The document provides information on the Home Economics – Housekeeping NC II specialization for the K to 12 Technical-Vocational Livelihood Track, including:
1) An overview of the 160-hour course which aims to develop students' knowledge, skills, and attitude for housekeeping tasks; 2) Details on five core competencies covered - providing housekeeping services, preparing rooms, cleaning premises, valet services, and laundry; 3) A course description covering introductions to core concepts, relevance, and career opportunities in housekeeping.
This document outlines the curriculum for housekeeping specialization under the Home Economics track of the Philippines' K to 12 Basic Education Program. It details 20 potential specializations in housekeeping that students can take, each requiring 160 hours. The curriculum aims to develop students' knowledge, skills, and attitudes for housekeeping tasks like providing housekeeping services, preparing rooms for guests, and cleaning premises. It provides learning competencies across 12 pages for each task, covering topics like required tools and equipment, safety procedures, and cleaning techniques. The goal is for students to demonstrate understanding and independent performance of core housekeeping competencies as prescribed in national standards.
This document contains a daily lesson log for a housekeeping course at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries & Arts. It outlines the learning competencies, objectives, references and number of learners who have mastered each topic for each day over 6 weeks. The topics covered include hotel codes and regulations, guestroom cleaning and maintenance, handling guest requests, using housekeeping forms, and cleaning procedures and safety practices. The log tracks progress in mastering skills related to housekeeping functions like making beds, cleaning rooms, and addressing common issues.
This document outlines a lesson plan for teaching learners about preparing hotel rooms. The lesson plan contains three learning competencies: [1] identifying different types and sizes of linens, pillows, and bed sheets; [2] following proper procedures for room checks, turn downs, and making beds; and [3] replacing bed linens according to establishment standards. For each competency, the plan provides learning objectives, content, procedures, activities, evaluation, and reflection. The goal is for learners to understand and demonstrate the skills needed for correctly preparing hotel rooms.
The document outlines the competencies, objectives, and procedures for housekeeping personnel in a 440-hour training program, including developing industry knowledge, workplace safety practices, computer operations, providing housekeeping services to guests, preparing and cleaning guest rooms, laundry, customer service, and maintaining corporate image. It also defines housekeeping terminology and describes room layouts and the process for making up guest rooms.
This document provides information on standard operating procedures for cleaning various areas in an institutional setting. It lists the cleaning detergents used for different surfaces and includes procedures for cleaning overhead lighting, venetian blinds, and offices. The procedures describe the necessary tools and materials, safety precautions, and step-by-step methods for cleaning each area thoroughly and effectively. Maintaining clean spaces following standard procedures is important for institutional hygiene.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides learning materials and instructions for a competency-based training module on providing housekeeping services to guests. It outlines 4 learning outcomes covering receiving housekeeping requests, providing/servicing requests, providing advice to guests, and liaising with other departments. Learners are instructed to complete a series of demonstration activities for each outcome, which will be assessed by a trainer to determine if competency has been achieved.
This module provides instruction on proper storage and handling of cleaned kitchen tools and equipment. It discusses maintaining gas stoves, refrigerators, and kitchen areas through cleaning. The steps for cleaning each are outlined, including using solutions like vinegar, baking soda, and soap. Proper storage of items is also covered, such as pots and pans in lower cabinets, and measuring tools in drawers. The module aims to teach students to properly maintain equipment and work areas to prevent recontamination and promote accessibility.
This document outlines the curriculum for housekeeping specialization under the Home Economics track of the Philippines' K to 12 Basic Education Program. It details 20 potential specializations in housekeeping that students can take, each requiring 160 hours. The curriculum aims to develop students' knowledge, skills, and attitudes for housekeeping tasks like providing housekeeping services, preparing rooms for guests, and cleaning premises. It provides learning competencies across 12 pages for each task, covering topics like required tools and equipment, safety procedures, and cleaning techniques. The goal is for students to demonstrate understanding and independent performance of core housekeeping competencies as prescribed in national standards.
This document contains a daily lesson log for a housekeeping course at the Pres. Carlos P. Garcia Technical Vocational School of Fisheries & Arts. It outlines the learning competencies, objectives, references and number of learners who have mastered each topic for each day over 6 weeks. The topics covered include hotel codes and regulations, guestroom cleaning and maintenance, handling guest requests, using housekeeping forms, and cleaning procedures and safety practices. The log tracks progress in mastering skills related to housekeeping functions like making beds, cleaning rooms, and addressing common issues.
This document outlines a lesson plan for teaching learners about preparing hotel rooms. The lesson plan contains three learning competencies: [1] identifying different types and sizes of linens, pillows, and bed sheets; [2] following proper procedures for room checks, turn downs, and making beds; and [3] replacing bed linens according to establishment standards. For each competency, the plan provides learning objectives, content, procedures, activities, evaluation, and reflection. The goal is for learners to understand and demonstrate the skills needed for correctly preparing hotel rooms.
The document outlines the competencies, objectives, and procedures for housekeeping personnel in a 440-hour training program, including developing industry knowledge, workplace safety practices, computer operations, providing housekeeping services to guests, preparing and cleaning guest rooms, laundry, customer service, and maintaining corporate image. It also defines housekeeping terminology and describes room layouts and the process for making up guest rooms.
This document provides information on standard operating procedures for cleaning various areas in an institutional setting. It lists the cleaning detergents used for different surfaces and includes procedures for cleaning overhead lighting, venetian blinds, and offices. The procedures describe the necessary tools and materials, safety precautions, and step-by-step methods for cleaning each area thoroughly and effectively. Maintaining clean spaces following standard procedures is important for institutional hygiene.
This document provides a curriculum guide for a Grade 7/8 exploratory course and Grade 9 specialization course in Caregiving. The Grade 7/8 course introduces key concepts and career opportunities in caregiving and covers common competencies like using tools/equipment, maintenance, calculations, and safety procedures. The Grade 9 course focuses on developing caregiving skills like infection control, responding to difficult behaviors, basic first aid, and maintaining a safe environment. It also covers personal entrepreneurship competencies and understanding the business environment as related to caregiving careers.
This document provides learning materials and instructions for a competency-based training module on providing housekeeping services to guests. It outlines 4 learning outcomes covering receiving housekeeping requests, providing/servicing requests, providing advice to guests, and liaising with other departments. Learners are instructed to complete a series of demonstration activities for each outcome, which will be assessed by a trainer to determine if competency has been achieved.
This module provides instruction on proper storage and handling of cleaned kitchen tools and equipment. It discusses maintaining gas stoves, refrigerators, and kitchen areas through cleaning. The steps for cleaning each are outlined, including using solutions like vinegar, baking soda, and soap. Proper storage of items is also covered, such as pots and pans in lower cabinets, and measuring tools in drawers. The module aims to teach students to properly maintain equipment and work areas to prevent recontamination and promote accessibility.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
Cookery 7/8 Lesson 2: Maintenance of Tools and EquipmentBenandro Palor
This Lesson Includes:
* Types of Cleaning Agent for Cleaning and Sanitizing Equipment and Utensils
* Steps in the Cleaning Process
* Methods for the Final Sanitization
* How to Clean and Store Cooking Tools and Equipment
* Steps to an Orderly Kitchen
Cookery 9 Lesson 1: Cleaning and Maintaining Kitchen Tools, Equipment and Pre...Benandro Palor
LEARNING OUTCOMES:
* Identify the equipment and utensils that may require cleaning and sanitizing
* Value the importance of cleaning and sanitizing equipment and utensils
* Clean and sanitize kitchen tools and equipment
This Lesson includes:
* Cleaning and Sanitizing Kitchen Tools and Equipment
* Types of Chemicals Used in Cleaning and Sanitizing Tools and Equipment
* Sanitizing
This document discusses household cleaning tools, equipment, supplies and materials. It provides details on common cleaning tools like brooms, dustpans, vacuum cleaners, buckets, and sponges. It also discusses supplies used for cleaning such as detergents, scrubbing foam, paper towels, water, and baking soda. The document provides brief descriptions of each item's use in household cleaning services.
Detailed Lesson Plan in Household Services in TLE- TABLE NAPKIN FOLDING Lovely Paulin
This lesson plan is for Grade 10 specialization, the format and style may not applicable to your lesson plan. Hence, it will give help you to create your teacher's standard format.
This document contains information about tools and equipment used in bread and pastry production. It discusses the specifications, safety measures, cleaning materials, preventative maintenance techniques, and proper storage of various tools. The document is divided into multiple lessons that cover maintaining tools and equipment, including checking conditions, performing basic preventative measures, and storing tools properly. Images and questions are provided to help explain the content.
This document outlines a daily lesson plan for a Cookery class in Grade 9. The objectives of the lesson are for students to learn to clean, sanitize, and store kitchen tools and equipment. Specifically, students will learn to recognize different kitchen tools, identify chemicals used for cleaning, and prepare cleaning agents according to instructions. The lesson content covers various kitchen tools and equipment as well as chemical types. Learning resources and activities are provided to help students practice and demonstrate their understanding, including quizzes and skills assessments. The teacher reflects on students' progress and identifies areas for improvement.
LEARNING MODULE in Bread and Pastry Production-UC2 Prepare and Produce Pastry...joan_vizconde7
This document provides an overview of a training module on preparing and producing pastry products. It includes 54 pages on the topic, organized into learning outcomes, activities, and information sheets. The first part introduces the module and outlines the unit of competency, learning outcomes, assessment criteria, conditions, and learning experiences. It then provides information sheets on basic pastry terms and mixing procedures to prepare trainees. The goal is for trainees to learn how to prepare, decorate, present, and store a variety of pastry products.
Lesson 7_Practice Occupational Health and Safety Procedures (LO1)Judie T
The document discusses occupational health and safety (OHS) procedures. It defines OHS and explains that it aims to improve workplace health, safety, and welfare for workers and others. It also identifies common workplace hazards like physical, chemical, ergonomic, biological, and psychosocial hazards. The document outlines strategies for identifying hazards and risks, such as observation, records review, and interviews. It provides examples of contingency plans and safety signs and symbols used in workplaces.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
The document defines various roles in valet service in the Philippines' hospitality industry. It explains that a butler is a servant in a wealthy household who performs personal services for guests, especially in five-star hotels where they may be called a personal assistant. A domestic worker performs household services like childcare, cleaning, and maintenance for a family. A valet or varlet is a male servant according to the French term, while a housekeeper is for a woman. Butler service provides personalized attention to guests who request special assistance.
Housekeeping services can be a profitable business that provides employment. The basic tools needed for housekeeping include brooms, dustpans, buckets, dusters, mops, cleaning towels, polishing cloths, scouring pads, toilet brushes, sponges, and insect spray. Making sure to have the proper equipment can help one succeed in running a housekeeping business.
Clean public areas, facilities & equipmentAel Baguisi
This document provides guidance for trainees on how to use a competency-based learning material for the unit of competency "Cleaning Public Areas, Facilities & Equipment" in the Housekeeping NCII Qualification. It outlines the learning outcomes which include selecting and setting up equipment and materials, applying cleaning techniques, cleaning dry and wet areas, and maintaining and storing equipment and chemicals. The document instructs trainees to work through the information sheets, self-checks, task sheets, and job sheets in order to develop the practical skills required to pass the institutional competency evaluation for this unit. It emphasizes independent and self-paced learning with minimum supervision from a facilitator.
Housekeeping refers to the management of household affairs in a proper way. It is also known as house cleaning. Know all the basic concepts of housekeeping.
Clean and maintain kitchen equipment and utensilsDedy Wijayanto
This document provides guidance on cleaning kitchen equipment and utensils. It identifies areas that require cleaning in a kitchen, such as workbenches, floors, sinks, and storage areas. It also outlines the selection of appropriate cleaning equipment and chemicals, implementing cleaning procedures according to schedules, and storing cleaning items properly. Emergency first aid procedures are also addressed.
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
This document contains a table of specifications for the first periodical test in Cookery 7. It outlines 8 learning competencies to be assessed, the number of sessions and percentage of the test allocated to each competency. It also lists the specific test items assigned to each competency. The table was prepared by two teachers, approved by the Head Teacher for Technology and Livelihood Education, and noted by the School Principal.
This document provides background information and instructions for teachers on the K to 12 Technology and Livelihood Education (TLE) exploratory course on Food (Fish) Processing. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. Each exploratory course has a learning module consisting of lessons focusing on common competencies. Teachers are guided to use various parts of each lesson, including learning outcomes, performance standards, materials, and assessments, to help students master the concepts based on Technical Education and Skills Development Authority standards.
The document provides information on the K to 12 curriculum for technical-vocational livelihood education tracks, focusing on Home Economics - Food and Beverage Services (NC II). It includes:
1. Lists of specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology tracks, along with the number of hours and prerequisites required for each.
2. A course description for the Home Economics - Food and Beverage Services specialization, covering its core competencies and content standards related to food and beverage service concepts and skills.
3. Tables outlining the learning competencies and codes for topics like personal entrepreneurial competencies, environment and market analysis, and
Housekeeping tools and equipment aid in cleaning the house faster and more efficiently. There are various tools designed for different cleaning tasks and stages of the cleaning process, such as dusting tools like microfiber cloths and feather dusters for removing dust, sweeping tools like soft brooms and stiff brooms for sweeping different floor surfaces, and wet cleaning tools like mops, buckets, and sponges for cleaning floors and surfaces. Proper cleaning also requires toilet cleaning tools like scrub brushes, small brushes, toilet scrubs, and plungers.
The document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It specifically focuses on the Home Economics - Bartending NC II specialization which is 320 hours. It lists the various specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information, Communications and Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It then provides a course description and content for the Bartending NC II specialization which covers cleaning bar areas, operating a bar, preparing and mixing cocktails and non-alcoholic drinks, and providing basic wine services.
The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Curriculum. It provides lists of specializations for Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. Each specialization is accompanied by the number of hours required and any prerequisite specializations. The document also includes a course description for the Home Economics - Food and Beverage Services specialization, which aims to develop students' knowledge, skills, and attitudes to perform food and beverage service tasks to the NC II level over 160 hours.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
Cookery 7/8 Lesson 2: Maintenance of Tools and EquipmentBenandro Palor
This Lesson Includes:
* Types of Cleaning Agent for Cleaning and Sanitizing Equipment and Utensils
* Steps in the Cleaning Process
* Methods for the Final Sanitization
* How to Clean and Store Cooking Tools and Equipment
* Steps to an Orderly Kitchen
Cookery 9 Lesson 1: Cleaning and Maintaining Kitchen Tools, Equipment and Pre...Benandro Palor
LEARNING OUTCOMES:
* Identify the equipment and utensils that may require cleaning and sanitizing
* Value the importance of cleaning and sanitizing equipment and utensils
* Clean and sanitize kitchen tools and equipment
This Lesson includes:
* Cleaning and Sanitizing Kitchen Tools and Equipment
* Types of Chemicals Used in Cleaning and Sanitizing Tools and Equipment
* Sanitizing
This document discusses household cleaning tools, equipment, supplies and materials. It provides details on common cleaning tools like brooms, dustpans, vacuum cleaners, buckets, and sponges. It also discusses supplies used for cleaning such as detergents, scrubbing foam, paper towels, water, and baking soda. The document provides brief descriptions of each item's use in household cleaning services.
Detailed Lesson Plan in Household Services in TLE- TABLE NAPKIN FOLDING Lovely Paulin
This lesson plan is for Grade 10 specialization, the format and style may not applicable to your lesson plan. Hence, it will give help you to create your teacher's standard format.
This document contains information about tools and equipment used in bread and pastry production. It discusses the specifications, safety measures, cleaning materials, preventative maintenance techniques, and proper storage of various tools. The document is divided into multiple lessons that cover maintaining tools and equipment, including checking conditions, performing basic preventative measures, and storing tools properly. Images and questions are provided to help explain the content.
This document outlines a daily lesson plan for a Cookery class in Grade 9. The objectives of the lesson are for students to learn to clean, sanitize, and store kitchen tools and equipment. Specifically, students will learn to recognize different kitchen tools, identify chemicals used for cleaning, and prepare cleaning agents according to instructions. The lesson content covers various kitchen tools and equipment as well as chemical types. Learning resources and activities are provided to help students practice and demonstrate their understanding, including quizzes and skills assessments. The teacher reflects on students' progress and identifies areas for improvement.
LEARNING MODULE in Bread and Pastry Production-UC2 Prepare and Produce Pastry...joan_vizconde7
This document provides an overview of a training module on preparing and producing pastry products. It includes 54 pages on the topic, organized into learning outcomes, activities, and information sheets. The first part introduces the module and outlines the unit of competency, learning outcomes, assessment criteria, conditions, and learning experiences. It then provides information sheets on basic pastry terms and mixing procedures to prepare trainees. The goal is for trainees to learn how to prepare, decorate, present, and store a variety of pastry products.
Lesson 7_Practice Occupational Health and Safety Procedures (LO1)Judie T
The document discusses occupational health and safety (OHS) procedures. It defines OHS and explains that it aims to improve workplace health, safety, and welfare for workers and others. It also identifies common workplace hazards like physical, chemical, ergonomic, biological, and psychosocial hazards. The document outlines strategies for identifying hazards and risks, such as observation, records review, and interviews. It provides examples of contingency plans and safety signs and symbols used in workplaces.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
The document defines various roles in valet service in the Philippines' hospitality industry. It explains that a butler is a servant in a wealthy household who performs personal services for guests, especially in five-star hotels where they may be called a personal assistant. A domestic worker performs household services like childcare, cleaning, and maintenance for a family. A valet or varlet is a male servant according to the French term, while a housekeeper is for a woman. Butler service provides personalized attention to guests who request special assistance.
Housekeeping services can be a profitable business that provides employment. The basic tools needed for housekeeping include brooms, dustpans, buckets, dusters, mops, cleaning towels, polishing cloths, scouring pads, toilet brushes, sponges, and insect spray. Making sure to have the proper equipment can help one succeed in running a housekeeping business.
Clean public areas, facilities & equipmentAel Baguisi
This document provides guidance for trainees on how to use a competency-based learning material for the unit of competency "Cleaning Public Areas, Facilities & Equipment" in the Housekeeping NCII Qualification. It outlines the learning outcomes which include selecting and setting up equipment and materials, applying cleaning techniques, cleaning dry and wet areas, and maintaining and storing equipment and chemicals. The document instructs trainees to work through the information sheets, self-checks, task sheets, and job sheets in order to develop the practical skills required to pass the institutional competency evaluation for this unit. It emphasizes independent and self-paced learning with minimum supervision from a facilitator.
Housekeeping refers to the management of household affairs in a proper way. It is also known as house cleaning. Know all the basic concepts of housekeeping.
Clean and maintain kitchen equipment and utensilsDedy Wijayanto
This document provides guidance on cleaning kitchen equipment and utensils. It identifies areas that require cleaning in a kitchen, such as workbenches, floors, sinks, and storage areas. It also outlines the selection of appropriate cleaning equipment and chemicals, implementing cleaning procedures according to schedules, and storing cleaning items properly. Emergency first aid procedures are also addressed.
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
This document contains a table of specifications for the first periodical test in Cookery 7. It outlines 8 learning competencies to be assessed, the number of sessions and percentage of the test allocated to each competency. It also lists the specific test items assigned to each competency. The table was prepared by two teachers, approved by the Head Teacher for Technology and Livelihood Education, and noted by the School Principal.
This document provides background information and instructions for teachers on the K to 12 Technology and Livelihood Education (TLE) exploratory course on Food (Fish) Processing. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. Each exploratory course has a learning module consisting of lessons focusing on common competencies. Teachers are guided to use various parts of each lesson, including learning outcomes, performance standards, materials, and assessments, to help students master the concepts based on Technical Education and Skills Development Authority standards.
The document provides information on the K to 12 curriculum for technical-vocational livelihood education tracks, focusing on Home Economics - Food and Beverage Services (NC II). It includes:
1. Lists of specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology tracks, along with the number of hours and prerequisites required for each.
2. A course description for the Home Economics - Food and Beverage Services specialization, covering its core competencies and content standards related to food and beverage service concepts and skills.
3. Tables outlining the learning competencies and codes for topics like personal entrepreneurial competencies, environment and market analysis, and
Housekeeping tools and equipment aid in cleaning the house faster and more efficiently. There are various tools designed for different cleaning tasks and stages of the cleaning process, such as dusting tools like microfiber cloths and feather dusters for removing dust, sweeping tools like soft brooms and stiff brooms for sweeping different floor surfaces, and wet cleaning tools like mops, buckets, and sponges for cleaning floors and surfaces. Proper cleaning also requires toilet cleaning tools like scrub brushes, small brushes, toilet scrubs, and plungers.
The document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It specifically focuses on the Home Economics - Bartending NC II specialization which is 320 hours. It lists the various specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information, Communications and Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It then provides a course description and content for the Bartending NC II specialization which covers cleaning bar areas, operating a bar, preparing and mixing cocktails and non-alcoholic drinks, and providing basic wine services.
The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Curriculum. It provides lists of specializations for Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. Each specialization is accompanied by the number of hours required and any prerequisite specializations. The document also includes a course description for the Home Economics - Food and Beverage Services specialization, which aims to develop students' knowledge, skills, and attitudes to perform food and beverage service tasks to the NC II level over 160 hours.
The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Curriculum for junior high and senior high school students. It specifically focuses on the Home Economics - Food and Beverage Services specialization which leads to a National Certificate Level II. The specialization is designed to develop students' knowledge, skills, and attitude in food and beverage service tasks over 160 hours of instruction based on TESDA standards. The course covers preparing dining areas, taking orders, promoting products, serving guests, handling concerns and more. It also includes introductions to concepts, relevance, and career opportunities in the field.
The document provides information on technical-vocational livelihood education tracks and specializations offered in the K to 12 Basic Education Program in the Philippines. It specifically focuses on the Home Economics – Food and Beverage Services (NC II) specialization, which is designed to develop students' knowledge, skills, and attitude in food and beverage service tasks over 160 hours of instruction based on Technical Education and Skills Development Authority (TESDA) standards. The document lists the learning competencies and outcomes covered in the curriculum, including preparing dining areas, taking food orders, promoting products, serving guests, and handling customer concerns. It also discusses developing students' personal entrepreneurial competencies relevant to potential careers in food and beverage services.
Barbering-NC-II-CG.pdf (This is used for Education)Crisencia16
The document provides information on the K to 12 Basic Education Curriculum for Junior High School Technology and Livelihood Education and Senior High School Technical-Vocational Livelihood Track specializations. It lists 25 Home Economics specializations including Barbering NC II, which requires 320 hours. The Barbering curriculum guide covers pre-and post-hair care activities like preparing the client, applying shampoo and conditioner, and performing blow-drying in 3 core competencies. It also includes sections on personal entrepreneurial competencies and skills and understanding the business environment and opportunities.
The document outlines the curriculum for the Bread and Pastry Production (NC II) course. It includes 23 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under Information and Communications Technology. The Bread and Pastry Production (NC II) course is 160 hours and covers preparing and producing bakery products, pastry products, gateau, tortes, cakes, and petit fours. It also covers mixing, baking, decorating, finishing, plating, and storing bread and pastry products according to industry standards.
The document outlines the curriculum for the Bread and Pastry Production (NC II) course, which is 160 hours. It includes 5 main competencies: 1) preparing and producing bakery products, 2) preparing and producing pastry products, 3) preparing and presenting gateau, tortes and cakes, 4) preparing and displaying petit fours, and 5) presenting desserts. The curriculum guide provides the learning competencies and standards for each competency area. It also lists the specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology that make up the Technical-Vocational-Livelihood curriculum track in the Philippines.
The document outlines the curriculum for the Bread and Pastry Production (NC II) course, which is 160 hours. It includes 5 main competencies: 1) preparing and producing bakery products, 2) preparing and producing pastry products, 3) preparing and presenting gateau, tortes and cakes, 4) preparing and displaying petit fours, and 5) presenting desserts. The curriculum guide provides the learning competencies and standards for each competency area. It also lists the specializations offered under Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology that make up the Technical-Vocational-Livelihood curriculum track in the Philippines.
This document outlines the K to 12 Basic Education Curriculum for junior high school Technology and Livelihood Education and senior high school Technical-Vocational Livelihood Track specializations. It includes 23 agri-fishery arts specializations, 25 home economics specializations, 26 industrial arts specializations, and 12 information and communications technology specializations. It also provides the course description, content, standards, competencies, and learning outcomes for the Industrial Arts - Driving NC II specialization, which aims to equip students with the skills and knowledge to work as light vehicle drivers.
Agricultural Crops Production NC II CG.pdfMaritesFabon1
This document outlines the curriculum for the Agricultural Crops Production (NC II) specialization under the Agri-Fishery Arts track. It includes 23 other specializations across Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For Agricultural Crops Production (NC II), the curriculum covers basic concepts, career opportunities, and developing personal entrepreneurial competencies. Learners will demonstrate common competencies in agricultural crop production, such as performing nursery operations, planting, caring for and maintaining crops, and post-harvest activities.
This document outlines the curriculum for the Agricultural Crops Production (NC II) specialization under the Agri-Fishery Arts track. It includes 23 other specializations across Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For Agricultural Crops Production (NC II), the curriculum covers basic concepts, career opportunities, and developing personal entrepreneurial competencies. Learners will demonstrate common competencies in agricultural crop production, such as performing nursery operations, planting, caring for and maintaining crops, and post-harvest activities.
This document outlines the curriculum for the Animal Production (Swine) NC II specialization under the Agri-Fishery Arts track of the K to 12 Basic Education Program. It details the course description, content, standards, competencies, and learning outcomes for a 320-hour program covering topics such as swine handling, raising, and maintaining a healthy animal environment, with the goal of obtaining an Animal Production (Swine) National Certificate Level II. Personal entrepreneurial competencies and understanding the market and developing new business ideas are also covered.
This document provides information on the K to 12 Basic Education Curriculum for Technical-Vocational-Livelihood Track specializations in senior high school. It lists 53 specializations across four industry fields: Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For each specialization, the number of hours and prerequisite specialization(s) are specified. The document then provides a sample curriculum for the Information and Communications Technology - Medical Transcription (NC II) specialization, including learning competencies and standards across 160 hours of instruction.
The document provides information on technical-vocational livelihood education specializations for junior high school and senior high school students in the Philippines. It lists 25 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under Information and Communications Technology. For each specialization, it provides the number of hours required and any prerequisite specializations. It then provides sample curriculum information for an exploratory Grade 7/8 course on Contact Center Services, including 5 lessons covering personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, maintaining computer equipment and systems, and basic mensuration.
TLE ICT Contact-Center-Services-NC-II-CG.pdfAnnRaymaro
The document outlines various technical-vocational specializations offered in the K to 12 Basic Education Program in the Philippines. It provides lists of specializations for Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communications Technology. For each specialization, it specifies the number of hours required and any prerequisite specializations. It then discusses the exploratory course for Contact Center Services (NC II) taken in Grade 7/8. This introduces basic concepts, career opportunities, and covers competencies in equipment use, computer operation, quality standards, technical drawing, and occupational health and safety.
The document provides information on the specializations and prerequisites for the K to 12 Technology and Livelihood Education track, including:
- Agri-fishery arts specializations such as agricultural crops production, animal health care, aquaculture, and fish capture.
- Home economics specializations like commercial cooking, dressmaking, hairdressing, and handicrafts.
- Industrial arts specializations including automotive servicing, carpentry, electrical installation, machining, and welding.
- Information and communications technology specializations like animation, computer programming, computer systems servicing, and telecommunications installation.
It also outlines the course description, contents, content standards, performance standards, and learning compet
The document provides information on the K to 12 Home Economics – Food and Beverage Services (NC II) Curriculum Guide including:
1) An overview of the 160-hour curriculum which covers preparing dining areas, taking food orders, promoting products, serving guests, room service, and handling concerns.
2) Details on the first quarter which focuses on taking table reservations, preparing service equipment and supplies, and basic types of tableware.
3) Performance standards, learning competencies, and codes for lessons on preparing dining areas for service and taking table reservations.
The document outlines the K to 12 curriculum for Agri-Fishery Arts - Agri-Crop Production (NC I). It lists 23 specializations under Agri-Fishery Arts, 25 under Home Economics, 26 under Industrial Arts, and 12 under ICT. For each specialization, it provides the number of hours and any prerequisite specializations. It then continues to describe the course, including introductions to basic concepts, relevance, career opportunities, and assessment of personal competencies and skills.
The document provides information on the K to 12 Basic Education Curriculum for the Junior High School Technology and Livelihood Track and Senior High School Technical-Vocational Livelihood Track. It outlines 24 specializations in Agri-Fishery Arts, 25 in Home Economics, 26 in Industrial Arts, and 12 in Information and Communications Technology. For each specialization, it provides the number of hours and any prerequisite specializations. It also provides a course description and learning competencies for the Computer Systems Servicing specialization, covering topics such as personal entrepreneurial competencies, market and environment analysis, generating business ideas, and product development.
The document provides information on the K to 12 Basic Education Curriculum for the Junior High School Technology and Livelihood Track and Senior High School Technical-Vocational Livelihood Track. It outlines 24 specializations in Agri-Fishery Arts, 25 in Home Economics, 26 in Industrial Arts, and 12 in Information and Communications Technology. For each specialization, it lists the number of hours required and any prerequisite specializations. It then provides details on the Information and Communications Technology - Computer Systems Servicing curriculum including course description, content standards, learning competencies and codes.
This document discusses cleaning and sanitizing in a food service setting. It defines cleaning as removing soil and sanitizing as using heat or chemicals to reduce microorganisms. It describes four categories of cleaning agents and provides details on detergents, solvents, acid cleaners, and abrasives. It also discusses sanitizing methods using heat or chemicals like chlorine, iodine, and quaternary ammonium and factors that influence their effectiveness. The document provides guidance on cleaning and sanitizing utensils and kitchen premises.
Mise en place refers to having all necessary ingredients and components prepared and organized before starting to cook. It is important in professional kitchens to be efficient. Proper knife skills and grips are also essential to safely prepare ingredients. There are several basic cuts including dice, batonnet, brunoise, and julienne which vary in size. Maintaining clean and organized mise en place allows cooks to focus on recipe execution.
The document provides guidance on dealing with intoxicated guests, including discussing levels of intoxication, the effects of alcohol, standard operating procedures for assessing intoxicated guests, and proper ways of handling them. It outlines signs of intoxication, factors that influence a guest's actions, and dos and don'ts for staff when assisting intoxicated patrons to ensure their health and safety. The overall aim is to educate hospitality workers on their legal obligations around serving alcohol responsibly.
This document discusses different types of beverages and beverage ware. It defines beverages as any liquid consumed for thirst or enjoyment, categorizing them as alcoholic or non-alcoholic. Common glassware materials for beverages include various types of glass, plastic, wood, metal and Styrofoam. The document also outlines different tools used in mixing beverages. It then provides details on various alcoholic beverages - wine produced from fermented grape juice, beer fermented from malt, and liquors that are distilled such as whiskey, gin, rum, and vodka.
This document provides guidance on properly preparing a dining area, including furniture setup and table arrangements. It discusses arranging tables in banquet, classroom, U-shaped, and board room styles based on factors like room size and guest flow. Details are given on table settings, including proper placement of linens, dinnerware, flatware, beverage ware, and centerpieces. Key food service equipment is also outlined, such as serving counters, trays, refrigerators, ranges, and weighing scales.
The document provides guidelines for table service procedures and techniques. It discusses principles of table setting including using essential tableware to avoid clutter, placing items logically for diner comfort, and achieving balance and simplicity. It also outlines various styles of table service like American, English, French, and buffet service. Tasks involved in setting the table are described such as preparing tableware and condiments, setting covers, and checking function arrangements. Rules for order of service are also provided such as serving the host/hostess first and following a counterclockwise direction, as well as the typical order for serving courses at lunch and dinner.
Housekeeping refers to the management and cleaning of a home. It includes various cleaning activities like window washing, furniture arrangement, and trash removal. There are different types of housekeeping like domestic and institutional. The 5S methodology - Sort, Straighten, Shine, Standardize, and Sustain - provides a framework for organizational cleanliness and order. It originated in Japan as a way to establish work place discipline. Implementing 5S can yield benefits like reduced waste, higher quality, and improved safety.
The document provides guidelines for table service procedures and techniques. It discusses various styles of table service including American/blue plate service, English/family service, French service, and buffet/smorgasbord service. It also outlines principles of table setting like using essential tableware, ensuring diner comfort, having an artistic presentation, and using appropriate items for each dish. The document lists tasks involved in setting the table and rules to observe for order of service and proper tray loading.
This document discusses different types of beverages and beverage ware. It defines beverages as any liquid consumed for thirst or enjoyment, categorizing them as alcoholic or non-alcoholic. Common glassware materials for beverages include various types of glass, plastic, wood, metal and Styrofoam. The document also outlines different tools used in mixing beverages. It then provides details on various alcoholic beverages - wine produced from fermented grape juice, beer fermented from malt, and liquors that are distilled such as whiskey, gin, rum, and vodka.
This document provides guidance on properly preparing a dining area, including furniture setup, table arrangements, and table settings. It discusses arranging tables in banquet, classroom, U-shaped, and board room styles based on factors like room size and guest flow. Guidelines are provided for table settings, including placement of linens, dinnerware, flatware, beverages, and centerpieces. Common food service equipment like serving counters, trays, refrigerators, and ranges are also outlined.
The document discusses career pathways and factors that influence career choices for adolescents. It provides three key objectives: 1) discuss external factors that influence career choices and how they can help with decisions, 2) identify pros and cons of career options with guidance from others, and 3) create a career plan based on personal goals and external influences. It then discusses what career pathways are, the importance of choosing a pathway, and lists some external factors like parental guidance, financial capacity, and passions that influence adolescent career choices.
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1. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 1 of 19
These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps.
AGRI-FISHERY ARTS
Specialization Number of Hours Pre-requisite
1. Agricultural Crops Production (NC I) 320 hours
2. Agricultural Crops Production (NC II)
updated based on TESDA Training Regulations published December 28, 2013 640 hours
3. Agricultural Crops Production (NC III) 640 hours Agricultural Crops Production (NC II)
4.
Animal Health Care Management (NC III) 320 hours
Animal Production (Poultry-Chicken) (NC II) or
Animal Production (Ruminants) (NC II) or
Animal Production (Swine) (NC II)
5. Animal Production (Poultry-Chicken) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
6. Animal Production (Large Ruminants) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
7. Animal Production (Swine) (NC II)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
8. Aquaculture (NC II) 640 hours
9. Artificial Insemination (Large Ruminants) (NC II) 160 hours Animal Production (Large Ruminants) (NC II)
10. Artificial Insemination (Swine) (NC II) 160 hours Animal Production (Swine) (NC II)
11. Fish Capture (NC II) 640 hours
12. Fishing Gear Repair and Maintenance (NC III) 320 hours
13. Fish-Products Packaging (NC II) 320 hours
14. Fish Wharf Operation (NC I) 160 hours
15. Food Processing (NC II) 640 hours
16. Horticulture (NC III) 640 hours Agricultural Crops Production (NC II)
17. Landscape Installation and Maintenance (NC II) 320 hours
18. Organic Agriculture (NC II) 320 hours
19. Pest Management (NC II) 320 hours
20. Rice Machinery Operations (NC II) 320 hours
21. Rubber Processing (NC II) 320 hours
22. Rubber Production (NC II) 320 hours
23. Slaughtering Operations (Hog/Swine/Pig) (NC II) 160 hours
2. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 2 of 19
HOME ECONOMICS
Specialization
Number of
Hours
Pre-requisite
1. Attractions and Theme Parks Operations with Ecotourism (NC
II)
160 hours
2. Barbering (NC II) 320 hours
3. Bartending (NC II) 320 hours
4. Beauty/Nail Care (NC II) 160 hours
5. Bread and Pastry Production (NC II) 160 hours
6. Caregiving (NC II) 640 hours
7. Commercial Cooking (NC III) 320 hours Cookery (NC II)
8. Cookery (NC II) 320 hours
9. Dressmaking (NC II) 320 hours
10. Events Management Services (NC III) 320 hours
11. Fashion Design (Apparel) (NC III) 640 hours Dressmaking (NC II) or Tailoring (NC II)
12. Food and Beverage Services (NC II)
updated based on TESDA Training Regulations published December 28, 2013
160 hours
13. Front Office Services (NC II) 160 hours
14. Hairdressing (NC II) 320 hours
15. Hairdressing (NC III) 640 hours Hairdressing (NC II)
16. Handicraft (Basketry, Macrame) (Non-NC) 160 hours
17. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
18. Handicraft (Needlecraft) (Non-NC) 160 hours
19. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
20. Housekeeping (NC II)
updated based on TESDA Training Regulations published December 28, 2013
160 hours
21. Local Guiding Services (NC II) 160 hours
22. Tailoring (NC II) 320 hours
23. Tourism Promotion Services (NC II) 160 hours
24. Travel Services (NC II) 160 hours
25. Wellness Massage (NC II) 160 hours
3. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 3 of 19
INDUSTRIAL ARTS
Specialization
Number of
Hours
Pre-requisite
1. Automotive Servicing (NC I)
updated based on TESDA Training Regulations published December 28, 2013
640 hours
2. Automotive Servicing (NC II) 640 hours Automotive Servicing (NC I)
3. Carpentry (NC II) 640 hours
4. Carpentry (NC III) 320 hours Carpentry (NC II)
5. Construction Painting (NC II) 160 hours
6. Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing (NC
II)
640 hours
7. Driving (NC II) 160 hours
8. Electrical Installation and Maintenance (NC II) 640 hours
9. Electric Power Distribution Line Construction (NC II) 320 hours Electrical Installation and Maintenance (NC II)
10. Electronic Products Assembly and Servicing (NC II)
updated based on TESDA Training Regulations published December 28, 2013
640 hours
11. Furniture Making (Finishing) (NC II) 640 hours
12. Instrumentation and Control Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NC II)
13. Gas Metal Arc Welding (GMAW) (NC II) 320 hours Shielded Metal Arc Welding (SMAW) (NC II)
14. Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Shielded Metal Arc Welding (GMAW) (NC II)
15. Machining (NC I) 640 hours
16. Machining (NC II) 640 hours Machining (NC I)
17. Masonry (NC II) 320 hours
18. Mechatronics Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NC II)
19. Motorcycle/Small Engine Servicing (NC II) 320 hours
20. Plumbing (NC I) 320 hours
21. Plumbing (NC II) 320 hours Plumbing (NC I)
22. Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
[PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC III)
640 hours
Domestic Refrigeration and Air-conditioning (DOMRAC)
Servicing (NC II)
23. Shielded Metal Arc Welding (NC I) 320 hours
24. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)
25. Tile Setting (NC II) 320 hours
26. Transmission Line Installation and Maintenance (NC II) 640 hours Electrical Installation and Maintenance (NC II)
4. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 4 of 19
INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)
Specialization
Number of
Hours
Pre-requisite
1. Animation (NC II) 320 hours
2. Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours Computer Systems Servicing (NC II)
3. Computer Programming (.Net Technology) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
4. Computer Programming (Java) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
5. Computer Programming (Oracle Database) (NC III)
updated based on TESDA Training Regulations published December 28, 2013
320 hours
6. Computer Systems Servicing (NC II)
updated based on TESDA Training Regulations published December 28, 2007
640 hours
7. Contact Center Services (NC II) 320 hours
8. Illustration (NC II) 320 hours
9. Medical Transcription (NC II) 320 hours
10. Technical Drafting (NC II) 320 hours
11. Telecom OSP and Subscriber Line Installation
(Copper Cable/POTS and DSL) (NC II)
320 hours Computer Systems Servicing (NC II)
12. Telecom OSP Installation (Fiber Optic Cable) (NC II) 160 hours Computer Systems Servicing (NC II)
5. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 5 of 19
Course Description:
This curriculum guide on Housekeeping leads to National Certificate Level (NC II). This course is designed for a high school student ought to develop knowledge, skills, and
attitude to perform the tasks on Housekeeping. It covers five core competencies, namely: 1) providing housekeeping services; 2) preparing rooms for guests; 3) cleaning
premises; 4) providing valet/butler services; 5) laundry linen and guests clothes; and 6) deal with/handle intoxicated guests. The preliminaries of this specialization course
includes the following: 1) Explain core concepts in housekeeping; 2) Discuss the relevance of the course 3) Explore on opportunities for a Room or Cabin Attendant as a career.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Core concepts in
Housekeeping
2. Relevance of the course
3. Career opportunities
The learner demonstrates
understanding of the core
concepts in Housekeeping
The learner independently
demonstrates core competencies in
Housekeeping as prescribed in the
TESDA Training Regulation
1. Explain core concepts in
2. Housekeeping
3. Discuss the relevance of the course
4. Explore on opportunities for
Housekeeping as a career
PERSONAL ENTREPRENEURIAL COMPETENCIES (PECs)
1. Assessment of Personal
Competencies and Skills
(PECs) vis-à-vis PECs of a
practicing entrepreneur/
employee
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs
compared to those of a
practitioner
3. Align one’s PECs based on
the results of the
assessment
The learners demonstrate an
understanding of one’s PECs in
food and beverage services
The learners shall be able to prepare
an activity plan that aligns with the
PECS of a practitioner/entrepreneur in
food and beverage services
LO 1. Recognize Personal
Entrepreneurial Competencies and
Skills (PECs) needed in food and
beverage services
1.1 Compare one’s PECs with those of a
practitioner/entrepreneur
1.2 Align one’s PECs with those of a
practitioner/entrepreneur
1.3 Assess one’s PECs
1.4 Assess practitioner’s PECs
TLE_PECS7-
12-00-1
6. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 6 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1. Strengthening and
developing further one’s
PECs
The learners demonstrate an
understanding of one’s PECs in
food and beverage services
The learners shall be able to create a
plan of action that strengthens/
develops one’s PECs in food and
beverage services
LO 2. Develop and strengthen
personal competencies and skills
(PECs) needed in food and beverage
services
2.1 Identify areas for improvement,
development and growth
2.2 Align one’s PECs according to his/her
business/career choice
2.3 Create a plan of action that ensures
success of his/her business/career
choice
TLE_PECS7-
12-00-2
ENVIRONMENT AND MARKET (EM)
Market (Town)
1. Key concepts of market
2. Players in the market
(competitors)
3. Products & services
available in the market
The learners demonstrate an
understanding of the concepts
of environment and market and
how they relate to the field of
food and beverage services,
particularly in one’s town/
municipality
The learners shall be able to create a
business vicinity map reflective of the
potential food and beverage services
market in the locality/town
LO 1. Recognize and understand the
market in food and beverage services
1.1 Identify the players/ competitors
within the town
1.2 Identify the different
products/services
available in the market
TLE_EM7-12-
00-1
Market (customer)
1. Key concepts in
identifying and
understanding the
consumer
2. Consumer analysis
through:
2.1 Observation
2.2 Interviews
2.3 Focus group
discussion (FGD)
2.4 Survey
LO 2. Recognize the potential
customer/ market in food and
beverage services
2.1 Profile potential customers
2.2 Identify the customer’s needs and
wants through consumer analysis
2.3 Conduct consumer/market analysis
TLE_EM7-12-
00-2
7. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 7 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
1. Generating business ideas
1.1 Key concepts in
generating business
ideas
1.2 Knowledge, skills,
passions, and
interests
1.3 New applications
1.4 Irritants
1.5 Striking ideas (new
concepts)
1.6 Serendipity Walk
LO 3. Create new business ideas in
food and beverage services by using
various techniques
3.1 Explore ways of generating business
ideas
from ones’ own
characteristics/attributes
3.2 Generate business ideas using product
innovation from irritants, trends, and
emerging needs
3.3 Generate business ideas using
Serendipity Walk
TLE_EM7-12-
00-3
1. Product development
2. Key concepts in
developing a product
3. Finding Value
4. Innovation
4.1 Unique Selling
Proposition (USP)
The learners demonstrate an
understanding of concepts of
environment and market and
how they relate to food and
beverage services, particularly
in one’s town/municipality
The learners shall be able to create a
business vicinity map reflective of the
potential food and beverage services
market within the locality/town
LO 4. Develop a product/service in
food and beverage services
4.1 Identify what is of “value” to the
customer
4.2 Identify the customer
4.3 Explain what makes a product unique
and competitive
4.4 Apply creativity and innovative
techniques to develop marketable
product
4.5 Employ a USP to the product/service
TLE_EM7-12-
00-4
1. Selecting business idea
2. Key concepts in selecting
a business idea
2.1 Criteria
2.2 Techniques
LO 5. Select a business idea based on
the criteria and techniques set
5.1 Enumerate various criteria and steps
in selecting a business idea
5.2 Apply the criteria/steps in selecting a
viable business idea
5.3 Determine a business idea based on
the criteria/techniques set
TLE_EM7-12-
00-5
8. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 8 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Branding LO 6. Develop a brand for the
product
6.1 Identify the benefits of having a good
brand
6.2 Enumerate recognizable brands in the
town/province
6.3 Enumerate criteria for developing a
brand
6.4 Generate a clear appeal
TLE_EM7-12-
00-6
QUARTER 1 AND 2
LESSON 1: PROVIDE HOUSEKEEPING SERVICES TO GUESTS (HS)
1. Hotel Codes, rules and
regulations
2. Basic Skills needed of a
good housekeeper
2.1 Intrapersonal skills
2.2 Interpersonal skills
3. The Housekeeping
Department
4. Nature and scope of
guests room
4.1 cleaning care and
maintenance
4.2 Cleanliness and
orderliness
4.3 Safekeeping of lost
and found items
4.4 Provision of other
services to house
guests
4.5 Attending to other
Guests’ needs and
concern
5. Bedroom and bathroom
amenities
The learner demonstrates
understanding of providing
effective housekeeping services
to house guests
The learner independently
demonstrates understanding of
providing effective
housekeeping services to house
guests.
LO 1. Handle housekeeping requests
1.1 Discuss implementing Hotel Codes,
Rules and regulations
1.2 Explain different skills of good
housekeeper needs such as in and
intrapersonal skills
1.3 List down and describe the basic
functions of each personnel in the
housekeeping department
1.4 Discuss nature and scope of
guestroom cleaning, care and
maintenance
1.5 Enumerate bedroom and bathroom
amenities offered in an institution
1.6 List down procedures in conducting
room check, turn down and make up
beds
1.7 Demonstrate proper handling of
guests’ requests in housekeeping
following safety and security
standards
TLE_HEHK9-
12HS-Ia-e-1
9. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 9 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
6. Procedural requirements
in handling guests’
requests related to
housekeeping
7. Types and uses of
different housekeeping
and front office forms
8. Institutional house rules
and procedures for:
8.1. Guests safety and
security
8.2. Use of tools,
materials,
equipment, and
other amenities
9. Handle clients’ queries
through telephone, fax
machine, email, etc.
10. Common problems
related to housekeeping
11. Handling different
problems in
Housekeeping Services
LO 2. Advise guests on room and
housekeeping equipment
1. Describe and explain the use of
different types of housekeeping and
front office forms
2. Provide guest orientation on house
rules and use of hotel tools,
materials, equipment, and other
amenities
3. Practice proper handling of client’s
queries through telephone, fax
machine, e-mail, etc.
4. Identify common problems related to
Housekeeping Services
5. Observe proper handling of different
problems in Housekeeping Services
TLE_HEHK9-
12HS-Ia-e-2
LESSON 2: PREPARE ROOMS FOR GUESTS (RG)
1. Types and uses of
different cleaning tools,
materials, and equipment
for room servicing
2. Proper use and selection
of tools and materials,
equipment according to
task requirement
3. Setting of trolley/caddy
with cleaning materials
according to needs and
The learner demonstrates
understanding in preparing
rooms for guests correctly.
The learner independently
demonstrates understanding in
preparing rooms for guests correctly.
LO 1. Set up equipment and trolleys
1.1 Identify and explain the different
types and uses of cleaning tools,
materials and equipment for room
servicing
1.2 Correctly select and demonstrate
proper use of tools, materials and
equipment according to task
requirement
TLE_HEHK9-
12RG-If-h-3
10. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 10 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
with the institutional
standards
4. Safety measures and
procedures in handling
cleaning tools,
equipment, and other
supplies
1.3 Properly set trolley/caddy with
cleaning materials according to needs
and with the institutional standards
1.4 Observe safety measures and
procedures in handling cleaning
tools, equipment, and other supplies
5. Basic terminologies used
in Housekeeping
5.1 Room status and
door signs
5.2 Types of guests
5.3 Classification of
guest rooms
6. Provision of guests
safety and security in
hotel establishment
LO 2. Access rooms for servicing
2.1 Identify important terminologies used
in housekeeping such as room status,
door signs, guest’s type, and guest
room classifications
2.2 Observe guests’ safety and security
in hotel establishment
TLE_HEHK9-
12RG-If-h-4
7. Types and sizes of linens,
pillows, and bed sheets
8. Procedures in
conducting:
8.1 Room check
8.2 Turn down and
make up beds and cots
9. Replenishment of bed
linen in accordance with
institutional standards
and procedures
LO 3. Make up beds
3.1 Identify different types and sizes of
linens, pillows, and bed sheets
3.2 Correctly follow proper procedures in
conducting room check, turn down
and make up beds and cots
3.3 Replace bed linen in accordance with
establishment standards and
procedures
TLE_HEHK9-
12RG-If-h-5
10. Tools, materials,
supplies, and equipment
used in cleaning guest
rooms
11. Standard operating
procedures in
institutional cleaning
LO 4. Clean rooms
4.1.Identify tools, materials, supplies,
and equipment needed in cleaning
guest rooms
4.2.Follow standard operating
procedures in institutional cleaning
4.3.Identify common insects and pests
TLE_HEHK9-
12RG-If-h-6
11. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 11 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
12. Common insects and
pests and their control
measures
12.1. Rats and rodents
12.2. Roaches
12.3. Flies
12.4. Mosquitoes
13. Minor and major hotel
room defects and repair
14. Hotel management
safety practices and
procedures
and their control measures
4.4.Give minor and major hotel room
defects and repair
4.5.Observe hotel management safety
practices and procedures
LESSON 3: CLEAN PUBLIC AREAS, FACILITIES AND EQUIPMENT (CA)
1. Common cleaning tools
and equipment and their
proper uses and
functions
2. Safety and security in
using the cleaning tools
and equipment
3. Dry and wet
agents/chemicals
commonly used in
cleaning
4. Personal Protective
Equipment and its proper
use and function
The learner demonstrates
understanding of cleaning
different premises using
appropriate tools and equipment
following safety and security
standards.
The learner independently
demonstrates understanding of
cleaning different premises using
appropriate tools and equipment
following safety and security
standards.
LO 1. Select and set up equipment
and materials
1.1 Select appropriate cleaning tools and
equipment with their proper uses and
functions
1.2 Follow safety and security measures
when using cleaning tools and
equipment
1.3 Identify and use dry and wet cleaning
agents/chemicals for a particular task
1.4 Select and use Personal Protective
Equipment based on the task
requirement
TLE_HEHK9-
12CA-IIa-b-1
5. Types of cleaning
equipment and chemical
6. Cleaning technique on
furniture and walling
materials
7. Rules for storing
chemicals safely
LO 2. Apply cleaning technique
2.1 Identify cleaning equipment and
chemical
2.2 Discuss cleaning technique on
furniture and walling materials
2.3 Follow proper storage of equipment
and chemicals
TLE_HEHK9-
12CA-IIc-d-2
12. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 12 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
8. Proper handling and
storing of trolleys and
other equipment
9. Sanitizing and keeping
cleaning materials and
equipment according to
manufacturer’s operating
procedures and
establishment standards
10. Safe keeping practices in
accordance with
establishment standard
LO 3. Clean and store trolleys and
equipment
3.1. Perform proper handling of trolleys
and other equipment
3.2. Observe proper cleaning of tools,
materials, and equipment according
to standards and procedures
3.3. Practice safekeeping practices in
accordance with establishment
standards
TLE_HEHK9-
12CA-IIe-f-3
11. Common problems
related to scheduling
and performing
cleaning tasks
12. Possible inconvenience
and hazards in working
area
13. Policies and procedures
related to cleaning
operations
14. Proper disposal of used
chemicals in accordance
with manufacturer’s
instructions and
environmental legislation
requirements
LO 4. Clean dry and wet areas
4.1 Identify common problems related to
scheduling and performing one’s task
4.2 Consider possible inconvenience and
hazards in working area
4.3 Observe implementing policies and
procedures related to cleaning
operations
4.4 Practice proper disposal of used
chemicals in accordance with
manufacturer’s instructions and
environmental legislation
requirements
TLE_HEHK9-
12CA-IIg-h-4
15. Proper use and
maintenance of cleaning
tools, materials and
equipment in accordance
with the manufacturer’s
instructions and hotel
standards
16. Institutional routine
maintenance with
LO 5. Maintain and store cleaning
equipment and chemicals
5.1 Use and maintain cleaning tools,
materials, and equipment effectively
in accordance with the manufacturer’s
instructions and hotel standards
5.2 Perform institutional routine
maintenance with standard operating
procedures
TLE_HEHK9-
12CA-Iii-j-5
13. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 13 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
standard operating
procedures
17. Common problems in
cleaning tools and
equipment
18. Safety procedures in
safekeeping of cleaning
tools, equipment, and
chemicals following the
security standards
5.3 Identify and report common problems
in cleaning tools and equipment
5.4 Observe safety procedures in
safekeeping of cleaning tools,
equipment, and chemicals following
the security standards
QUARTER 3
LESSON 4: PROVIDE VALET/BUTLER SERVICE (VS)
1. Basic roles of valet and
butler service within the
Philippine hospitality
industry
2. Building rapport through
oral and written
communication
3. Personality development
3.1.Good grooming
3.2.Personal hygiene
4. Procedures in
performing valet services
4.1 Picking up laundry
4.2 Checking laundry for
possible damage
4.3 Sorting, endorsing,
and delivering of
laundry
5. Procedures in keeping
laundry area clean in
accordance with the
establishment standards
6. Reports and
endorsements of
valet service provider
The learner demonstrates
understanding of the duties and
responsibilities of a valet / butler
service.
The learner independently performs
understanding of the duties and
responsibilities of a valet / butler
service.
LO 1. Display professional valet
standards
1.1 Discuss basic roles of valet and butler
service within the Philippine
hospitality industry
1.2 Establish rapport and enhance
feelings of goodwill between the guest
and the establishment through
principles of good communication in
accordance with the establishment
standards
1.3 Practice good grooming and personal
hygiene of valet service provider
1.4 Access and utilize knowledge of
individual guests to provide
personalized and quality valet service
1.5 Follow standard operating procedures
in keeping laundry area clean in
accordance with the establishment
standards
1.6 Prepare reports and endorsements of
valet service provider
TLE_HEHK9-
12VS-IIIa-j-1
14. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 14 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
7. Packing, unpacking,
storing,
and preparing of guest
luggage
management
8. Institutional standards in
preparing of:
8.1. Guest clothes
8.2. Shoes
9. Basic darning and
mending for clothing and
linen
10. Repair of other
accessories
11. Ethical Standards for
guest security and
confidentiality
LO 2. Care for the guest property
2.1 Perform packing, unpacking, storing,
and preparing of guest luggage
management
2.2 Observe institutional standards in
preparing of guest clothes and shoes
2.3 Make simple repairs on cloth and linen
in accordance with the establishment
procedures
2.4 Value the set ethical standards for
guest security and confidentiality
TLE_HEHK9-
12VS-IIIa-j-2
QUARTER 4
LESSON 5: LAUNDRY LINEN AND GUEST CLOTHES (LL)
1. Types of linen used in
housekeeping
2. Principles of laundering
2.1.Collection and
transportation
2.2. Arrival
2.3. Sorting
3 Types and usage of
washing machines and
dryers used in
housekeeping
4. Types and usage of
chemicals and cleaning
agents
5. Classification and usage
of stain-removing agents
6. The wash cycle and its
importance
The learner demonstrates
understanding of the procedures
of providing laundry linen for
house guests.
The learner independently
demonstrates understanding of the
procedures of providing laundry linen
for house guests.
LO 1. Process laundry items
1.1 Identify and explain types of linen
used in housekeeping
1.2 Discuss the principles of laundering
such as collection and transportation,
arrival and sorting
1.3 Give the types and usage of washing
machine and dryers used in
housekeeping
1.4 Identify and discuss the types and
usage of laundry chemicals and other
cleaning agents
1.5 Enumerate and discuss the
classifications and usage of stain
removing agents
1.6 Explain the wash cycle and its
importance
TLE_HEHK9-
12LL-IVa-h-1
15. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 15 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
7. Laundry procedures for
different fabrics
7.1. Cotton
7.2. Silk
7.3. Wool
7.4. Synthetics
8. Laundry methods based
on:
8.1.Fiber and fabric
8.2.Dye fastness
8.3.Amount of soilage
8.4.Washing instructions
9. Principles and procedures
in ironing and pressing
clothes and linens
10. Types of ironing
equipment, tools, and
materials and their
proper usage
11. Folding methods and
techniques
1.7 Follow laundry procedures for
cotton, silk, wool, and synthetics
1.8 Perform laundry methods accordingly
1.9 Observe principles and procedures in
ironing and pressing clothes and
linens
1.10 Explain the types of ironing
equipment, tools, and materials and
their proper usage
1.11 Demonstrate correct folding
methods and techniques
12. Important forms for
packaging and storing of
laundry items
13. Ideal standards of
packaging and storing of
laundry items
14. Procedures in storing
guest laundry in
accordance with the
establishment standards
or guest request
15. Delivery of laundry items
LO 2. Package and store laundry
items
2.1 Identify forms needed for packaging
and storing of laundry items
2.2 Explain ideal standards of packaging
and storing of laundry items
2.3 Discuss the procedures in storing
guest laundry in accordance with the
establishment standards for
2.4 Observe correct delivery of laundry
items to guests
TLE_HEHK9-
12LL-IVa-h-2
16. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 16 of 19
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 6: DEAL WITH/HANDLE INTOXICATED GUESTS (IG)
1. Different level of
intoxication
2. Common problems
related level of
intoxication
3. Standard operation
procedure in assessing
intoxicated guest
The learner demonstrate
understanding the level of
intoxication
The learner independently demonstrate
understanding in determining level of
intoxication
L.O 1. Determine level of intoxication
1.1 Identify and explain the level of
Intoxication
1.2 Discuss the effects of alcohol and the
factors that influence guest’s action
1.3 Follow standard operation procedure
in assessing intoxicated guest
TLE_HEHK9-
12LL-IVi-j-1
4. The DO’s and DON’Ts in
assisting intoxicated
guests
5. Things to do when the
guest is intoxicated
6. Proper way of
communicating with
intoxicated guest
L.O 2. Apply appropriate procedures
2.1 Discuss DO’s and DON’Ts in assisting
intoxicated guests
2.2 observe proper way of dealing with
intoxicated guest
2.3 Ways in communicating with
intoxicated guest
TLE_HEHK9-
12LL-IVi-j-2
7. Prevention strategies in
dealing with intoxicated
customers
8. Guidelines in dealing with
underage drinkers
9. Legalities of the sale of
alcoholic beverages
LO 3. Comply with legislation
3.1 Correct way in dealing with
intoxicated customers in line with
Industry practice
3.2 discuss ways on how to deal with
underage drinkers with caution and
care in compliance with legal
regulation
3.3 Identify laws governing the sale of
alcohol beverages
TLE_HEHK0-
12HIG-IVi-j-3
17. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 17 of 19
Code Book Legend
Sample: TLE_HEHK9-12LL-IVa-h-1
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Technology and
Livelihood
Education_Home
Economics
Housekeeping
TLE_HE
HK
9-12
Grade Level Grade 9/10/11/12
Uppercase Letter/s
Domain/Content/
Component/ Topic
Laundry linen and
guest clothes
LL
-
Roman Numeral
*Zero if no specific quarter
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in
between letters to indicate
more than a specific week
Week Week One to Eight a-h
-
Arabic Number Competency Process laundry items 1
DOMAIN/ COMPONENT CODE
Provide housekeeping services to guests HS
Prepare rooms for guests RG
Clean public areas, facilities and equipment CA
Provide valet/butler service VS
Laundry linen and guest clothes LL
Deal with/handle intoxicated guests IG
Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per Home Economics specialization and those that have pre-requisites.
Curriculum Maps may be modified according to specializations offered by a school.
18. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 18 of 19
* Please note that these subjects have pre-requisites mentioned in the CG.
+ CG updated based on new Training Regulations of TESDA.
Other specializations with no pre-requisites may be taken up during these semesters.
**This is just a sample. Schools make their own curriculum maps
considering the specializations to be offered. Subjects may be
taken up at any point during Grades 9-12.
19. K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL – TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
HOME ECONOMICS – HOUSEKEEPING NC II
(160 hours)
K to 12 Track Home Economics – Housekeeping (NC II) Curriculum Guide May 2016 *LO – Learning Outcome Page 19 of 19
Reference:
Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Housekeeping NC II. Taguig City, Philippines: TESDA, 2013.