Tle he health_care

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
TEACHING GUIDE
Home Economics – Health Care and Support Services II
General Standard: The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs), the environment and
market, and the process/production and delivery of quality care
for adolescents, young adults, adults, elderly and children with
special needs services in order to contribute to the sustainable
use of resources and to economic productivity.

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Quarter 1: Young Adolescent Care Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
STAGE 1
Content Standard:
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs) as a nanny/
caregiver
Performance Standard:
The learner prepares a plan of action that addresses
his/her development areas based on his/her PECs and
improves further his/her areas of strength
Essential Understanding:
Successful entrepreneurs continuously develop and
improve their PECs
Essential Question/s:
How does one ensure success in a chosen career?
Learners will know:
• Personal Entrepreneurial Competencies (PECs)
Characteristics
Attributes
Lifestyles
Skills
Traits
Learners will be able to:
• Assess their PECs vis-à-vis:
Characteristics
Attributes
Lifestyles
Skills
Traits
Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Plan of action that addresses
personal-
Areas of development based on
his/her PECs, and
Strengths needing further
improvement
The learners should be able to
demonstrate understanding covering
the six (6) facets of understanding by:
Describing your PECs focusing on
strengths and developmental areas
Criteria:
• comprehensiveness (should include
characteristics, attributes, etc.)
• clarity
Assessment of the plan of action
based on the following criteria:
• Comprehensiveness of personal
plan on areas of development;
appropriateness of strategies in
terms of addressing personal areas
of development based on one’s
PECs and improving further one’s
areas of strength
• doability

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• conciseness
Comparing your PECs with those of a
successful practitioner
Criteria:
• objectivity
• details/focus
• conclusiveness
• illustration
Applying one’s PECs in pursuing a
chosen entrepreneurial activity
Criteria:
• efficiency/effectiveness
• level of competence
• level of confidence
• attitude/behavior
Expressing your thoughts from the
viewpoint of a seasoned entrepreneur
the importance of PECs
Criteria:
• validity
• relevance
• critical
• plausibility
• sensitivity
Expressing your feelings if you are an
entrepreneur who finds difficulty in
coping with the PECs of a chosen
career

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Criteria:
• openness
• objectivity
• sensitivity
Assessing, based on the results of your
PECs, your level of confidence as a
prospective entrepreneur in providing
young adolescent care
Criteria:
• reflective/insightful
• depth
• objectivity
Stage 3
Teaching/Learning sequence:
Personal Entrepreneurial Competencies (PECs)
Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
Ask students to name people in the community who are successful in their business
• Why are they successful?
• Do you wish to be like them?
Explain to students the importance of assessing their PECs
Guide students in assessing their PECs on the following:
• Character
• Attribute
• Lifestyle
• Skills
• Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of

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students in class).
Assist students in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on
how to interpret the results of PECs
Ask EQ to draw out the initial understanding of students about how entrepreneurs succeed in their chosen career.
Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and
revisited during the Firming-up.
2. FIRM-UP
In order to firm up their understanding, students may be asked to work individually or in groups in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with
successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of
successful entrepreneurs, web searching, etc.
Have students analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles,
skills
Have students reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer
students to their answers posted on the wall.
Process student’s learning and check it against EU.
Check student’s understanding against the content standard.
3. DEEPEN
Have students align their PECs with those of a successful entrepreneur of their choice.
Have students reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.
Ask students to express the EU.
Assess students at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER
Have students prepare a plan of action that addresses their areas of development and strength based on their
PECs.
Assess students’ plan of action based on the criteria provided in Stage 2 (assessment at the level of performance)

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Quarter 1: Young Adolescent Care Topic: Environment and Market Time Frame: 6 days
STAGE 1
Content Standard:
The learner demonstrates understanding of environment
and market that relates with a career choice in nanny
service/caregiving
The learner formulates a business idea based on the
analysis of environment and market
Essential Understanding:
One’s choice of entrepreneurial activity is influenced by
the needs and wants of consumers
Essential Question/s:
How does one select an entrepreneurial activity to be
pursued?
Learners will know:
• Environment and Market
consumer’s needs and wants
industry that relates with a career choice
product/service that satisfies the needs and wants of
customers
• conduct SWOT analysis
• seek and seize business opportunity
Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Formulation of a business idea based
on the analysis of the immediate
environment and market
The learners should be able to
demonstrate understanding covering
the six (6) facets of understanding by:
Explaining the importance of the
immediate environment and market in
identifying a business opportunities
Criteria:
• Comprehensiveness
• Clarity
• Conciseness
Assessment of the formulated business
idea based on the following criteria:
• profitability/feasibility
• practicality
• responsiveness to consumer needs
• innovativeness

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Interpreting the data gathered from
the immediate environment and
market in identifying business
opportunities
Criteria:
• Reliability
• Accuracy
• Objectivity
• Relevance
• Validity
Generating a business idea from data
analysis
Criteria:
• Appropriateness
• Innovativeness
• Practicality
Expressing from the point of view of a
business owner the importance of
scanning the environment and market
in generating business ideas.
Criteria:
• Validity
• Relevance
• Insightfulness
Expressing their feelings when
entrepreneurs offer the same type of
business in the city?
Criteria:
• Objectivity

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• Tactfulness
• Persuasiveness
• Sensitivity
• Open-mindedness
Self-assessing their levels of
confidence in formulating business
ideas
Criteria:
• Reflective
• Insightful
• Objective
Stage 3
Teaching/Learning sequence:
Environment and Market
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and
social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by
existing business establishments may be considered as business opportunities. Identifying the needs of the community,
its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business
opportunity. Hence, the learners shall:
1. EXPLORE
Guide students in assessing their prior knowledge on environment and market as an entrepreneurial lens in
generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
Have students assess their immediate environment and market to determine the existing industries, needs and
wants of target market with the use of the following:
• Survey questionnaire;
• Interview guide;
• Checklist, etc.
• SWOT analysis
Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
student responses as tentative EU’s that they need to explore further.

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2. FIRM-UP
Lead students in analyzing the assessment conducted on the environment and market in the city.
Assist students in conducting a community mapping to identify business establishments or industries in the immediate
locality.
Guide students in making a graphical presentation of the information revealed as a result of the data-gathering activity
such as: interview, survey, community mapping, etc.,
Help students in presenting the result of the data gathering activity reflective of the needs and wants of the target market
Ask students to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN
Ask students to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she
was able to seize a business opportunity.
Compare whether the information collected during the interview will complement/harmonize with their skill in formulating
business ideas.
Assess the students’ level of understanding, refer to the assessment in Stage 2.
4. TRANSFER
Ask students to formulate business ideas as a result of the SWOT analysis of environment and market
Assess students’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

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Quarter 1 : Young Adolescent Care
(age 10-14)
Topic: Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts and
principles underlying the process and delivery in young
adolescent care
The learner executes marketable original/new services, following
the basic concepts and principles underlying the process and
delivery in young adolescent care.
Essential Understanding(s):
Applying the basic concepts and principles underlying the
process and delivery in young adolescent care is essential to
producing marketable services to a pre-teen client.
Essential Question(s):
How are the basic concepts and principles underlying the process
and delivery in providing young adolescent care services
demonstrated?
Learners will know:
Understanding the Developmental Stages of
Adolescence
Moving Towards Independence
o Communication with family, kin, friends
o Personal budget
o Organization of Time
-time and activity plans
-work simplification techniques
o Social Interaction Skills
Career Interest
o Examination of experiences
o Intellectual interest gains
o Sexual and aggressive energies directed into
creative and career interest
Ethics and Self-direction
o Development of ideals and selection of role
models
o More consistent evidence of conscience
o Greater capacity for goal setting
Grooming and Hygiene for Boys and Girls
Identify the development stages of adolescence
Realize the importance of having open communication,
personal budget, organization of time and social interaction
skills among young adolescent.
Facstorming web on career interest
Research on the development of ideals and selection of
models
Realize the importance of good grooming and hygience for

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o Grooming tips
o Keeping Skin Healthy
o Choice of clothes
Promoting and Maintaining Physical Health
o Staying Fit
o Need for Sleep
o Avoiding Health Risks
Nutritional Needs
o Influence of Food Choices
o Understanding Food Labels
o Meal Planning
o Food Selection and Preparation
Planning for client care
Project Plan
4MMsof Production
Evaluation
Cost of Product/Services
Packaging and Marketing
o Strategies
o Advertisement
boys and girls
Research on the ways of promoting and maintaining
physical health
Identify the nutritional needs of young adolescent
Prepare a plan for client care
Prepare a project plan
Discuss the 4Ms of production
Assess the finished project using rubric
Compute the cost of service/product
Exhibit finished product (care plans of sample clients)
Stage 2
Product or Performance Task:
Marketable original/new services following
the basic concepts and principles
underlying the process and delivery in
young adolescent care.
Demonstration of the process in the
application of marketable young
adolescent care services.
Evidence at the level of understanding
Learners should be able to demonstrate
understanding by covering the six (6)
facets of understanding:
Explanation:
Explain the basic concepts and principles
young adolescent care.
Criteria:
• Clear
• Comprehensive
Evidence at the level of performance
1.Assessment of services based on
marketability (quality, appearance,
price) and originality (value-added,
uniqueness)
2.Assessment of performance
• Compliance with standards (tools,
equipment, materials)
• Application of procedure
• Observance of work habits
• Speed/Time

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• Accurate
Interpretation:
Interpret the behaviors of the young
adolescent in relation to their growth and
development
Criteria:
• Accurate
• Organized
Application:
Demonstrate the procedures in caring for
a young adolescent client
Criteria:
• Appropriate
• Accurate
Perspective:
Compare and contrast the care for a child
and for a young adolescent
Criteria:
• Organized
• Creative
• Systematic
Empathy:
Reach for a common understanding as to
the care plan that will be provided the
young adolescent client
Criteria:
• Cost
• Creative
Self-Knowledge:
Self-assess your knowledge in providing
young aoldescent care to clients
Criteria:

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• Accurate
• Insightful
• Adaptive
Stage 3
Teaching - Learning Sequence:
1. EXPLORE
• Guide learners in assessing prior knowledge in caring for young adolescent
o Pre-test
o Performance Test
• Acquaint learners on:
o CP-TLE HE-Health Care and Support Services Framework
o Assessment tools and criteria
- 6 Facets of Understanding/ Performance
- Scoring Rubrics
• Lead learners on understanding of the concepts and underlying principles of the process and delivery in providing young
adolescent care
• Guide learners in viewing videos/pictures depicting concepts mentioned above. Provide them with guide questions.
• Ask learners Essential Questions to draw their initial understanding on Providing Young Adolescent care on meta strips
and to be posted on the walls of their room
2. FIRM UP
• Guide learners in determining the 4 Ms of production needed in caring for young adolescent client
o View videos on the procedures for caring for young adolescent clients
• Assist learners in preparing a project plan.
3. DEEPEN
• Have learners render quality service based on the given standard procedure
• Assist learners in evaluating service rendered using the Rubrics and other appropriate tools
• Assist learners in computing for the cost of service
• Assist learners in computing for the price of service
• Assist learners advertise service in caring for young adolescent

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4. TRANSFER
• Have learners render original/innovative trends in caring for young adolescent.
• Encourage learners provide care to different types of young adolescent clients
• Create informative young adolescent care brochures using simple home resources
• Have learners assess knowledge, skills and attitude learned in young adolescent care through a post test
Resources/Materials/Equipment Needed:
• Textbooks
• Self-help books
• Magazines/Journals
• Rubrics
• KAB Modules
• Resource Persons
• Instructional videos
• OHP
• Internet sites on the Human Life Cycle, Mother and Baby Care
• Charts/graphs
• Birth Plan Forms
• Questionnaires/checklists

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Quarter 2 : Adolescent Care Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
Entrepreneurial Competencies (PECs) such as characteristics,
attributes, lifestyles, skills, traits, etc. in adolescent care.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
The learner prepares, based on PECs, a plan of action that
addresses his/her areas of development and areas of strength in
adolescent care.
Successful entrepreneurs like those engaged in the pre and
post natal care business, continuously develop and improve
their PECs.
How does one ensure success in a chosen entrepreneurial career
in adolescent care?
Learners will know:
• Personal competencies
- Characteristics
- Attributes
- Lifestyles
- Skills
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
• Analyze the competencies of PECs
• Interpret the clusters of PECs such as achievement,
planning and power
• Prepare a plan of action
• Improve areas of strength

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Stage 2
Plan of action, based on PECs,
addressing one’s areas of development
and areas of strength
Explanation: Describe their PECs
focusing on strengths and development
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Interpretation: Compare their PECs with
those of a successful practitioner.
Criteria:
a. Objective
b. Focused
c. Conclusive
Application: Apply their PECs in
pursuing a chosen entrepreneurial
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Perspective: Express their thoughts on
the importance of PECs from the
viewpoint of a seasoned entrepreneur.
Assessment of the plan of action based
on the following criteria:
1. Comprehensiveness
2. Appropriateness of strategies in terms
of addressing personal areas of
development and improving one’s
areas of strength
3. Doability

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Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
Empathy: Express the feelings of an
entrepreneur who finds difficulty in coping
with the PECs of a chosen career.
Criteria:
a. Open-minded
b. Objective
c. Sensitive
Self-knowledge: Assess, based on the
results of PECs, their level of confidence
as a prospective entrepreneur in infant
care.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Ask learners to name people in the community who are successful in adolescent care business.
Why are they successful?
Do you wish to be like them?
• Explain to learners the importance of assessing their PECs
• Guide learners in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to
interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher
may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the
FIRMING UP.
2. FIRM UP
• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about
how entrepreneurs engaged in infant care succeed. Some suggested activities: interview with successful entrepreneurs in
adolescent care, inviting successful entrepreneurs as resource persons in class, video documentaries of successful
entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences
among successful entrepreneurs engaged in adolescent care, using the following aspects: characteristics, traits, attributes,
lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in adolescent care succeed
in their chosen field. Refer students to their answers posted on the wall.

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• Process learners’ learning and check it against EU.
• Check learners’ understanding against the content standard.
3. DEEPEN
• Have learners align their PECs with those of a successful entrepreneur of their choice.
• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.
• Ask learners to express the EU.
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER
• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.
• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed
• Textbooks
• Scripts
• Graphic organizers
• Charts/Pictures/Video/Multimedia
• Questionnaires/Checklists/Handouts/etc.
• Profile of entrepreneurs
• Survey Form
• KAB Modules

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Quarter 2 : Adolescent Care Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
The learner demonstrates understanding of the environment
and market for pre and post natal care as an entrepreneurial
career.
• Key Ideas
- Consumer needs and wants
- Existing industry related to infant care
- Products/services that satisfy the needs and
wants of target customers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
The learner formulates a business idea based on the analysis of
the immediate environment and market for target customers in
adolescent care.
The needs and wants of the target market and industry help
determine the product to be produced and/or service to be
offered.
One’s choice of entrepreneurial activity is influenced by the
needs and wants of consumers.
Seeking and responding effectively to a business opportunity
are the bases for starting and maintaining a successful
business venture.
How does one determine the needs and wants of the target
market and industry in the immediate community?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:
• Consumer needs and wants
• Existing industry related to embroidery
• Products/services that satisfy the needs and wants of
target consumers
• Prepare SWOT analysis
• Formulate an action plan on business opportunity
• Formulate a business idea from data analysis

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• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
Stage 2
Formulation of a business idea based on
the analysis of the immediate environment
and market
Explanation: Explain the importance of
the immediate environment and market in
identifying business opportunities in
adolescent care.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
Interpretation: Interpret the data
gathered from the immediate environment
and market in identifying business
opportunities in adolescent care.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from data analysis of industries related to
adolescent care.
Criteria:
a. Appropriate
Assessment of formulated business idea
• Profitable
• Feasible
• Practical
• Responsive to consumer needs
and wants
• Innovative

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b. Innovative
c. Practical
Perspective: Express from the point of
view of a business owner the importance
of scanning the environment and market
in generating business ideas for target
clientele.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to infant care business.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as
business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity.
1. EXPLORE
• Guide learners in assessing their prior knowledge on environment and market for infant care as an entrepreneurial lens in
• Have learner assess their immediate environment and market for adolescent care to determine the existing industries,
needs and wants of target market with the use of the following:
Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to adolescent
care.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for infant care in the immediate
locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to adolescent
care in the immediate locality.
• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of
the data-gathering activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.

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3. DEEPEN
• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity relative to infant care.
• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business ideas.
• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for infant care.
• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
• Textbooks
• KAB Modules
• Magazines/Journals/Articles on supply and demand and existing industry

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Quarter 2 : Adolescent Care Topic: Adolescent Care
Services
Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts and principles
underlying the process and delivery of adolescent care services
process flow and activities such as:
Movement towards independence
o Firmer identity
o Ability to think things through
o Pride in one’s work
o Greater concern for others
o Moving towards marriage and family life
Career Interest
o More defined work habits
o Higher level of concern for others
o Thoughts on one’s role in life
Pressures of the adolescents
o Gang involvement
o Alcohol intake
o Smoking
o Teen pregnancy
o Homosexuality
o Conflict and negotiation
Promoting and maintaining physical health
o Positive body image
o Immuniza-tions
Nutritional needs
Planning for teen client care
delivery in adolescent care

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project plan
evaluation of services
cost of production
pricing of services
packaging and marketing of services
process and delivery in adolescent care is essential to
producing marketable services to a client.
and delivery in providing adolescent care services demonstrated?
Why do we need to understand the basic concepts and principles
underlying the process and delivery in adolescent care?
Learners will know:
Movement Towards Independence
o Firmer Identity
o Ability to think things through
o Greater emotional stability
o Ability to make independent decisions
o Pride in one’s work
o Greater concern for others
o Moving towards marriage and family life
Career Interest
o More defined work habits
o Higher level of concern for others
o Thoughts about one’s role in life
Pressures of the Adolescents
o Gang Involvement
o Alcohol
Realize the importance of moving towards independence as
adolescent
Recognize the career interest of adolescent
Identify pressures of adolescents

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o Smoking
o Drug Abuse
o Teenage Pregnancy
o Homosexuality
o Conflict and Negotiation
Promoting and Maintaining Physical Health
o Maintaining positive body image
o Immunizations
Nutritional Needs
o Influence of Food Choices
o Eating Disorders
o Meal Planning
Project Plan
4Ms of Production
Evaluation
o Strategies
o Advertisement
Recognize ways of promoting and maintaining physical health among
adolescents.
Plan for the nutritional needs of adolescents
Make a plan for adolescent care
Stage 2
adolescent care.
application of marketable infant care
services.
Explanation:
underlying the process and delivery of
adolescent care.
Criteria:
• Clear
• Comprehensive
Assessment of services based on
marketability (quality, appropriateness,
cost of service) and originality (value-
added uniqueness)
Assessment of performance
• Compliance to standards (tools,
• Accurate recordkeeping

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• Accurate
Interpretation:
Relate personal experiences in the care of
adolescents with those of your classmates
Criteria
• Original
• Creative
Application:
Demonstrate the proper care for teens
Criteria
• Appropriate
• Creative
• Cost
Perspective:
Analyze the changing needs of teenagers
in their growth and development process
Criteria:
• Accurate data
• Insightful
• Organized
• Creative
• Systematic
Empathy:
Experience the care given to teenagers by
volunteering in youth facilties
Criteria:
• Cost
• Creative
• Accurate record
• Patient
• Speed/Time

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Self-Knowledge:
Reflect on the experiences of a growing
teenager and how you can use them to
help other teens like yourself
Criteria:
• Accurate data
• Insightful
• Adaptive
• Patient
• Energetic
Stage 3
1. EXPLORE
• Guide learners in assessing prior knowledge in caring for an adolescent through a:
o Pencil and paper test
o Performance Test
• Acquaint Health Care and Support Service learners on:
- Scoring Rubrics
• Lead learners in understanding the concepts and underlying principles of the process and delivery in providing
adolescent care
• Provide learners with a list of “How to…” videos on adolescent care to be searched in the internet
• Process learners’ understanding of the videos. Provide students with guide questions.
• Ask learners Essential Questions to draw their initial understanding on Providing Adolescent Care written on meta strips
and to be posted on the walls of their room
- Why do we need to understand the process and delivery in baby care?
2. FIRM UP
• Have learners present ways of providing care for adolescent
• Guide learners in presenting their researched work through the internet in caring for adolescent

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• Have learners share their experiences in caring for adolescent relative
• Process learners experiences through a visual presentation like a comparison alley or Venn diagram
• Lead learners in demonstrating adolescent care.
• Have learners volunteer their services at a local health center
• Assist learners in planning for the care of an adolescent
• Have learners record their care giving activities in their journal
• Guide learners in revisiting, re-thinking and re-evaluating prior knowledge in providing adolescent care
• Encourage learners to draw feedbacks from their clients through written or verbal comments
• Assess learners understanding through a formative test
3. DEEPEN
• Invite a successful nanny to share their best practices in caring for adolescent clients
• Encourage learners to compile articles from internet blogs that offer advises for the care of adolescent clients
• Have learners develop new or improved procedures or techniques in caring for adolescent clients through a video or
pictorial presentation of “Then and Now” (ex. A demonstration on doing housework in between baby’s sleep (Then),
Doing housework based on the results of a computer generated sleeping-waking pattern chart to plan the household
tasks (Now))
• Guide learners in evaluating the service rendered using Rubrics and other appropriate tools
• Guide learners in computing for the price of service
• Assess students’ at the level of Understanding using a summative test ( 6 Facets of Understanding. Refer to Stage 2 at
the Level of Understanding)
4. Transfer:
• Have learners provide quality, innovative and marketable adolescent care service in their neighborhood
• Have learners promote their services through advertisement in their community
• Guide learners in evaluating future careers and prospects in caregiving or nursing
• Assess learners at the Level of Performance. Refer to Stage 2 at the Level of Performance

31
Quarter 3 : Adult and Elderly Care Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in adult and elderly care.
and power clusters.
adult and elderly care.
Successful entrepreneurs like those engaged in the adult and
elderly care business, continuously develop and improve their
PECs.
in adult and elderly care?
Learners will know:
- Characteristics
- Attributes
- Lifestyles
- Skills
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

32
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
areas of strength
3. Doability

33
a. Valid
b. Relevant
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in adult and
elderly care.
Criteria:
a. Reflective
b. Insightful
c. Objective

34
Stage 3
1. EXPLORE
• Ask learners to name people in the community who are successful in adult and elderly care business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
3. FIRM UP
how entrepreneurs engaged in toddler care succeed. Some suggested activities: interview with successful entrepreneurs in
adult and elderly care, inviting successful entrepreneurs as resource persons in class, video documentaries of successful
entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in adult and elderly care, using the following aspects: characteristics, traits,
attributes, lifestyles, skills.
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in adult and elderly care
succeed in their chosen field. Refer students to their answers posted on the wall.

35
3. DEEPEN
4. TRANSFER
• Textbooks
• Scripts
• Survey Form
• KAB Modules

36
Quarter 3 : Adult and Elderly Care Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for adult and elderly care as an entrepreneurial
career.
• Key Ideas
- Existing industry related to toddler care
• Key Processes
- SWOT analysis
the immediate environment and market for adult and elderly care.
offered.
business venture.
Learners will know:
• Existing industry related to embroidery
target consumers
• SWOT analysis

37
• Opportunity seeking and seizing
Stage 2
and market.
identifying business opportunities in adult
and elderly care.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in adult and elderly care.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
from data analysis of industries related on
adult and elderly care.
Criteria:
a. Appropriate
• Profitable
• Feasible
• Practical
• Innovative

38
b. Innovative
c. Practical
in generating business ideas for industries
related to adult and elderly care.
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to adult and elderly care.
Criteria:
a. Reflective
b. Insightful
c. Objective

39
Stage 3
technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide learner in assessing their prior knowledge on environment and market for toddler care as an entrepreneurial lens in
• Have the learner assess his/her immediate environment and market for adult and elderly care to determine the existing
industries, needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to adult and
elderly care.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for adult and elderly care in the
immediate locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to toddler care
in the immediate locality.
• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of
the data-gathering activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.
• Ask learners to do supplementary reading and other compensatory activity to support the information presented.

40
3. DEEPEN
he/she was able to seize a business opportunity relative to adult and elderly care.
business ideas.
• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for toddler care.
• Assess learner’s business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
• Textbooks
• KAB Modules

41
Quarter3: Adult and Elderly Care Topic: Adult and Elderly Care
Services
Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts and principles
underlying the process and delivery of an adult and elderly care services
Understanding the stages of development of the
adult/elderly
o Coping with physiological and psychology-cal chages
o Career/em
-ployment difficulties
o Job satisfaction
o Safety in caring for the elderly
o Sleep changes
o Medications
Explaining the problems common with aging
Choosing the service provider
Laws on the care and protection of the elderly
Planning and preparing for the nutritional needs of the
adult/elderly
o Dietary needs
o Feeding problems
o Food selection and preparation
Applying basic health care services
o Skin care
o Perineal care
o Dressing and undressing the client
o Bathing the client
o Hair care
o Oral hygiene
Making improvised health aids
delivery in adult/elderly care

42
Keeping client’s room neat and clean
Planning for adult/elderly client care
project plan
cost of production
pricing of
services
packaging and marketing of
services
process and delivery in adult/elderly care is essential to
and delivery in providing adult/elderly care services demonstrated?
underlying the process and delivery in adult/elderly care?
Learners will know:
Understanding the Stages of Development of the
Adult/Elderly
o Coping with Physiological and Psychological
Changes
o Career/employment difficulties
o Job satisfaction
o Safety in Caring for the Elderly
o Special Considerations When Caring for the
Elderly
o Behavioral changes in the elderly
o Sleep Changes
Describe the physical development of an adult/elderly
o Coping with Physiological and Psychological
Changes
o Job satisfaction
o Special Considerations When Caring for the Elderly
o Sleep Changes
o Medications

43
o Medications
Explaining the Problems Common with Aging
Choosing the service provider: Hospital/ institution or
home
Philippine Laws on the Care and Protection of the
Elderly
Planning and Preparing for the Nutritional Needs of
the Adult and Elderly
o Dietary Needs
o Feeding Problems
o Meal Planning
Applying Basic Health Care Services
o Skin care
o Perineal care
o Assisting client with dressing and undressing
o Assisting client with toileting
o Bathing a client
o Hair care
o Oral hygiene
Making improvised health aids for adult or elderly
clients
o Prop boards
o Eating tools with strap-ons, etc
Keeping clients room neat and clean
Project Plan
4Ms of Production
Evaluation
o Strategies
o Advertisement
Recognize the common problems of aging
Guide adult/elderly in choosing for their service provider
Discuss the Philippine Laws on the Care and Protection of
the Elderly
Plan for the nutritional needs of an adult and elderly
o Dietary Needs
o Feeding Problems
o Meal Planning
Apply basic health care services
o Skin care
o Perineal care
o Assisting client with dressing and undressing
o Assisting client with toileting
o Bathing a client
o Hair care
o Oral hygiene
Make improvised health aids for adult or elderly
o Prop boards
o Eating tools with strap-ons, etc
Keep clients room neat and clean
Make a plan for adult and elderly care
Discuss the 4 Ms of production

44
Stage 2
adult/elderly care.
application of marketable adult/elderly
care services.
Explanation:
Explain the physiological and the
psychological changes of the adult/elderly
Criteria:
• Clear
• Comprehensive
• Accurate
Interpretation:
Evaluate the condition of adults/elderly
client to be able to plan for their proper
care
Criteria
• Original
• Creative
Application:
Demonstrate the proper way of handling
adult/elderly clients
Criteria
• Appropriate
• Creative
• Cost
Perspective:
Compare and contrast adult vs. elderly
marketability (quality, appearance, price)
and originality (value-added, uniqueness)
• Compliance with standards (tools,
• Speed/Time

45
care
Criteria:
• Accurate data
• Insightful
• Organized
• Creative
• Systematic
Empathy:
Experience caring for a adult or elderly
clients through volunteering in old folks
home
Criteria:
• Cost
• Creative
• Accurate record
• Patient
Self-Knowledge:
Self-assess your knowledge and skills in
caring for an adult or elderly client
Criteria:
• Accurate data
• Insightful
• Adaptive
• Patient
• Energetic

46
Stage 3
1. EXPLORE
• Guide learners in assessing prior knowledge and misconceptions in caring for an adult and elderly through a:
o Performance Test
- Scoring Rubrics
• Lead learners on an understanding of the concepts and underlying principles of the process and delivery in providing
adult and elderly care
• Guide learners in viewing video on providing care service to adult and elderly
• Ask learners why they need to understand the process and delivery in providing adult and elderly care? (Essential
Questions) to draw their initial understanding written on meta strips and to be posted on the walls of their room
2. FIRM UP
• Provide a teacher talk on the developmental stages of a adult and elderly
• Guide learners in interviewing mothers /nannies on their experiences in caring for adult and elderly with questions that
relate to the following:
o Coping with Physiological and Psychological Changes
o Job satisfaction
o Special Considerations When Caring for the Elderly
o Sleep Changes
o Medications
• Have learners share their experiences in caring for adult and elderly

47
• Process learners’ experiences through a graphic organizer
- Ask learners to research on activities in caring for an adult and elderly.
• Lead learners in demonstrating adult and elderly care.
• Guide learners research on the Philippine Laws on the care and protection of adult and elderly
• Assist learners in planning for the care of an adult and elderly client
• Have learners record their caregiving activities in their journal
• Guide learners in revisiting, re-thinking and re-evaluating prior knowledge or misconceptions in providing toddler care
3. DEEPEN
• Invite a successful nanny to share their best practices in caring for adult and elderlyclients
• Encourage learners to compile articles from internet blogs that offer advises for the care of adult and elderly clients
• Assess learners’ at the level of Understanding using a summative test ( 6 Facets of Understanding. Refer to Stage 2 at
4. TRANSFER
• Have learners provide quality, innovative and marketable adult and elderly care service in their neighborhood

48
Quarter 4 : Care for Children with Special
Needs
Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in care for children with
special needs
and power clusters.
care for children with special needs.
Successful entrepreneurs like those engaged in the pre and
post natal care business, continuously develop and improve
their PECs.
in care for children with special needs?
Learners will know:
- Characteristics
- Attributes
- Lifestyles
- Skills
- Traits
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

49
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
areas of strength
3. Doability

50
a. Valid
b. Relevant
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in care for
children with special needs
Criteria:
a. Reflective
b. Insightful
c. Objective

51
Stage 3
1. EXPLORE
• Ask learners to name people in the community who are successful in care for children with special needs business.
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
4. FIRM UP
how entrepreneurs engaged in care for children with special needs succeed. Some suggested activities: interview with
successful entrepreneurs in child care, inviting successful entrepreneurs as resource persons in class, video documentaries
of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in care for children with special needs, using the following aspects:
characteristics, traits, attributes, lifestyles, skills.
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in care for children with
special needs succeed in their chosen field. Refer students to their answers posted on the wall.

52
3. DEEPEN
4. TRANSFER
• Textbooks
• Scripts
• Survey Form
• KAB Modules

53
Needs
Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for child care as an entrepreneurial career.
• Key Ideas
- Existing industry related to child care
• Key Processes
- SWOT analysis
the immediate environment and market for care for children with
special needs.
offered.
business venture.
Learners will know:
• Existing industry related to care for children with special
needs
target consumers

54
• SWOT analysis
Opportunity seeking and seizing
Stage 2
and market
identifying business opportunities in care
for children with special needs
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in care for children with
special needs
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
from data analysis of existing care for
children with special needs industries.
Criteria:
a. Appropriate
• Profitable
• Feasible
• Practical
• Innovative

55
b. Innovative
c. Practical
in generating business ideas for care for
children with special needs services.
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to care for children with
special needs.
Criteria:
a. Reflective
b. Insightful
c. Objective

56
Stage 3
technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE
• Guide learners in assessing their prior knowledge on environment and market for child care as an entrepreneurial lens in
• Have learners assess their immediate environment and market for these products to determine the existing industries ,
needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to care for
children with special needs.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for care for children with special
needs services in the immediate locality.
• Assist learners in conducting a community mapping to identify business establishments or industries related to care for
children with special needs in the immediate locality.
• Guide learners in making a graphical presentation of the information on the needs and wants of target consumers as a result
of the data-gathering activity such as: interview, survey, community mapping, etc.,
• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
cited services.
• Ask learners to do supplementary reading and other compensatory activities to support the information presented.
3. DEEPEN

57
he/she was able to seize a business opportunity relative to care for children with special needs.
business ideas.
• Assess learner’s level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER
• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market child care.
• Assess learners’ business idea based on the interview provided in Stage 2 (Assessment at the Level of Performance).
• Textbooks
• KAB Modules

58
Needs
Topic: Care for children with
Special Needs Services
Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts and
principles underlying the process and delivery of special needs
child care services
The Basic needs of children
The Special needs of children
Congenital anomalies
o Handicap
o Mental retardation
Coping with Behavioral Problems
o ADHD
o Learning disability
o Emotional or substance abuse
Choosing the care provider
Planning for the nutritional needs of Special Needs Children
Emergency care for children with special needs
Making improvised health care aids for Special Needs
Children
Planning for children activities
project plan
delivery in special needs child care.

59
cost of production
pricing of services
packaging and marketing of
services
process and delivery in special needs child care is essential to
underlying the process and delivery in special needs child care?
Learners will know:
Basic Needs of Children
What are special needs?
Congenital Anomalies – Birth Defects
o Handicap
o Mental Retardation
o ADHD
o Learning Disability
Choosing the care provider: family care, mature sitter
care, nanny care, child care centers
Planning and Preparing for the Nutritional Needs of
the Special Child
o Dietary Needs
o Feeding the Sick Child
o Meal Planning
Emergency care for children with special health care
needs
Making improvised health care aids for children
o Foot board
o Patient food tray
Identify the basic needs of children
Discuss the special needs for children
Recognize the congenital anomalies among children
o Handicap
Realize importance of coping up behavioral problems
o ADHD
Choose for the care provider: family care, mature sitter care,
nanny care, child care centers
Plan for the nutritional needs of special children
o Dietary Needs
o Feeding the Sick Child
o Meal Planning
Discuss for emergency care for children with special health
care needs
Prepare improvised health care for children
o Foot board
o Patient food tray
o Bolster pillows, etc

60
o Bolster pillows, etc
Making crafts for children
Planning for children activities
o Games
o Reading sessions
o scrapbooking
o Indoor/outdoor activities, etc
Project Plan
4M’s of Production
Evaluation
o Strategies
o Advertisement
Make crafts for children with special needs
Plan activities to enhance child development
o Games
o Reading sessions
o scrapbooking
o Indoor/outdoor activities, etc
Make a plan for client care
Stage 2
special needs child care.
application of marketable special needs
child care services.
Explanation:
special needs child care.
Criteria:
• Clear
• Comprehensive
• Accurate
Interpretation:
Create analogies between normal children
and special needs children
Criteria
marketability (quality, appropriateness,
cost of service) and originality (value-
added uniqueness)
• Compliance to standards (tools,
• Accurate recordkeeping
• Speed/Time

61
• Original
• Creative
Application:
Adapt a child care plan that will be
suitable to a child with special needs
Criteria:
• Creative
• Resourceful
• Appropriate
• Prompt
Perspective:
Compare the needs of a normal child with
those of a special needs child client
Criteria:
• Accurate data
• Insightful
• Organized
• Creative
• Systematic
Empathy:
Role play a procedure for a special needs
child on a normal child
Criteria:
• Cost
• Creative
• Prompt
Self-Knowledge:
Reflect on the type of care required for a
special needs child
Criteria:

62
• Accurate data
• Insightful
• Adaptive
• Patient
• Energetic
Stage 3
1. EXPLORE
• Guide learners in assessing prior knowledge and misconceptions in caring for children with special needs through a:
o Performance Test
- Scoring Rubrics
• Lead the learners on an understanding of the concepts and underlying principles of the process and delivery in providing
care for children with special needs
• Guide learners in viewing video on the care for children with special needs
• Ask learners Why they need to understand the process and delivery in providing child care? (Essential Questions) to
draw their initial understanding written on meta strips and to be posted on the walls of their room
2. FIRM UP
• Provide a lecturette on the basic needs of children and special needs
• Guide learners in interviewing mothers /nannies on their experiences in caring for children with special needs with
questions that relate to the following:
Congenital Anomalies – Birth Defects

63
o Handicap
o ADHD
• Have learners share their experiences in caring for brother/sister or relative with special needs
• Process learners experiences through a graphic organizer
• Lead learners in demonstrating care for children with special needs. Learners will present the rubric for judging a
presentation
• Assist learners in planning for the care for children with special needs with consideration to the preferences of the mother
• Have the learners record their caregiving activities in their journal
• Guide learners in revisiting, re-thinking and re-evaluating prior knowledge or misconceptions in providing child care
3. DEEPEN
• Invite a successful nanny to share their best practices in caring for children with special needs
• Encourage learners to compile articles from internet blogs that offer advises for the care of children
• Have learners organize a mother-craft class to show mothers the innovative procedures they have developed in the care
children with special needs
• Let learners dramatize alternative ways to discipline children with special needs like:
- Playing fair
- Sex identification starting with family members
- Sibling rivalry
- Getting over the “I want….” challenge
• Assess learners’ at the level of understanding using a summative test (6 Facets of Understanding. Refer to Stage 2 at
4. TRANSFER
• Have learners provide quality, innovative and marketable care for children with special needs service in their
neighborhood

64

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