This document is a teacher's guide for teaching carpentry as an exploratory course in the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the learning module structure and components, and guidance for teachers on how to utilize the modules to teach the carpentry exploratory course. The goal is to prepare students with skills and competencies outlined in the Technical Education and Skills Development Authority (TESDA) training regulations to earn industry certifications.
The Basic Carpentry Pilot training program was a collaborative project of the Employment Skills Center, CodyZ Academy, and the borough of Carlisle, PA. The curriculum was designed to provide young adults with marketable job skills. Students attended two 6-hour Saturday sessions of pre-carpentry training at Employment Skills Center followed by six Saturdays of hands-on basic carpentry skills training where they completed a community project.
The Basic Carpentry Pilot training program was a collaborative project of the Employment Skills Center, CodyZ Academy, and the borough of Carlisle, PA. The curriculum was designed to provide young adults with marketable job skills. Students attended two 6-hour Saturday sessions of pre-carpentry training at Employment Skills Center followed by six Saturdays of hands-on basic carpentry skills training where they completed a community project.
This presentation is about Simple Past Tense of Irregular Verbs. 1st page: irregular verbs in past tense; 2nd page: examples, and 3rd page: "listen & repeat" exercises.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
Benchmarking a nationwide training program for BPAT is modelling a training program and actual application in pilot areas leading to the creation of a laddered training program for BPAT/BPO with UPTRAS accreditation for TVIs and scholarship appropriation.
Methodology
• Discussion
• Actual Demonstration
• Written Test
• Clip Art Visualization
Assessment Method
• Observation
• Answer Key on Written test
• Questioning Answer
Recap
• MODULE I 7 hrs
• MODULE II 4 hrs
• MODULE III 7 hrs
• MODULE IV 8 hrs
• MODULE V 4 hrs
• MODULE VI 2 hrs
• MODULE VII 11 hrs
Total No. of Training Hours 43 hrs
Total No. of Training Days 7 days (including distribution of Certificates)
PRESS RELEASE
MARAWI CITY - Leader from the security sector in Mindanao is now working for a training package and operationalization of about 511,141 members of the Barangay Peace Action Teams (BPAT) nationwide under a partnership agreement with the PNP, DILG and TESDA.
President of the federation of private security agencies, Bae Faridah Olama Adilao have informed media today that she will spearhead a new venture to “seal the gains of the drug war.”
Adilao, a philantrophist who operates chain of gunstore, pharmacy and a training school will host a national level partnership agreement to roll down competency training program with TESDA granting vouchers for the half million BPAT members nationwide.
The deal will also ensure appropriations for the monthly allowance of the BPAT from the Police Auxiliary Funds. Operational funds BPAT is also provided from the LGU's appropriation for Intelligence and Peace and Order funds thru the POCs, she said.
The signing of agreement will benchmark a national certification program with TESDA for a comprehensive training in Barangay Peacekeeping operation NCI leading to a professional license and permit to carry guns.
Adilao will soon announce the confirmation of this project upon the process for accreditation of the new course is made with TESDA.
This PNP Memorandum Circular (MC) defines the concepts, provides guidelines for the strategies, procedures and steps to be undertaken by concerned offices/units in the implementation of the revitalized Barangay Peacekeeping Operations (BPO) with the deployment of Barangay peacekeeping Action Teams (BPATs).
“BEAM and TVET in ARMM”
Introduce TechVoc Education and Skills Training in senior secondary school levels
Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems
STRATEGIC INTERVENTIONS AND TARGET OUTPUTS
• Conduct Labor Market Research
• Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship
• Equip 22 secondary school TVET workshop rooms
• Train 300 TVET Trainers
• Train 300 Parents, community members
• Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support)
KEY TRAINING OUTPUTS
• At least 50% of completers from TESDA covered courses acquire corresponding certification
• At least 50% of completers are employed or are engaged in entrepreneurial activities
Implications on the Designing and Programming of TechVoc for OSY
• TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education.
• Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information.
• Scholarship support is necessary in tech-voc service provision
• Interventions should consider their aspirations, relative to their age range.
BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM
A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
COMMON COMPETENCY REQUIREMENT IN EVERY TESDA COURSE TO SHARE TAG ADD LINK AND LIKE - Will make hundreds of thousands TESDA feeds streaming the social network daily, a massive activity that practically shoots cumulative viral reach over the internet generating unlimited time-stamped data and information. Behind the Facebook walls this dynamic profile connection is building a gigantic database in a virtual network of Tesda Fans Club at www.facebook.com/TesdaFansClub
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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1. Republic of the Philippines
DEPARTMENT OF EDCUATION
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
Exploratory Course on
CARPENTRY
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
TABLE OF CONTENTS
Introduction.................................................................................................................................................................................................................. 3
Background Information
The Overall Goal of the K to 12 Curriculum ....................................................................................................................................................... 3
The Conceptual Framework of the Teaching of TLE .......................................................................................................................................... 3
The TLE Exploratory Courses ........................................................................................................................................................................... 5
The Learning Modules and Lessons ............................................................................................................................................................................ 6
New Feature of the Teaching of TLE ........................................................................................................................................................................... 6
About the Learning Module
Design of the Module......................................................................................................................................................................................... 7
Parts of the Lesson ........................................................................................................................................................................................... 8
Reflection .................................................................................................................................................................................................................. 11
Curriculum Guide....................................................................................................................................................................................................... 12
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
2
3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on CARPENTRY
Introduction
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the
K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big picture of the K to 12
curriculum and the teaching of TLE. Some background information is necessary.
Background Information
1. The Overall Goal of the K to 12 Curriculum
The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is adequately
prepared for work, entrepreneurship, middle level skills development and higher education. The over arching goal of the K to 12 curriculum, tells
you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate
is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE.
2. The Conceptual Framework of the Teaching of TLE
Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide you in
the teaching of the TLE exploratory courses.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
3
4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Figure 1.TLE Framework
The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts and ICT. The 24
TLE courses can be categorized under any of these fields.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
4
5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and life skills. K to 12 TLE is…
a. one that is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills;
b. one that equip students with skills for lifelong learning; and
c. one that is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,
after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas
of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.
TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teachinglearning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship
with all the areas of TLE. It integrates concepts, skills and values.
3. The TLE Exploratory Courses
TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning Modules have
been prepared. 1Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local needs and
resources of the community.
The 24 TLE exploratory courses focus on four basic common competencies: 1) use and maintenance of tools and equipment; 2) mensuration and
calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why are these competencies
called basic? Because they are competencies that you must acquire in order that you can do higher level competencies. They are also described
common because these are true to all TR-based TLE courses.
1
There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
5
6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
The Learning Modules and Lessons
There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands. But
you will use 4 Modules only for the entire year in Grade 7(plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one on
Entrepreneurship).
Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid meaningless repetition of the
teaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you teach “use and maintenance of tools” in
beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and maintenance of tools-in Horticulture but in the
context of Horticulture and so your tools will not be entirely the same.
New Feature on the Teaching of TLE
What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations(TR)from Technical Education and Skills Development Authority (TESDA). They are TRbased.
Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC)I, II or even an NC of higher
level that is required by industries. This he/she earns after passing an assessment given by TESDA.
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you
teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.
Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet
qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9 that will
lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.
2
Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and for
maintenance of tools, thus the total is 5 Lessons.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
6
7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Student’s choice of TLE specialization begins in Grades 9.Afterhaving been exposed to an array of TLE courses during the exploratory phase in the
first two years, the student will be most benefited, if in Grades 10,11, or 12 he/she continues with a TLE course in which he/she already has a COC. In that
way, he/she will get an NC faster.
About the Learning Module
1. Design of the Module
a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Carpentry which helps your student earn a Certificate of Competency in Grade 9which leads to a National Certificate Level I
/ II (NCI / II)in Grades 10, 11 or 12.
b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:
1)
Learning Outcomes
2)
Performance Standards
3)
Materials/Resources
4)
Definition of Terms
5)
What Do You Already Know?
6)
What Do You Need to Know?
7)
How Much Have You Learned?
8)
How Do You Apply What You Learned?
9)
What Is Your Score?
10) References
There are some TLE Modules which have a section on “How Do You Extend Your Learning?”, This section is meant for enrichment. It is usually
given as an assignment for not everything can be taught and done in the classroom given a limited time.
c. The Self-check can also serve as the posttest of the lesson.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
7
8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
2. Parts of the Lesson. -The following explain the parts of each Lesson and describe what your students’- as well as your tasks are.
Students’ Task
Part of the Lesson
1.
2.
Learning outcomes are what your TLE
student is supposed to know and be able to do
after using the module. Since our TLE courses
are TR-based, all learning outcomes are lifted
from the TESDA TR. In the Curriculum Guide
(the matrix which contains Content Standard,
Performance Standard, Learning
Competencies, Projects/Activities,
Assessment, Duration), the identified Learning
Outcomes are written in the column of Learning
Competencies.
Students acquaint themselves with the learning
outcomes and performance standards and
make them their personal goals.
Performance Standards are referred to as
“performance criteria” in the TESDA TR. They
are more specific descriptions of the student’s
behavior that serve as evidence that the
expected learning outcomes have been
realized with the expected level of proficiency
or in accordance with established standards.
Students clearly understand the performance
standards and make them their own learning
goals.
Teacher’s Task
You introduce the learning outcomes to your
students and make sure that they understand
them and make these learning targets their own.
Make these your goals for instruction.
You introduce the performance standards to your
students and make sure that they understand
them and make these performance standards their
own.
Let these standards give your lesson its specific
direction.
The learning outcomes and performance
standards set the direction of your lessons.
These are what you should teach and, in turn,
what you should assess. They are identified
and are written for you in the Curriculum Guide.
3. Materials/Resources and References
To teach effectively, you need materials and
Get to know the materials. They are part of the
Lesson.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
Prepare the materials you need in advance. For
gadget, tool or equipment, it is always wise to
8
9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
references. Materials may include equipment,
hand tools or consumables. The references
are the books, magazines, articles, websites
you yourself and your students will read or
refer to in order to gain greater understanding
of the lesson. They are either in soft copy or
hard copy.
By all means, read the references for lesson
mastery.
prepare, check and try them in advance to ensure
that they function when you use them. As the
saying goes “forewarned is forearmed.”
Be resourceful in the preparation of materials. You
are strongly encouraged to use appropriate local
materials as substitute for listed materials that are
not available.
For effective teaching, your lesson preparation
should include reading the list of references.
Do not limit yourself to the list of references. If you
discover good reference material/s, add to the list
of references.
Introduce the references to your students.
Motivate them to read these references as they go
through the module for mastery of the lesson.
4. The definition of terms and acronyms will
help you understand the meaning of key words
in your lesson. Defining key words as they are
used in your lesson will ensure that the key
terms in your lesson mean one and the same
for everyone in class and so avoid
misunderstanding.
Refer to the definition of terms for greater
understanding of the lesson.
Remind your students to refer to the definition of
terms and acronyms for clearer understanding of
the lesson.
5. The section “What Do You Already Know” is
intended to determine entry knowledge and
skills of your students to find out if you have to
teach the lesson, teach some parts of the
Take the test honestly.
Tell your students to accomplish the pretest.
Explain that the purpose of the pretest is to find
out how much they already know about the lesson
in order to determine your next steps. It is,
Check answers against the answer key
provided.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
9
10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
lesson or skip it entirely because your students
already know it. This is done by way of a
pretest.
therefore, necessary that they take the test
honestly, if they want to learn or want to be
helped.
Make it clear to them that their scores will not be
recorded for grading purposes and will not be
taken against them.
If you find out that your students already know
what you are about to teach, logic dictates that
you do not need to teach it anymore. You may as
well proceed to the next lesson. If, however, you
find out that they do not yet know what you are
about to teach, then by all means teach. Or if you
discover that your students have some erroneous
concepts, then teach and correct their
misconceptions. To know what your students
already know and do not yet know will guide you
in adjusting your instruction.
6. “What Do You Need To Know?”- This
section contains one or more Information
Sheets and for some modules an Operation
Sheet. These are important notes for the TLE
student to read after which he/she is asked to
do a Self-check to determine how much he/she
has learned. The self-check functions as a
pretest.
Read and understand the Information Sheet/s
and /or Operation Sheet.
7. “How Do You Apply What You Learned?” –
In this section, you give your student the
opportunity to transfer what he/she has learned
Do the Activity.
Be prepared For a Self-check which serves as a
posttest.
Make sure students are engaged in reading the
Information Sheet/Observation Sheet and in
answering the self-check.
Give assistance to your students where needed.
Correct answers by referring to the answer key.
Find a way to test real life application of what your
students have learned.
To determine level of performance, use the
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
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11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
in another activity or in real life situation.
Ideally, this should be a performance test, what
you usually call practical test. If “the proof of
the pudding is in the eating”, then your student
must be able to apply what she/he learned in
real-life setting or must be able to come up with
a product as an evidence of learning.
8. How Do You Extend Your Learning? – As
the word implies, this activity is done outside
class hours for enrichment purposes. This can
reinforce lesson mastery.
scoring rubrics or check answers against the
answer key, which ever is applicable.
Reflect on assessment results.
Do not hesitate to use ways of determining how
your students can apply learned facts and
concepts which are more authentic and realistic
than that/those given in the Module.
Reflect on assessment results. Use assessment
results in planning your instruction.
Do the task assigned outside class hours.
Motivate the students to do the task by making
clear what the enrichment activity is about –why it
is given, how it is done, how it relates to the class
lesson .
Reflection
It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’t
work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If you do
this consistently, you will find your delivery improve substantially.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
11
12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Curriculum Guide for the Exploratory Course on CARPENTRY
For you to get a complete picture of the complete TLE exploratory course on Carpentry, you are hereby provided with the Curriculum Guide on
Carpentry.
Content Standard
Learning
Competencies
Performance Standard
Project/ Activities
Assessment
Duration
LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS
Demonstrate understanding
of/on:
Types and uses of
construction materials
Kinds of carpentry tools
Description of materials
and tools
Listing of materials as
per company standards.
.
1. Tools and materials are
identified as per job
requirements.
2. Tools are classified according
to their functions per job
requirements.
3. Materials are classified
according to their uses in a
specific construction project.
4. Tools and materials are
selected per job requirement.
LO1. Identify
materials and
tools applicable
for a specific
construction job.
1. Enumerating and
describing the tools and
materials used in
carpentry works.
Written test
Performance
test
6 hours
Sample requisition form
Requested tools and
materials according to list
Requisition procedures
1. Needed materials and tools
are listed as per job
requirement.
2. Materials and tools are
requested according to the list
prepared.
3. Requests are done as per
company’s standard operating
procedures (SOP).
4. Materials and tools are
LO2. Request
appropriate
materials and
tools.
1. Fill up necessary forms
as per job requirement.
Written test
Performance
test
3 hours
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
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13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
Written test
Performance
test
2 hours
substituted and provided for
unavailable ones without
sacrificing cost and quality of
work.
Acquire and inspect
materials/tools
- Procedures in
receiving tools and
materials
- Proper inspection of
tools and materials
received.
- Proper handling of
tools and materials.
1. Materials and tools as per
LO3. Receive
quantity and specification based
and inspect
on requisition are received and
materials
inspected.
2. Tools and materials are
checked for damages and
manufacturing defects.
3. Materials and tools received are
handled with appropriate safety
devices.
4. Materials and tools are stored in
aside to appropriate locations
nearest the workplace.
1. Writing the possible
defects and/or damages
of materials and tools
used in carpentry.
LESSON 2: MAINTAINING TOOLS AND EQUIPMENT
Demonstrate understanding
of/on:
Classification of hand
tools and equipment
Procedure in segregating
and labeling nonfunctional tools and
equipment.
Procedure in checking
1. Tools and equipment are
identified according to
classification/specification and
job requirements.
2. Functional andnon-functional
tools and equipment are
segregated and labeled
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
LO1. Check condition
of tools and
equipment.
1. Performing the actual
segregation of functional
and non-functional tools
and equipment.
Performance
test
Written test
3 hours
13
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
condition of Personal
Protective Equipment
(PPE).
Performance Standard
Learning
Competencies
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.
Lubricating tools and
equipment
Preventive maintenance
techniques and
procedures
Steps in filling out
inspection report form
1. Lubricants are identified
according to types of
equipment.
2. Tools and equipment are
lubricated according to
preventive maintenance
schedule or manufacturer’s
specifications.
3. Measuring instruments are
checked and calibrated in
accordance with
manufacturer’s instructions.
4. Tools are cleaned and
lubricated according to
standard procedures.
5. Defective equipment and tools
are inspected and replaced
according to manufacturer’s
specification.
6. Work place is cleaned and
kept in safe state in line with
OSHC regulations
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
LO2. Perform basic
preventive
maintenance.
Project/ Activities
1. Performing the proper
selection and application
of lubricants used for
preventive maintenance.
Assessment
Written test
Performance
test
Duration
4 hours
14
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
LESSON 3: PERFORM MENSURATION AND CALCULATION
Demonstrate understanding
of/on:
Types of Measuring tools
Proper handling of
measuring instruments
Linear measurement for
6 faces lumber
Systems of measurement
Reading of measuring
instrument/tools
Converting fraction to
decimal
Converting units of
measure
Taking Dimensions
Calculating boardfoot of
lumber
1. Measuring tools are
selected/identified as per
object to be measured or job
requirements.
2. Correct specifications are
obtained from relevant
sources.
3. Measuring instruments are
selected according to job
requirements.
4. Alternative measuring tools are
used without sacrificing cost
and quality of work.
5. Measurements are obtained
according to job requirements.
LO1. Select
measuring
instruments.
6. Accurate measurements are
obtained according to job
requirements.
7. Work pieces are measured
according to job requirements
LO2. Carry out
measurement
and calculations.
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
1. Demonstrating the proper
handling of measuring
tools.
1. Measuring lengths, width,
and thickness of pieces of
wood.
Actual
demonstration
Direct
observation
Written
test/questioning
2 hours
Written Test
Performance
Test
4 hours
15
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
LESSON 4: INTERPRETING DRAWINGS AND PLANS
Demonstrate understanding
of/on:
Drawing symbols and
signs
Uses of alphabet of lines
1. Signs, symbols, and data are
identified according to job
specifications.
2. Signs, symbols, and data are
determined according to
classification or
appropriateness in drawing.
LO1. Analyze signs,
symbols, and
data.
1. Drawing and describing
the different signs and
symbols used in the
project plans.
Written test
Performance
test
4
interpret simple isometric
drawing of center table
1. Necessary tools, materials,
and equipment are identified
according to the plan.
2. Components, assemblies or
object are recognized as per
job requirement.
3. Dimensions and
specifications are identified
according to job
requirements.
LO2. Interpret
technical
drawings and
plans.
1. Explaining the specific
uses of lines in the
drawing.
Performance
test
Written test
2 hours
Procedure in sketching
isometric box
Steps in sketching
orthographic drawing
4. Correct freehand sketching is
produced in accordance with
the job requirements
LO3.Apply freehand
sketching
2. Demonstrating freehand
sketching
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
ho
urs
Performance
test
Written test
16
17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
LESSON 5: PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Demonstrate understanding
of/on:
Hazards and risks
identification and control
-
Working condition that
can produce hazards
Signs, signals and
barricades
Accidents prevention
signs and tags
Safety regulations
PPE and uses
Occupational health and
safety (OHS) procedure in
controlling hazards and
risks
Procedure in dealing with
workplace, accidents, fire
and emergencies
Role playing creating a
team and audience judges
1. Workplace hazards and risks
are identified and clearly
explained.
2. Hazards/risks and their
corresponding indicators are
identified in accordance with
the company procedures.
3. Contingency measures are
recognized and established in
accordance with organizational
procedures.
1. OHS procedures for controlling
hazards and risks are strictly
followed.
LO1. Identify hazards
and risks.
LO2.
Control
hazards and
risks.
1. Listing down the possible
hazards and risks
common in the
workplace.
1. Writing the importance of
knowing the hazardous
and risky objects/fixtures
in the workplace.
Performance
test
Written test
Written test
Performance
test
4 hours
2. Procedures in dealing with
workplace accidents, fire, and
emergencies are followed in
accordance with the
organization’s OHS policies.
3. Personal protective equipment
(PPE) is correctly used in
accordance with organization’s
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
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18. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS – CARPENTRY
(Exploratory)
Content Standard
on planning and
controlling risk and
hazards
Performance Standard
4.
What is 5’s
- How to practice 5’s
- What an individual
gain from 5’s
- A healthy shop is a
safe shop
1.
2.
3.
OHS procedures and
practices.
Procedures in providing
appropriate assistance in the
event of workplace
emergencies are identified in
line with the established
organizational protocol.
Procedures in emergency
related drill are strictly followed
in line with the established
organizational guidelines and
procedures.
OHS personal records are
filled up in accordance with
workplace requirement
PPEs are maintained in line
with organizational guidelines
and procedures.
Learning
Competencies
LO3.
Maintain
occupational
health and
safety
awareness.
Project/ Activities
1. Explain the advantages of
practicing safety
precautions in the work
area.
Assessment
Duration
Written test
Performance
test
3 hours
39hours
“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
*TWG on K to 12 Curriculum Guide – version as of April 10, 2012
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