage of the instruments standard operating procedures.
to be kept that met the
manufacturer’s
specifications and
standard to avoid damage
in mismatching.
 Reading skills required to
interpret work instruction
LESSON 3: PREPARING AND INTERPRETING TECHNICAL DRAWING

of/on:
 Drawing conventions 1. Correct technical drawing is LO1. Identify 1. Drawing the different  Performance test 8 hours
 Symbols selected according to job different kinds electronic symbols with
 Dimensioning requirements. of technical their corresponding
conventions 2. Technical drawings are drawings. physical appearance.
segregated in accordance with
 Mark-p/ notation of the types and kinds of drawings.
drawings
 Interpreting work 1. Components, assemblies or LO2. Interpret 1. Drawing the schematic  Performance test
instructions objects are recognized as technical and pictorial diagrams of
 Interpreting electrical/ required. drawing. the following circuits:


(Exploratory)
Learning
Competencies
electronic signs and 2. Dimensions of the key features of a. Blinker
symbols the objects depicted in the b. Power supply
drawing are correctly identified.
3. Symbols used in the drawing are
identified and interpreted
correctly.
4. Drawing are checked and
validated against job
requirements or equipment in
operating procedures.
 Tools and equipment for 1. Electrical/ electronic schematic LO3. Prepare/Make 1. Converting the  Written test
drawing diagrams are drawn and changes on unregulated power  Performance test
correctly identified. electrical/ supply to regulated one.
2. Correct drawing are identified, electronic
equipment are selected and schematic
used in accordance with job diagrams.
requirements.
LESSON 4: OBSERVING OCCUPATIONAL HEALTH AND SAFETY


(Exploratory)
Learning
Competencies
Demonstrate understanding 1. Health hazards and occupational LO1. Identify 1. Identifying health  Performance test 6 hours
of/on: risks are identified. health hazards  Written test
2. Safety nets are formulated and hazards and and occupational risks  Interview
 Health hazards in the installed. occupational found in your shop
work area 3. Protective equipment are risks. room.
 Occupational risks identified.
 Personal protective Occupational health and safety 2.Determining the
equipment practices are observed. presence
Safety nets in the work of PPE in your
area laboratory
Area.
LO2. Observe
 Measures advancing 1. Measures advancing occupational 1.Arranging laboratory  Performance test
occupational health. occupational health are health and equipment, tables,  Written test
 Safety practices in observed. safety chairs,  Interview
electronics laboratory. 2. Safety procedures are practices. and other related
practiced. facilities
in line with standard OH
and S.


(Exploratory)
LESSON 5: MAINTAIN HAND TOOLS AND EQUIPMENT

of/on: LO1. Maintain hand
1. Tools are used according to tools 1. Performing Written test,
 Maintenance of tools tasks undertaken. maintenance Oral test 6 hours
procedure on Performance test
 Storage of tools 2. Routine maintenance of tools electronic tools and
are undertaken according to equipment.
 Standard operational standard operational
procedures, principles, procedures, principles and 2. Performing functional
and techniques in techniques. arrangement of
maintaining tools electronic hand tools
3. Tools are stored safely in and equipment in
appropriate locations in cabinet.
accordance with manufacturer
specifications or standard
orerating procedures.
 Preventive 1. Tools and equipment are LO2. Perform basic 1. Performing preventive Written test,
maintenance of hand maintained according to its maintenance of Maintenance on Oral test
tools and equipment physical material. hand tools and individual Performance test
equipment . Tool and equipment
2.Preventive maintenance
are regularly conducted
40 hours
- Confucius

CURRICULUM GUIDE
MECHANICAL DRAFTING
INDUSTRIAL ARTS - MECHANICAL DRAFTING

(Exploratory)
Curriculum Guide for the Exploratory Course
For you to get a complete picture of the complete TLE exploratory course on Mechanical Drafting, you are hereby provided with the Curriculum Guide
on Mechanical Drafting.
Learning
Content Standard Performance Standard Projects/Activities Assessment Duration
Competencies
LESSON 1: PREPARING DRAFTING MATERIALSAND TOOLS/DRAWING INSTRUMENTS

of/on:
 Drafting Materials and 1. Drafting materials, Tools and LO1.Identify 1. Compiling sample pictures  Performance 6 hours
Tools, its uses/function Drawing instruments are drafting of the different tools and test
 Proper manipulation of identified as per job materials and drawing materials and  Written test
drafting materials tools and requirements. tools/drawing classifying them.
drawing instruments 2. Materials and drawing tools are instruments 2. Demonstrating the proper
classified according to their applicable to a manipulation of drawing
uses. specific job. instruments.
 Procedures in receiving 1. Materials and tools are LO2. Request, 1. Preparing list of drafting  Performance
and storing tools and received and inspected based receive, inspect materials and tools per job test 3 hours
materials on the specified quantity as and store drafting requirement  Written test
 Different requisition forms requisition. materials and 2. Filling-up different forms
and procedures 2. Tools and materials are tools. such as requisition slip,
checked for damages and borrower’s slip, etc.
manufacturing defects 3. Labeling tools and materials
and storing/safekeeping
them properly.
4. Testing the functionality of
delivered tools and
materials.
**TWG on K to 12 Curriculum Guide – version April 10, 2012 2

(Exploratory)
Learning
Competencies
LESSON 2: PERFORMINGBASIC MENSURATION AND CALCULATION

of/on:
 Different measuring 1. Measuring instruments are LO1. Select and 1. Identifying the different  Self-paced 6 hours
instruments and their selected and used according use measuring instruments learning
application to the level of accuracy measuring 2. Observing proper use of activities
 Importance of Measuring required. instruments. measuring instruments  Guided
Tools 2. Measurements taken are demonstratio
accurate to the finest gradation n
of the selected measuring (performance
instrument. based)
3. Measuring techniques used
are correct and appropriate to
the instrument used.
 Clean and store 1. Measuring instruments are LO2. Clean and 1. Storing/safe keeping  Performance
measuring tools cleaned in accordance with store measuring tools properly test 2 hours
established standards. measuring
2. Measuring instruments are instruments.
stored in accordance with
established standards.
 Conversion of fraction to 1. Conversion results of fraction to LO3. Convert 1. Solving problems and  Written test 2 hours
decimal and decimal to decimal are accurate up to 2 fraction to exercises correctly in:
fraction decimal places. decimal a. converting fraction to
 Rounding off decimal 2. Conversion results of decimal and vice decimal or decimal to
to fraction are accurate to the versa fraction
nearest standard measurement

(Exploratory)
Learning
Competencies
 Trade Mathematics and 1. English and metric LO4. Convert 1. Solving problems and  Written test 2 hours
Measurement measurements identified. English to exercises correctly.
 Two system of 2. Conversion of English to metric 2. Converting units of linear
measurements metric system or metric to measurem measurement.
 Conversion of units of English system is performed ent system 3. Converting decimal to
linear measurement. according to standard and vice fraction
procedure. versa
LESSON 3: INTERPRETING WORKING PLANS AND SKETCHES
 Alphabet of lines 1. Orthographic and pictorial LO1.Identify 1. Practicing line sketching  Written test 13 hours
 Line Sketching drawings are interpreted assembly 2. Sketching sample detail and  Performance
 Theories and principles of according to drawing and detailed assembly drawings test
orthographic projections standards. drawing. 3. Observing drawing
 Orthographic Projections 2. Assembly and detailed standards
 Pictorial drawing drawings are interpreted 4. Sketching orthographic
 More on Oblique Drawing according to drawing views and pictorial views
 Scaling standards. 5. Preparing a working plan
6. Identifying proper line
 Rules in Dimensioning
applications
 Preparation of Working
Plans
 Assembly and detailed
drawing


(Exploratory)
LESSON 4: APPLYING SAFETY PRACTICES

of/on:
 Occupational safety 1. Hazards are identified correctly LO1. Identifying 1. Observing safety work habits  Written test 4 hours
standards and enterprise in accordance with OHS hazardous in the work place  Performance
safety policies. procedures. area 2. Multimedia presentation test
 Practicing Proper 2. Safety signs and symbols are
Procedures in using identified and adhered to in
drafting tools, materials accordance with workplace
and instrument safety procedures.
 Keeping Workplace Clean
and organized following
5S
 Accident Prevention Signs
and Symbols
 Hazards in the workplace
 Types of workplace
hazards and examples
 Personal protective 1. Personal protective LO2. Use personal 2. Familiarizing oneself with the  Written test 2 hours
equipment (PPE) for clothing/equipment (PPE) protective different types and uses of  Actual
different drafting identified per job clothing personal protective demonstration
operations requirements. and equipment (PPE)
2. Proper wearing of PPE is devices 3. Multimedia presentation
properly observed in
accordance with workplace
safety policies.
40 hours


(Exploratory)
- Confucius

CURRICULUM GUIDE
TILES SETTING
INDUSTRIAL ARTS – TILES SETTING

(Exploratory)
Curriculum Guide for the Exploratory Course on Tiles Setting
For you to get a complete picture of the complete TLE exploratory course on Tiles Setting, you are hereby provided with the Curriculum Guide
on Tiles Setting.
Learning
Competencies
LESSON 1:PREPARE CONSTRUCTION MATERIALS AND TOOLS

of/on:
 Materials in tile setting 1. Tools and materials are LO1. Identify 1. List down the  Direct 3 hours
 Tools used in tile setting identified per job requirements materials and materials needed in observation
2. Tools are classified according tools tile setting.  Written
to their functions per job applicable to 2. Use tile setting tools test/questioning
requirements. a specific job properly
3. Materials are classified
according to their uses for
specific construction project.
4. Tools and materials are
selected per job requirement.
 Accomplishing different 1. Needed materials and tools LO2. Receive and 1. Accomplish different  Oral 2 hours
forms like job order are listed per job requirement. inspect forms needed in questioning
slips, tools and materials 2. Materials and tools are materials requisitioning,  Direct
requisition slips, and requested according to the receiving, borrowing observation
borrower’s slips prepared list. and inspecting tile  Written test
 Following accurate 3. Requests are done per setting materials
requisition procedures company’s standard
 Schematic Diagram operating procedures (SOP).
4. Materials and tools are


(Exploratory)
Learning
Competencies
provided and unavailable
ones substituted without
sacrificing cost and quality of
work.
LESSON 2: PERFORMING MENSURATIONS AND CALCULATIONS

of/on:
 Kinds of Measurements 1. Calculation needed to LO1.Carry out 1. Making simple  Oral 4 hours
 English complete work tasks are measurement computations using questioning
 Metric performed using the four s and the four fundamental  Direct
 Measurements basic processes of addition calculations operations observation
Conversions from (+), subtraction(-), 3.Measuring the  Written test
English to metric and multiplication (x) and division lengths, width and
vice versa (/) including but not limited to: thickness of some
Trigonometric functions and pieces of ceramic tile
Algebraic computations. and wood which will be
2. Calculations involving presented in the class.
fractions, percentages, and 4.Role play
mixed numbers are used to
complete workplace tasks.
3. Numerical computations are
self-checked and corrected
for accuracy.
4. Accurate measurements are
obtained according to job
requirements.
5. Systems of measurements
are identified and converted


(Exploratory)
Learning
Competencies
6. Work pieces are measured
according to job
requirements.
 Select measuring tools 1. Objects or components to be LO2. Select 1. Identify shapes of  Actual 4 hours
 Visualizing objects and measured are identified, Measuring tiles demonstration
shapes specifically classified, and interpreted Instrument  Direct
geometric shapes. according to the appropriate observation
 Measuring regular geometric shapes.  Written test/
Instruments/Measuring 2. Measuring tools are questioning
Tools selected/identified per object
to be measured or according
to job requirements
3. Correct specifications are
obtained from relevant
sources.
4. Measuring instruments are
selected according to job
requirements.
5. Alternative measuring tools
are used without sacrificing
cost and quality of work.
6. Measurements are obtained
according to job
requirements.


(Exploratory)
Learning
Competencies
LESSON 3: INTERPRETING TECHNICAL DRAWINGS AND PLANS

Demonstrate understanding 3 hours
of/on: 3. Demonstration
4. Direct
 Drawing symbols and 1. Signs, symbols, and data are LO1 Read/Interpret 1. Enumerate the lines observation
signs according to job identified according to job blueprints and necessary in making 5. Writtentest/ques
specifications specifications. plans working drawing. tioning
 Alphabet of line 2. Signs, symbols and data are 2. Perform proper
 Ways of drawing determined according to strokes in drawing
different types of lines classification or as different types of
appropriateness in drawing. line.
 Basic technical drawing 1. Necessary tools, materials LO2. Perform 1. Make a sketch of an  Practical 3hours
 Freehand sketching and equipment are identified freehand sketching area of four feet long application/
 Five general uses of according to the plan. and four feet wide to performance
freehand sketching 2. Components, assemblies or be tiled with 4 by 4 test
 schematic diagram and objects are recognized per tiles.  Written test/
illustration job requirement. questioning
3. Dimensions and
specifications are identified
according to job
requirements.
4. Freehand sketch is produced
in accordance with job
requirements.


(Exploratory)
Learning
Competencies
LESSON 4: MAINTAINING TOOLS AND EQUIPMENT

of/on:
 Types of Tools and 1. Tools and equipment are LO1. Check 1. Enumerate the  Oral 6hours
Equipment identified according to condition of conditions of tools questioning
 Classification of classification/specification tools and and equipment that  Direct
functional and non- and job requirements. equipment needs maintenance observation
functional tools 2. Functional and non-functional or repair.  Written test
 Uses of Personal tools and equipment are
Protective Equipment segregated and labeled
(PPE). according to classification.
3. Safety of tools and equipment
are observed in accordance
with manufacturer’s
instructions.
4. Conditions of PPE are
checked in accordance with
manufacturer’s instructions.
 Types and uses of 1. Lubricants are identified LO2. Perform 1. Explain the  Oral 3 hours
lubricants according to types of basic importance of questioning
 Types and uses of equipment. preventive lubricants in tool and  Direct
cleaning 2. Tools and equipment are maintenanc equipment observation
materials/solvent lubricated according to e. maintenance.  Written test
 OSHC workplace preventive maintenance 2. Perform lubrication
regulations (General schedule or manufacturer’s of tools
precaution) specifications.


(Exploratory)
Learning
Competencies
3. Tools are cleaned and
lubricated according to
standard procedures.
4. Defective equipment and
tools are inspected and
replaced according to
manufacturer’s specification.
5. Work place is cleaned and
kept in safe state in line with
OSHC regulations.
 Inventory of tools and 1. Inventory of tools, LO3. Store tools 1. Explain the  Practical 2 hours
equipment instruments, and equipment and disadvantages of examination
 Tools and equipment are conducted and recorded equipment. improper storing of  Direct
handling per company practices. tools and equipment. observation
 Tool safe- 2. Tools are inspected and  Written
keeping/storage stored after use. test/questioning
3. Tools and equipment are
stored safely in accordance
with manufacturer’s
specifications or company
procedures.


(Exploratory)
Learning
Competencies

of/on:
 Threshold limit values LO1. Evaluate 1. Identify known  Interview 2 hours

(TLV) 1. Terms of maximum tolerable hazards and hazards and risks in  Written
 TLV table limits are identified based on risks the workplace. examination
threshold limit value (TLV).
 Philippine OHS  Simulation
2. Effects of hazards are
standards
determined.
 Hazardous occupations
3. OHS issues and concerns are
to young workers
identified in accordance with
 Effects of hazards in the workplace requirements.
workplace 4. Requirements and relevant
 Ergonomics workplace OHS legislation.
 ECC regulations
 Safety regulations 1. OHS procedures for LO2. Control 1. Demonstrate proper  Written 2 hours
 Clean air act in relation controlling hazards and risks hazards use of PPEs. examination
to tile setting are strictly followed. and risks. 2. Perform waste  Interview
 Electrical and fire safety 2. Procedures in dealing with segregations
code workplace accidents, fire and
 Waste management emergencies are followed in
 Disaster preparedness accordance with the
and management organization’s OHS policies.
 Contingency measures 3. Personal protective
and procedures equipment (PPE) is correctly
used in accordance with
organization’s OHS
procedures and practices.


(Exploratory)
Learning
Competencies
4. Procedures in providing
appropriate assistance in the
event of workplace
emergencies are identified in
line with the established
organizational protocol.
 Operational health and  Procedures in emergency LO3. Maintain 1. Make reaction  Demonstration 4hours
safety procedure, related drill are strictly occupational papers about the  Interview
practices and followed in line with the health and emergency drills  Written
regulations established organizational safety undertaken in the examination
 5S guidelines and procedures. awareness schools such as fire
 Emergency-related drills  OHS personal records are drill and earthquake
and training filled up in accordance with drill
workplace requirements. 2. Role play
 PPE are maintained in line
with organization guidelines
and procedures.
40 hrs.
- Confucius

Information and Communications Technology (ICT)
Computer Hardware Servicing
Illustration
Technical Drafting
Contact Center Services

ICT CURRICULUM MAP
Computer Hardware
1 Servicing
(NC II)
Illustration
2
(NC II)
Technical Drafting
3
EXPLORATORY (NC II)
COVERING COMMON Contact Center Services
4
COMPETENCIES (NC II)
Animation
5
(NC II)
Medical Transcription
6
(NC II)
Computer Programming
7
(NC IV)
K to 12 Information Communication and Technology Curriculum Map December 2013

Computer Hardware
Servicing

TECHNOLOGY LIVELIHOOD EDUCATION
INFORMATION AND COMMUNICATIONS TECHNOLOGY - COMPUTER HARDWARE SERVICING
GRADE 7/8 (Exploratory)
Course Description:
This is an exploratory and introductory course which leads to a Computer Hardware Servicing National Certificate Level II (NC II). It covers five common
competencies that a Grade7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: 1) use of tools; 2) maintaining tools, equipment and
paraphernalia; 3) performing mensuration and calculation; 4) interpreting technical drawing and plans; and 5) practicing Occupational Health and Safety (OHS) procedures.
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 of career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODES

Introduction The learner demonstrates The learner independently 1. Discuss the relevance of the
1. Relevance of the course understanding basic concepts demonstrates common course
2. Basic concepts in Computer and underlying theories of competencies in computer 2. Explain basic concepts in
Hardware Servicing computer hardware servicing. hardware servicing as computer hardware servicing
3. Career opportunities prescribed by TESDA Training 3. Explore opportunities in
Regulations. computer hardware servicing
as a career
LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs (PC)
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs needed TLE_PECS7/8-00-1
Entrepreneurial Competencies understanding of one’s PECs in PECs and prepares an activity in Computer Hardware
and Skills (PECs) vis-à-vis a relation to computer hardware plan that aligns with the PECs of Servicing
practicing entrepreneur/ servicing. a practitioner/entrepreneur’s in 1.1 Assess one’s PECs:
employee’s computer hardware servicing. characteristics, attributes,
1.1 Characteristics lifestyle, skills, traits
1.2 Attributes 1.2 Assess practitioner’s PECs:
1.3 Lifestyle characteristics, attributes,
1.4 Skills lifestyle, skills, traits
1.5 Traits 1.3 Compare one’s PECS with
that of a practitioner/
2. Analysis of PECs in relation to entrepreneur’s
a practitioner’s 1.4 Align one’s PECS with those
of a
practitioner/entrepreneur’s
LESSON 2: ENVIRONMENT AND MARKET (EM)
1. Key concepts of Environment The learner demonstrates The learner independently LO 1. Generate a business TLE_EM7/8-00-1
and Market understanding of the concepts generates a business idea based idea that relates with a career
2. Products and services of environment and market on the analysis of environment choice in Computer Hardware
available that relate with a career choice and market in computer Servicing
in the market in computer hardware hardware servicing. 1.1 Conduct SWOT analysis
3. Differentiation of products and servicing. 1.2 Identify the different
services products/services available in
4. Customers and their buying the market
K to 12 TLE Information and Communications Technology – Computer Hardware Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 17
5. Competition in the market products/services in
6. SWOT Analysis computer hardware servicing
business
1.4 Determine the profile
potential customers
potential competitors
idea based on the SWOT
analysis
LESSON 3: USE OF HAND TOOLS AND EQUIPMENT (UT)
1. Hand tools in computer The learner demonstrates The learner independently uses LO 1. Prepare hand tools and TLE_ICTCS7/8UT-0a-1
hardware servicing understanding of the use of hand tools and equipment for equipment for computer
2. Equipment in computer hand tools and equipment for computer hardware servicing. hardware servicing
hardware servicing computer hardware servicing. 1.1 Prepare hand tools and
function and task
requirement
3. Procedure in accomplishing LO 2. Inspect hand tools and TLE_ICTCS7/8UT-0b-2
forms: equipment received
3.1 Job order slips 1.2 Check the list of tools and
3.2 Tools and materials equipment to be requested
requisition slips per job requirement
3.3 Borrower’s slip 2.2 Inspect the requested tools
4. Requisition procedures and equipment
2.3 Assess the condition of all
hand tools and equipment for
proper operation and safety
LESSON 4: MAINTAIN HANDTOOLS, EQUIPMENT AND PARAPHERNALIA (MT)
1. Safety procedures in using The learner demonstrates The learner independently LO 1. Use and maintain hand TLE_ICTCS7/8MT-0c-
hand tools and equipment understanding of concepts and maintains the tools, equipment tools, measuring instrument d-1
2. Procedures in cleaning, underlying principles in and paraphernalia for computer and equipment
tightening and simple repair maintaining the tools, hardware servicing. 1.1 Perform safety procedures in
of hand tools, equipment and equipment and paraphernalia using hand tools and
paraphernalia for computer hardware equipment
3. Common malfunction in hand servicing. 1.2 Follow procedures in
tools, equipment and cleaning, tightening and
paraphernalia simple repair of hand tools,
4. Reporting to property equipment and paraphernalia
custodian 1.3 Identify common malfunction
(unplanned or unusual
events) when using tools,
equipment and paraphernalia
1.4 Follow procedures in
preparing a report to
property custodian
1. Types of components and The learner demonstrates The learner independently LO 1. Perform basic TLE_ICTCS7/8MC-0e-1
objects to be measured: understanding of concepts and performs accurate mensuration
1.1 Memory underlying principles in measurements and calculations 1.1 Identify object/s to be
1.2 Data storage capacity performing measurements and based on a given tasks. measured
1.3 Processor calculations. 1.2 Use the correct
1.4 Video card specifications as specified in
2. Correct specifications of the the operating system
relevant sources
3. Conversion and calculation LO 2. Carryout mensuration TLE_ICTCS7/8MC-0f-2
3.1 Capacity and speed and calculation
3.2 Memory 2.1 Perform calculation needed to
3.3 Data storage complete task using the four
3.4 Processor mathematical fundamental
3.5 Video card operations (addition,
subtraction, multiplication and
division)
2.2 Employ different techniques in
checking accuracy of the
computation
LESSON 6: PREPARE AND INTERPRET TECHNICAL DRAWING (TD)
1. Basic symbols The learner demonstrates The learner independently LO 1. Identify different kinds TLE_ICTCS7/8TD-0g-1
2. Basic Elements understanding of concepts and prepares and interprets of technical drawings
2.1 Schematic diagram underlying principles in technical drawings and work 1.1 Identify basic symbols used in
2.2 Charts preparing and interpreting plans accurately. technical drawing
2.3 Block diagrams technical drawings and work 1.2 Select technical drawing in
2.4 Layout plans plans for computer hardware accordance with the job
2.5 Loop diagram servicing. requirement
3. Flowchart interpretation LO 2. Interpret technical TLE_ICTCS7/8TD-0h-2

3.1 Types of flowchart drawing
2.1 Identify the basic symbols
used in flow charting
2.2 Interpret the symbols used in
flow charting
2.3 Create a flowchart that depicts
a simple scenario
1. Hazards and risks control The learner demonstrates The learner consistently LO 1. Identify hazards and TLE_ICTCS7/8OS-0i-1
1.1 safety regulations understanding of concepts and observes and practices risks
1.2 indicators of hazard and underlying principles of occupational health and safety 1.1 Explain hazards and risks in
risks Occupational Health and Safety procedures in the workplace. the workplace
1.3 contingency measures (OHS) procedures in relation to 1.2 Identify hazards and risks
hazards and risks in the indicators in the workplace
workplace. 1.3 Apply contingency measures
in accordance with the OHS
procedures
2. Evaluation of hazards and LO 2. Evaluate hazards and TLE_ICTCS7/8OS-0j-2
risks risks
2.1 Effects of hazards and 2.1 Determine the effects of
risks in the work place hazards and risks
2.2 Classify the types of hazards
3. Hazards and risks control LO 3. Control hazards and TLE_ICTCS7/8OS-0j-3
3.1 Safety regulation risks
3.1 Follow OHS Procedures for
controlling hazards and risks
3.2 Use personal protective
equipment (PPE)
3.3 Follow and observe
organizational protocol when
providing emergency
assistance
4. Maintenance of OHS LO 4. Maintain occupational TLE_ICTCS7/8OS-0j-4
procedures awareness health and safety regulations
5. OHS procedures, practices 4.1 Participate in related drills and
and regulations training
4.2 Prepare OHS personal records
in accordance with workplace
requirements
Course Description:
This is a specialization course which leads to a Computer Hardware Servicing National Certificate Level II (NC II). It covers two core competencies that a Grade
9 Technology and Livelihood Education (TLE) student ought to possess: 1) installing computer systems and networks; and 2) diagnosing and troubleshooting computer
systems.
The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course; 2) explanation of key concepts relative to the
course and; 3) exploration of career opportunities.

1. Relevance of the course understanding of basic provides quality and marketable course
2. Basic concepts and core concepts, underlying theoriesservice in computer hardware 2. Explain basic concepts,
competencies in Computer and core competencies in servicing in terms of computer theories and core
Hardware Servicing computer systems and systems and networks competencies in computer
3. Career opportunities networks. installation, and diagnoses and hardware servicing
troubleshoots computer 3. Explore opportunities in
systems as prescribed by computer hardware
TESDA Training Regulations. servicing as a career
1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize PECs TLE_PECS9-I0-1
Competencies and Skills (PECs) understanding of one’s PECs in PECs and prepares an activity needed in Computer
vis-à-vis a practicing entrepreneur/ in computer hardware plan that aligns with the PECs Hardware Servicing
employee in locality servicing. of a practitioner/entrepreneur’s 1.1 Assess one’s PECs:
1.1 Characteristics in the computer hardware characteristics, attributes,
1.2 Attributes servicing business.. lifestyle, skills, traits
1.3 Lifestyle 1.2 Assess practitioner’s PECs:
1.4 Skills characteristics, attributes,
1.5 Traits lifestyle, skills, traits
2. Analysis of PECs in relation to 1.3 Compare one’s PECs with
a practitioner’s that of a practitioner
3. Align, strengthen and develop /entrepreneur’s
ones PECs based on the 1.4 Align one’s PECs with those
results of a
practitioner/entrepreneur’s
1. Market (Town) The learner demonstrates The learner independently LO 1. Recognize and TLE_EM9-I0-1
2. Key concepts of Market understanding of environment creates a business vicinity map understand the market in
3. Players in the market and market in computer reflective of the potential computer hardware
(Competitors) hardware servicing in one’s computer hardware servicing servicing
4. Products and services available locality. market within the locality. 1.1 Identify the players/
in the market competitors within the town
1.2 Identify the different
products/services available
in the market
5. Market (Customer) LO 2. Recognize the TLE_EM9-I0-2
6. Key concepts of identifying potential customer/market
and understanding the in computer hardware
consumer servicing
7. Consumer Analysis through: 2.1 Identify the profile of
7.1 Observation potential customers
7.2 Interviews 2.2 Identify the customer’s
7.3 Focus Group Discussion needs and wants through
7.4 Survey consumer analysis
2.3 Conduct consumer/market
analysis
LESSON 3: INSTALLING COMPUTER SYSTEMS AND NETWORKS (CN)
1. OHS policies and procedures The learner demonstrates The learner independently LO 1.Plan and prepare for TLE_ICTCS9CN-Ia-1
2. Occupational Health and understanding of planning, demonstrates the correct installation
Safety laws installing and testing computer planning, installing and testing 1.1 Observe OHS policies and
3. Personal safety systems and networks. of computer systems and procedures in planning for
4. Workplace hazards networks. installation activity in
5. Environment laws accordance with
6. Computer Peripherals/ Devices requirements
/Systems 1.2 Familiarize oneself with
7. Personal computer computer peripheral/
systems and devices devices/systems in
8. Peripherals accordance with established
9. Networking devices procedures correct
10. Tools, equipment and operation and safety
testing devices 1.3 Consult appropriate/
technical personnel to
ensure that work is
coordinated with others
who are involved in the
activity
1.4 Determine the location of
the devices/systems to be
used
1.5 Obtain materials necessary
to complete the work in
accordance with established
procedures
1.6 Check the materials
received against job
requirements
11. Requirements for the job LO 2. Install equipment/ TLE_ICTCS9CN-If-j-2
12. Job orders devices and systems
13. Request forms 2.1 Follow OHS procedures in
14. Report sheets installing devices, systems,
15. Safety procedures networking devices, and
16. System’s specifications peripherals
17. Installation of equipment/ 2.2 Comply with the
devices, peripherals and requirements in installing
networking devices devices,/systems,
18. Install computer systems networking devices, and
19. Basic computer configuration set peripherals TLE_ICTCS9CN-IIa-g-
up 2.3 Install computer systems, 2
networking devices and
peripherals in accordance
with job requirements
2.4 Perform variations in
installing devices and
systems in accordance with
customer/client’s
requirements
2.5 Obtain approval from
appropriate personnel
before implementing
contingency procedures
2.6 Respond to unplanned
events or conditions in
accordance to established
procedures
2.7 Check the quality of the
work undertaken in
accordance with the
20. Safety procedures LO 3. Conduct test on the TLE_ICTCS9CN-IIh-j-3
21. Burning or testing installed installed computer system
equipment/devices 3.1 Follow OHS policies and
22. Computer network systems procedures in conducting
connectivity tests
23. Reporting and documentation 3.2 Check circuits and systems
procedures being isolated using
specified testing procedures
3.3 Test devices, systems
and/or installation to
determine its conformity
with the requirements
3.4 Undertake final inspections
on the installed devices,
systems to ensure
conformity with the
requirement
3.5 Accomplish technical
reports on the tests
conducted
forwarding documentation
to appropriate personnel
and/or authority on the test
conducted
LESSON 4: DIAGNOSING AND TROUBLESHOOTING COMPUTER SYSTEMS (DT)
1. Safety precautions The learner demonstrates The learner independently LO 1. Plan and prepare for TLE_ICTCS9DT-IIIa-g-
2. Types of computer systems errors understanding of the diagnoses and troubleshoots diagnosis of computer 1
3. Diagnosing computer systems underlying concepts and computer systems as prescribed systems errors
4. Manual diagnosis principles of diagnosing and by TESDA Training Regulations. 1.1 Follow OHS procedures in
5. Software diagnosis troubleshooting computer planning and preparing
systems. diagnosis of computer
systems errors
1.2 Determine the computer
systems errors using
manual and software
diagnosis
6. Safety precautions LO 2. Diagnose and TLE_ICTCS9DT-IIIf-j-
7. Basic concepts of Electricity configure computer systems 2
8. Techniques for diagnosing and networks
computer systems 2.1 Follow OHS procedures in
9. Diagnosing tools: planning and preparing
9.1 Manual diagnosis of computer
9.2 Software systems and network errors
10. Computer systems and network 2.2 Identify the diagnosed
configurations computer systems and
network errors based on
the job requirements
2.3 Configure computer
systems and networks
11. Safety precautions LO 3. Inspect and test the TLE_ICTCS9DT-IVa-g-
12. Determining defective configured computer 3
components systems and networks
13. Repairing/replacing different 3.1 Follow OHS procedures in
components inspecting and testing
13.1 Wiring techniques configured computer
13.2 Power supplies systems and networks
14. Basic networking errors 3.2 Inspect configured computer
systems and networks
3.3 Replace defective
components
3.4 Reinstall defective computer
systems
3.5 Identify network errors
3.6 Repair network errors based
on standard procedures
3.7 Test the configured
computer systems and
networks
15. Safety precautions LO 4. Test Systems and TLE_ICTCS9DT-IVh-j-

16. Guidelines for testing computer Networks 3
systems and networks 4.1 Follow OHS procedures in
testing systems and
networks
4.2 Test computer systems and
networks in accordance with
4.3 Accomplish technical reports
on the tests conducted
Prerequisite: Grade 9 Computer Hardware Servicing
Course Description:
This is a specialization course which leads to a Computer Hardware Servicing National Certificate Level II (NC II). It covers two core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess: 1) configuring computer systems and networks; and 2) maintaining computer systems and
networks.
The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course; 2) explanation of key concepts relative to the
course and; 3) exploration of career opportunities.

1. Relevance of the understanding of basic concepts demonstrates competencies in course
course and underlying theories in configuring and maintaining 2. Explore opportunities in
2. Basic concepts in configuring and maintaining computer systems and networks computer hardware
Computer Hardware computer systems and networks. as prescribed by TESDA Training servicing as a career
Servicing Regulations. 3. Explain basic concepts in
3. Career opportunities computer hardware
servicing
1. Assessment of Personal The learner demonstrates The learner independently LO 1. Develop and strengthen TLE_PECS10-I0-1
Competencies and Skills understanding of one’s PECs in creates a plan of action that PECs needed in Computer
(PECs) vis-à-vis those of a computer hardware servicing. strengthens/ further develops Hardware Servicing
practicing one’s PECs in computer 1.1 Identify areas for
entrepreneur/employee in a hardware servicing. improvement, development
province. and growth
1.1 Characteristics 1.2 Align one’s PECs according
1.2 Attributes to his/her business/career
1.3 Lifestyle choice
1.4 Skills 1.3 Create a plan of action that
1.5 Traits ensures success of his/her
2. Analysis of PECs in relation to business/career choice
a practitioner
1. Product Development The learner demonstrates The learner independently LO 1. Develop a TLE_EM10-I0-1
2. Key concepts of developing a understanding of environment and creates a business vicinity map product/service in computer
product market in computer hardware reflective of the potential hardware servicing
3. Finding Value servicing in one’s computer hardware servicing 4.1 Identify what is of “value” to
4. Innovation town/municipality. market in one’s the customer
4.1 Unique Selling town/municipality. 4.2 Identify the customer to sell
Proposition (USP) to
4.3 Explain what makes a
product unique and
competitive
product/service
5. Selecting a Business Idea LO 2. Select a business idea TLE_EM10-I0-2
6. Key concepts in selecting based on the criteria and
a business Idea techniques set
6.1 Criteria 2.1 Enumerate various criteria
6.2 Techniques and steps in selecting a
business idea
idea
based on the
product
3.1 Identify the benefits of
having a good brand
developing a brand
product brand
LESSON 3: CONFIGURING COMPUTER SYSTEMS AND NETWORKS (CC)
1. Safety procedures The learner demonstrates The learner independently LO 1. Plan and prepare for TLE_ICTCS10CC-Ia-
2. Inspecting work instructions understanding of the underlying demonstrates skills in configuration c-1
according to job requirements concepts and principles in configuring computer systems 1.1 Follow OHS in planning and
3. Planning and preparing of configuring computer systems and and networks as prescribed by preparing for configuration
standard operating procedures networks. TESDA Training Regulations. of computer systems and
4. Procedures in using the tools networks
and equipment 1.2 Prepare computer systems,
tools, devices, equipment
and materials
1.3 Check computer systems
and networks configuration
against specified
requirements
1.4 Identify the procedures in
using the tools and
equipment
5. Safety precautions LO 2. Configure computer TLE_ICTCS10CC-IId-
6. Networking devices, media . systems and networks f-2
and connectors 2.1 Follow OHS procedures in
7. Internet Protocols (IP) configuring computer
8. Network Security systems and networks
9. File and Printer Sharing 2.2 Inspect networking devices,
media and connectors
2.3 Create cross-over and
straight-through cables
2.4 Assign IP address to clients
and servers TLE_ICTCS10CC-IIg-
2.5 Configure the assigned IP 2
address to clients and
servers
2.6 Enable network security to
the computer systems
2.7 Configure file and printer
sharing
10. Safety precautions LO 3. Inspect and test TLE_ICTCS10CC-IIh-

11. Guidelines for testing configured computer j-3
computer systems and Systems and networks
networks 1.1 Follow OHS procedures in
testing systems and networks
1.2 Test computer systems and
networks in accordance with
1.3 Accomplish technical reports
on the tests conducted
LESSON 4: MAINTAINING COMPUTER AND NETWORK SYSTEMS (MN)
1. Safety procedures The learner demonstrates The learner independently LO 1.Plan and prepare for the TLE_ICTCS10MN-
2. Procedures in planning and understanding of the underlying demonstrates skills in computer maintenance of computer IIIa-e-1
conducting maintenance concepts and principles in and network systems as systems and networks
3. Identification and diagnoses of maintaining computer and prescribed by TESDA Training 1.1 Follow OHS procedures in
faulty computer and networks networks systems. Regulations. maintaining computer
systems systems and networks
4. Tools and tests equipment 1.2 Plan on how to maintain
5. PC specifications computer and networks
6. Network functions and systems
specifications 1.3 Identify faulty computer
and networks systems
1.4 Identify tools in maintaining
computer and network
systems
1.5 Inspect testing
equipment/devices
1.6 Check PC specifications
1.7 Verify network functions and
specifications
7. Safety procedures LO 2. Maintain computer TLE_ICTCS10MN-
8. Diagnosis and identification of systems IIIf-j-2
faulty systems 2.1 Follow OHS procedures in
9. Diagnostics software maintaining computer
10. Repair or replace faulty system systems
11. Maintenance of computer 2.2 Identify faulty computer
systems systems
11.1 Procedures in cleaning 2.3 Test normal functions of
hardware components computer systems
11.2 Defragment 2.4 Perform repair and
11.3 Scandisk replacement of faulty
11.4 Delete temporary files computer systems
11.5 Uninstall unused 2.5 Adhere to the recommended
Programs schedule and techniques in
maintaining and cleaning
computer systems
2.6 Respond to sudden
breakdowns of computer
12. Safety procedures LO 3. Maintain network TLE_ICTCS10MN-
13. Procedures in maintaining systems IVa-e-3
network systems 3.1 Follow OHS procedures in
14. Diagnostics software maintaining network
15. Repair or replace faulty systems systems
and cables 3.2 Identify procedures in
16. Burn-in test computer system maintaining network
systems
3.3 Check or run the diagnostic
software
3.4 Adhere to the
recommended schedule
and techniques in
maintaining and cleaning
network systems
3.5 Respond to sudden
breakdowns of network
3.6 Run the burn-in test on
computer systems
17. Safety procedures LO 4. Inspect and test TLE_ICTCS10MN-
18. Maintenance of computer configured/repaired computer IVf-j-4
systems and networks systems and networks
19. Computer communications 4.1 Follow OHS procedures in
20. Internet connectivity maintaining network
21. Burn-in test repaired computer systems
systems and networks 4.2 Maintain the computer
22. Documentation of tasks systems and networks to
ensure safe operations
4.3 Run or conduct computer
to computer
communications
4.4 Connect computer systems
to the internet
4.5 Check computer systems
and network to ensure safe
operation
4.6 Run the burn-in test on
computer systems
4.7 Conduct final inspection on
the tests undertaken
4.8 Prepare technical reports
that comply with job requirements
INFORMATION AND COMMUNICATIONS TECHNOLOGY – COMPUTER HARDWARE SERVICING
GLOSSARY
INFORMATION AND COMMUNICATIONS TECHNOLOGY – COMPUTER HARDWARE SERVICING
Code Book Legend
Sample: TLE_HETL12MT-IVj-16
LEGEND SAMPLE
Technology and Personal Entrepreneurial Competencies PECS
Livelihood Education_
Learning Area and Information and
Strand/ Subject or Communications Environment and Market EM
Specialization Technology TLE_ICT
Computer Hardware CS
First Entry Use of Hand Tools and Equipment UT
Servicing 10
Maintain Hand Tools, Equipment, and

MT
Grade Level Grade 12 Paraphernalia

Maintaining
Domain/Content/
Uppercase Letter/s Computer Networks MN
Component/ Topic Prepare and Interpret Technical Drawing ID
and Systems
-
Practice Occupational Health and Safety Procedures OS
Roman Numeral
*Zero if no specific Quarter Fourth Quarter IV
quarter Installing Computer Systems and Networks CN
Lowercase Letter/s
Diagnosing and Troubleshooting Computer Systems DT
between letters to Week Week Six to Ten f-j
indicate more than a
specific week CC
Configuring Computer Systems and Networks
-
Inspect and test MN
Maintaining Computer and Network Systems
configured/repaired
computer systems
and networks
Illustration

INFORMATION AND COMMUNICATIONS TECHNOLOGY – ILLUSTRATION
Grade7/8 (Exploratory)
Course Description:
This is an exploratory and introductory course that leads to an Illustration National Certificate Level II (NC II). It covers five (5) common competencies that a
Grade7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of tools; 2) maintaining tools, equipment, and paraphernalia; 3) performing
mensuration and calculation; 4) interpreting technical drawing and design; and 5) practicing Occupational Health and Safety (OHS) procedures.
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,

Introduction The learners demonstrate an The learners shall be able to The learners…
1. Relevance of the course understanding of basic independently create/provide 1. Discuss the relevance of the
2. Basic concepts and common concepts, underlying quality and marketable product course
competencies in Illustration theories and common and/or service in Illustration as 2. Explain basic concepts, theories,
3. Career opportunities competencies in Illustration. prescribed by the TESDA and common competencies in
Training Regulations Illustration
3. Explore opportunities for
Illustration as a career
LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed in TLE_PECS7/8-00-1
Entrepreneurial Competencies and understanding of recognize his/her PECs and Illustration
Skills (PECs) vis-à-vis a practicing one’s PECs prepare an activity plan that 1.1 Assess one’s PECs: characteristics,
entrepreneur/employee aligns with that of a attributes, lifestyle, skills, traits
1.2 Attributes Illustration characteristics, attributes,
1.4 Skills 1.3 Compare one’s PECs with those of
2. Analysis of PECs in relation to 1.4 Align one’s PECs with those of a
a practitioner practitioner/entrepreneur
1. Key concepts of Environment The learners demonstrate an The learners shall be able to LO 1. Generate a business idea TLE_ EM7/8-00-1
and Market understanding of generate a business idea based that relates with a career choice
2. Products and services available environment and market as on the analysis of environment in Illustration
in the market these relate to a career and market in Illustration 1.1 Conduct SWOT analysis
3. Differentiation of products and choice in Illustration 1.2 Identify the different
services products/services available in the
K to 12 Information and Communications Technology—Illustration Curriculum Guide December 2013 LO – Learning Outcome Page 1 of 15
5. Competition in the market products/services in Illustration
6. SWOT Analysis business
customers
competitors
LESSON 3: USE OF HAND TOOLS (UT)
1. Hand tools in Illustration The learners demonstrate an The learners shall be able to LO 1. Prepare hand tools and TLE_ICTIL7/8UT-0a-1
2. Equipment in Illustration understanding of use hand tools and equipment equipment in Illustration
hand tools and equipment in in Illustration 1.1 List hand tools and equipment
Illustration based on job requirement
1.2 Identify appropriate hand tools
and equipment
1.3 Classify hand tools and equipment
according to function and task
requirement
LESSON 4: MAINTAIN HAND TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT)
1. Safety procedures in maintaining The learners demonstrate an The learners shall be able to LO 1. Inspect hand tools and TLE_ICTIL7/8MT-0b-1
hand tools, drawing instruments, understanding of maintain hand tools, drawing equipment received in
equipment, and paraphernalia concepts and principles in instruments, equipment, and Illustration
2. Procedure in accomplishing forms: maintaining hand tools, paraphernalia 1.1 Check list of tools and equipment
2.1 Job order slips drawing instruments, to be requested per job
2.2 Tools and materials equipment, and requirement
requisition slips paraphernalia 1.2 Inspect the condition of all the
2.3 Borrower’s slip requested tools and equipment
3. Requisition procedures 1.3 Assess the hand tools and
4. Inspection procedures equipment for proper operation
4.1 Malfunction tools and safety
4.2 Maintenance of tools LO 2. Use and maintain hand TLE_ICTIL7/8MT-0c-2
5. Storage of tools tools, measuring instrument and
6. Standard operational procedures, equipment
principles and techniques in 2.1 Perform safety procedures in
maintaining a tools using hand tools and equipment
2.2 Follow procedures in cleaning
illustration tools
2.3 Identify malfunction, unplanned
or unusual events and report to
property custodian
1. Measuring instruments/ The learners demonstrate an The learners shall be able to LO 1. Select measuring TLE_ICTIL7/8MC-0d-1
Measuring tools understanding of perform accurate measurement instruments
2. Proper handling of measuring concepts and principles in and calculation based on a 1.1 Interpret object or component to
instruments performing measurement given task be measured according to the
and calculation appropriate regular geometric
shape
1.2 Select measuring tools
appropriate to the object to be
measured based on job
requirements
1.3 Obtain correct specification from
relevant sources
1.4 Select appropriate measuring
instruments according to job
requirements
1.5 Use alternative measuring tools
without sacrificing cost and
quality of work
3. Trade Mathematics/Mensuration LO 2. Carry out mensuration and TLE_ICTIL7/8MC-0e-2
3.1 Four fundamental calculation
operations 2.1 Perform calculation needed to
3.2 Kinds of measurement complete task using the four
3.3 Dimensions mathematical fundamental
3.4 Ratio and proportion operations (addition, subtraction,
3.5 Trigonometric functions multiplication, and division)
3.6 Algebraic equations 2.2 Employ different techniques in
3.7 Fractions, percentage and checking for the accuracy of the
decimals computation
3.8 Conversion
1. Drawing symbols, signs, and data The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, and TLE_ICTIL7/8TD-0f-1
2. Trade mathematical conversions understanding of read and interpret technical data
concepts and principles in drawings and work plans 1.1 Prepare tools and instruments
interpreting technical accurately used in illustration
drawings and work plans in 1.2 Interpret signs, symbols, and
technical drafting data according to job
specifications
1.3 Perform simple trade
mathematical conversions
3. Basic illustration LO 2. Interpret illustration TLE_ICTIL7/8TD-0g-2
4. Technical plans and schematic drawings and plans
diagram 2.1 Identify illustration tools and
5. Symbols and abbreviations materials to be used in preparing
a simple illustration
2.2 Identify dimensions and
specifications according to job
requirements
1. Safety procedures The learners demonstrate an The learners shall be able to LO 1. Identify hazards and risks TLE_ICTIL7/8OS-0h-1
2. Identification of hazards, risks, understanding of consistently observe 1.1 Follow OHS policies and
and control concepts and principles of precautionary measures and procedures in identifying hazards
2.1 For users and technicians Occupational Health and responds to risks and hazards and risks
2.2 Damage equipment Safety (OHS) in relation to in the workplace 1.2 Explain hazards and risks in the
2.3 Environment health and risk hazards in workplace
3. Organizational safety and health the workplace 1.3 Identify hazards and risks
protocol indicators as prescribed by the
4. OHS indicators manufacturer
1.4 Apply contingency measures in
accordance with OHS procedures
5. Safety regulations in the work LO 2. Evaluate and control TLE_ICTIL7/8OS-0i-2
place hazards and risks
6. Methods of controlling hazards 2.1 Determine the effects of hazards
7. Disaster preparedness and 2.2 Identify the methods in
management controlling hazards and risks
2.3 Follow OHS procedures for
8. OHS procedure, practices, and LO 3.Maintain Occupational TLE_ICTIL7/8OS-0j-3
regulations Health and Safety
9. Emergency-related drills and 3.1 Observe established procedures in
training responding to emergency-related
drill
3.2 Fill up OHS personal records in
accordance with workplace
requirements
Course Description:
This is a specialization course that leads to an Illustration National Certificate Level II (NC II). It covers three (3) core competencies that a Grade 9 Technology
and Livelihood Education (TLE) student ought to possess, namely: 1) using lines to produce volumes, 2) creating drawings according to proportion, and 3) sourcing out of
concept for own drawings.
The preliminaries of this specialization 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.

Introduction The learrers demonstrate an The learners shall be able to The learners…
1. Relevance of the course understanding of concepts, demonstrate competencies in 1. Discuss the relevance of the
2. Concepts and core competencies theories, and core Illustration as prescribed by the course
in Illustration competencies in Illustration TESDA Training Regulations 2. Explain concepts, theories, and
3. Career opportunities core competencies in Illustration
3. Explore opportunities for a career
as Illustrator
LESSION 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed in TLE_PECS9-I0-1
Competencies and Skills (PECs) understanding of recognize his/her PECs and Illustration
vis-à-vis a practicing one’s PECs in Illustration prepare an activity plan that 1.1 Assess one’s PECs:
entrepreneur/ employee in aligns with that of a characteristics, attributes,
locality/town practitioner/entrepreneur in lifestyle, skills, traits
1.1 Characteristics Illustration 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PECs with that of
1.5 Traits a practitioner/entrepreneur
2. Analysis of PECs in relation to 1.4 Align one’s PECs with that of a
a practitioner practitioner/entrepreneur
3. Align, strengthen and develop
ones PECs based on the
results
LEESON 2: ENVIRONMENT AND MARKET (EM)
1. Market (Town) The learners demonstrate an The learners shall be able to LO 1. Recognize and understand TLE_EM9-I0-1
2. Key concepts of Market understanding of create a business vicinity map the market in Illustration
3. Players in the market environment and market in reflective of potential market in 1.1 Identify the players/competitors
(Competitors) Illustration in one’s Illustration business within a within the town
4. Products and services available town/municipality town/municipality 1.2 Identify the different products/
in the market services available in the market
5. Market (Customer) LO 2. Recognize the potential TLE_EM9-I0-2

6. Key concepts of identifying customer/market in Illustration
and understanding the consumer 2.1 Identify the profile of potential
7. Consumer Analysis through: customers
7.1 Observation 2.2 Identify the customer’s needs
7.2 Interviews and wants through consumer
7.3 FGD analysis
analysis
LESSON 3: USING LINES TO PRODUCE VOLUMES (PV)
1. Safety procedures The learners demonstrate an The learners shall be able to LO 1. Draw basic shapes with TLE_ICTIL9PV-Ia-e-1
2. Tools and materials in drawing understanding of apply techniques in producing illusion of volumes
3. Functions of lines concepts and principles of volumes using lines, as 1.1 Perform safety procedures in
4. Drawing of basic shapes using using lines to produce volume prescribed by the TESDA drawing basic shapes with
lines Training Regulations illusion of volumes
5. Lines in producing illusion of 1.2 Identify drawing tools and
volumes materials used in illustration
1.3 Select appropriate materials in
accordance with illustration
requirements
1.4 Draw basic shapes using lines
1.5 Explain the functions of lines in
drawing
1.6 Draw lines in producing illusion
of volumes
6. Safety procedures LO 2. Draw figures and objects TLE_ICTIL9PV-If-j2

7. Drawing figures and objects from basic shapes
8. Elements of design 2.1 Perform safety procedures in
9. Proper proportions of figures and drawing figures and objects
objects from basic shapes
2.2 Identify appropriate drawing
tools and materials in
accordance with illustration
requirements
2.3 Follow the elements of designs
in drawing figures and objects
2.4 Apply the correct proportions
when drawing figures and
objects
2.5 Derive figures and objects from
basic shapes
LESSON 4: CREATING DRAWINGS ACCORDING TO PROPORTION (DP)
1. Safety procedures The learners demonstrate an The learners shall be able to LO 1. Draw basic shapes in TLE_ICTIL9DP-IIa-j-
2. Importance of proportion in understanding of create drawing of figures and proportion with illustration 1
drawing concepts and principles in objects applying proportion as requirement
3. Correct proportion in drawing creating drawings according prescribed by the TESDA 1.1 Perform safety procedures in
4. Layout of figures and objects to proportion Training Regulations drawing basic shapes in
according to requirement proportion with illustration
requirements
1.2 Identify appropriate tools and
materials in accordance to
illustration requirement
1.3 Observe the importance of
proportion in drawing
1.4 Explain the proper proportion
in drawing
1.5 Layout figures and objects
according to illustration
requirement
5. Safety procedures LO 2. Draw figures and objects TLE_ICTIL9DP-IIIa-
6. Proper proportions of figures and in proportion with illustration j-2
objects requirement
7. Isometric drawing 2.1 Perform safety procedures in
8. Enhancement of drawings drawing figures and objects in
8.1 Tonal range proportion with illustration
8.2 Linear marks requirements
9. Illustration cleanup 2.2 Identify appropriate drawing
tools and materials in
accordance to illustration
requirements
2.3 Draw isometric objects
2.4 Enhance drawing using toner
range and linear marks
2.5 Clean up illustration
10. Safety procedures LO 3. Draw human figures TLE_ICTIL9DP-IIIa-

11. Basic shapes in human figures 1.1 Perform safety procedures in j-3
12. Importance of proper proportions drawing human figures
in drawing human figure 1.2 Identify appropriate tools and
13. Drawing correct proportion of materials in drawing human
human figures figures in accordance with the
14. Layouting human figures illustration requirement
5. Facial expressions and movement 1.3 Draw human figures following
of body parts proper proportion
1.4 Layout human figures
1.5 Draw different facial
expressions and body parts
movements of human figures
LESSON 5: SOURCING-OUT CONCEPT FOR OWN DRAWINGS (SD)
1. Safety procedures The learners demonstrate an The learners shall be able to LO 1. Source out concepts for TLE_ICTIL9SD-IVa-
2. Collecting, organizing, and understanding of perform and develop own own drawings e-1
reviewing information concepts and principles in drawings based on sourced-out 1.1 Perform safety procedures in
3. Interpreting concepts sourcing out concept for own concepts as prescribed by the sourcing out concept for one’s
4. Intellectual Property Rights (IPR) drawings TESDA Training Regulations drawings
issues . 1.2 Identify sources of information
and relevant ideas to enrich
one’s own concept in drawings
1.3 Collect sources of information
and relevant ideas for one’s
own concept in drawings
1.4 Interpret concept generated
from drawings
1.5 Abide with IPR Laws when
developing concept for own
drawing
1.6 Reference collected information
that helped in the development
of the drawing
5. Elements and Principles of Design LO 2. Review information for TLE_ICTIL9SD-IVf-j-
6. Theoretical and Historical Concepts application to own work 2
of Drawings 2.1 Review information used to
7. Designing a concept clarify ideas for the concept
2.2 Consider theoretical concepts
in one’s drawing
2.3 Choose the final concept based
on the sourced-out information
2.4 Apply elements and principles
of design in one’s own work
Prerequisite: Grade 9 Illustration
Course Description:
This is a specialization course that leads to an Illustration National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology
and Livelihood Education (TLE) student ought to possess, namely: 1) using drawing techniques to represent the object of idea; and 2) preparing, storing, and maintaining
finished work.

Introduction The learner demonstrates an The learners shall be able to The learners…
1. Relevance of the course understanding of concepts independently create/provide 1. Discuss the relevance of the
2. Concepts and core competencies in and theories of using drawing quality and marketable product course
Illustration techniques to represent the and/or service in Illustration as 2. Explain concepts, theories,
3. Career opportunities object of idea and prepare, prescribed by the TESDA and competencies in
store, and maintain finished Training Regulations Illustration
work in Illustration 3. Explore opportunities for a
career as Illustrator
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Develop and TLE_PECS10-I0-1
Competencies and Skills (PECs) vis- understanding of create a plan of action that strengthen PECs needed in
à-vis a practicing one’s PECs in Illustration strengthens/further develops Illustration
entrepreneur/employee in a province one’s PECs in Illustration 1.1 Identify areas for
1.1 Characteristics improvement, development,
1.2 Attributes and growth
1.3 Lifestyle 1.2 Align one’s PECs according
1.4 Skills to his/her business/career
1.5 Traits choice
2. Analysis of PECs in relation to a 1.3 Create a plan of action that
practitioner ensures success of his/her
3. Application of PECs to the chosen business/career choice
business/career
1. Product Development The learners demonstrate an The learners shall be able to LO 1. Develop a product/ TLE_EM10-I0-1
2. Key concepts of developing a understanding of create a business vicinity map service in Illustration
product the environment and market reflective of potential market 1.1 Identify what is of “Value” to
3. Finding Value for Illustration in one’s for Illustration in the town/ the customer
4. Innovation town/municipality municipality. 1.2 Identify the customer to sell
4.1 Unique Selling to
4.2 Proposition (USP) 1.3 Explain what makes a
product unique and
competitive
product/service
5. Selecting Business Idea LO 2. Select a business idea TLE_EM10-I0-2
6. Key concepts of selecting based on the criteria and
a business idea techniques set
business idea
idea
based on the criteria/
techniques set
product
having a good brand
brands in the town/ province
developing a brand
3.4 Generate a clear and
LESSON 3: USING DRAWING TECHNIQUES TO REPRESENT OBJECT OR IDEA (DO)
1. Safety measures The learners demonstrate an The learners shall be able to LO 1. Prepare for drawing TLE_ICTIL10DO-Ia-e-1
2. Drawing tools and materials understanding of draw object or ideas using 1.1 Perform safety procedures in
concepts and principles in drawing techniques as drawing objects
drawing techniques to prescribed by the TESDA 1.2 Identify tools and materials
represent object or idea Training Regulations required in drawing
1.3 Select appropriate tools and
materials to represent object
or idea in drawing
3. Basic drawing techniques LO 2. Use basic drawing TLE_ICTIL10DO-If-j-2
4. Introduction to graphic software techniques
5. Digital drawing 2.1 Perform safety procedures
6. Proper usage and maintenance of when using basic drawing
drawing tools and materials techniques
2.2 Explore different graphic
software
2.3 Apply a range of techniques TLE_ICTIL10DO-IIa-j-2
to come up with
interpretation of objects or
ideas
2.4 Use tools and materials
safely
2.5 Use digital methods in
drawing
LESSON 4: PREPARING FOR STORAGE AND MAINTENANCE OF FINISHED WORK (SM)
1. Safety measures The learners demonstrate an The learners shall be able to LO1. Assess finished work TLE_ICTIL10SM-IIIa-e-
2. Archival principles and values understanding of perform activities related to for storage 1
3. Labeling and recording work concepts and principles in preparation for storage and 1.1 Perform safety procedures
preparing for storage and maintenance of finished work in assessing finished work
maintenance of finished work as prescribed by the TESDA for storage
Training Regulations 1.2 Determine the criteria for
the selection of finished
work to be stored following
the storage requirements
1.3 Assess finished and
selected work based on the
identified criteria for
storage
1.4 Determine the storage
requirements for selected
finished work based on the
identified criteria
4. Safety procedures LO 2. Store finished work TLE_ICTIL10SM-IIIf-j-
5. Labeling and recording work 2.1 Perform safety procedures 2
6. Safe storage requirements for the when storing finished work
finished work 2.2 Select protective materials
and conditions for storage
2.3 Organize finished work for TLE_ICTIL10SM-IVa-e2
storage
2.4 Apply protective materials
on finished work before
storing
2.5 Store finished works in
allocated or selected
storage space following
company standard
operating procedure and
criteria
7. Safety measures LO 3. Maintain stored work TLE_ICTIL10SM-IVf-j-3
8. Maintenance of finished work 3.1 Perform safety procedures
9. Intellectual Property Rights (IPR) in maintaining stored work
issues 3.2 Maintain accurate and
complete records of stored
finished work
3.3 Monitor and evaluate the
condition of stored finished
work in accordance with the
requirements for different
types of work
GLOSSARY
Code Book Legend
Sample: TLE_ICTIL10SM-IVf-j-3

LEGEND SAMPLE
Strand/ Subject or Communications Environment and Market EM
Specialization Technology
TLE_
Illustration ICT
First Entry Use of Hand Tools and Equipment UT
IL
10
Maintain Hand Tools, Equipment, and Paraphernalia MT

Preparing for Storage
Domain/Content/
Uppercase Letter/s
Component/ Topic
and Maintenance of MT TD
Finished Work Prepare and Interpret Technical Drawing
-
Roman Numeral
*Zero if no specific Quarter Fourth Quarter IV
quarter Using Lines to Produce Volume PV
Lowercase Letter/s
*Put a hyphen (-) in DO
Using Drawing Techniques to Represent Object or Idea
between letters to Week Week Six to Ten f-j
specific week Preparing for Storage and Maintenance of Finished Work SM
-
Maintain Stored
Work
3
Technical Drafting

SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY – TECHNICAL DRAFTING
Course Description:
This is an exploratory and introductory course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) common competencies that
a Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of tools and equipment; 2) maintaining tools, drawing
instruments, equipment, and paraphernalia; 3) performing mensuration and calculation; 4) interpreting technical drawing and plans; and 5) practicing Occupational Health
and Safety (OHS) procedures.

1. Relevance of the course understanding of demonstrate common 1. Discuss the relevance of the
2. Basic concepts in Technical basic concepts and theories in competencies in Technical course
Drafting Technical Drafting Drafting as prescribed by the 2. Explain basic concepts in
3. Career opportunities TESDA Training Regulations Technical Drafting
3. Explore opportunities for a
career in Technical Drafting
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed
Entrepreneurial Competencies understanding of recognize his/her PECs and in Technical Drafting TLE_PECS7/8-00-1
and Skills (PECs) vis-à-vis a one’s PECs. prepares an activity plan that 1.1 Assess one’s PECs:
practicing aligns with that of a characteristics, attributes,
entrepreneur/employee practitioner/entrepreneur in lifestyle, skills, traits
1.1 Characteristics Technical Drafting 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PECS with
1.5 Traits those of a practitioner/
2. Analysis of PECs in relation to entrepreneur
a practitioner 1.4 Align one’s PECS with those of
a practitioner/entrepreneur
K to 12 TLE Track ICT – Technical Drafting Curriculum Guide December 2013 *LO - Learning Outcome Page 1 of 22
1. Key concepts in Environment The learners demonstrate an The learners shall be able to LO 1. Generate a business idea TLE_EM7/8-00-1
and Market understanding of generate a business idea based that relates with a career
2. Products and services environment and market that on the analysis of environment choice in Technical Drafting
available relate with a career choice in and market in Technical 1.1 Conduct SWOT analysis
in the market Technical Drafting Drafting 1.2 Identify the different
3. Differentiation of products products/services available in
and the market
services 1.3 Compare different
4. Customers and their buying products/services in Technical
habits Drafting business
5. Competition in the market 1.4 Determine the profile potential
6. SWOT Analysis customers
competitors
analysis
LESSON 3: USE OF TOOLS AND EQUIPMENT (UT)

1. Hand tools in Technical The learners demonstrate an The learners shall be able to LO 1. Prepare hand tools and TLE_ICTTD7/8UT-0a-1
Drafting understanding of use hand tools and equipment equipment in technical
2. Equipment in Technical hand tools and equipment in in Technical Drafting drafting
Drafting Technical Drafting 1.1 List hand tools and equipment
based on job requirement
1.2 Identify appropriate hand
tools and equipment
1.3 Classify hand tools and
function and task requirement
LESSON 4: MAINTAIN HAND TOOLS, DRAWING INSTRUMENTS, EQUIPMENT AND PARAPHERNALIA (MT)
1. Safety procedures in The learners demonstrate an The learners shall be able to LO 1. Maintain hand tools, TLE_ICTTD7/8MT-0b-1
maintaining hand tools, understanding of maintain tools, drawing drawing instruments,
drawing instruments, concepts and principles in instruments, equipment, and equipment, and paraphernalia
equipment, and maintaining hand tools, paraphernalia 1.1 Perform safety procedures in
paraphernalia drawing instruments, maintaining hand tools,
2. Proper storage of tools equipment, and paraphernalia drawing instruments,
3. Procedures in cleaning, equipment, and paraphernalia
tightening and simple repair 1.2 Follow procedures in cleaning,
of hand tools, drawing tightening and simple repair
instruments, equipment, and of hand tools, drawing
paraphernalia instruments, equipment, and
4. Common malfunction when paraphernalia
using hand tools, drawing 1.3 Identify common malfunction
instruments, equipment, and (unplanned or unusual
paraphernalia events) when using tools,
drawing instruments,
5. Procedures in accomplishing LO 2. Inspect hand tools, TLE_ICTTD7/8MT-0c-d-2
forms: drawing instruments,
5.1 Job order slips equipment, and paraphernalia
5.2 Requisition slips received in technical drafting
5.3 Borrower’s slip 2.1 Follow the standard
6. Requisition procedures for procedures in accomplishing
hand tools, drawing forms
instruments, equipment and 2.2 Check the list of hand tools,
paraphernalia drawing instruments,
7. Inspection procedures for equipment, and paraphernalia
hand tools, drawing to be requested per job
instruments, equipment, and requirement
paraphernalia 2.3 Evaluate the condition of all
the requested hand tools,
drawing instruments,
for proper operation and
safety
8. Inspection report on LO 3. Prepare an inspection TLE_ICTTD7/8MT-0e-3
8.1 Malfunctioning tools report of the hand tools,
8.2 Repair of tools drawing instruments,
8.3 Replacement of tools equipment, and paraphernalia
8.4 Lost tools received in technical drafting
preparing an inspection report
to the property custodian
1. Different measuring The learners demonstrate an The learners shall be able to LO 1. Select measuring TLE_ICTTD7/8MC-0f-1
instruments/measuring tools understanding of perform accurate measurements instruments
2. Appropriate measuring concepts and principles in and calculation based on a 1.1 Identify measuring tools
instruments for a particular performing measurements and given task. based on the object to be
job requirements calculation measured or job requirements
3. Measuring different objects or 1.2 Select appropriate measuring
components instruments according to job
3.1 Geometric shapes requirements
4. Alternative measuring tools 1.3 Interpret an object or
component to be measured
according to the appropriate
regular geometric shapes
1.4 Use alternative measuring
tools without sacrificing cost
and quality of work
5. Trade Mathematics/ LO 2. Carry out mensuration TLE_ICTTD7/8MC-0g-2
Mensuration and calculation
6. Four fundamental operations 2.1 Perform calculation needed to
6.1 Kinds of measurement complete task by applying
6.2 Dimensions trade
6.3 Ratio and proportion mathematics/mensuration
6.4 Trigonometric functions 2.2 Employ different techniques in
6.5 Algebraic equations checking for accuracy of the
6.6 Fractions, percentages, computation
and decimals
6.7 English to Metric
Conversion ( and vice
versa)
1. Signs and symbols used in The learners demonstrate an The learners shall be able to LO 1. Analyze signs, symbols, TLE_ICTTD7/8TD-0h-1
technical drawing understanding of read and interpret technical and data
2. Technical drawing data concepts and principles in drawings and work plans 1.1 Identify signs and symbols
2.1 Elevation interpreting technical drawings accurately used in technical drawing
2.2 Scale measurement and work plans 1.2 Analyze data indicated in the
2.3 Dimension technical drawing
2.4 Depth
2.5 Schedule of windows
and doors
3. Symbols of materials used in LO 2. Interpret technical TLE_ICTTD7/8MC-0i-2
technical drawing drawings and plans
4. Components and assemblies 2.1 Identify necessary materials
used in technical plans and according to the technical
schematic diagram drawing
5. Basic dimensioning and 2.2 Recognize components,
specifications requirements of assemblies, or objects based
a plan on job requirements
2.3 Identify dimensions and
specifications according to
job requirements
1. Safety procedures The learners demonstrate an The learners shall be able to LO 1. Identify hazards and TLE_ICTTD7/8OS-0j-1
2. Identification of hazards, understanding of consistently observe risks
risks and control concepts and underlying precautionary measures and 1.1 Follow OHS policies and
2.1 for users and technicians principles of Occupational respond to risks and hazards in procedures in identifying
2.2 on damaged equipment Health and Safety (OHS) in the workplace hazards and risks
2.3 in the environment relation to health and risk 1.2 Explain hazards and risks in
3. Organizational safety and hazards in the workplace the workplace
health protocol 1.3 Identify hazards and risks
4. OHS indicators indicators as prescribed by the
manufacturer
1.4 Apply contingency measures
procedures
5. Safety regulations in the LO 2. Evaluate and control TLE_ICTTD7/8OS-0j-2
workplace hazards and risks
6. Methods of controlling 2.1 Determine the effects of
hazards and risks hazards in the workplace
7. Disaster preparedness and 2.2 Identify the methods in
management controlling hazards and risks
2.3 Follow OHS procedures for
8. OHS procedure, practices, LO 3. Maintain Occupational TLE_ICTTD7/8OS-0j-3
and regulations Health and Safety
9. Emergency-related drills and 3.1 Observe established
training procedures in responding to
emergency-related drill
3.2 Fill-up OHS personal records
in accordance with SOP
Course Description:
This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) core manual drafting competencies that a
Grade 9 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) architectural layout and details, 2) structural layout and details, 3) electrical and
electronic layout and details, 4) sanitary and plumbing layout and details, and 5) mechanical layout and details.
1. Relevance of the course understanding of create/provide quality and 1. Discuss the relevance of the
2. Core concepts of Technical basic concepts, theories, and marketable product and/or course
Drafting core competencies in Technical service in terms of Technical 2. Explain the core concepts of
3. Career opportunities Drafting Drafting as prescribed by the Technical Drafting
TESDA Training Regulation 3. Explore job opportunities for a
career in Technical Drafting

1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed TLE_PECS9-I0-1
Competencies and Skills understanding of recognize his/her PECs and in Technical Drafting
(PECs) vis-à-vis a practicing one’s PECs in Technical Drafting prepare an activity plan that 1.1 Assess one’s PECs:
entrepreneur/ employee in aligns with that of a characteristics, attributes,
locality/town practitioner/entrepreneur in lifestyle, skills, traits
1.1 Characteristics Technical Drafting 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PECs with
1.5 Traits those of a
2. Analysis of PECs in relation practitioner/entrepreneur
to a practitioner 1.4 Align one’s PECs with those
3. Align, strengthen, and of a practitioner/entrepreneur
develop one’s PECs based on
the results
1. Market (Town) The learners demonstrate an The learners shall be able to LO 1. Recognize and TLE_EM9-I0-1
2. Key concepts of market understanding of create a business vicinity map understand the market in
players in the market environment and market in reflective of potential Technical Technical Drafting
(Competitors) Technical Drafting in one’s Drafting market in the 1.1 Identify the players/
3. Products and services locality/town locality/town competitors in the town
available in the market 1.2 Identify the different
the market
5. Key concepts of identifying customer/market in Technical
and understanding the Drafting
consumer 2.1 Identify the profile of
6. Consumer Analysis through: potential customers
7.3 FGD analysis
analysis
LESSON 3: DRAFTING ARCHITECTURAL LAYOUT AND DETAILS (AL)
1. Drafting tools, materials, and The learners demonstrate an The learners shall be able to LO 1. Prepare architectural TLE_ICTTD9AL-Ia-1
equipment understanding of prepare architectural layout and job requirements
2. Industry Standards and concepts and principles in the details based on established 1.1 Prepare tools, materials, and
Operating Procedures preparation of architectural industry and/or job requirements equipment in technical
3. Architectural layout and details drawing
3.1 Job requirements 1.2 Select drawing tools,
3.2 Electrical terms and materials, and equipment in
symbols accordance with the SOP
3.3 Working drawings 1.3 Assess architectural job
requirements based on SOP
1.4 Interpret blueprint according
to architectural layout
drawing/job requirements
following SOP and work
instructions
4. OHS policies and procedures LO 2. Prepare and set up tools TLE_ICTTD9AL-Ib-2
laws and materials for drawing
4.1 Personal safety 2.1 Observe OHS policies and
4.2 Workplace hazards procedures in setting-up tools
4.3 Environment laws and materials for drawing
5. Setting up drawing equipment 2.2 Prepare drawing tools,
6. Layouting drawings and details materials,and equipment
based on job requirements
2.3 Set up tools, materials, and
equipment based on the job
requirements
7. Theory and concepts of site LO 3. Draft site development TLE_ICTTD9AL-Ic-e-3
development plan plan
7.1 Site Plans 3.1 Draw a technical description
7.2 Azimuth of a lot according to the
7.3 Coordinate planes approved lot survey
8. Title block and borders 3.2 Draw a building footprint
9. Alphabet of lines according to the architectural
10. Lettering drafting standards
11. Notes and legends of 3.3 Draw a title block according
architectural plans and to the architectural drafting
standards standards
12. Layouting, dimensioning, and 3.4 Indicate dimension lines,
scaling dimensions, and drawing
13. Grading conventions and titles according to
symbols architectural drafting
standards
14. Floor plan features LO 4. Draft floor plans TLE_ICTTD9AL-If-j-4
15. Floor planning scale 4.1 Draw walls, windows, doors,
16. Schedule of doors and fixtures, and fittings
windows according to architectural
17. Architectural floor symbols design standards
4.2 Draw grid and dimension
lines according to
architectural design
standards
4.3 Use metric scale system
according to the magnitude
of the plan
4.4 Identify sizes of doors, walls,
and rooms following the
schedule
Indicate letterings and labels
according to the drafting
standards
18. Operational definition/ LO 5. Draft roof plans TLE_ICTTD9AL-IIa-c-5
terminologies on roof plans 5.1 Indicate the dimensions of
19. Roof parts and members the roof plan based on the
20. Architectural roof symbols floor plan
21. Sheet contents 5.2 Draw roof plans according to
22. Framing details drafting standards
5.3 Use standard architectural
symbols in drafting roof plans
5.4 Layout drawings according to
sheet contents
5.5 Draw framing details of roof
plan according to
architectural drafting
standards
23. Operational definition/ LO 6. Draft ceiling plans TLE_ICTTD9AL-IId-f-6
terminology on ceiling plans 6.1 Draw vertical heights from
24. Ceiling parts and members finish floor line to ceiling line
25. Procedures in drafting ceiling according to architectural
plans drafting standards
6.2 Indicate lighting fixtures and
fire protection devices on the
ceiling plan based on
standards
26. Operational definition/ LO 7. Draft elevations and TLE_ICTTD9AL-IIg-i-7
terminology of elevations and sections
sections 6.1 Draw vertical heights from
27. Architectural detailing and grade line according to
sectioning architectural drafting
28. Different house views and standards
elevations 6.2 Project offsets from right,
29. Detailing techniques left, and rear sides of floor
plan according to
standards
6.3 Draw roof eaves and pitch
on all elevations and
sections according to
standards
6.4 Project doors and windows in
all elevations and sections
6.5 Project cross and longitudinal
section views from the floor
plans and elevations
6.6 Indicate various material
symbols and specifications in
all elevations and sections
26. Dimensions and markings LO 8. Submit complete TLE_ICTTD9AL-IIj-8
27. Company rules and drawings
regulations 8.1 Follow the SOP when
28. Re-work procedures submitting the completed
29. Clean-up activities drawing to appropriate
30. Housekeeping personnel (e.g., Engineer,
Architect)
8.2 Note comments and
corrections for final drawings
following the SOP
8.3 Integrate comments and
corrections into the final
drawing based on job
requirements
8.4 Perform housekeeping
procedures following the SOP
LESSON 4: DRAFTING STRUCTURAL LAYOUT AND DETAILS (SL)
1. Definition of structural terms The learners demonstrate an The learners shall be able to LO 1. Draft foundation plans TLE_ICTTD9SL-IIIa-b-1
2. Different structures and understanding of draft structural layout and 1.1 Indicate the locations of wall
details concepts and principles in details following the job footings, footings, and
3. Structural drawing standards drafting structural layout and requirements columns in drafting the floor
details plan
1.2 Draw in a larger scale details
of wall footings, footings, and
columns
4. Operational definition/ LO 2. Draft structural floors TLE_ICTTD9SL-IIIc-e-2
terminology of floors and and roof framing plans
roof framing plans 2.1 Draft structural floor and roof
5. Structural drawing standards framing plans based on floor
5.1 timber and foundation plans using
5.2 concrete timber, concrete, or steel
5.3 steel construction
6. Structural floor plans and 2.2 Draft structural floor and roof
standards beams showing sizes,
7. Roof-framing plan standards shapes, and detailed
connections
LESSON 5: DRAFTING ELECTRICAL AND ELECTRONIC LAYOUT AND DETAILS (EL)
1. Operational definition/ The learners demonstrate an The learners shall be able to LO 1. Draft electrical plans TLE_ICTTD9EL-IIIf-g-1
terminology of electrical and understanding of draft electrical and electronic and layouts
electronic layout and details concepts and principles in layout and details following the 1.1 Draft lighting and power
2. Electrical drawing standards drafting electrical and electronic job requirements layouts according to electrical
3. Philippine Electrical Code layout and details drafting standards
4. National Building Code 1.2 Place riser diagram and
5. Fire Code circuiting symbols in electrical
plans and layouts according
to Electrical Code
1.3 Indicate legend and general
notes according to local
power service provider
6. Auxiliary systems equipment LO 2. Draft auxiliary system TLE_ICTTD9EL-IIIh-j-2
7. Philippine Electrical Code and layout
8. National Building Code 2.1 Layout fire alarm and
9. Fire Code protection system symbols in
the auxiliary system and
layout plan according to Fire
Code
2.2 Layout electronic and
communication devices
according to electrical
drafting requirements
LESSON 6: DRAFTING SANITARY AND PLUMBING LAYOUT AND DETAILS (SP)
1. Plumbing Code The learners demonstrate an The learners shall be able to LO 1. Draft water distribution TLE_ICTTD9SP-IVa-b-1
2. Plumbing fixtures and fittings understanding of draft sanitary and plumbing system
3. Plumbing symbols concepts and principles in layout and details following job 1.1 Draft hot and cold water
4. National Building Code drafting sanitary and plumbing requirements distribution systems
5. Clean Water Act layout and details according to Plumbing and
Water Codes
1.2 Indicate signs and symbols
according to sanitary and
plumbing requirements
LO 2. Draft sanitary and storm TLE_ICTTD9SP-IVc-d-2
drainage
2.1 Draw sewerage plan layout
according to Plumbing Code
2.2 Draft storm drainage plan
according to Plumbing Code
2.3 Draw details and symbols
LESSON 7: DRAFTING MECHANICAL LAYOUT AND DETAILS (ML)
The learners demonstrate an The learners shall be able to LO 1. Draft heating, TLE_ICTTD9ML-IVe-f-1
1. Mechanical Code understanding of draft mechanical layout and ventilating, and air-
2. National Building Code concepts and principles in details following job conditioning systems layout
3. Heating, ventilating, and air- drafting mechanical layout and requirements 1.1 Draft HVAC systems
conditioning (HVAC) layout details according to Mechanical Code
standards 1.2 Indicate signs and symbols
4. Conveyor system standards according to mechanical
layout and detail
requirements
LO 2. Draft mechanical details TLE_ICTTD9ML-IVg-h-2
of conveyor system
2.1 Draw elevator, escalators,
dumbwaiter, and moving
ramp systems according to
Mechanical Code
2.2 Draw details of mechanical
conveyor system according to
mechanical layout and detail
requirements
5. Fire Code LO 3. Draft fire protection TLE_ICTTD9ML-IVi-j-3
6. National Building Code systems
7. Fire protection equipment and 3.1 Draw fire sprinkler system
installations according to Fire Code
3.2 Draw signs and symbols of
fire protection systems
according to fire protection
requirements
Course Description: Prerequisite: Grade 9 Technical Drafting

This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II). It covers five (5) core Computer-Aided Drawing (CAD)
competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) preparing CAD, 2) layouting structural details, 3) layouting
electrical and electronic details, 4) layouting sanitary and plumbing details, and 5) layouting mechanical details.

1. Relevance of the course understanding of create/provide quality and 1. Discuss the relevance of
2. Core concepts of Computer- basic concepts, theories, and marketable product and/or the course
Aided Drawing (CAD) in core CAD competencies in service using CAD in Technical 2. Explain the core concepts
Technical Drafting Technical Drafting Drafting as prescribed by the CAD in Technical Drafting
3. Career opportunities TESDA Training Regulations 3. Explore job opportunities
for a career in Technical
Drafting
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Develop and TLE_PECS10-I0-1
Competencies and Skills understanding of create a plan of action that strengthen PECs needed in
(PECs) vis-à-vis a practicing one’s PECs in Technical Drafting strengthens/ further develops Technical Drafting
entrepreneur/employee in a one’s PECs in Technical Drafting 1.1 Identify areas for
province improvement,
1.1 Characteristics development, and growth
1.2 Attributes 1.2 Align one’s PECs according
1.3 Lifestyle to his/her business/career
1.4 Skills choice
1.5 Traits 1.3 Create a plan of action that
2. Analysis of PECs in relation to ensures success of his/her
a practitioner business/career choice
1. Product development The learners demonstrate an The learners shall be able to LO 1. Develop a product/ TLE_EM10-I0-1
2. Key concepts in developing a understanding of create a business vicinity map service in Technical Drafting
product environment and market in reflective of potential Technical 1.1 Identify what is of “Value”
3. Finding value Technical Drafting in one’s Drafting market in one’s to the customer
4. Innovation province province 1.2 Identify the customer to
4.1 Unique Selling sell to
Proposition (USP) 1.3 Explain what makes a
product unique and
competitive
product/service
5. Selecting a business idea LO 2. Select a business idea TLE_EM10-I0-2
6. Key concepts in Selecting a based on the criteria and
business idea techniques set
business idea
idea
based on the
7. Branding LO 3. Develop a brand for TLE_EM10-I0-3
the product
having a good brand
brands in the
town/province
developing a brand
LESSON 3: PREPARING COMPUTER-AIDED DRAWING (CA)
1. Basic CAD concepts The learners demonstrate an The learners shall be able to LO 1. Operate CAD software TLE_ICTTD10CA-Ia-b-1
2. Operational definition/ understanding of prepare CAD based on and computer hardware
terminologies on floors and concepts and underlying established industry and/or job 1.1 Identify CAD software
roof framing plans principles in the preparation of requirements features according to the
3. CAD working environment CAD. software provider
4. CAD Features 1.2 Explore CAD working
4.1 Commands environment
4.2 Tools 1.3 Manipulate CAD features as TLE_ICTTD10CA-Ic-j-2
4.3 Dimensions per job requirement
4.4 Hardware
4.5 Manipulations
4.6 Plotting
4.7 Editing
4.8 Attributes
4.9 Object linking and
embedding
4.10 Modifications
5. Occupational Health and LO 2. Prepare plan using TLE_ICTTD10CA-IIa-j-2
Safety (OHS) policies and CAD
procedures 2.1 Observe OHS policies and
OHS laws procedures in when
5.1 Personal safety preparing plan using CAD
5.2 Workplace hazards 2.2 Set up drawings according
5.3 Environment laws to standard drawing scale
6. Title block and paper size
7. Plates 2.3 Prepare working drawings
8. Scale using CAD software as per
9. Building standards building standards
LESSON 4: DRAFTING STRUCTURAL LAYOUT AND DETAILS USING CAD (LC)
1. Definition of structural terms The learners demonstrate an The learners shall be able to LO 1. Draft foundation plans TLE_ICTTD10LC-IIIa-b-
2. Different structures and understanding of draft structural layout and 1.1 Indicate the locations of 1
details concepts and principles in details following the job wall footings, footings, and
3. Structural drawing standards drafting structural layout and requirements columns in drafting the
details floor plan
1.2 Draw on a larger scale
details of wall footings,
footings, and columns
4. Operational definition/ LO 2. Draft structural floors TLE_ICTTD10LC-IIIc-e-
terminology of floors and roof and roof framing plans 2
framing plans 2.1 Draft structural floor and
5. Structural drawing standards roof framing plans based
5.1 timber on floor and foundation
5.2 concrete plans using timber,
5.3 steel concrete, or steel
6. Structural floor plans and construction
standards 2.2 Draft structural floor and
7. Roof-framing plan standards roof beams showing sizes,
shapes, and detailed
connections
LESSON 5: DRAFTING ELECTRICAL AND ELECTRONIC LAYOUT AND DETAILS USING CAD (EC)
1. Operational definition/ The learners demonstrate an The learners shall be able to LO 1. Draft electrical plans TLE_ICTTD10EC-IIIf-g-
terminology of electrical and understanding of draft electrical and electronic and layouts 1
electronic layout and details concepts and principles in layout and details following the 1.1 Draft lighting and power
2. Electrical drawing standards drafting electrical and electronic job requirements layouts according to
3. Philippine Electrical Code layout and details electrical drafting standards
4. National Building Code 1.2 Place riser diagram and
5. Fire Code circuiting symbols in
electrical plans and layouts
according to Electrical Code
1.3 Indicate legend and
general notes according to
local power service provider
6. Auxiliary systems equipment LO 2. Draft auxiliary system TLE_ICTTD10EC-IIIh-j-
7. Philippine Electrical Code and layout 2
8. National Building Code 2.1 Layout fire alarm and
9. Fire Code protection system symbols
in the auxiliary system and
layout plan according to
Fire Code
2.2 Layout electronic and
communication devices
according to electrical
drafting requirements
LESSON 6: DRAFTING SANITARY AND PLUMBING LAYOUT AND DETAILS USING CAD (SC)
1. Plumbing Code The learners demonstrate an The learners shall be able to LO 1. Draft water TLE_ICTTD10SC-IVa-1
2. Plumbing fixtures and fittings understanding of draft sanitary and plumbing distribution system
3. Plumbing symbols concepts and principles in layout and details following the 1.1 Draft hot and cold water
4. National Building Code drafting sanitary and plumbing job requirements distribution systems
5. Clean Water Act layout and details according to Plumbing and
Water Codes
LO 2. Draft sanitary and TLE_ICTTD10SC-IVb-c-2

storm drainage
2.1 Draw sewerage plan layout
according to Plumbing
Code
2.2 Draft storm drainage plan
according to Plumbing
Code
2.3 Draw details and symbols
LESSON 7: DRAFTING MECHANICAL LAYOUT AND DETAILS USING CAD (DC)
1. Mechanical Code The learners demonstrate an The learners shall be able to LO 1. Draft HVAC systems TLE_ICTTD10DC-IVd-e-
2. National Building Code understanding of draft mechanical layout and layout 1
3. HVAC layout standards concepts and principles in details following job 1.1 Draft HVAC systems
4. Conveyor system standards drafting mechanical layout and requirements according to Mechanical
details Code
according to mechanical
layout and detail
requirements
LO 2. Draft mechanical TLE_ICTTD10DC-IVf-g-2

details of conveyor system
2.1 Draw elevator, escalators,
dumbwaiter, and moving
ramp systems according to
Mechanical Code
2.2 Draw details of mechanical
conveyor system according
to mechanical layout and
detail requirements
5. Fire Code LO 3. Draft fire protection TLE_ICTTD10DC-IVh-i-3
6. National Building Code systems
7. Fire protection equipment and 3.1 Draw fire sprinkler system
installations according to Fire Code
3.2 Draw signs and symbols of
fire protection systems
according to fire protection
requirements
8. Gas piping fittings and joints LO 4. Draft gas piping TLE_ICTTD10DC-IVj-4
system
4.1 Draft gas piping layout
according to Mechanical
Code
4.2 Draw signs and symbols
according to mechanical
layout and detail
requirements
GLOSSARY
Code Book Legend
Sample: TLE_ICTTD10DC-IVj-4

LEGEND SAMPLE
Learning Area and Livelihood
Strand/ Subject or Education_Home
Specialization Economics TLE_ICT Use of Hand Tools and Equipment UT
First Entry Tailoring TD Maintain Computer Equipment and Systems MT
10 Perform Mensuration and Calculation MC
Prepare and Interpret Technical Drawing TD
Drafting Mechanical
Domain/Content/ Drafting Architectural Layout and Details AL
Uppercase Letter/s
Component/ Topic
Layout and Details DC
Using CAD Drafting Structural Layout and Details SL
- Drafting Electrical and Electronic Layout and Details EL

Drafting Sanitary and Plumbing Layout and Details SP
Roman Numeral
*Zero if no specific Quarter Fourth Quarter IV Drafting Mechanical Layout and Details ML
quarter
Preparing Computer-Aided Drawing CA
Lowercase Letter/s
*Put a hyphen (-) in Drafting Structural Layout and Details Using CAD LC
between letters to Week Week Ten j Drafting Electrical and Electronic Layout and Details Using CAD EC
specific week Drafting Sanitary and Plumbing Layout and Details Using CAD SC
- Drafting Mechanical Layout and Details Using CAD DC
Draft gas piping

system
4
Contact Center
Services

INFORMATION AND COMMUNICATIONS TECHNOLOGY – CONTACT CENTER SERVICES
Course Description:
This is an exploratory and introductory course that leads to a Contact Center Services, National Certificate (NC II). It covers five (5) common competencies that
a Grade7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) use of equipment, 2) performing computer operation, 3) applying quality
standards, 4) interpreting technical drawing and plans, and 5) practicing Occupational Health and Safety (OHS) procedures.

understanding of
1. Relevance of the course basic concepts and underlying independently demonstrate 1. Discuss the relevance of the
2. Basic concepts in Contact theories in Contact Center common competencies in course
Center Services Services Contact Center Services as 2. Explain basic concepts in
3. Career opportunities Contact Center Services
prescribed by the TESDA
3. Explore on opportunities for
Training Regulation Contact Center Services as
a career

1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed TLE_PECS8/7-00-1
Entrepreneurial Competencies understanding of recognize his/her PECs and in Contact Center Services
and Skills (PECs) vis-à-vis a one’s PECs prepares an activity plan that 1.1 Assess one’s PECs:
practicing aligns with that of a characteristics, attributes,
entrepreneur/employee practitioner/entrepreneur in lifestyle, skills, traits
- 1.1 Characteristics Contact Center Services 1.2 Assess practitioner’s:
- 1.2 Attributes characteristics, attributes,
- 1.3 Lifestyle lifestyle, skills, traits
- 1.4 Skills 1.3 Compare one’s PECS with
- 1.5 Traits that of a practitioner
2. Analysis of PECs in relation to /entrepreneur
a practitioner 1.4 Align one’s PECS with that of
a practitioner/entrepreneur
1. Key concepts of Environment The learners demonstrate an The learners shall be able to LO 1. Generate a business TLE_EM7/8-00-1
and Market understanding of independently generate a idea that relates with a
2. Products and services available environment and market business idea based on the career choice in Contact
K to 12 Information and Communications Technology—Contact Center Services Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 19
in the market relating to a career choice in analysis of environment and Center
3. Differentiation of products and Contact Center Services market in Contact Center 1.1 Conduct SWOT analysis
services Services 1.2 Identify the different
4. Customers and their buying products/services available in
habits the market
5. Competition in the market 1.3 Compare different
6. SWOT Analysis products/services in Contact
Center business
potential customers
potential competitors
analysis
LESSON 3: USE OF TOOLS AND EQUIPMENT (UT)
1. Equipment in Contact Center The learners demonstrate an The learners shall be able to LO 1. Prepare equipment TLE_ICTCC7/8UT-0a-1
Services understanding of independently use equipment in 1.1 List equipment based on job
equipment used in Contact Contact Center Services requirement
Center Services 1.2 Identify appropriate
equipment
1.3 Classify equipment according
to function and task
requirement
2. Procedure in accomplishing LO 2. Inspect equipment TLE_ICTCC7/8UT-0b-2
forms: received
2.1 Job order slips 2.1 Check the list of equipment
2.2 Borrower’s slip to be requested per job
3. Requisition procedures requirement
2.2 Inspect the requested
equipment
2.3 Assess the condition of all
equipment for proper
operation and safety
LESSON 4: MAINTAIN COMPUTER EQUIPMENT AND SYSTEMS (MT)

1. Computer workstation and The learners demonstrate an The learners shall be able to LO1. Maintain computer TLE_ICTCC7/8MT-0c-1
network understanding of independently maintains equipment and systems
2. Computer peripherals concepts and principles in computer equipment and 1.1 Ensure the security of data,
3. Telephone, dialer etc. maintaining computer systems as prescribed by the including regular back-ups
4. Security measures equipment and systems TESDA Training Regulations and virus checks in
5. Antivirus software/programs accordance with standard
6. File Management operating procedures
1.2 Perform basic file
maintenance procedure in
line with the SOP

1. Geographical variables The learners demonstrate an The learners shall be able to LO 1. Perform basic TLE_ICTCC7/8MC-0d-1
Distance measurement understanding of independently perform mensuration
and conversion concepts and principles in mensuration and calculation as 1.1 Identify geographical
1.1 Time zones performing mensuration and prescribed by the TESDA variables to be measured
1.2 Temperature calculation Training Regulations 1.2 Use basic mathematical
1.3 Weather and climate processes for routine
2. Currency conversion calculations
3. Storage media capacity 1.3 Employ different techniques
in checking accuracy of the
computation
LESSON 6: PREPARE AND INTERPRET TECHINICAL DRAWING (TD)
1. Basic symbols The learners demonstrate an The learners shall be able to LO 1. Identify different kinds TLE_ICTCS7/8ID-0e-1
2. Basic Elements understanding of independently prepare and of technical drawings
2.1 Schematic diagram concepts and principles in interpret technical drawings and 1. 1 Identify basic symbols used
2.2 Charts preparing and interpreting work plans accurately in technical drawing
2.3 Block diagrams technical drawings and work 1.2 Select technical drawing in
2.4 Layout plans plans in Contact Center accordance with the job
Services requirement
2.5 Loop diagram
3. Flowchart interpretation LO 2. Interpret technical TLE_ICTCS7/8ID-0f-2

3.1 Types of flowchart drawing
2.1 Identify the basic symbols
used in flow charting
2.2 Interpret the symbols used
in flow charting
2.3 Create a flow chart that
depicts a simple scenario

1. Hazards and risks control The learners demonstrate an The learners shall be able to LO 1. Identify hazards and TLE_ICTCS7/8OS-0g-1
1.1 safety regulations understanding of consistently observe and risks
1.2 indicators of hazard and concepts and principles of practice OHS procedures in the 1.1 Explain hazards and risks in
risks Occupational Health and workplace the workplace
1.3 contingency measures Safety (OHS) Procedures in 1.2 Identify hazards and risks
relation to hazards and risks in indicators in the workplace
the workplace 1.3 Apply contingency measures
Procedures
2. Evaluation of hazards and risks LO 2. Evaluate hazards and TLE_ICTCS7/8OS-0h-2

2.1 Effects of hazards and risks
risks in the work place 2.1 Determine the effects of
hazards and risks
2.2 Classify the types of hazards
3. Hazards and risks control LO 3. Control hazards and TLE_ICTCS7/8OS-0i-3
3.1 Safety regulation risks
3.1 Follow OHS Procedures for
3.2 Use personal protective
equipment (PPE)
3.3 Follow and observe
organizational protocol when
providing emergency
assistance
4. Maintenance of OHS Procedures LO 4. Maintain occupational TLE_ICTCS7/8OS-0j-4

awareness health and safety regulations
4.1 Operational health and 4.1 Participate in related drills
safety procedures, and training
practices and regulations 4.2 Prepare OHS personal
records in accordance with
workplace requirements
Course Description:
This is a specialization course that leads to a Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 9
Technology and Livelihood Education (TLE) student ought to possess, namely: 1) performing basic computer operations and Internet navigation, and 2) demonstrating an
understanding of local and international geography and cultures.

understanding of concepts, demonstrate competencies in 1. Discuss the relevance of the
1. Relevance of the course underlying theories, and core Contact Center Services as course
2. Concepts and core competencies competencies in Contact prescribed by the TESDA 2. Explain concepts, theories,
in Contact Center Services Center Services Training Regulation and core competencies in
3. Career opportunities Contact Center Services
3. Explore on opportunities for
Contact Center Services as a
career
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Recognize PECs needed TLE_PECS9-I0-1
Competencies and Skills (PECs) understanding of recognize his/her PECs and in Contact Center Services
vis-à-vis a practicing one’s PECs in Contact Center prepare an activity plan that 1.1 Assess one’s PECs:
entrepreneur/ employee in Services aligns with that of a characteristics, attributes,
locality/town. practitioner/entrepreneur in lifestyle, skills, traits
1.1Characteristics Contact Center Services 1.2 Assess practitioner’s:
1.4 Skills 1.3 Compare one’s PECs with
1.5 Traits those of a practitioner
2. Analysis of PECs in relation to /entrepreneur
a practitioner 1.4 Align one’s PECs with those
3. Align, strengthen, and develop of a practitioner/entrepreneur
ones PECs based on the
results

1. Market (Town) The learners demonstrate an The learners shall be able to LO 1. Recognize and TLE_EM9-I0-1
2. Key concepts of Market understanding of create a business vicinity map understand the market in
3. Players in the market environment and market in reflective of a potential market Contact Center Services
(Competitors) Contact Center Services in in Contact Center Services a 1.1 Identify the players/
4. Products and services available one’s locality/town. locality/town competitors within the town
in the market 1.2 Identify the different
the market

6. Key concepts of identifying customer/market in Contact
and understanding the Center Services
consumer 2.1 Identify the profile of
7. Consumer Analysis through: potential customers
7.3 FGD analysis
analysis
LESSON 3: PERFORM BASIC COMPUTER OPERATIONS AND INTERNET NAVIGATION (CO)
1. Safety measures The learners demonstrate an The learners shall be able to LO 1. Apply computer basic TLE_ICTCC9CO-Ia-j-1
2. Basic computer parts understanding of demonstrate skills in basic operation procedures
3. Connection of PC hardware and concepts and principles of computer operations and 1.1 Observe OHS policies and
peripheral devices basic computer operations and internet navigation procedures in computer
4. Keyboard layout and functions internet navigation operation and internet
5. Basic PC hardware and navigation in accordance with
software operation and requirements
1.2 Check basic peripheral
function devices based on proper
6. Computer start-up procedures connection
7. Operating system features 1.3 Start computer according to
8. Online help functions logon procedures
1.4 Access operating system
features and functions
1.5 Use available online help
functions
9. Application programs installation LO 2. Install, configure, and TLE_ICTCC9CO-IIa-j-2
procedure work with application program
10. Installed programs configuration 2.1 Configure software settings
11. Searched features of a program according to the given task
12. Online help of a program 2.2 Manipulate features
of application programs
2.3 Select appropriate software in
accordance with the given
task
2.4 Open destination of file
directory
2.5 Search files and documents
using the online help of a
program
13. Hard drive and file concepts LO 3. Organize and manipulate TLE_ICTCC9CO-IIIa-
14. File saving and retrieving files b-3
15. Finding relevant information 3.1 Identify files in a
16. Software features/utilities directory/folder according to
types and usage
3.2 Save documents with file
names according to the
requirement
3.3 Manipulate files according to
the set procedures
3.4 Restore deleted files using
the standard utility
3.5 Locate files/information using
the standard features/utility
17. Internet application program LO 4. Work with Internet TLE_ICTCC9CO-IIIc-g-
installation 4.1 Identify Installed Internet 4
18. Internet software application programs and state
19. Terms and definitions according to their purposes
20. Search Engine 4.2 Demonstrate Internet
21. E-mail Sending and retrieving software on how it can be use
22. Internet connection offline
23. Internet protocols and data 4.3 Define relevant terms and use
types correctly
24. Privacy and security measures 4.4 Identify potential security risks
related to online tasks 4.5 Search files and documents in
related links using search
engines
configuring privacy and
security measures to online
task
4.7 Manipulate e-mail messages
based on requirements
4.8 Retrieve files attached to
incoming e-mails
25. Safety measures LO 5. Log off from a computer TLE_ICTCC9CO-IIIh-5

26. Preventive measures for 5.1 Observe OHS policies and
computer viruses procedures in turning off the
27. Closing the files and programs computer in accordance with
28. Procedure in closing the the SOP
computer 5.2 Update installed firewall
protection and antivirus
software
5.3 Scan removable storage
devices using antivirus
software before opening any
files/applications
5.4 Save file based on proper
procedures
5.5 Close all application
programs
5.6 Shut down the computer
based on proper procedures
5.7 Shut down computer and
peripheral devices
LESSON 4: UNDERSTANDING OF LOCAL AND INTERNATIONAL GEOGRAPHY AND CULTURES (GC)

The learners demonstrate an The learners shall be able to
1. Introduction to local and understanding of demonstrate skills in and apply LO 1. Apply knowledge of TLE_ICTCC9GC-IVa-c-
international cultures concepts and principles of local an understanding of local and common cultural variables 1
2. Cultural variables and international geography international geography and 1.1 Identify cultural variables and
2.1 Time zones and cultures cultures values of target customers
2.2 Holidays 1.2 Identify cultural similarities
2.3 Cities, etc. and differences that affect
3. Cultural similarities and customer and business
Differences transactions
LO 2. Apply knowledge of local

4. Local and international l and international geography
language/accent 2.1 Familiarize with the different
5. Accent improvement accents and regional style TLE_ICTCC9GC-IVd-j-
6. Geographic variables 2.2 Identify geographic variables 2
6.1 Regions that affect customer and
6.2 States and Capitals business transactions
6.3 Time Zones and Daylight- 2.3 Apply knowledge of local and
Saving Time (DST) international geography in
7. Basic geography day- to-day business
7.1 Recognize place names transactions
and common person
names
7.2 Correct pronunciation of
names
7.3 Map reading
7.4 State abbreviations
Course Description: Prerequisite: Grade 9 Contact Center Services
This is a specialization course that leads to a Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10
Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicating effectively using the English language and 2) delivering quality customer
service.

understanding of independently provide quality 1. Discuss the relevance of the
1. Relevance of the course basic concepts, theories, and and marketable service in course
2. Basic concepts and core core competencies in Contact 2. Explain basic concepts,
Contact Center Services as
competencies in Contact Center Center Services theories, and core
Services prescribed by the TESDA
competencies in Contact
3. Career opportunities Training Regulations Center Services
3. Explore opportunities for a
career in Contact Center
Service
1. Assessment of Personal The learners demonstrate an The learners shall be able to LO 1. Develop and strengthen TLE_PECS10-I0-1
Competencies and Skills (PECs) understanding of create a plan of action that PECs needed in Contact
vis-à-vis a practicing one’s PECs in Contact Center strengthens/ further develops Center Services
entrepreneur/employee in a Services one’s PECs in Contact Center 1.1 Identify areas for
province Services improvement, development,
1.1 Characteristics and growth
1.2 Attributes 1.2 Align one’s PECs according to
1.3 Lifestyle his/her business/career choice
1.4 Skills 1.3 Create a plan of action that
1.5 Traits ensures success of his/her
2. Analysis of PECs in relation to a business/career choice
practitioner
3. Application of PECs to the chosen
business/career
1. Product Development The learners demonstrate an The learners shall be able to LO 1. Develop a product/ TLE_EM10-I0-1
2. Key concepts of developing a understanding of create a business vicinity map service in Contact Center
product the environment and market reflective of potential market in Services
3. Finding Value of Contact Center Services in Contact Center Services in a 1.1 Identify what is of “Value” to
4. Innovation one’s town/municipality town/municipality the customer
4.1 Unique Selling 1.2 Identify the customer to sell
Proposition (USP) to
1.3 Explain what makes a
product unique and
competitive
product/service
5. Selecting Business Idea LO 2. Select a business idea TLE_EM10-I0-2
6. Key concepts of Selecting based on the criteria and
a Business Idea techniques set
6.1 Criteria
6.2 Techniques 2.1 Enumerate various criteria
and steps in selecting a
business idea
idea
based on the
product
3.1 Identify the benefits of having

a good brand
developing a brand
LESSON 3: COMMUNICATING EFFECTIVELY IN ENGLISH (CE)
1. Communication pathways The learners demonstrate an The learners shall be able to LO 1. Analyze communication TLE_ICTCC10CE-Ia-c-1
1.1 verbal understanding of process
1.2 written concepts and principles in demonstrate the proper skills of 1.1 Identify communication
1.3 email and other electronic communicating effectively in communicating effectively in pathway available in
methods English the English language in accordance with the contact
1.4 supervisors, peers and center SOP
accordance with company
subordinates 1.2 Identify elements of
policies
1.5 agent to customer communication in each
2. Elements of communication pathway
2.1 message 1.3 Take appropriate action
2.2 sender according to established
2.3 transmission medium practices
2.4 recipient 1.4 Identify barriers to
2.5 noise communication in a customer
2.6 context contact center
3. Barriers 1.5 Take action in accordance
3.1 noise with company policies
3.2 time
3.3 message quality
3.4 ethnocentrism
3.5 conflict of ideas
3.6 prejudgment
4. Oral skills LO 2. Communicate and listen TLE_ICTCC10CE-Id-j-2
4.1 phonemes effectively
4.2 sentence construction 2.1 Identify the difference
5. Grammar between verbal
5.1 subject-verb agreement communication and other
5.2 tense and aspect communication types as per
5.3 preposition company and customer
5.4 modifiers requirements
5.5 conditionals 2.2 Use English language
6. Listening skills deploying oral, written,
7. Writing skills listening, and grammar skills
7.1 spelling 2.3 Use active listening
7.2 organization techniques to enhance the
7.3 paragraphing transmission of messages
7.4 punctuation toward developing message
7.5 transition markers reception
7.6 sentence construction 2.4 Translate verbal
7.7 jargons communication into
written/electronic
communication according to
written standards
8. Voice LO 3. Use paralanguage TLE_ICTCC10CE-IIa-j-3
8.1 rate communication cues
8.2 volume 3.1 Identify the importance of
8.3 pitch voice and accent in the
8.4 tone contact center industry
9. Accent 3.2 Use correct vocal techniques
9.1 stress to enhance message
9.2 intonation reception
9.3 blending 3.3 Rephrase messages to suit
9.4 phrasing conversational cues to convey
10. Conversational Cues ideas
3.4 Use paralinguistic cues
appropriate to customers and
workplace situations in
accordance with the
LESSON 4: DELIVERING QUALITY CUSTOMER SERVICES (QS)
1. Types of industry The learners demonstrate an The learners shall be able to LO 1. Demonstrate TLE_ICTCC10QS-IIIa-c-
2. Business Process Outsourcing understanding of understanding of the BPO/Call 1
3. Types of products and concepts and principles in demonstrate appropriate Center industry
services delivering quality customer approaches in delivering quality 1.1 Describe the BPO/ Call
4. Call center agents services customer services in Center Industry
performance matrix 1.2 Describe the basic services
accordance with call-center
industry policies related to customer service,
sales, and technical support
within BPO/ Call Center
Industry
1.3 Explain the basic
performance matrix of a call
center agent
5. Clients/customers’ needs LO 2. Transmit/receive calls to TLE_ICTCC10QS-IIId-j-
5.1 counseling or from customers 2
5.2 directory 2.1 Identify types of calls in
5.3 booking accordance with the
5.4 technical support client/customer’s needs
5.5 academic instruction 2.2 Use interactive
5.6 travel advisories communication in accordance
5.7 sales with customer-management
5.8 data gathering relationship standards
6. Products and services 2.3 Address customers’
6.1 financial services inquiries/concerns
6.2 technical support 2.4 Provide courtesy to the
6.2 sales support customer in accordance with
6.3 client-specific products customer relationship
7. Interactive communication management
7.1 Gathering information in a 2.5 Establish rapport in
courteous, professional accordance with
manner customer/client relationship
7.2 Active listening 2.6 Identify inquiries/concerns
7.3 Probing skills required for transfer/hold in
7.3.1 paraphrasing accordance with the
7.3.2 summarizing enterprise policy
7.3.3 clarifying 2.7 Summarize the information
7.4 Ensuring consistent quality and confirm that the
service for all types of objectives are met when
customers ending calls
7.5 Avoiding sensitive topics 2.8 Observe proper telephone
(e.g. politics, religion) etiquette in closing the
8. Hold process conversation
8.1 why hold is necessary 2.9 Protect customer information
8.2 permission before placing
customers on hold
8.3 hold time estimates
8.3 returning to the call if hold
is longer than estimated
time
8.4 acknowledging the customer
for holding upon returning
to the call
9. Phone etiquette
9.1 Creating a good first
impression
9.2 Following the standard hold
procedure
9.3 Transferring a call
9.4 Taking notes during the call
9.5 Making a last impression
10. Protocols for handling difficult or LO 3. Handle customers’ TLE_ICTCC10QS-IVa-f-3

irate customers complaints
11. Process of handling customer 3.1 Respond to complaints
inquiries promptly with empathy
12. Empathy 3.2 Address customers’
12.1 Acknowledging peoples’ complaints with clear, direct,
feelings accurate, and timely response
12.2 Understanding the 3.3 Establish details of complaints
customer/clients’ and use basic remedies in
situation accordance with enterprise
12.3 Acknowledging the policy
situation and providing 3.4 Implement appropriate
appropriate response referral or hands-off
13. Language for dealing with procedures as required
customer complaints 3.5 Refer complicated concerns to
14. Process of handing off customers higher authority
to supervisors
15. Problem solving skills LO 4. Provide after-sales TLE_ICTCC10QS-IVg-j-4

16. Active listening or questioning support and document events
skills 4.1 Ensure customer satisfaction
17. Instruction techniques by making a return call
18. Documentation procedures 4.2 Discuss action/s necessary to
19. Influencing/ Persuasion resolve complaint/s and
techniques confirm with the customer
4.3 Record agreements reached
with the customer and
implement within agreed time
frame
4.4 Initiate follow-up action/s to
ensure that agreements with
customers are implemented
4.5 Document actions and
resolutions agreed upon with
the customer in accordance
with company procedures
GLOSSARY
Code Book Legend
Sample: TLE_ICTCC10QS-IVg-j-4
LEGEND SAMPLE

Strand/ Subject or Communications
Specialization Technology
TLE_
Contact Center Services ICT Use of Hand Tools and Equipment UT
First Entry
CC
10
Maintain Computer Equipment and Systems MT
Domain/Content/ Delivering Quality ID

Uppercase Letter/s QS Prepare and Interpret Technical Drawing
Component/ Topic Customer Services
- Practice Occupational Health and Safety Procedures OS
Roman Numeral
Perform Basic Computer Operations and Internet CO
Navigation
Lowercase Letter/s
Week Week Seven to Ten g-j
Understanding of Local and International GC
more than a specific week Geography and Cultures
-
Communicating Effectively in English CE
Provide after-sales
Arabic Number Competency support and document 4
events QS
Delivering Quality Costumer Services

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K to 12 Home Economics Curriculum Map December 2013

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

ENVIRONMENT AND MARKET (EM)

Course Description: Prerequisite: Grade 7/8 Nail Care Services

Antiseptic Solution an agent that reduces or prevents the multiplication of microorganism.

Bleaching Soap a type of soap formulated to whiten the skin.

Callous Remover a tool designed to strip off calluses and corns.

Cuticle Nipper a tool used to cut the cuticles.

Cuticle Scissor a tool used to cut the stubborn cuticles.

Hand Towel an absorbent cloth for drying the hands.

Implements articles or tools used in manicuring that are durable.

Infection a condition caused by a germ or a pathogen.

Manicure Table a table especially designed for giving manicure.

Moisten make wet or damp.

Nail Polish Remover an organic solvent used to dissolve polish on nails.

Nail Buffer a toolvused for smoothening and polishing the nails.

Wet Sanitizer a substance or preparation for killing germs.

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Technology and Livelihood

Domain/Content/ Maintain Tools and Equipment MT

Roman Numeral Practice Nail Shape PN

Lowercase Letter/s Perform Foot Spa FS

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs (PC)

ENVIRONMENT AND MARKET (EM)

3. Proper usage of tools, LO 2. Use caregiving tools, TLE_HECGUT7/8-

LESSON 2: MAINTAIN TOOLS, EQUIPMENT AND PARAPHERNALIA (MT)

LESSON 3: PERFORM MENSURATION AND CALCULATIONS (PM)

BUSINESS ENVIRONMENT AND MARKET

11. How to request medical assistance LO 3. Communicate details of TLE_HECGBA9-

6. Respect for differences LO 3. Act in a respectful manner TLE_HECGMS9-

2. Organizational procedures implemented for LO 2. Provide a safe TLE_HECGSE9-

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

20. Variety of ingredients in preparing salads LO 3. Prepare salads and TLE_HECGCM10-

Technology and Livelihood Education_Home

Arabic Number Competency Prepare meat dishes 10

DOMAIN/ COMPONENT CODE

Personal Entrepreneurial Competencies PECS

ENVIRONMENT AND MARKET (EM)

PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES (OSHP)

4. Control hazards and risks LO 3. Evaluate and Control TLE_HECK7/8OHSP-0j-10

Course Description: Prerequisite: Grade 9 Cookery

PERSONAL ENTREPRENEURIAL COMPETENCIES - PECs

9. Principles of cooking fish LO 3. Cook fish and TLE_HECK10PC-IIgi-16

13. Presentation of fish and LO 4. Plate/Present fish TLE_HECK10PC-IIj-17

20. Evaluation of the finished LO 6. Evaluate the TLE_HECK10PC-IIj-19

13. Techniques in storing poultry LO 4. Store poultry and TLE_HECK10PGD-IIIj-28

Code Book Legend

DOMAIN/ COMPONENT CODE

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

PERSONAL ENTREPRENEURIAL COMPETENCIES

ENVIRONMENT AND MARKET (EM)

3. Evaluation of performance in the LO2. Conduct self-evaluation on TLE_HEFS7/8ID-0j-

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

LESSON 2: OPERATE COMPUTERIZED RESERVATION SYSTEM (OR)

5. Evaluation of performance in LO4. Conduct self- TLE_HEFS9OR-Ij-9

10. Dealing with guest accounts LO 3. Generate and check TLE_HEFS9PR-IIe-

5. Organization of records and LO2. Complete routine TLE_HEFS10CA-

7. Evaluation of performance in LO3. Conduct self- TLE_HEFS10CA-

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Technology and Livelihood

Domain/Content/ Practice occupational health and safety

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE