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.
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.
Using Project-Based Learning and Standards-Based Education
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
The aim of the present report is to provide a guide for educators in assessing knowledge (K), process (P), understanding (U), and product/performance (P) as part of the reform in assessment in the K to 12 basic education. The Philippines recently changed their basic education system to a one year of kindergarten and 12 year basic education known as the K to 12 Enhanced Basic Education. Part of the educational reform is a guide on how to conduct assessment in schools within a framework of Standards-Based Assessment. The new assessment system established a nomenclature of skills to be assessed among students that includes assessment of knowledge, process, understanding, and product/performance. The present report further defines and clarifies the domains of the nomenclature. The specific dimensions of these skills are outlined with some examples of assessment protocols under each.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Republic of the Philippines
DEPARTMENT OF EDCUATION
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
Exploratory Course on
MECHANICAL DRAFTING
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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 April 10, 2012
2
3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on MECHANICAL DRAFTING
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 April 10, 2012
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4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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 April 10, 2012
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5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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 April 10, 2012
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6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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 April 10, 2012
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7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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 Aquaculture 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 April 10, 2012
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8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(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.
**TWG on K to 12 Curriculum Guide – version April 10, 2012
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9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
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 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.
Get to know the materials. They are part of
the Lesson.
By all means, read the references for
lesson mastery.
Prepare the materials you need in advance. For gadget,
tool or equipment, it is always wise to 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
Refer to the definition of terms for greater
understanding of the lesson.
**TWG on K to 12 Curriculum Guide – version April 10, 2012
Remind your students to refer to the definition of terms
and acronyms for clearer understanding of the lesson.
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10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.
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 lesson or skip it
entirely because your students already
know it. This is done by way of a pretest.
Take the test honestly.
Check answers against the answer key
provided.
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, 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
Read and understand the Information
Sheet/s and /or Operation Sheet.
Be prepared For a Self-check which serves
as a posttest.
**TWG on K to 12 Curriculum Guide – version April 10, 2012
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.
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11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
determine how much he/she has learned.
The self-check functions as a pretest.
Correct answers by referring to the answer
key.
7. “How Do You Apply What You
Learned?” – In this section, you give your
student the opportunity to transfer what
he/she has learned 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 reallife setting or must be able to come up with
a product as an evidence of learning.
Do the Activity.
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.
Do the task assigned outside class hours.
To determine level of performance, use the
scoring rubrics or check answers against
the answer key, which ever is applicable.
Reflect on assessment results.
Find a way to test real life application of what your
students have learned.
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.
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 April 10, 2012
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12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
Curriculum Guide for the Exploratory Course
For you to get a complete picture of the complete TLE exploratory course on MECHANICAL DRAFTING, you are hereby provided with the Curriculum
Guide on Mechanical Drafting .
Content Standard
Performance Standard
Learning
Competencies
Projects/Activities
Assessment
Duration
LESSON 1: PREPARING DRAFTING MATERIALSAND TOOLS/DRAWING INSTRUMENTS
Demonstrate understanding
of/on:
Types and uses of drafting
materials /tools and
drawing instruments
Proper manipulation of
drafting materials tools and
drawing instruments
1. Drafting materials, Tools and
Drawing instruments are
identified as per job
requirements.
2. Materials and drawing tools
are classified according to their
uses.
LO1.Identify
drafting materials
and tools/drawing
instruments
applicable to a
specific job.
1. Compiling sample pictures
of the different tools and
drawing materials and
classifying them.
2. Demonstrating the proper
manipulation of drawing
instruments.
Performance
test
Written test
Procedures in receiving
and storing tools and
materials
Different requisition forms
and procedures
1. Materials and tools are
received and inspected based
on the specified quantity as
requisition.
2. Tools and materials are
checked for damages and
manufacturing defects
LO2. Request,
receive, inspect
and store drafting
materials and
tools.
1. Preparing list of drafting
materials and tools per job
requirement
2. Filling-up different forms
such as requisition slip,
borrower’s slip, etc.
3. Labeling tools and
materials and
storing/safekeeping them
properly.
4. Testing the functionality of
delivered tools and
Performance
test
Written test
**TWG on K to 12 Curriculum Guide – version April 10, 2012
6 hours
3 hours
12
13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Projects/Activities
Assessment
Duration
materials.
LESSON 2: PERFORMINGBASIC MENSURATION AND CALCULATION
Demonstrate understanding
of/on:
Different measuring
instruments and their
application
1.
2.
3.
Measuring instruments are
selected and used according
to the level of accuracy
required.
Measurements taken are
accurate to the finest
gradation of the selected
measuring instrument.
Measuring techniques used
are correct and appropriate to
the instrument used.
LO1. Select and
use
measuring
instruments.
1. Identifying the different
measuring instruments
2. Observing proper use of
measuring instruments
1. Storing/safe keeping
measuring tools properly
Cleaning and storing
procedure for measuring
instruments
1. Measuring instruments are
cleaned in accordance with
established standards.
2. Measuring instruments are
stored in accordance with
established standards.
LO2. Clean and
store measuring
instruments.
Conversion of fraction to
decimal or decimal to
fraction
1.
LO3.
2.
Conversion results of fraction
to decimal are accurate up to
2 decimal places.
Conversion results of decimal
**TWG on K to 12 Curriculum Guide – version April 10, 2012
Convert
fraction to
decimal and
vice versa
1. Solving problems and
exercises correctly in:
a. converting fraction to
decimal or decimal to
Self-paced
learning
activities
Guided
demonstration
(performance
based)
6 hours
Performance test
2 hours
Written test
2 hours
13
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
Content Standard
Trade Mathematics and
Measurement
Two system of
measurements
Conversion of units of
linear measurement.
Performance Standard
1.
2.
to fraction are accurate to the
nearest standard
measurement
English and metric
measurements identified.
Conversion of English to
metric system or metric to
English system is performed
according to standard
procedure.
Learning
Competencies
Projects/Activities
Assessment
Duration
fraction
LO4.
Convert
English to
metric
measureme
nt system
and vice
versa
1. Solving problems and
exercises correctly.
2. Converting units of linear
measurement.
3. Converting decimal to
fraction
Written test
2 hours
1. Practicing line sketching
2. Sketching sample detail
and assembly drawings
3. Observing drawing
standards
4. Sketching orthographic
views and pictorial views
5. Preparing a working plan
6. Identifying proper line
applications
Written test
Performance
test
13 hours
LESSON 3: INTERPRETING WORKING PLANS AND SKETCHES
Demonstrate understanding
of/on:
Alphabet of lines
Line Sketching
Theories and principles of
orthographic projections
Orthographic Projections
Pictorial drawing
More on Oblique Drawing
Scaling
Rules in Dimensioning
Preparation of Working
Plans
Assembly and detailed
drawing
1. Orthographic and pictorial
drawings are interpreted
according to drawing
standards.
2. Assembly and detailed
drawings are interpreted
according to drawing
standards.
**TWG on K to 12 Curriculum Guide – version April 10, 2012
LO1.Identify
assembly
and detailed
drawing.
14
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Projects/Activities
Assessment
Duration
LESSON 4: APPLYING SAFETY PRACTICES
Demonstrate understanding
of/on:
Occupational safety
standards and enterprise
safety policies.
Practicing Proper
Procedures in using
drafting tools, materials
and instrument
Keeping Workplace Clean
and organized following
5S
Accident Prevention Signs
and Symbols
Hazards in the workplace
Types of workplace
hazards and examples
Personal protective
equipment (PPE) for
different drafting
operations
1. Hazards are identified
2.
1.
2.
correctly in accordance with
OHS procedures.
Safety signs and symbols are
identified and adhered to in
accordance with workplace
safety procedures.
Personal protective
clothing/equipment (PPE)
identified per job
requirements.
Proper wearing of PPE is
properly observed in
accordance with workplace
safety policies.
LO1.
Identifying
hazardous
area
LO2. Use personal
protective
clothing and
devices
1. Observing safety work
habits in the work place
2. Multimedia presentation
Written test
Performance
test
4 hours
2. Familiarizing oneself with
the different types and
uses of personal protective
equipment (PPE)
3. Multimedia presentation
Written test
Actual
demonstration
2 hours
40 hours
**TWG on K to 12 Curriculum Guide – version April 10, 2012
15
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS - MECHANICAL DRAFTING
(Exploratory)
“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 April 10, 2012
16