Appendix-A-Curriculum-Guides-of-the-Special-Curricular-Programs.pdf-version-1-2.pdf-cg-eim-23-24
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APPENDIX A SPECIAL CURRICULAR PROGRAMS Curriculum Curriculum and Instruction Strand and Instruction Strand Special Curricular Programs Page 292 of 675 TABLE OF CONTENTS SPECIAL CURRICULAR PROGRAMS SPECIAL PROGRAM IN THE ARTS Creative Writing Grade Grade Grade Grade Dance Grade Grade Grade Grade Grade Grade 7 8 9 10 7 8 9 10 Theater Arts Grade Grade Grade Grade Strand Strand Strand Strand Music Grade Grade Grade Grade 7 8 8 9 9 10 Media Arts Grade Grade Grade Grade 7 8 9 10 7 8 9 10 Visual Arts Grade Grade Grade Grade 7 8 9 10 Special Curricular Programs A B A B - Folkdance Ballet Folkdance Ballet ......................................4 ......................................5 ......................................6 ......................................8 ....................................10 ....................................12 ....................................14 ....................................16 ....................................19 ....................................22 ....................................24 ....................................26 ....................................28 ....................................31 ....................................32 ....................................34 ....................................36 ....................................39 ....................................42 ....................................48 ....................................54 ....................................59 ....................................67 ....................................74 ....................................78 ....................................80 ....................................84 ....................................87 ....................................92 ....................................93 ....................................96 ....................................99 ..................................101 Special Program in Foreign Language Grade 7 Grade 8 Grade 9 Grade 10 Special Program in Journalism (English) Grade 7 Grade 8 Grade 9 Grade 10 Special Program in Journalism (Filipino) Grade 7 Grade 8 Grade 9 Grade 10 Special Program in Sports Grade 7 Grade 8 Grade 9 Grade 10 SPECIAL PROGRAM IN TECHNICAL-VOCATIONAL EDUCATION Exploratory Subject & Mandatory Subjects Grade 7 (Introduction to Specializations) .................................106 .................................107 .................................112 .................................114 .................................120 .................................124 .................................125 .................................132 .................................137 .................................143 .................................149 .................................150 .................................157 .................................161 .................................166 .................................172 .................................173 .................................178 .................................184 .................................188 .................................193 .................................194 .................................195 Mandatory (Technical Drawing) Grade 7 Grade 8 .................................206 .................................209 Mandatory (Entrepreneurship) Grade 9 Grade 10 AGRI-FISHERY ARTS Agricultural Crops Production Technology Grade 8 Grade 9 Grade 10 .................................212 .................................217 .................................222 .................................223 .................................229 .................................237 Page 2 of 675 Animals Production Technology Grade 8 Grade 9 Grade 10 Fish Production Technology (Aqua-Culture) Grade 8 Grade 9 Grade 10 ..................................257 ..................................266 ..................................275 Grade 8 Grade 9 Grade 10 HOME ECONOMICS Beauty Care and Wellness Technology Grade 8 Grade 9 Grade 10 Food Technology Grade 8 Grade 9 Grade 10 Garments Technology Grade 8 Grade 9 Grade 10 INDUSTRIAL ARTS Construction Technology Grade 8 Grade 9 Grade 10 Furniture Making Technology Grade 8 Grade 9 Grade 10 Automotive Technology Grade 8 Grade 9 Grade 10 Special Curricular Programs Grade 8 Grade 9 Grade 10 Domestic Refrigeration and Air-Conditioning Technology Grade 8 Grade 9 Grade 10 Electro-Electrical Technology Grade 8 Grade 9 Grade 10 .................................292 .................................307 .................................314 Fish Production Technology (Fish Capture) .................................326 .................................340 .................................350 .................................362 .................................363 .................................370 .................................374 .................................384 .................................397 .................................405 .................................417 .................................422 .................................446 .................................434 Mechanical Technology ................................544 ................................548 ................................552 ................................560 ................................565 ................................570 Electronics Technology Grade 8 Grade 9 Grade 10 .................................532 .................................537 .................................539 ................................579 ................................589 ................................603 Welding and Fabrication Technology Grade 8 Grade 9 Grade 10 Information and Communication Technology (ICT) Computer Technology Grade 8 Grade 9 Grade 10 ................................623 ................................630 ................................637 ................................644 ................................645 ................................657 ................................665 .................................449 .................................456 .................................460 .................................465 .................................471 .................................475 .................................480 .................................501 .................................514 Page 3 of 675 Special Curricular Programs Page 4 of 675 Special Curricular Programs Page 5 of 675 LEARNING AREA STANDARD The learner demonstrates an appreciation and understanding of the concepts and principles of Creative Writing, Aesthetics and History within the context of Philippine cultural and historical realities. The course ends with the literary works imbued with artistic creativity, sense of community and pride of place. Each literary work incorporates sensitive interaction with Filipino indigenous heritage, values of human and social development, and mobilizing skills for a career in the arts. GRADE 7: CREATIVE WRITING CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: THE EXPERIENCE THAT IS LITERATURE A. The Experience that is Literature Elements of Artistic Expression Common in All the Arts Narrative structure Symbol Imagery Rhythm Texture and tone Thematic unity as a principle of artistic composition Principles of Artistic Organization Common in all the Arts B. Creative Non-fiction 1: Literary Memoir Elements of Essay Special Curricular Programs The learner… The learner… demonstrates understanding of the elements and principles of artistic composition common in all the arts. demonstrates understanding of the elements and principles of essay writing. creates art pieces that showcase the integration of artistic expression. The learner… 1. 2. 3. 4. writes an essay on a chosen topic that allows creative expression of one‘s self. 5. 6. explains the commonality and distinguishing elements of artistic expression in all the arts. Analyzes the commonality and distinguishing principles of artistic organization common in all the arts. associates literature to art, culture and history. writes a narrative drawn from or inspired by a chosen artwork. SPA_CW-EL7-Ia-1 identifies the elements of essay. recognizes the value of one‘s origin and experiences as source/s of inspiration in their literary works/outputs. SPA_CW-LM7-Ih-i-5 SPA_CW-LM7-Ih-i-6 SPA_CW-EL7-Ib-c-2 SPA_CW-LM7-Id-e-3 SPA_CW-LM7-If-g-4 Page 6 of 675 QUARTER 2: LANGUAGE OF CREATIVE EXPRESSION IN ORAL LITERATURE:RITUAL AND FESTIVAL A. Language of Creative Expression in Oral Literature: Ritual and Festival Local and regional rituals and festivals Key elements of the artistic expressions in ritual and festival Analysis of the artistic expressions in ritual and festival B. Creative Non- fiction 2: Analysis and Interpretation of Ritual and Festival Essay on ritual and festival The learner ... The learner ... The learner ... 1. demonstrates appreciation and understanding of local rituals and festivals as reflections of Filipino values, ingenuity and world views. demonstrates understanding of literary criticism as a tool for literary interpretation. demonstrates appreciation and understanding of the value of analyzing and interpreting ritual and festival. creates literary works that apply the features/elements of ritual and festival. 2. 3. 4. produces an essay which expresses appreciation of ritual and festival. recognizes the different local and regional rituals and festivals. identifies the evident features/elements of ritual and festival as language of creative expression. analyzes the narratives and symbols of ritual and festival in terms of their social and cultural contexts. analyzes the narratives and figurative language of ritual and festival in terms of their social and cultural contexts. SPA_CW-RF7-IIa-1 SPA_CW-RF7-IIb-c-2 SPA_CW-RF7-IId-f-3 SPA_CW-AIRF7-IIg-i-4 QUARTER 3: LANGUAGE OF CREATIVE EXPRESSION IN ORAL LITERATURE: FOLKTALE, MYTH AND LEGEND A. Language of Creative Expression in Oral Literature: Folktale, Myth and Legend Local/regional legends, myths and folktales Analysis of the artistic expressions in folktale, myth and legend B. Creative Non-fiction 3: Analysis and Interpretation of Folktale,Myth and Legend Special Curricular Programs The learner… demonstrates appreciation and understanding of local folktales, myths and legends as reflections of Filipino values, ingenuity and world views. demonstrates appreciation and understanding of the value of analyzing and interpreting folktales, myths and legends. The learner… The learner… produces his/her own literary works applying the features/ elements of folktale, myth and legend. 1. comes up with an analytical/ critical essay emphasizing the value of folktales, myths and legends. 3. 2. recognizes existing local/regional legends, myths and folktales. identifies the evident features/elements of folktale, myth and legend as language of creative expression. SPA_CW-FML7-IIIa-b-1 analyzes the narratives and figurative language of folktale, myth and legend as reflections of a person‘s image in a given social context. SPA_CW-FML7-IIIf-h-3 SPA_CW-FML7-IIIc-e-2 Page 7 of 675 QUARTER 4: LITERATURE: GENRES AND ELEMENTS A. Literature: Different Genres (Short Story, Poetry and Drama) and their Elements Elements of: a)short story b)poetry c)drama The learner… The learner… The learner… 1. demonstrates an understanding of the elements of short story, poetry and drama. creates short stories, poems and dramas exemplifying their respective elements. 2. B. Creative Non-fiction 4: My Literary Travelogue demonstrates an appreciation of various forms of creative nonfiction. produces a literary travelogue. 3. explains the elements of each of the literary genres: 1.1 short story 1.2 poetry 1.3 drama. identifies the similarities and differences of the elements of story, poetry and drama. SPA_CW-SPD7-IVa-b-1 Utilizes the elements of creative non-fiction through a literary travelogue. SPA_CW-LT7-IV-If-g-3 SPA_CW-SPD7-IVc-e-2 *The performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines. GRADE 8: CREATIVE WRITING CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: ECOLOGY IN THE PERSPECTIVE OF VALUES AND MEANINGS A. Ecology in the Perspective of Cultural Values and Meanings B. Literary Art 1. The Narrative Special Curricular Programs The learner… demonstrates understanding of the ecological realities of the community. demonstrates understanding of how narratives are shaped coherently and logically. The learner… The learner… creates literary works which deal and suggest solutions on the present ecological realities of the community. 1. composes a narrative in different forms. 4. 2. 3. identifies the different natural resources and ecosystems found in the local community. recognizes the evident cultural values of the local community. discusses how one‘s natural heritage is shaped by his/her perspective of values and meanings. SPA_CW-CVM8-Ia-c-1 Identifies what make/s narratives logical and coherent. SPA_CW-LAN8-Ig-i-4 SPA_CW-CVM8-Id-f-2-3 Page 8 of 675 QUARTER 2: HERITAGE AS BEARER OF INDIGENOUS KNOWLEDGE SYSTEM ON ECOLOGY A. Heritage as Bearer of Indigenous Knowledge System on Ecology B. Literary Art 2: Basic Figures of Speech The learner… • demonstrates understanding of the indigenous knowledge (lore) in looking at the environment as the source of life. demonstrates understanding of the basic figures of speech as tangible expressions of thecommunity‘s values and worldviews. The learner… compiles different examples of local ―talinghagang bukambibig.‖ produces creative fictions or non-fictions using local ―talinghagang bukambibig.‖ • creates literary works by using local figurative language. The learner… 1. 2. Defines ―talinghagang bukambibig.‖ Identifies the different ―talinghagang bukambibig‖ in the local community. 3. analyzes samples of local ―talinghagang bukambibig‖ that reflect the community‘s perception of their role in preserving/protecting the source of life. 4. Describes the relationship of heritage and ecology from the indigenous perspective and values. 1. Cites examples of the basic figures of speech. 2. explores ways of using and tapping local figures of speech in writing new literary works. SPA_CW-HIK8-IIa-b-1-2 SPA_CW-HIK8-IIc-d-3 SPA_CW-HIK8-IIe-4 SPA_CW-BFS8-IIf-5 SPA_CW-BFS8-IIg-i-6 QUARTER 3: CULTURAL MAPPING TO FOSTER HARMONY WITH NATURE A. Cultural Mapping to Foster Harmony with Nature B. Literary Art 3: Medium or Genre Special Curricular Programs The learner… demonstrates understanding of the cultural resources of the community and their significance in creating resourcebased literature. demonstrates understanding of the commonality and distinguishing elements of the various literary genres, particularly short story, poetry and drama. The learner… develops literary pieces that showcase the cultural resources of the community. composes short stories, poems and plays based on the results of the cultural mapping. The learner… 1. 2. 3. distinguishes the tangible from the intangible cultural heritage in the community. compares the roles of a literary artist and an environmentalist as stewards of cultural heritage. Identifies the different elements and features of short story, poetry and drama. SPA_CW-CM8-IIIa-c-1-2 SPA_CW-CM8-IIId-h-3 Page 9 of 675 QUARTER 4: LITERATURE AS PRESENTATIONAL ACT A. Literature as Presentational Act B. Literary Art 4. Literature and Performance The learner… demonstrates understanding of how literature operates as a presentational act. demonstrates understanding of how a written literary work is translated into a dramatic performance. The learner… recites a poem use the storytelling technique in sharing a story. stages a literary piece. The learner… 1. 2. 3. illustrates how life becomes meaningful through literary production. explains how the use of expressive language draws meaning to an act. interprets the different written literary genres into dramatic staging and performance. SPA_CW-PA8-IVa-b-1-2 SPA_CW-PA8-IVc-g-3 *The performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines. GRADE 9: CREATIVE WRITING: LITERATURE AS (VARIOUS) DISCOURSE(S) IN HISTORY CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : CREATIVE WRITING AND HISTORY A. Literature and History e.g. (a. Ileto‘s Pasyon and Revolution an A. Hernandez‘s Bayang Malaya;) (b. Abadila‘s Ako ang Daigdig and Lumbera‘s Tagalog Poetry) The learner… demonstrates how literature re-interprets different notions and interpretations of major events in the community. The learner… (References: Various Works of Local/ Regional Writers) composes short stories, poems and plays based on his/her own interpretations of major events in the community. trans-creates literary works from short story to poem or vice versa The learner… 1. describes the emergence and development of literary practices in the Philippines. SPA_CW-LH9Ia-h-1 QUARTER 2: THE INDIGENOUS, TRADITIONAL AND HISTORICAL LITERATURE A. The Filipino in Indigenous, Traditional and Historical Literature e.g (a. .A Tolentino‘s KNB and Komedya/FL; Special Curricular Programs The learner… demonstrates understanding of the fundamentals of Filipino images conveyed by The learner… reates short stories, poems and plays based on and using the indigenous, traditional and The learner… 1. describes how the indigenous, traditional and historical Philippine literature re-interprets and translates into Filipino images. SPA_CW-F9-IIa-h-1 Page 10 of 675 b. Music: Composo, Kankanaey and Maranaw) c. Story in Dances: Tinggian, Minadano, Tagalog) indigenous, traditional and historical literature. (References: Various Works of Regional/ Local Writers) historical literature and approaches. trans-creates literary works from short story/ poem into drama, or vice versa. QUARTER 3 : THE FILIPINIZATION OF NON-PHILIPPINE LITERATURE A. The Filipinization of NonPhilippine Literature The learner… The learner… demonstrates appreciation of the major literary works in the world. demonstrates understanding of the translation and popularization of nonPhilippine literature. (References: Books on translation and adaptation; Works of Filipino Writers in English) The learner… produces short stories, poems and plays using the structures of the literary works in the foreign country of his/her choice. transforms literary works written in English into local language/dialect 1. writes literary works patterned after foreign literature. SPA_CWFPL9-IIIa-d-1 2. translates excerpts of foreign literary works into local language/dialect. SPA_CWFPL9-IIIe-h-2 QUARTER 4 : CREATION AND PRODUCTION OF SELECTED GENRES IN PHILIPPINE LITERATURE A. Creation and Production of Selected Genres in Philippine Literature (References: Works of National Artists and Regional/Local Writers) Special Curricular Programs The learner… demonstrates understanding of how a written work is trans-created into different genres. The learner... performs poetry reading and storytelling using materials formerly crafted using another literary genre. The learner… 1. 2. trans-creates selected literary works into different genres. Creates his/her original literary works. SPA_CW-CP9-IVa-c-1 SPA_CW-CP9-IVd-g-2 Page 11 of 675 GRADE 10: CONTEMPORARY CREATIVE PRACTICES CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: INFLUENCES OF WESTERN LITERATURE ON PHILIPPINE LITERATURE A. Influences of Western Literature on Philippine Literature The learner: demonstrates understanding of the influences of Western literature on Philippine literary practices. demonstrates understanding of the development of Philippine literary works in English. The learner: produces literary works inspired by Western literature. prepares a research paper on the development of Western literature and its impact on Philippine nationhood. The learner: 1. 2. writes literary works based on Western literature. Conducts a research on the distinct features of Western literature. SPA_CW-IWL10-Ia-d-1 SPA_CW-IWL10-Ie-i-2 QUARTER 2: TECHNOLOGY AND CREATIVE WRITING A. Digitalization of Literary Production and Its Effect on Social Relationship and Communication The learner… The learner… The learner… composes short stories, poems and plays using conventional writing with the aid of digital production. 1. B. The Use of Technology in Creative Writing develops literary works using the combination of local/traditional and digital-based literary styles. 3. Special Curricular Programs demonstrates understanding of the digital media technology in the development of Philippine literature visa-vis the modern society. demonstrates understanding of the production of a masterpiece which combines a literary genre with another art discipline. demonstrates understanding of how 2. comes up with literary works combined with digital technology. Disseminates his/her creative outputs thru digital technology. SPA_CW-DLP10-IIa-d-1 documents effects of digitalization of literary productions to social relationship and creative communication. SPA_CW-DLP10-IIf-i-3 SPA_CW-DLP10-IIe-2 Page 12 of 675 to tap digital technology in the production and popularization of Philippine literature. QUARTER 3: PRODUCTION AND APPLICATION OF LITERATURE FOR SOCIAL TRANSFORMATION A. Literature for Social Transformation (Climate Change Mitigation, Risk Reduction Management, Literature for Healing, Cultural Enterprise) The learner… demonstrates understanding of how literature inspires social transformation. demonstrates understanding of ethical practices in the production and application of literature for social transformation. The learner… creates literary works that spur social transformation. compiles literary works that show experiences and/or issues concerning ethical practices (e.g. ―An Enemy of the People,‖ an issue of corruption in various forms) The learner… 1. 2. writes literary outputs that convey developmental goals of the society. utilizes interdisciplinary Philippine style/genre in producing literary works for social change. SPA_CW-LST10-IIIa-d-1 SPA_CW-LST10-IIIe-h-2 QUARTER 4: PRODUCTION AND APPLICATION OF LITERATURE FOR SOCIAL TRANSFORMATION A. Pre-production,Publication, Performances and Processes The learner… demonstrates understanding of the different aspects of artistic and managerial tasks in the publication and performance of literary works. The learner… launches publication and/or exhibit of his/her literary works. The learner… 1. executes the identified tasks and activities in the pre-publication and production phases. SPA_CW-PPP10-IVa-g-1 *The performance standard for the fourth quarter will be showcased in collaboration with all the other art disciplines. Special Curricular Programs Page 13 of 675 Special Curricular Programs Page 14 of 675 General Course Description/Rationale: The Department of Education in partnership with National Commission for Culture and the Art envisions the development of a dance community which is transformative, dynamic and progressive yet able to sustain the Filipino identity, thus, the systematic and the culturally rooted dance education curriculum. Dance in the Philippines has been part of the history: it tells how the people lives and their way of living, the celebration of the important events of the people and of the community, rituals, festivals, etc. The SPA dance education curriculum recognizes that all students have the right to an arts education as a fundamental part of basic education. This dance curriculum enables students to discover their own innate capacity for communication of ideas, thoughts, and feelings through the medium of dance. The dance curriculum will cover dance history, creative work and processes, dance forms and techniques, performance and production, aesthetics, meaning and significance of movements to the Philippine communities and the foreign influences to the Philippine dances, techniques and movements. All of the art forms provide ways in which people can bring shape and order to the fragmented and rapidly changing world. Dance provides a primary medium for expression involving the total self. A person's self-concept, one‘s own identity and self-esteem are improved through the use of body movements. Perceptions, thoughts, and emotions are grounded in a physical experience through dance. As a participatory experience, dance nurtures and fosters a sense of respect to cultural diversity. The value of group work and cooperation is inherent and reinforced. The dance curriculum focuses on the holistic development of the students providing them with exploration, selection, organization, and evaluation experiences. These experiences include appreciation of cultural and social heritage, exploration of values and ideas, movement skills development and refinement, sensory integration, originality in movement, creative approach to learning, performance, expression, critical and creative thinking, aesthetic cognition, and development of self-esteem, respect for others, self-discipline and other life skills. LEARNING AREA STANDARD The learner demonstrates understanding of the concepts and principles of dance, dance aesthetics, history, choreography and dance performance within the cultural and historical context of Philippines, Asian and the World as a whole and master the application of these concepts and principles, resulting in the development of dance artists and dance works imbued with creativity, sense of community and pride of place, with due recognition and inspiration from the indigenous traditions, equipped with knowledge and skills for career in dance and its contribution to social development. KEY STAGE STANDARD The learner demonstrates an appreciation and understanding of the concepts, principles, history, choreography and dance performance within the cultural and historical context of Philippines, Asian and the World as a whole. This results in the development of dance artists imbued with creativity, sense of community and pride, equipped with knowledge and skills for career in dance and its contribution to social development. Special Curricular Programs Page 15 of 675 GRADE 7 GRADE LEVEL STANDARD The learner demonstrates understanding and appreciation of the basic concepts and principles of dance, its forms, genres, and movement vocabulary, develop awareness of the human body as a means of artistic expression and perform dance steps combinations in the context of local and creative dances. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: THE BASIC CONCEPT OF DANCE The Meaning of Dance 1. Dance as Emotional Expression 2. Dance as Artistic Expression Functions of Dance - for self-expression - communication (non-verbal) - religious worship - social affirmation - therapy - entertainment Introduction to Dance Forms/Genre and Its Relationships The learner ... demonstrates understanding of the basic concepts, characteristics and functions of dance, movement vocabularies, forms/genres and its relationships for the enhancement of individual aesthetic potentials. The learner ... exhibits skills on the different dance forms/genres. The learner ... 1. 2. 3. 4. 5. 6. defines dance As an emotional expression. As an artistic expression. discusses the functions of dance. identifies the nature and characteristics of each dance form. differentiates dance forms/genres. explains the relationships of the different dance forms/genres. executes dance movements of some genres using the basic concepts, characteristics and functions of the dance. SPA_BD7-Ia-1 SPA_BD7-Ia-j-2 SPA_BD7-Ib-j-3 SPA_BD7-Ib-j-4 SPA_BD7-Ib-j-5 SPA_BD7-Ib-j-6 -Folk/Indigenous Dance -Ballet -Modern Dance -Contemporary Dance -Ballroom /Social Dance -Popular Dance Performance of dance movements of some genres Special Curricular Programs Page 16 of 675 QUARTER 2 UNIT TOPIC 2: THE CONCEPT OF MOVEMENT and MOVEMENT SPACE IN RELATION TO DANCE The Body as the Major Material/Medium for Dance Movement as the Major Element (The Use of Body) 1. a. b. c. d. e. f. g. h. 2. a. b. c. d. e. f. g. The learner ... demonstrates understanding of the concepts of dance movement and space in relationship to dance. The learner ... The learner... performs basic dance movement combinations 1. 2. (locomotor and nonlocomotor) in relation to 3. space. Locomotor Movements walk run hop leap jump skip gallop slide Non-locomotor Movements bend twist stretch/extend rotate vibratory sustained/ suspend sway 4. 5. defines the meaning of dance movements. explains the importance of body as a medium of communication for dance. communicates ideas and expressions through simple body movements using locomotor and non-locomotor movements. executes dance movements combinations (locomotor and non-locomotor) in relation to personal and general space. explores movement combinations (locomotor and non-locomotor) in relation to personal and general space. SPA_MD7-IIa-1 SPA_MD7-IIa-2 SPA_MD7-IIa-j-3 SPA_MD7-IIa-j-4 SPA_MD7-IIa-j-5 Basic Movement Combinations QUARTER 3 UNIT TOPIC 3: ELEMENTS AND PRINCIPLES OF DANCE MOVEMENTS Basic Elements of Dance 1. Rhythm( tempo, underlying beat, phrase, accent, syncopation) 2. Force ( Sustained, swing, ballistic, percussive, vibratory, collapsing) 3. Space (range, level, focus, direction, space design) Special Curricular Programs The learner ... demonstrates knowledge and understanding of the basic elements of dance and movement framework of Rudolph Laban. The learner ... creates basic movement combinations using the elements of dance in accordance with the movement framework of Rudolph Laban. The learner… 1. 2. 3. 4. 5. describes the elements of dance. correlates relationship among the different movement patterns. performs movement combinations in relation to Rhythm Force Space relates one‘s movement to a partner or group. performs simple movement patterns applying the basic elements and principles of dance. SPA_D-PED7-IIIa-1 SPA_D-PED7-IIIa-j-2 SPA_D-PED7-IIIa-j-3 SPA_D-PED7-IIIb-j-4 Page 17 of 675 Movement Framework of Rudolph Laban SPA_D-PED7-IIIb-j-5 The four major constructs of Laban System: 1. Body ( Awareness and Styles) 2. Space 3. Effort 4. Relationship Performance of movement combinations using basic elements of dance QUARTER 4 UNIT TOPIC 4: CREATING MOVEMENT COMBINATIONS Movement phrases inspired by the local cultural experience/regional dances - Creating movement combinations/phrases The learner ... develops understanding of movement combinations inspired by the local cultural experiences and/or a regional dance. The learner ... 1. Note: 4. The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines. Special Curricular Programs The learner ... creates movement combinations inspired by the local cultural experiences and/or a regional dance. 2. 3. 5. enumerates various dances of the locality/region. differentiates movement characteristics of the local and/or /regional dances. creates short movement phrases inspired by the local cultural experiences. communicates ideas and expressions of the local culture through short movement phrases. performs movement combinations through a mini-production. SPA_D-MCI7-IVa-1 SPA_D-MCI7-IVa-f-2 SPA_D-MCI7-IVa-j-3 SPA_D-MCI7-IVa-j-4 SPA_D-MCI7-IVa-j-5 Page 18 of 675 GRADE 8 STRAND A-FOLKDANCE GRADE LEVEL STANDARD The learner demonstrates an increased knowledge, appreciation and understanding of Philippine dances and its relationship to other significant historical experiences, learn different dance skills and technique, equipped with the appropriate dance vocabulary, and enhanced capacity to perform the different dances in the Philippines and other Asian countries. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: PHILIPPINE FOLKDANCES ( Local/Regional and National) The Philippine Folkdance I: Journey through the different local/regional and national dances. Dance Warm-ups and Exercises Fundamental positions of hands and feet Basic Hand/Arm movements (Kumintang, Lateral, HayonHayon, Salok, etc.) Dance Terminologies (Abrasete, Do-si-do,clockwise, etc.) Basic dance steps of the following: 1. At least two (2) local/ regional dances 2. At least three (3) National Dances -Luzon(1), Visayas (1), and Mindanao (1) Suggested Dances: Pandanggo na Tapis Reference: Pangasinan Folkdances Special Curricular Programs The learner ... demonstrates knowledge, understanding and appreciation of the significant historical context of local/regional/ national dances. The learner … performs skillfully selected local/ regional /national dances from Luzon, Visayas and Mindanao, based on dance literature. The learner … 1. executes with the correct technique the fundamental positions of hands and feet. 2. executes the different hand /arm movements in folkdance. 3. identifies different terminologies used in folkdance. 4. performs basic dance steps in 2, 3, 4 time signatures 4 4 4 used in the dances. 5. describes the nature and characteristics, historical background and basic dance steps of selected Philippine folkdances. 6. demonstrates the dance sequence of the suggested dances. 7. performs local dances that incorporate the elements of dance such as time, rhythm and space and movements. 8. shows appreciation of one‘s culture while performing the local and national dances 9. instill the value of preserving local dances. 10. recognizes National Artists in Dance and their contributions to the development of Philippine dances. SPA_D-PF8-Ia-1 SPA_D-PF8-Ia-j-2 SPA_D-PF8-Ia-j-3 SPA_D-PF8-Ib-j-4 SPA_D-PF8-Ib-j-5 SPA_D-PF8-Ib-j-6 SPA_D-PF8-Ib-j-7 SPA_D-PF8-Ib-j-8 SPA_D-PF8-Ib-j-9 SPA_D-PF8-Ib-j-10 Page 19 of 675 by M. Friese Miligoy de Cebu Reference: Sayaw, Vol.IV Pansak si Laley and Pansak si Bangku Researcher: PFDS Sayaw Book QUARTER 2 UNIT TOPIC 2: STAGING PHILIPPINE FOLKDANCES (Local and National) Stage Geography 1. Parts of Stage 2. Division 3.Types of Stage a. Proscenium b.Thrust c. Arena Staging Folkdances Mechanics in Staging Dances 1. Style and Nuances 2. Related Materials on the Dance 3. Performing Area 4. Casting/Choice in Number of Participants 5. Elements of Dance 6. Principles of Dance Movements 7. Beginning and ending the Dance (Entrance and Exit) The learner . . . The learner … The learner … 1. develops understanding of the basic concepts of staging Philippine Folkdances for productions and/or performances. showcases and skillfully performs selected local and national dances. 2. 3. 4. 5. 6. 7. describes the parts, types, and functions of stage. defines dance staging explains the importance of staging Philippine folkdance (local/national). illustrates how the stage is effectively used for the enhancement of performance. enumerates the process on how to stage a folkdance. recognizes the importance of quality performance. showcases the Philippine dances through a minirecital. SPA_D-SPF8-IIa-1 SPA_D-SPF8-IIa-2 SPA_D-SPF8-IIa-j-3 SPA_D-SPF8-IIa-j-4 SPA_D-SPF8-IIa-j-5 SPA_D-SPF8-IIa-j-6 SPA_D-SPF8-IIj-7 Performance Showcase of the Local and National Dances Special Curricular Programs Page 20 of 675 QUARTER 3 UNIT TOPIC 3: DANCE WITHIN THE ASIAN CONTEXT History and Significance of The learner ... The learner … The learner … 1. Dances from: Brunei, Cambodia, Singapore, Thailand, Indonesia, Malaysia, Lao PDR, Vietnam, Myanmar, China, Korea, Japan, etc. Basic steps of the selected Asian dances Performance of Selected Asian Dances Cheoyongmu (Korea) Japanese Parasol (Japan) Chinese Fan Dance (China) demonstrates knowledge, understanding and appreciation of the different Asian dances and their relation with Philippine Dances. performs at least 3 Asian dances based on published dance literature. 2. 3. 4. 5. 6. describes the nature and characteristics of Asian dances. discusses the origin/location of Asian folk dance through its costume/music. gives the meaning of dance movements and gestures of the selected dance. demonstrates basic steps used in Asian dances. performs Asian dances with respect to its culture compares and contrasts the characteristics of Philippine Dances with Asian Dances in terms of basic steps, music, costumes, etc. SPA_D-DAC8-IIIa-j-1 SPA_D-DAC8-IIa-j-2 SPA_D-DAC8-IIa-j-3 SPA_D-DAC8-IIa-j-4 SPA_D-DAC8-IIa-j-5 SPA_D-DAC8-IIa-j-6 Reference: QUARTER 4 UNIT TOPIC 4: STAGING ASIAN DANCES Staging Selected ASIAN Dances Special Curricular Programs The learner ... develops knowledge and understanding of the basic concepts of staging ASIAN dances for production/ performances. The learner … showcases and skillfully performs selected ASIAN dances. The learner … 1. 2. 3. Note: The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines 4. explains the importance of staging ASIAN dances. illustrates how the stage is effectively used for the enhancement of the performance. recognizes the importance of quality performance. showcases ASIAN dances. SPA_D-SAD8-IVa-j-1 SPA_D-SAD8-IVa-j-2 SPA_D-SAD8-IVa-j-3 SPA_D-SAD8-IVa-j-4 Page 21 of 675 GRADE 8 STRAND B-BALLET GRADE LEVEL STANDARD The learner demonstrates an increased knowledge, appreciation and understanding of the history, principles and basic techniques in ballet and contemporary dances, hone the physical and aesthetic capabilities of the students with the view of enabling them to create dances which reflect their sentiments as Filipino citizens, provides them with the background and skills to specialize in classical and modern techniques in the higher grade level. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: CLASSICAL BALLET I Basic Concept and Principles 1. History and Development 2. Terms and Vocabulary Ballet Warm-ups and exercises Fundamental Positions of Arms and Feet Performance of Basic Ballet Positions and Steps The learner … The learner … The learner … 1. demonstrates understanding of the basic concepts and terminologies in classical ballet. performs correctly some ballet steps and movements using the principles of classical ballet. 2. 3. 4. discusses the history and development of classical ballet. identifies distinguishing characteristics of classical ballet. analyzes the different dance elements in classical ballet. executes classical ballet movements with ease and facility. SPA_D-CBC8-Ia-1 SPA_D-CBC8-Ia-j-2 SPA_D-CBC8-Ia-j-3 SPA_D-CBC8-Ia-j-4 QUARTER 2 UNIT TOPIC 2: CLASSICAL BALLET I (Technique) Concept of Body Placement a. The Torso b. Head, Neck and Eyes c. Arms - Basic Technique in the use of the legs - Basic Technique in the use of the feet A. Fundamental Ballet Technique The learner … The learner … The learner … 1. demonstrates understanding of the fundamental ballet technique in: floor, barre, centerwork, and corner exercises. . executes floor, barre and center/corner exercises. 2. 3. 4. describes the proper body placement in classical ballet. identifies classical ballet technique. performs classical ballet technique. analyzes the application of ballet technique to other dance genres. SPA_D-CBT8-IIa-1 SPA_D-CBT8-IIa-j-2 SPA_D-CBT8-IIa-j-3 SPA_D-CBT8-IIa-j-4 a. Floor Exercises Special Curricular Programs Page 22 of 675 - Stretching (Flexibility) - Pilates (core) - Weights (muscular strength) b. Barre Exercises - Plie (Demi and Grand Plies) - Battement Tendu - Battement Glissae - Rond de jambe a t‘erre - Fondu - Frappe - Rond de jambe en l‘air - Adagio - Grand Battement c. Centrework/Corner Exercises - Port De Bras - Adagio - Battement Tendu Pirouettes En dedas/En dehors - Petite Jete - Sissones - Pique Turns - Chaines - Pas de chat/Saut de chat - Waltz - Grand Allegro - Reverance QUARTER 3 UNIT TOPIC 3: CONTEMPORARY DANCE History and development of Contemporary dance Fundamental movements and principles of Contemporary Dance Contemporary Dance Warm-up and Exercises Cunningham Technique Special Curricular Programs The learner … demonstrates understanding and appreciation of the different concepts and principles of contemporary dance. The learner … performs contemporary dance movements using the Cunningham technique. The learner … 1. 2. 3. discusses the history/development, movement and principles of contemporary dances. differentiates contemporary dance from classical ballet. executes Cunningham contemporary dance technique. SPA_D-CD8-IIIa-j-1 SPA_D-CD8-IIIa-j-2 SPA_D-CD8-IIIa-j-3 Page 23 of 675 QUARTER 4 UNIT TOPIC 4: Staging Classical Ballet and Contemporary Dances Staging Classical/ Contemporary Dance The learner … develops understanding of the basic concepts of staging classical/ contemporary dances for production/ performances. The learner … showcases and skillfully performs selected classical/contemporary dances. The learner 1. 2. 3. Note: The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines. 4. explains the importance of staging classical/ contemporary dances. illustrates how the stage is effectively used for the enhancement of the performance. recognizes the importance of quality performance. showcases classical/ contemporary dances. SPA_D-CDT8-IVa-j-1 SPA_D-CDT8-IVa-j-2 SPA_D-CDT8-IVa-j-3 SPA_D-CDT8-IVa-j-4 GRADE 9 STRAND A-FOLKDANCE GRADE LEVEL STANDARD The learner demonstrates an increased knowledge, appreciation and understanding of World dances, learn the techniques in dance interpretations and documentations of local performances to enhance the ability to conceptualize dance productions. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: DANCES OF THE WORLD Dances from the Different Parts of the World. - Africa - Australia - North America - South America - Europe Special Curricular Programs The learner … ● demonstrates understanding and appreciation of the different dances of the world as they relate to Philippine dances. The learner … The learner … 1. performs at least three (3) dances from the different countries. 2. describes the nature, characteristics and historical background and/or basic dance steps of the selected foreign folkdances. demonstrates the dance sequence of selected foreign dances. SPA_D-DW9-Ia-j-1 SPA_D-DW9-Ia-j-2 Page 24 of 675 ● Basic steps of the selected dances from different countries Suggested Dances: 3. 4. Irish Lilt (Ireland) Zulu Wedding Dance (Africa) Tarantella (Italy) Reference: Foreign Folkdances compares the characteristics of foreign dances to Philippine folkdances. performs selected foreign dances incorporating the elements of dance such as time, rhythm and space, and movements. SPA_D-DW9-Ia-j-3 SPA_D-DW9-Ia-j-4 by: Franciscca Reyes-Aquino QUARTER 2 UNIT TOPIC 2: BALLROOM DANCE /DANCE SPORTS History and Development of Ballroom/ Dance Sports a. Basic elements 1.) Box Step 2.) Triple Step 3.) Rock Step Fundamental Steps and Terminologies in Ballroom/Dance Sports Suggested Dances: Standard Dances The learner … demonstrates understanding and appreciation of the nature, characteristics, principles, and technique of ballroom/dance sports. The learner … executes the different ballroom/ dance sport movements with precision. The learner … 1. 2. 3. 4. describes the nature, characteristics, historical background, and basic elements of Ballroom Dance/Dance Sports. explains the function and value of ballroom and dance sport. executes the basic dance steps of selected ballroom dances either Standard or Latin. performs the basic ballroom or dance sports movements with grace and precision according to the nature of the selected dance. SPA_D-BD9-IIa-j-1 SPA_D-BD9-IIa-j-2 SPA_D-BD9-IIa-j-3 SPA_D-BD9-IIa-j-4 - Waltz - Tango Latin Dances - Cha-cha-cha - Boogie or Jive QUARTER 3 UNIT TOPIC 3: DANCE INTERPRETATION Analysis of Basic Dance Steps in 2, 3, and 4 4 4 4 time signatures Steps in dance Interpretation Interpretation of Dance Literature Special Curricular Programs The learner … demonstrates understanding of dance interpretation. The learner … interprets at least one (1) Philippine or foreign dance literature. The learner … 1. 2. 3. 4. analyzes the basic dance steps in 2, 3, and 4 time signatures 4 4 4 enumerates the steps in dance interpretation. interprets dance literature following the steps in dance interpretation. performs the interpreted dance. SPA_D-DI9-IIIa-c-1 SPA_D-DI9-IIIc-j-2 SPA_D-DI9-IIIa-j-3 SPA_D-DI9-IIIa-j-4 Page 25 of 675 QUARTER 4 UNIT TOPIC 4: INTRODUCTION TO RESEARCH DOCUMENTARY Basic Concepts on Dance Research - Meaning and Importance of Research Documentary Steps in Conducting Research Documentary The learner … ● demonstrates The learner … The learner … ● 1. 2. understanding of the concept of dance research. conducts documentation of selected local dances through videos and other multi-media facility. Note: The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines 3. 4. 5. 6. 7. 8. discusses the basic concepts of research. explains the importance of conducting research documentary for dance. identifies the process of conducting research documentary for dance. views samples of video dance documentations. selects possible topics for research. classifies types of dance research documentary. outlines concepts of proposed dance research documentary. finalizes the research documentary of local dance performances. SPA_D-RD9-IVa-1 SPA_D-RD9-IVa-2 SPA_D-RD9-IVa-j-3 SPA_D-RD9-IVa-j-4 SPA_D-RD9-IVa-j-5 SPA_D-RD9-IVa-j-6 SPA_D-RD9-IVa-j-7 SPA_D-RD9-IVa-j-8 GRADE 9 STRAND B-BALLET GRADE LEVEL STANDARD The learner demonstrates an advance technique in ballet and modern dances, develop the choreographic skills and documentation s of ballet performances to enhance the ability to conceptualize dance productions, hone the physical and aesthetic capabilities of the students with the view of enabling them to create dances which reflect their sentiments as Filipino citizens, provides them with the background and skills to specialize in classical and modern technique for the higher grade level. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: CLASSICAL BALLET II Advance ballet technique and skills Evolution in ballet Famous ballet pieces and their choreographer‘s variations in the execution of ballet steps in-- barre - centrework exercises - adagio and allegro exercise Special Curricular Programs The learner … demonstrates understanding and appreciation of the famous classical ballet pieces and the choreographer‘s contribution in the development of dance. The learner … performs a choreographed ballet movement phrases. The learner … 1. outlines the evolution of ballet history. 2. 3. 4. identifies advance ballet technique and skills, famous ballet pieces and their choreographers. executes varied floor, barre, and centrework exercises. choreographs ballet movement phrases in accordance with the principles and technique using local dance materials (myths, legends, SPA_D-CB9-Ia-1 SPA_D-CB9-Ia-j-2 SPA_D-CB9-Ia-j-3 SPA_D-CB9-Ia-j-4 folklores). Page 26 of 675 QUARTER 2 UNIT TOPIC 2: MODERN DANCE History and development of Modern Dance Fundamental movements Different modern dance technique a. b. c. d. The learner … Jose Limon Technique Horton Technique Graham Technique Release Technique demonstrates understanding of the history and development, fundamental movements, and technique of modern dance. The learner … The learner … 1. creates dance pieces utilizing the modern dance technique. 2. 3. 4. Modern dance movements and exercises based from the different proponents 5. 6. discusses the history and development, fundamental movements, and principles of modern dance. explains the function and value of modern dance. explores dance literature to improvise dance movements in modern dance compositions. creates modern dance pieces based from the different proponents utilizing local dance materials (myths, legends, folklores). performs the created modern dance pieces based from the different proponents. evaluates the application of modern dance techniques through a performance showcase. SPA_D-MD9-IIa-j-1 SPA_D-MD9-IIa-j-2 SPA_D-MD9-IIa-j-3 SPA_D-MD9-IIa-j-4 SPA_D-MD9-IIa-j-5 SPA_D-MD9-IIa-j-6 QUARTER 3 UNIT TOPIC 3: CHOREOGRAPHIC PROCESS ( Ballet Production) Conceptualization Improvisation - Choreographic Technique The learner … a. Mirroring Technique b. Cannon c. Unison d. Levelling e. Sequencing demonstrates understanding of concepts-building and/or idea-generation in creating simple dances as material for dance production. The learner … creates a collaborative ballet dance composition according to a ―thematic concepts.‖ The learner … 1. 2. 3. 4. 5. Composition 6. discusses choreographic process in ballet production. analyzes different choreographic technique in the improvisation of a dance composition. applies choreographic technique in movement exploration. arranges dance movements into a ballet piece according to the thematic concepts. composes dance movements into a ballet piece according to the thematic concepts. explains the importance of quality dance performances and productions. SPA_D-CP9-IIIa-1 SPA_D-CP9-IIIa-j-2 SPA_D-CP9-IIIa-j-3 SPA_D-CP9-IIIa-j-4 SPA_D-CP9-IIIa-j-5 SPA_D-CP9-IIIa-j-6 QUARTER 4 UNIT TOPIC 4: INTRODUCTION TO RESEARCH DOCUMENTARY Basic Concepts on Dance Research Meaning and Importance of Special Curricular Programs The learner … demonstrates understanding of the concept of dance research and The learner … conducts research and documentation of ballet productions/ performances through videos and other The learner … 1. 2. 3. discusses the basic concepts of researches. cites the importance of conducting research documentary for dance. identifies the process of conducting research. SPA_D-RD9-IVa-1 SPA_D-CP9-IVa-j-2 SPA_D-CP9-IVa-j-3 Page 27 of 675 Research Documentary Steps in Conducting Research Documentary documentation. multi-media facility. Note: The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines 4. 5. 6. 7. 8. documentary for dance. classifies types of dance research documentary. lists down possible topics for research. views samples of video dance documentations. outlines concepts of proposed dance research documentary. finalizes the dance research documentary for ballet performances. SPA_D-CP9-IVa-j-4 SPA_D-CP9-IVa-j-5 SPA_D-CP9-IVa-j-6 SPA_D-CP9-IVa-j-7 SPA_D-CP9-IVa-j-8 GRADE 10 GRADE LEVEL STANDARD The learner demonstrates knowledge and understanding of the technique in mounting a dance production series, enhances artistic excellence and leadership functions as well as to prepare them in the process of creating a folkdance or ballet production as a result of their training and exposure in the field of dance. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 UNIT TOPIC 1: DANCE PRODUCTION Development of Concepts - Meaning and Components of Production Production Design/Component - (Folkdance/Ballet) Set/Venue Costume Props Technical Design a. Lights b. Sounds Special Curricular Programs The learner … Demonstrates understanding of the concepts in mounting dance productions. The learner … The learner… 1. prepares a design in mounting a dance production. 2. 3. defines the meaning of production and its components. enumerates the elements of production design. analyzes the relationship among the production components/ elements for the enhancement of production. SPA_D-DP10-Ia-j-1 SPA_D-DP10-Ia-j-2 SPA_D-DP10-Ia-j-3 Page 28 of 675 QUARTER 2 UNIT TOPIC 2: PRODUCTION PLANNING Production Planning (Planning Dance Performances, Dance Concerts or Dance Divertissements) Repertoire and Casting Production design Budget Production Staff -Stage Director/ Manager The learner … develops understanding of production planning and designs for ballet and folkdance productions. The learner … creates a plan for the ballet and folkdance production. 1. Technical Director (Lights and Sounds) 2. Props Men 3. Costume in-charge 4. Make-up artist 5. Stage/Set Design 6. Production Assistant Rehearsal Schedule The learner … 1. recognizes the importance of effective planning in mounting dance productions. 2. formulates standards for production planning and design. 3. analyzes the importance of planning the repertoire, production design, budget, production staff, and rehearsal schedule. analyzes the importance of planning the repertoire, production design, budget, production staff, and rehearsal schedule. 4. identifies the roles of production staff in the production. 5. determines rehearsal schedule. SPA_D-PP10-IIa-j-1 SPA_D-PP10-IIa-j-2 SPA_D-PP10-IIa-j-3 SPA_D-PP10-IIa-j-4 SPA_D-PP10-IIa-j-5 QUARTER 3 UNIT TOPIC 3: A. PRE-PRODUCTION PHASE Rehearsals -Stage Familiarization -Dress and Technical Rehearsal Documentation/Review Critiquing Final Rehearsal The learner … develops understanding of conducting systematic rehearsal processes for a quality performance. The learner … organizes appropriate production rehearsal for the dance production. The learner… 1. 2. 3. 4. organizes dance rehearsals for quality and artistic dance production. observes performance etiquette during dance rehearsals. practices the do‘s and don‘ts during dance rehearsals and performances. recognizes the importance of quality rehearsals. SPA_D-PR10-IIIa-1 SPA_D-PR10-IIIa-j-2 SPA_D-PR10-IIIa-j-3 SPA_D-PR10-IIIa-j-4 QUARTER 4 UNIT TOPIC 4: B. PERFORMANCE PHASE Performance Showcase C. POST-PRODUCTION PHASE Special Curricular Programs The learner … develops understanding of quality dance production. The learner … The learner … 1. mounts a dance production applying the elements of production. 2. enhances artistic excellence as a result of dance trainings and exposure. showcases the dances applying the elements, SPA_D_P10-IVa-1 SPA_D_P10-IVa-2 Page 29 of 675 Evaluation Special Curricular Programs Note: 3. The performance standard for the 4th Quarter will be showcased in collaboration with all the other Art Disciplines. 4. 5. 6. principles, and technique through a dance production. formulates performance standards and criteria for evaluation. critiques the whole production through a set of criteria. gives suggestions and recommendations as basis for improvement of future performances. utilizes evaluation results for the improvement of future performances. SPA_D_P10-IVa-j-3 SPA_D_P10-IVa-j-4 SPA_D_P10-IVa-j-5 SPA_D_P10-IVa-j-6 Page 30 of 675 Special Curricular Programs Page 31 of 675 Media Arts under the Special Program in the Arts is the study of human communication through photography, broadcasting, print media, online media, videography and film. In this art form, students are trained to use the elements of space, time, light, motion, color and sound to express their perspectives, feelings and ideas creatively. Likewise, students are taught to appreciate the values of cultural identity and inculcate or include these themes for a more significant and high sense of identity. Critically, they learn to interpret and evaluate media within aesthetic, cultural and historical contexts to become more enlightened consumers, critical individuals and effective citizens. The leaners are taught creative use of communications technologies to tell stories and explore concepts for diverse purposes and audiences. Media artists represent personal, social and cultural realities using platforms such as television, film, video, newspapers, magazines, radio, and the worldwide web. Media Arts explores the diverse artistic, creative, social and institutional factors that shape communication and contribute to the formation of identities. The Learners participate in, experiment with and interpret the rich culture and communication practices surrounding them. GRADE 7 GRADE LEVEL STANDARD CONTENT The learner demonstrates an understanding of the basic concepts and principles of visual media and communication through active participation in creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the expansion of one‘s world vision. CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 Introduction to the Arts and the Filipino Artist I. Definition of art A. History B. Significance C. Uses 1. Aesthetic Purpose of Art 2. Practical Purpose of Art D. Elements and Principles of Art II. Philippine Art A. Principle of Art B. Filipino Artists Across Disciplines and their Popular Works C. Examples of Philippine Art Special Curricular Programs The learner… ● demonstrates understanding of Art as portrayed by Filipino artists in their works through visual communication. The learner… ● creates *electronic visual presentations showing appreciation of art works of the Filipino artists as reflective of the Filipino culture. The learner… 1. 2. 3. 4. 5. 6. defines the meaning of Art, its significance and uses. explains the elements and principles of art. determines the significant contributions of the Filipino artists in general. relates popular works of Filipino artists with current events and realities. recognizes the six art disciplines. develops a meaningful interpretation of the art disciplines and the artists‘ popular works. SPA_MA-AF7-Ia-1 SPA_MA-AF7-Ib-2 SPA_MA-AF7-Ic-3 SPA_MA-AF7-Ic-d-4 SPA_MA-AF7-Ie-h-5 SPA_MA-AF7-Ij-6 Page 32 of 675 1. Famous 2. Indigenous D. Key Filipino Artists 1. Key and Significant Works 2. National Artists QUARTER 2 Visualizing Philippine Festivals I. Philippine Festivals: Local and Regional A. Origin B. Evolution II. Visual Communication A. Still Images 1. Photographs 2. Paintings 3. Posters 4. Illustrations B. Moving 1. Films/Videos 2. Motion Graphics 3. Electronic Presentations QUARTER 3 The learner… Local and Regional Rituals and Folklore in Various Media Forms I. Various Media Forms II. Principles and Basic Theories of Communication III. Principles of Media Literacy The learner… ● ● demonstrates understanding of the Philippine festival culture and concepts of visual communication through still (photos, paintings, etc.) and moving images (film, animation, presentations, etc.). recognizes local and regional contexts of rituals and folklores as seen or portrayed in various media forms. The learner… ● creates various visual communication projects based on one‘s local sociocultural contexts (e.g. local customs, rituals, festivals, etc.). The learner… 1. 2. 3. 4. 5. The learner… ● interprets folklore and rituals through various media art forms. discusses the origin and evolution of Philippine festivals. explains how images, sound, and text are used to communicate the message of festivals. relates the significance of festivals in their lives. combines images and text to create artistic visual presentations incorporates sound to enhance the presentation of visual communication projects. SPA_MA-PF7-IIa-1 SPA_MA-PF7-IIb-c-2 SPA_MA-PF7-IId-c-3 SPA_MA-PF7-IIe-g-4 SPA_MA-PF7-IIh-j-5 The learner… 1. 2. 3. 4. 5. identifies the *different forms of media explains the basic principles and theories of communication discusses the principles of media literacy analyzes rituals and folklores and how elements are used in various media forms evaluates the depiction of the rituals and folklores in the media or a media form. SPA_MA-RF7-IIIa-b-1 SPA_MA-RF7-IIIc-d-2 SPA_MA-RF7-IIIe-f-3 SPA_MA-RF7-IIIg-h-4 SPA_MA-RF7-IIIi-j-5 QUARTER 4 Storytelling with Images Using Philippine Rituals and Folklore I. Storytelling Principles II. Basic Story Structures and Styles III. Using Graphics and Photographs Special Curricular Programs The learner… ● understands concepts and principles of storytelling using images and visuals from festivals, rituals The learner… ● produces a story that utilizes *visual tools to effectively communicate a message, idea or emotion The learner… 1. 2. 3. identifies the storytelling principles, structures and styles. describes story elements from local stories, rituals, and folklores. creates a story using graphics and photographs. SPA_MA-ST7-IVa-c-1 SPA_MA-ST7-IVd-e-2 SPA_MA-ST7-IVf-j-3 Page 33 of 675 to Tell a Story and folklores as applied in a local and regional context. *the performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines of festivals, rituals and folklores. GRADE 8 GRADE LEVEL STANDARD The learner demonstrates an understanding of the basic concepts and principles of photography and online media through active participation in creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the expansion of one‘s world vision. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 Basic photography I. Definition of photography A. History of photography B. Photography in the Philippines II. Defining photography Technologies A. Types (single lens reflex, digital single lens reflex, film compact, digital compact, mirrorless, large format) B. Parts and functions C. Terminologies D. Proper handling and care of the camera III. The process of digital photography A. Early electronic photography B. Digital image recording (Pixels) C. Digital image acquisition D. Color recording and digital image sensor E. Digital image sensors (CCD and CMOS) Special Curricular Programs The learner… ● demonstrates understanding of the concepts and principles of photography. The learner… ● captures images that can effectively communicate an idea, message or emotion while utilizing the basic shooting techniques. The learner… 1. explains the principles, theoretical, historical and aesthetic aspects of photography. 2. identifies the terminologies, techniques and processes of photography. 3. analyzes the difference between film camera and digital camera. 4. distinguishes the different types of cameras, its evolution, features, and capabilities. 5. operates the camera, its functions and proper handling 6. applies the rules for effective composition and production in taking digital photos. 7. curates a collection of one‘s photographs for presentation. 8. evaluates a series of photographs based on principles and techniques. SPA_MA-BP8-Ia-1 SPA_MA-BP8-Ib-2 SPA_MA-BP8-Ic-3 SPA_MA-BP8-Id-4 SPA_MA-BP8-Ie-5 SPA_MA-BP8-If-6 SPA_MA-BP8-Ig-h-7 SPA_MA-BP8-Ii-j-8 Page 34 of 675 F. File formats, compression and storage IV. Principles of light and shadow V. Composition and visual technique (rule of thirds, lines, shapes, colors, texture) E. Shooting technique QUARTER 2 Advanced Photography I. Manual settings of a camera A. *Shutter speed B. *Aperture C. *ISO D. *Focal length II. Studio and natural lighting III. Color, tone and temperature IV. Photo manipulation and post processing V. Online portfolios and albums The learner… ● demonstrates understanding of more advanced principles and concepts of photography The learner… ● mounts an exhibit of photos using the manual settings of a camera by employing advanced techniques in photography. The learner…. 1. 2. 3. 4. 5. identifies the techniques, processes and principles of advanced photography. uses simple lighting to illustrate the different effects of light on a subject. *demonstrates color, tone and temperature through photographs. identifies ways to improve the quality of the photo. utilizes photo manipulation software to enhance photos. SPA_MA-AP8-IIa-b-1 SPA_MA-AP8-IIc-2 SPA_MA-AP8-IId-e-3 SPA_MA-AP8-IIf-4 SPA_MA-AP8-IIg-j5 QUARTER 3 Visualization and Communication in an Online Environment I. History of the internet and evolution of online media and communication II. Online media literacy III. Online safety, security, ethics and etiquette IV. *Web 2.0 and social media platforms V. Blog sites and creating a responsible online presence and identity Special Curricular Programs The learner… ● demonstrates understanding of principles and concepts of the internet and online media platforms The learner… ● creates a functional website applying specific and appropriate techniques of online communication in real world. The learner… 1. 2. 3. 4. 5. outlines the history of the internet and the evolution of online media and communication. identifies the elements and aspects of the internet and world wide web. utilizes available online media through blogging, *vlogging, *podcast and *photosharing. applies the best practices of a responsible netizen. uses social media platforms as a marketing tool. SPA_MA-VC8-IIIa-1 SPA_MA-VC8-IIIb-c-2 SPA_MA-VC8-IIId-3 SPA_MA-VC8-IIIe-g-4 SPA_MA-VC8-IIIh-j-5 Page 35 of 675 QUARTER 4 Online Presence, Promotion and Exhibition through Social Media and Websites I. Basic web design principles II. Basic web development (online ―What You See Is What You Get‖ platforms) III. Integrating text, images and media online IV. Blogging, vlogging, and podcasts The learner… ● The learner… develops understanding of the principles of web design and development and combines this with visualization. The learner… ● creates a website on *life sources and culture by way of a series of online images meant to relate a story or theme. 1. 2. 3. 4. utilizes the parts and elements of a website or online platform. describes the creative process in integrating text, images, and media online. applies the principles of web design using wysiwyg platforms. summarizes creative process through blogging, vlogging and podcasts. SPA_MA-OP8-IVa-1 SPA_MA-OP8-IVb-c-2 SPA_MA-OP8-IVd-g-3 SPA_MA-OP8-IVh-j-4 *the performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines GRADE 9 GRADE LEVEL STANDARD The learner demonstrates an understanding of the basic concepts and principles of journalism and its manifestations in print, radio, television, and online mediums through active participation in creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the expansion of one‘s world vision. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 The Print Media I. The media and its traditional functions II. Media and culture III. History of print media A. History of text, text technology, and print B. Ancient text: cuneiform, hieroglyphics, runes C. Early paper manuscripts, papyrus, illustrated bibles D. Guttenberg press, movable type technology Special Curricular Programs The learner… ● develops understanding of the history and principles of print and online media. The learner… ● crafts an online magazine that adheres to the process of production. The learner… 1. 2. 3. 4. 5. 6. 7. defines media and its traditional functions explains how media changes peoples‘ way of life and beliefs. recognizes the history of print media. discerns the values system as described by media. explains basic copyright and intellectual property laws. discusses the concepts of fair use and creative commons. identifies the typographic considerations for various types of printed materials and medium. SPA_MA-PM9-Ia-1 SPA_MA-PM9-Ia-2 SPA_MA-PM9-Ia-3 SPA_MA-PM9-Ib-4 SPA_MA-PM9-Ib-5 SPA_MA-PM9-Ib-6 SPA_MA-PM9-Ic-d-7 Page 36 of 675 IV. V. VI. VII. VIII. E. The vanishing newsroom, ebooks, interactive publications and moving books Law and ethics *Typography Layout Color theory Copy writing 8. identifies the different layout principles of graphics in print media. 9. discusses the principles of the color theory in print media. 10. develops a material promoting local and cultural heritage sites or icons. SPA_MA-PM9-Id-f-8 SPA_MA-PM9-Ig-9 SPA_MA-PM9-Ih-j10 QUARTER 2 Introduction to Radio Broadcasting I. History of radio II. Fundamentals of radio as a medium A. Characteristics of radio B. The elements of sound C. Sound sources and audio quality D. AM and FM radio III. Media law and ethics in radio A. Basic broadcast law B. *KBP code of ethics IV. Writing for radio A. Basic principles of the oral/aural language B. News Report C. Talk radio/Interview D. Live reportage/Event coverage E. Thematic DJ program F. Radio drama V. Public speaking for radio VI. Campus radio and radio broadcasting A. Concept pitching B. Programming C. Production planning D. Airing Special Curricular Programs The learner… ● develops understanding of the history and principles of radio broadcasting. The learner… ● interprets principles of broadcasting into actual recordings and various forms of radio programs for broadcasting. The learner… 1. 2. outlines the history of radio. discusses the characteristics of radio and elements of sound. 3. explains the laws in media and ethics in radio. 4. relates the basic principles in writing for radio. 5. writes script for a radio drama. 6. writes relevant issues through the form of scripts and news items for radio broadcast. 7. demonstrates the proper modulation and enunciation in radio. 8. demonstrates the proper way in conducting an interview. 9. explains the programming procedure in campus radio and radio broadcasting. 10. produces different forms of radio production outputs. SPA_MA-IR9-IIa-1 SPA_MA-IR9-IIa-2 SPA_MA-IR9-IIb-3 SPA_MA-IR9-IIb-c-4 SPA_MA-IR9-IId-5 SPA_MA-IR9-IIe-6 SPA_MA-IR9-IIf-7 SPA_MA-IR9-IIg-8 SPA_MA-IR9-IIh-9 SPA_MA-IR9-IIi-j10 Page 37 of 675 E. Feedback QUARTER 3 Introduction to Television Production I. History of television broadcasting II. Basic media law and ethics III. TV and the effect on society IV. Public speaking for television V. Basic scriptwriting for television VI. Broadcast marketing for television VII. Fundamentals of television production The learner… ● demonstrates understanding of the history and principles of television broadcasting. The learner… ● produces a ―Live‖ *Telemagazine that features a variety of topics. The learner… 1. discusses the evolution of television. 2. discusses the Broadcast Code of the Philippines, television practices and censorship. 3. evaluates the portrayal of culture and impact of television in the society. 4. demonstrates public speaking techniques. 5. writes relevant TV scripts based on broadcasting standards. 6. discusses the business of television such as advertising, block time and sponsors. 7. produces technical quality TV production. SPA_MA-IT9-IIIa-1 SPA_MA-IT9-IIIb-2 SPA_MA-IT9-IIIc-3 SPA_MA-IT9-IIId-4 SPA_MA-IT9-IIIe-g-5 SPA_MA-IT9-IIIh-6 SPA_MA-IT9-IIIg-j-7 QUARTER 4 Media beyond TV, print and radio I. Online media ethics II. Responsible online utilization, *Creative Commons and intellectual property III. Online media platforms IV. Social networking V. Social media marketing Principles VI. Writing for an online audience VII. Creating your own webpage *the performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines Special Curricular Programs The learner… ● develops understanding of the modern communication technologies that led to the convergence of media formats. The learner… ● develops an online portal containing links, graphics, articles, and rich media using an online webpage editor. The learner… 1. explains the Philippine Cybercrime Law. 2. discusses cyber bullying, pornography and abuse in the online world. 3. presents examples of intellectual property infringement and plagiarism. 4. translates relevant issues concerning new media through blogs. 5. evaluates different online media platforms for different purposes. 6. utilizes social media platforms as communication tools. 7. applies the principles of new media literacy through various media platforms. 8. explains the principles in online writing. 9. produces a webpage with Integrated images, graphics, and video. SPA_MA-MB9-IVa-1 SPA_MA-MB9-IVa-2 SPA_MA-MB9-IVb-3 SPA_MA-MB9-IVb-c-4 SPA_MA-MB9-IVd-e-5 SPA_MA-MB9-IVf-6 SPA_MA-MB9-IVf-g-7 SPA_MA-MB9-IVh-8 SPA_MA-MB9-IVi-j-9 Page 38 of 675 GRADE 10 GRADE LEVEL STANDARD The learner demonstrates an understanding of the basic concepts and principles of film and cinema through active participation in creative projects and artistic endeavors for self-development, the development of aesthetic potential, the promotion of cultural identity, and the expansion of one’s world vision. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 Film Art and Appreciation I. History and appreciation of global cinema II. History and appreciation of Philippine mainstream, independent and regional cinema III. *Cinematic language IV. Basic film appreciation and criticism The learner… ● demonstrates understanding of film history and cinema and comprehends the principles and concepts as they are applied in the form. The learner… ● illustrates the distinct qualities, aspects, and performance of the cinematic arts and culture as evident in the film media. The learner… 1. 2. 3. 4. 5. 6. identifies key figures in Philippine cinema and their significant works or contributions. outlines the history of global and local cinema. analyzes mainstream and independent Filipino films. compiles significant works and masterpieces in Philippine cinema and broadcast arts. identifies cinematic technique using cinematic language. evaluates film as art and form of entertainment. SPA_MA-FA10-Ia-b-1 SPA_MA-FA10-Ic-d-2 SPA_MA-FA10-Ie-f-3 SPA_MA-FA10-Ig-h-4 SPA_MA-FA10-Ii-j-5 SPA_MA-FA10-Ii-j-6 QUARTER 2 Developing Stories I. Major global cinematic movements, genre and styles II. Story and narrative structures III. Basic scriptwriting for film IV. Shots, framing and composition V. Film equipment familiarization The learner… ● recognizes a story and understands the genre, messages, and emotions conveyed. The learner… ● relates the characteristics, factors and performance of the Western arts with the narratives of a film. The learner... 1. 2. 3. 4. 5. Special Curricular Programs evaluates films, film genres and the directors' styles. outlines basic film sequence treatment of his own story. writes basic screenplay. utilizes the basic shots and composition of cinematography. operates the basic equipment for film/video production. SPA_MA-DS10-IIa-b-1 SPA_MA-DS10-IIc-d-2 SPA_MA-DS10-IIe-f-3 SPA_MA-DS10-IIg-h-4 SPA_MA-DS10-IIi-j-5 Page 39 of 675 QUARTER 3 The Cinema of Actuality through the *Documentary Film I. The documentary medium II. Documentaries that moved the Philippines and the world III. Research and data management IV. IV.Point of view V. V.Documentary filming techniques VI. VI.Sound recording and design VII. VII.Editing and postproduction for documentaries The learner… ● relates arts perspectives to issues of the contemporary world as documented in films. The learner… ● creates an insightful and engaging nonfiction film project on contemporary reality and society. The learner… 1. 2. 3. 4. develops a critical eye for non-fiction works of media. identifies famous Philippine documentaries. systematizes shooting processes and research aspects of the documentary. creates a series of short film/video exercises that show knowledge of documentaries, filming techniques, sound and editing. SPA_MA-DF10-IIIa-1 SPA_MA-DF10-IIIb-c-2 SPA_MA-DF10-IIId-f-3 SPA_MA-DF10-IIIg-j-4 QUARTER 4 Film as it Transforms the Human Condition I. Script and concept development II. Preproduction planning III. Visual storytelling IV. Storyboarding V. Production design VI. Production VII. Management VIII. Editing and postproduction for film The learner… ● demonstrates understanding of the role of film as a vehicle to innovate and transform human lives. The learner… ● produces a short film that integrates the various techniques and principles of filmmaking. The learner… 1. 2. 3. 4. practices the whole pre-production, production and post- production processes. produces a short film that shows creativity and command of technical aspects. evaluates own works and those of others. Creates films for exhibition. SPA_MA-FT10-IVa-b-1 SPA_MA-FT10-IVc-e-2 SPA_MA-FT10-IVf-3 SPA_MA-FT10-IVg-j-4 *the performance standards for the fourth quarter will be showcased in collaboration with all the other art disciplines Special Curricular Programs Page 40 of 675 MEDIA ARTS GLOSSARY Aperture Cinematic Language - is the size of the opening in the lens through which light travels. - refers to abbreviations and terminology commonly accepted in describing aspects or elements of film and film production. These include, but are not limited to, terms describing shots and compositions, genre, production techniques, film forms, and production equipment. Creative Commons - is a non-profit organization that enables the sharing and use of creativity and knowledge through free tools. They are not an alternative to copyright, they work alongside of it, enabling you to modify copyright terms to suit your terms. Different forms of media -photography, television, cinema, radio, digital media. Documentary Film -a documentary film is a nonfictional motion picture intended to document some aspect of reality, primarily for the purposes of instruction or maintaining a historical record. Electronic Visual Presentations - a presentation which may be in ms powerpoint, ms word, prezi, animation, videos, etc. Focal Length - usually represented in millimeters (mm), it is the basic description of a photographic lens. ISO -the level of sensitivity of the camera to available light. KBP - Kapisanan ng mga Brodkaster ng Pilipinas, foremost broadcast media organization in the country, composed of owners and operators of radio and television stations. Media Art forms - may be as print media, photographs, videos, paintings, posters etc. Photosharing Websites - websites where you can upload pics and may have additional features such as comments and descriptions (Flickr, Photobucket, Instagram, Facebook, etc.) Podcast - is a digital medium consisting of an episodic series of audio, video, radio, PDF, or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. Shutter Speed - the length of time a camera‘s shutter is open (exposure time). Telemagazine - a television show with a variety of topics with the intention to entertain and inform. Typography - is the art and technique of arranging type to make written language most appealing to learning and recognition. Visual Storytelling - uses graphic design, illustrations, photography or cinematic images to convey information in an elegant, entertaining or informative manner. Vlog - is a form of blog for which the medium is video, and is a form of web television. Web 2.0 WYSIWYG Special Curricular Programs - may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to Web sites where people are limited to the passive viewing of content. Examples of Web 2.0 include social networking sites, blogs, wikis, folksonomies, video sharing sites, hosted services, Web applications, and mashups. - ―what you see is what you get.‖ – is a system in which content (text and graphics) onscreen during editing appears in a form closely corresponding to its appearance when printed or displayed as a finished product. Page 41 of 675 Special Curricular Programs Page 42 of 675 CONCEPTUAL FRAMEWORK Music occupies a very important role in Philippine society. Its function is well entrenched in the various occasions and festivals and in the day to day activities of households. Music is used as a means to express and convey messages to members of the community. In the Philippine context, there is no direct translation for the word music but there is a multitude of words relating to music which describe song forms, musical instruments, and processes. This just means that music is more than just an abstraction as it is found in the everyday experiences of the people. The SPA music curriculum focuses on four threads which at the end of the program will equip the learner as an engaged artist in the field of music: 1. music as borne of the expression of the self as seen in the Filipino tales, epics, rituals, and festivals; 2. music as a community resource rooted in the natural, tangible, and intangible heritage of the people; 3. music as an continuing expression of the people‘s history and; 4. music as a contextualized reality from the local to global perspectives in the contemporary times. Along with four threads, the curriculum will develop the learner‗s knowledge, appreciation, and skills in music using the seven building blocks of music distributed across the curriculum (Philosophy of Music; Overview of Music; Music Elements and Concepts; Music Processes and Skills; Musical Instruments; Music Genre and Styles; People of Music). The SPA program is a spiraling program, grounded on performance-based learning. At the end of the program the learners will have gained the basic and intermediate skills in music which will prepare them for a career and/or higher education in music and other art disciplines. The philosophical foundations upon which standards and competencies are based on are aligned with the regular K-12 program for music and the arts. These include among others, the following sources: A Process of Education by Jerome Bruner, Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Praxial Music Education by David Elliott, Multiple Intelligences by Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the National Research Council of the Philippines, Dictionary of Filipino Musical Terms produced by the UP Center for Ethnomusicology, Content Standards from the National Standards for Arts Education by Music Educators National Conference (MENC), Integrating Music Throughout the Curriculum by Claudia Cornett, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the Cultural Center of the Philippines, and Malikhaing Guro by ARTIS PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION Source: K-10 Philosophy and Rationale for Music Education Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a tapestry moving in time. The global weavings of this tapestry in historical and cultural contexts are diverse—having spurred a continued metamorphosis to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic. However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the nature of music is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that addresses the human spirit, and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a continuing art. Aaron Copland describes this characteristic as a continuous state of becoming. Like the other arts, music is a creative avenue for man‘s individual quest for self-expression and fulfillment. On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds needs to be developed. The student must learn to hear, speak, and think in the medium of music. Simultaneously, growth and development in the skills that enable the application of the learner‘s knowledge should be encouraged, through active involvement in the various musical processes. Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thoughts about contemporary general education. We envision that Music in the K-10 Program will effectively nurture and refine the learner‘s artistic expression and cultural literacy, and celebrate his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own cultural identit Special Curricular Programs Page 43 of 675 PROMOTES A FILIPINO PERSPECTIVE IN THE *UNDERSTANDING AND PERFORMING OF MUSIC MUSIC ELEMENTS AND CONCEPTS *READING AND WRITING MUSIC *UNDERSTANDS MUSIC AND ITS RELATIONSHIP TO OTHER ARTS DISCIPLINES MUSIC CONTEXT Local & Global Community RELATIONAL Culture & History MENTALEMOTIONAL Spirit VALUES Self *UNDERSTANDS MUSIC IN RELATION TO HISTORY AND CULTURE Special Curricular Programs *CREATING AND ARRANGING MUSIC USING NATURAL AND ELECTRONIC MATERIALS WITHIN SPECIFIC GUIDELINES MUSIC PROCESSES AND SKILLS *EVALUATING MUSIC AND MUSIC PERFORMANCES SENSORYAESTHETIC *IMPROVISING MELODIES, VARIATIONS AND ACCOMPANIMENTS *LISTENING TO, ANALYZING, AND DESCRIBING MUSIC Lifecycle Land MUSIC EXPRESSION AND PERFORMANCE *SINGING AND/OR PLAYING INSTRUMENTS, ON SOLO OR GROUP PERFORMANCE ON VARIED REPERTOIRE OF MUSIC Page 44 of 675 GRADE 12 ADVANCED COMPETENCE GRADE 11 COMPETENCE GRADE 10 PROFICIENCY - MUSIC SPECIALIZATION II - MUSIC SPECIALIZATION I - CONTEMPORARY REALITIES; , ASEAN AND MUSIC IN NATIONAL GLOBAL and PERSPECTIVES GRADE 9 MUSIC SKILLS DEV’T II: -HISTORY AND HERITAGE;PHILIPPINE EXPLORATION MUSIC VIS-À-VIS WESTERN MUSIC FROM PRE-COLONIAL TO AMERICAN PERIOD MUSICAL COMPARATIVE HISTORICAL GRADE 8 MUSIC SKILLS DEV’T I: AWARENESS & EXPLORATION - COMMUNITY: LIFE SOURCES & CULTURAL HERITAGE ON MUSIC GRADE 7 ELEMENTS OF MUSIC -INTEGRATED ARTS-BASIC ELEMENTS AND MUSIC APPRECIATION & PRINCIPLE OF ALL THE ARTS BASIC MUSIC SKILLS IN THE CONTEXT OF SELF & THE GROUP FIGURE 2. THE CONTENT OF SPA MUSIC CURRICULUM PER GRADE LEVEL Special Curricular Programs Page 45 of 675 SPA MUSIC CURRICULUM TABLE 1. BASIC REFERENCE FOR MUSIC BUILDING BLOCK I: PHILOSOPHY: WHY STUDY MUSIC Music as an Expression of Life Music as a Communication Tool Music as an Expression of Personal and Cultural Identity Music as an Expression of History Music as a Repository of Values Music as a Means for Promoting Personal and Social Growth BUILDING BLOCK II: OVERVIEW OF MUSIC What is Music Music in Relation to the Other Arts Purpose and Role of Music in Society Defining Music in the Philippine Context *Adapted From National Standards for Arts Education, 1994 Special Curricular Programs BUILDING BLOCK III: MUSIC ELEMENTS AND CONCEPTS Timbre Dynamics Rhythm Melody Pitch Harmony Tempo Form BUILDING BLOCK IV: MUSIC PROCESSES OR SKILLS Listening Reading Imitating Responding Creating Improvising Performing Evaluating Analyzing critically Applying Researching Using music technology Instrumentmaking/repairing Writing Music BUILDING BLOCK V: MUSICAL INSTRUMENTS Voice and the Body Sound makers Idiophones Membranophones Aerophones Chordophones Rondalla, Orchestra and Band Indigenous instruments:solo and ensemble Electronic Musical Instruments BUILDING BLOCK VI: MUSIC LITERATURE Music of the Philippines Music of Asia Music of the West Music of Africa Music of Latin America Music of South Pacific Contemporary Musical Forms and Styles BUILDING BLOCK VII: PEOPLE OF MUSIC MUSIC SPECIALIZATION: 1. VOICE 2. INSTRUMENT 3. CREATIVE MUSIC WRITING AND ARRANGING 4. PERFORMANCE Famous musicians in history National Artists and Gawad Manlilikha ng Bayan Roles in Music Making Careers in Music Page 46 of 675 LEARNING AREA STANDARD The learner demonstrates an appreciation and understanding of the concepts and principles of Music, Aesthetics, and History within the context of Philippine cultural and historical realities. The course ends with musical performances imbued with artistic creativity, sense of community, and pride of place. Each performance incorporates sensitive interaction with Filipino indigenous heritage, values of human and social development, and mobilizing skills for a career in the arts. KEY STAGE STANDARD The learner demonstrates an appreciation and understanding of the concepts and principles of Music, Aesthetics, and History within the context of Philippine cultural and historical realities. The course ends with musical performances imbued with artistic creativity, sense of community, and pride of place. Each performance incorporates sensitive interaction with Filipino indigenous heritage, values of human and social development, and mobilizing skills for a career in the arts. GRADE LEVEL STANDARDS GRADE LEVEL Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 The learner demonstrates an appreciation and understanding of the basic language of the creative arts, focusing on MUSIC as an INTEGRATED LANGUAGE of personal, group, and cultural expression and creativity in stories, ritual, myth, and cultural enactments for the RELEASE of creativity, and AWARENESS of self and cultural identity, and sense of social responsibility. The learner demonstrates an understanding of the basic concepts, principles, and skills of MUSIC relevant to creating seminal works on Community Realities and Life Sources for the AWARENESS and EXPLORATION of creativity, sense of self and cultural identity, and social responsibility The learner demonstrates an understanding of the basic concepts, principles, skills of MUSIC relevant to creating processes and works reflecting History and Heritage for the EXPLORATION of creativity, sense of self and cultural identity, and social responsibility The learner demonstrates an understanding of the basic concepts and principles of MUSIC interacting with other disciplines relevant to the creation of major works reflecting Contemporary Realities for the PROFICIENCY in artistic creativity, leading to a sense of self, cultural identity, and social responsibility The learner demonstrates COMPETENCE in the application of the concepts and principles of Music, Aesthetics, and History in their own MUSIC SPECIALIZATION towards a productive career and profession in various fields of Music. The learner demonstrates an ADVANCEMENT in COMPETENCE in the application of the concepts and principles of Music, Aesthetics, and History in their own MUSIC SPECIALIZATION towards a productive career and profession in various fields of Music. Expected Graduates of SPA Music: Track A: Tertiary Education Track B: Practitioner of Music (performer, church music trainer, arranger, music technician) Course Scope, Content and Materials: GRADE Level: Quarter or Grading Period (SAMPLE SCHEDULE) 3-4 PM 4-5 PM MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY INTRO TO MUSIC SOLO INSTR/ SOLO VOICE INSTRUMENTAL ENSEMBLE INTRO TO MUSIC SOLO INSTR/ SOLO VOICE VOCAL ENSEMBLE INTRO TO MUSIC SOLO INSTR/ SOLO VOICE Special Curricular Programs Page 47 of 675 GRADE 7 COURSE DESCRIPTION: This is a course in SPA music specialization that aims the learner to demonstrates an appreciation and understanding of the basic language of the creative arts, focusing on MUSIC as an INTEGRATED LANGUAGE of personal, group, and cultural expression and creativity in stories, ritual, myth, and cultural enactments for the RELEASE of creativity, and AWARENESS of self and cultural identity, and sense of social responsibility. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : Artistic Expressions, Integrated Arts , Soundscapes and Warm-Ups for Voice and Instruments A. The Language of Artistic Expression Elements of Artistic Expression in all the arts: 1. Space 2. Line 3. Movement 4.Texture 5. Sound 6. Silence 7. Rhythm 8. Form The learner… demonstrates understanding of the different artistic expressions; its elements, processes, principles, and interrelations. The learner… illustrates examples of the integrated art processes in the different art forms. The learner… 1. 2. B. Principles of Artistic Organization Common in the Arts 1. Unity and Variety 2. Form 3. Function and Intent 3. C. Characteristics of the different Art Forms and its Artistic Expressions: 1. Music 2. Dance 3 .Drama 4. Literature 5. Visual Arts 6. Film 5. Special Curricular Programs 4. 6. 7. defines the different elements of artistic expression. describes how the different elements are used. SPA_MU7-Ia-1 explains the principles of artistic organization in the different art forms. develops the fundamental artistic processes in expressing oneself. SPA_MU7-Ic-3 explains the characteristics of the different art forms. distinguishes clearly the commonalities and differences among the different art forms. analyzes elements and processes of artistic expression in the different art forms. SPA_MU7-Ie-5 SPA_MU7-Ib-2 SPA_MU7-Id-4 SPA_MU7-If-6 SPA_MU7-Ig-7 Page 48 of 675 D. Soundscapes (Music from the Natural Environment) 8. demonstrates the elements of artistic expressions using soundscapes in music using the available resources in your community. SPA_MU7-Ih-8 E. Warm-Ups and Caring for the Voice and Instruments 9. evaluates the importance of regular warm-up for vocal and instrumental ensemble. SPA_MU7-Ia-j-9 QUARTER 2 : Legends and Myths, Sounds as narrative, Introduction to Music I-A A. THE LANGUAGE OF CREATIVE EXPRESSION IN LEGENDS AND MYTHS: 1. Sound as Narratives in Local Legends and Myths The learner... The learner... 2. Interpretations/ MeaningMaking (Local Views) 3. Depictions through 2-3 Integrated Art Forms (e.g. Chants/Instruments, Movement, Poetry, etc.) demonstrates understanding of local stories, legends and myths as reflections of Filipino values, ingenuity. performs chants or songs from stories, legends and myths in their local context with clarity. The learner... 1. describes the narratives citing their place of 2. 3. 4. 5. 6. 7. B. INTRODUCTION TO MUSIC 1. Why Study Music 2. Overview of Elements of Music Rhythm Melody Harmony Tempo Dynamics Timbre Form 3.Instrumental Specialization Identification of Instruments Parts of the Instrument Special Curricular Programs demonstrates understanding of the importance of studying music and its elements. demonstrates understanding of the instruments used. applies musical elements in performing chants, songs, myths, and legends. executes the proper technique of playing the instrument. 8. 9. 10. origin. narrates local legends and myths. SPA_MU7-IIa-1 SPA_MU7-IIb-2 interprets stories, guided by basic Filipino cultural perspectives. relates how these narratives reflect the Filipino perspective. analyzes narratives in terms of literary and musical elements. expresses a set of values and insights relevant to one‘s life and community. chants from stories, myths and legends. SPA_MU7-IIc-3 identifies the importance of studying music. applies the use of music in the integrated arts in depicting the narratives. SPA_MU7-IIh-8 identifies the different instruments used and their parts . 11. applies the proper techniques in playing the instrument. SPA_MU7-IId-4 SPA_MU7-IIe-5 SPA_MU7-IIf-6 SPA_MU7-IIg-7 SPA_MU7-IIi-9 SPA_MU7-IIa-j-10-11 Page 49 of 675 Proper techniques of playing the instrument 4. Vocal Main features and proper care of the voice Classifications of voice: SATB demonstrates understanding of the voice as an instrument. executes the proper way of caring for one‘s voice. 12. explains the anatomy of the vocal apparatus. 13. practices proper care of the voice. 14. distinguishes the classifications of voice (SATB). SPA_MU7-IIa-12 SPA_MU7-IIb-j-13-14 QUARTER 3 : Rituals and Festivals, Introduction to Music I-B A. THE LANGUAGE OF CREATIVE EXPRESSION IN RITUALS AND FESTIVAL 1. Local/ Regional Rituals and Festivals 2. Analysis of Artistic Expressions in Rituals and Festivals 3. 4. Contextual Interpretations (Local Culture) Integrated Art Forms: Visual Arts Movement/Dance Music Literary Arts Drama B. INTRODUCTION TO MUSIC 1. Importance of Music as an expression of life as a tool for communication as an expression of personal Special Curricular Programs The learner…\ demonstrates understanding of local rituals and festivals reflective of Filipino values, ingenuity The learner… reenacts festivals according to local/regional traditions. The learner..\ 1. describes rituals and festivals citing their 2. history, place of origin, and context. observes cultural sensitivity to beliefs, rituals, customs, and traditions. SPA_MU7-IIIa-1 SPA_MU7-IIIb-2 demonstrates understanding of music concepts and processes as applied to the music of rituals and festivals. 3. analyzes significant use of the arts and creative expressions in rituals and festivals. SPA_MU7-IIIc-3 demonstrates understanding to the use of different art forms and media to portray rituals and festivals. 4. SPA_MU7-IIId-4 5. demonstrates the various artistic expressions present in the rituals and festivals. establishes the functions of rituals and festivals. 6. recognizes the importance of music. SPA_MU7-IIIf-6 demonstrates understanding of the importance of music. performs activities that shows the importance of music. SPA_MU7-IIIe-5 Page 50 of 675 and cultural identity as an expression of history as a repository of values as a means for promoting personal and social growth 2. Elements of Music Rhythm Melody Harmony Tempo Dynamics Timbre Form 3. Application of the Elements of Music through the chosen specialization: voice and instrument-playing. demonstrates understanding of the elements of music. applies the elements of music. 7. analyzes the elements of music through listening. SPA_MU7-IIIa-j-7 executes skills required in solo and group performance. 8. sings/plays instruments. SPA_MUIIIa-j-7 Instrument-Playing/Singing Finger positions/Posture Embouchure (winds); bowing/plucking (strings); Articulation Tone Production and Resonance QUARTER 4 : Performance, Introduction to Music (I-C) , Collaboration of the Different Art Fields A. INTRODUCTION TO MUSIC 1. Continuation of Review of Elements of Music : Rhythm Melody Harmony Tempo Dynamics Timbre Form Basic Music Reading: Notes, Special Curricular Programs The learner... The learner... The learner... demonstrates an understanding of the elements of music. performs basic music reading skills through sight reading and singing of their local music (e.g.Harana-Bulacan). 1. describes the elements of music. SPA_MU7-IVa-j-1 Page 51 of 675 Rests, Time Signature, Clefs 2. 2. Application of the Elements of Music through the chosen specialization: voice and instrument-playing. ● Instrument-Playing/Singing Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Solo and ensemble playing of Pieces/works related to rituals and festivals 3. Integrated Arts Approach to staging a music performance based on Filipino legends, myths, rituals, and festivals demonstrates understanding of the integrated arts approach in a musical performance. applies aspects of the integrated arts approach in the staging music performances. applies the elements of music through singing and playing. 3. analyzes musical elements in epics, rituals, festivals meaningfully. 4. analyzes meaningfully the dynamics of self and group through music and the integrated arts approach. SPA_MU7-IVa-j-2 SPA_MU7-IVa-j-3 SPA_MU7-IVa-j-4 *The performance standards for the fourth quarter will be showcased in collaboration with all the other SPA art fields. Special Curricular Programs Page 52 of 675 GRADE 7: Integrated Language (Sample Schedule) MONDAY 3-4 PM 4-5 PM TUESDAY WEDNESDAY INTRO TO MUSIC I-A INSTRUMENTAL ENSEMBLE INTRO TO MUSIC I-A SOLO INSTR/ SOLO SOLO INSTR/ SOLO VOICE VOICE Coverage of INTRO TO MUSIC: 1st Q: Artistic Expressions, Integrated Arts , Soundscapes and Warm-Ups for Voice and Instruments 2nd Q: Legends and Myths, Sounds as narrative, Introduction to Music I-A 3rd Q: Rituals and Festivals, Introduction to Music I-B 4th Q: Performance, Introduction to Music (I-C) , Collaboration of the Different Art Fields THURSDAY FRIDAY VOCAL ENSEMBLE INTRO TO MUSIC I-A SOLO INSTR/ SOLO VOICE Solo Performance/Collaboration: instrument/voice/choir--- SOLO: WINDS, GUITAR, PIANO, STRINGS, percussion, VOICE; b) INSTRUMENTAL ENSEMBLE: INDIGENOUS MUSIC ENSEMBLE (SLT PARTNERSHIP), Rondalla, Recorder, Chamber/Mixed; c) CHOIR: SSA/SATB OR DIVISI MATERIALS: Introduction to Music: Basics of Music by Michael Zinn, Fundamentals of Music by Herrold, Introductory Musicianship by Theodore Lynn Solo Voice: Kundiman at Iba Pa I and II, NAMCYA SERIES, Folksongs of the Visayas by Priscilla Magdamo, Voice Methods of Concone, Marchesi, MacClosky; Van Christy Indigenous Music: Palabunibunyan by Aga Mayo Butocan, Gongs and Bamboo by Jose Maceda, Dictionary of Filipino Musical Terms (UPCE), Philippine Traditional Music by Kristina Benitez, Select Transcriptions of Philippine Folk Songs by Lilia Tolentino (unpublished thesis) Guitar: Carcassi, Sor, Hal Leonard Guitar Method Books 1 – 3, 2nd edition (2002), Mel Bay, Hohmann-Wohlfarth Winds/Perc.: Rubank, Burakoff, Teaching Music Through Performance in Band Piano: Czerny Op. 599, Bach Notebook of Anna Magdalena Bach, Seleksiyon and Likha Tugtugin by Augusto Espino, Score Series by Abejo, Likha-Tugtog-Likha by Christine Muyco, NAMCYA Piano Series, Alfred Piano Series, Hal Leonard Piano Series, Piano Adventures, The Contemporary Piano Method, Celebration Series Strings: NAMCYA Violin Series, Suzuki Method Book I, Mel Bay Modern Violin, Hal Leonard Essential Elements for Strings, Alfred String Builder, Kjosk Essential for Strings, Habits of a Successful String Musician: Full Score Rondalla: Celso Espejo Rondalla Method by Celso Espejo, Philippine Folk Dances for Rondalla by Edna Culig, Philippine Rondalla by Angelita Pasamba, Laro-Rondalya by Polvoriza, Muyco, Trangco, and Perez Choir: NAMCYA Choral Series, Sundry Choral Series (reprint), Koro Leyteno, Philippine Folk Songs by Reysio Cruz, Hallel by Augusto Espino, Teaching Choral Music (Dawn Collins), Handbook for Beginning Choral Educators (Walter Lamble), Singing at First Sight Series (Andy Beck), Teaching Music Through Performance in Middle School Choir, Collaboration in the Ensemble Arts Website resource: www.giamusic.com, www.teoria.com, www.solfege.org, www.culturalequity.org , www.folkways.si.edu, www.upethnom.com Special Curricular Programs Page 53 of 675 GRADE 8 Course Description: This is a course in SPA- Music specialization that aims the learner to demonstrates an understanding of the basic concepts, principles, and skills of MUSIC relevant to creating seminal works on Community Realities and Life Sources for the AWARENESS and EXPLORATION of creativity, sense of self and cultural identity, and social responsibility. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : Heritage: Community/Folklife and Music, Rudiments of Music A. INTRODUCTION TO HERITAGE 1. Heritage The learner… demonstrates an understanding of heritage. 2. The Different Dimensions of Society: Ecology, Governance, Cultural, Social, Human, Economic, and Spiritual 3. Assessing the Music Resources of a Community demonstrates an understanding of the different dimensions or modalities of society as applied in a community and their various relationships. demonstrates an understanding of basic cultural mapping methods. The learner… The learner… creates a cultural map depicting the music heritage of one‘s locality. 1. describes the dimensions of society and applies them on an analysis of his community. SPA_MU8-Ia-1 assesses the music resources of the community. 2. conducts survey of the music resources of the community. SPA_MU8-Ib-2 3. illustrates cultural maps with clarity, analysis, and interest. 4. evaluates music applying the basic musical elements and skills. explains how specific elements of music are applied in particular music pieces. Sight-reads music in singing and playing instruments. 4. Basic Cultural Mapping B. RUDIMENTS OF MUSIC 1.Elements of Music Rhythm Melody Harmony Tempo Dynamics Timbre Form 2. Application of the Elements of Special Curricular Programs demonstrates an understanding of the elements of music. performs music in solo and with accompaniment. 5. 6. SPA_MU8-Ic-3 SPA_MU8-Ia-j-4 SPA_MU8-Ia-j-5 SPA_MU8-Ia-j-6 Page 54 of 675 Music through the chosen specialization: voice and instrument-playing InstrumentPlaying/Singing (Continuation from Grade 7) Finger positions/Posture Tone Production and Resonance Embouchure (winds); bowing/plucking (strings); Articulation Sight Singing Basic Sight Reading Repertoire Study QUARTER 2 : Ecology and Natural Resources, Mapping of Natural Heritage, Rudiments of Music A. OUR LIFE SOURCES 1.Mapping of Natural Heritage The learner… The learner… demonstrates an understanding of the natural heritage of his/her community and its different ecosystems. creates maps on the natural heritage of his/her community. The learner… 1. identifies the different natural heritage of the 2. 3. 2. Earth Music Fusion B. RUDIMENTS OF MUSIC (Continuation) 1. Elements of Music : Rhythm Melody Harmony Special Curricular Programs 4. demonstrates understanding of the relationship of music elements to the earth. performs music with an ecological content. demonstrates understanding of the elements of music through ensemble playing and group singing. performs music in solo and with accompaniment. 5. 6. 7. 8. community and gives its significance. conducts an inventory of the natural heritage of the community , ecosystems and give their significance. illustrates the varied ecosystems in his/her community through a natural heritage map or visual collage. creates soundscapes of human and ecological situations. create a fusion of earth music through improvisation. applies the elements of music in voice and instrument. demonstrates aural skills. Reads music for ensemble playing and singing. SPA_MU8-IIa-1 SPA_MU8-IIb-2 SPA_MU8-IIc-3 SPA_MU8-IId-4 SPA_MU8-IIe-5 SPA_MU8-IIa-j-6 SPA_MU8-IIa-j-7 SPA_MU8-IIa-j-8 Page 55 of 675 2. 3. Tempo Dynamics Timbre Form Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation from Grade 7) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Sight Singing Basic Sight Reading Repertoire Study Choral Harmony, Balance & Blending demonstrates understanding of the various methods and techniques of singing and instrument-playing QUARTER 3: Cultural Heritage: Mapping of Tangible and Intangible Music Cultures, Rudiments of Music A. OUR CULTURAL HERITAGE 1. Mapping of Tangible Heritage 2. Mapping of Intangible heritage The learner... demonstrates an understanding of the cultural resources of his/her community, its different types, and significance. demonstrates an understanding of basic cultural research. The learner… The learner… 1. creates a map of the tangible and intangible cultural resources of their community. 2. 3. 4. 5. B. RUDIMENTS OF MUSIC (Continuation) Rhythm Melody Harmony Special Curricular Programs demonstrates understanding of elements of music as applied to heritage pieces. performs music pieces with cultural heritage content. 6. 7. classifies the tangible and intangible cultural resources in his/her community and its significance. conducts an inventory of the cultural resources of communities. illustrates the heritage icons in his/her community. analyzes human and socio-cultural situations based on the cultural maps. applies creative integrated arts approaches in mapping tangible and intangible heritage. SPA_MU8-IIIa-1 selects a cultural icon for music performance. analyzes the musical characteristics of a short heritage piece . SPA_MU8-III-a-j-6 SPA_MU8-III-a-7 SPA_MU8-IIIb-2 SPA_MU8-IIIc-3 SPA_MU8-IIId-4 SPA_MU8-IIIe-5 Page 56 of 675 Tempo Dynamics Timbre Form 2. Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Sight Singing Basic Sight Reading Repertoire Study Choral Harmony, Balance & Blending demonstrates understanding of the performance of music pieces with cultural heritage content drawn from local community resources. QUARTER 4: Performance: instrument/voice/choir, Collaboration of the Different Art Fields PROGRAM PLANNING AND PERFORMANCE Basics of Planning a Music Performance Rehearsal Preparation Staging the Performance The learner… Special Curricular Programs demonstrates an understanding of program using the integrated arts approach. demonstrates an understanding of the staging process. The learner… stages a performance with cultural heritage content. The learner… 1. analyzes the importance of good music 2. 3. 4. programming, rehearsal preparation, and staging. improvises music based on local cultural heritage. employs acceptable rehearsal methods to good program planning. applies aspects of the integrated arts approach in the staging music performances. SPA_MU8-IVa-1 SPA_MU8-IVb-2 SPA_MU8-IVc-3 SPA_MU-IVa-j-4 Page 57 of 675 GRADE 8: Community Realities and Life Sources (Sample Schedule) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 3-4 HERITAGE AND RUDIMENTS OF INSTRUMENTAL HERITAGE AND RUDIMENTS OF INSTRUMENTAL HERITAGE AND RUDIMENTS OF PM MUSIC ENSEMBLE/CHOIR MUSIC ENSEMBLE/CHOIR MUSIC 4-5 SOLO INSTR/ SOLO VOICE SOLO INSTR/ SOLO VOICE SOLO INSTR/ SOLO VOICE PM Intro to Heritage 1st Q: Heritage: Community/Folklife and Music, Rudiments of Music 2nd Q: Ecology and Natural Resources, Mapping of Natural Heritage, Rudiments of Music 3rd Q: Cultural Heritage: Mapping of Tangible and Intangible Music Cultures, Rudiments of Music 4th Q: Performance: instrument/voice/choir, Collaboration of the Different Art Fields Solo Performance/ Collaboration: instrument/voice/choir---a) SOLO: BAMBOO FLUTE, GUITAR, PIANO, VOICE; b) INSTRUMENTAL ENSEMBLE: INDIGENOUS MUSIC ENSEMBLE (SLT PARTNERSHIP), Rondalla, Recorder, Chamber/Mixed; c) CHOIR: SSA/SATB OR DIVISI MATERIALS: History: CCP Encyclopedia of Music, History of Music by Jose Maceda, Grove‘s Dictionary of Music and Musicians, Garland Encyclopedia of Music Introduction to Music: Basics of Music by Michael Zinn, Fundamentals of Music by Herrold, Introductory Musicianship by Theodor Lynn, Thinking About Music by Bonnie Wade Solo Voice: Kundiman at Iba Pa I and II, NAMCYA SERIES, Folksongs of the Visayas by Priscilla Magdamo, Voice Methods of Concone, Marchesi, MacClosky, Foundations of Singing byVan Christy Indigenous Music: Palabunibunyan by Aga Mayo Butocan, Select Transcriptions of Philippine Folk Songs by Lilia Tolentino (unpublished thesis), Gongs and Bamboo by Jose Maceda, Dictionary of Philippine Musical Terms (UPCE), Philippine Traditional Music by Kristina Benitez, Tuklas Sining, CCP Encyclopedia, ―Mangalimog ako: Finding one‘s voice in Sugidanon (epic chanting)‖ by Christine Muyco in Songs of Memory in Islands of Southeast Asia , Musika Jornal, Sonic Orders, Songs of the Babaylan (Grace Nono) Musics of ASEAN, Compendium on the Humanities NRCP Guitar: Carcassi, Sor, Hal Leonard Guitar Method Books 1 – 3, 2nd edition (2002), Mel Bay, Hohmann-Wohlfarth Winds/Perc.: Rubank, Burakoff, Teaching Music Through Performance in Band Piano: Czerny Op. 599, Bach Notebook of Anna Magdalena Bach, Seleksiyon and Likha Tugtugin by Augusto Espino, Score Series by Abejo, Likha-Tugtog-Likha by Christine Muyco, NAMCYA Piano Series, Alfred Piano Series, Hal Leonard Piano Series, Piano Adventures, The Contemporary Piano Method, Celebration Series Strings: NAMCYA Violin Series, Suzuki Method Book I, Mel Bay Modern Violin, Hal Leonard Essential Elements for Strings, Alfred String Builder, Kjosk Essential for Strings, Habits of a Successful String Musician: Full Score Rondalla: Celso Espejo Rondalla Method by Celso Espejo, Philippine Folk Dances for Rondalla by Edna Culig, Philippine Rondalla by Angelita Pasamba, Laro-Rondalya by Polvoriza, Muyco, Trangco, and Perez Choir: NAMCYA Choral Series, Sundry Choral Series (reprint), Koro Leyteno, Philippine Folk Songs by Reysio Cruz, Hallel by Augusto Espino, Teaching Choral Music (Dawn Collins), Handbook for Beginning Choral Educators (Walter Lamble), Singing at First Sight Series (Andy Beck), Teaching Music Through Performance in Middle School Choir, Collaboration in the Ensemble Arts Website resource: www.giamusic.com, www.teoria.com, www.solfege.org, www.culturalequity.org , www.folkways.si.edu, www.upethnom.com Special Curricular Programs Page 58 of 675 GRADE 9 COURSE DESCRIPTION: CONTENT This is a course in SPA-Music specialization that aims for the learner to demonstrate an understanding of the basic concepts, principles, skills of MUSIC relevant to creating processes and works reflecting History and Heritage for the EXPLORATION of creativity, sense of self and cultural identity, and social responsibility. CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES QUARTER 1 : Historical Periods: Pre-Colonial Philippines vis-a--vis Western Medieval/Renaissance, Music Theory I A. PRE-COLONIAL PHILIPPINES The learner… The learner… The learner… VIS-À-VIS WESTERN demonstrates an performs Philippine 1. distinguishes the different functions of MEDIEVAL/RENAISSANCE understanding of crossindigenous and Indigenous music in Philippine and western 1. Functions of Music in Daily Life cultural comparison Medieval/Renaissance setting. (Philippine & Western) between Philippine music based on its 2. displays familiarity in various performance Rituals indigenous and functions to daily life. practice of Philippine and Western music. Worship Medieval/Renaissance 3. outlines the historical and geographical Leisure & Entertainment music. background of Philippines and Western countries. Historical and Geographical Background 4. analyzes how socio-cultural functions and historical events affect musical forms across 2. Personages Philippine and Western society. Philippines: Ritualists 5. distinguishes how Philippine and Western (Babaylan, Mumbaki, music developed alongside each other through Albularyo, etc.) Gawad finding commonalities and differences. Manlilikha ng Bayan 6. demonstrates skills in playing actual or (GAMABA) simulated indigenous and western instruments. Western: Monks, Troubadours, Minstrels, Dancing Masters, Major Composers on the Medieval Renaissance Period 3. Musical Instruments Philippines: Gongs, Bamboo, Drums & Lutes Western: Recorder Consort, Psaltery, Lutes, Viols, Tambor), 4. Form (Musical Genres) Philippines: Ballads & Special Curricular Programs CODE SPA_MU9-Ia-1 SPA_MU9-Ib-2 SPA_MU9-Ic-3 SPA_MU9-Id-4 SPA_MU9-Ie-5 SPA_MU9-If-h-6 Page 59 of 675 CONTENT Epics, Mimetic Dances Western: Plainchant, Madrigals, Secular & Sacred, Mass, Dance Suites B. MUSIC THEORY I 1.Elements of Music : Rhythm (Free Meter, Speech Meter, Changing Meter, Metric, Syncopated , Ostinato, Drone), Melody (Modes), Harmony (Drone & Melody, Organum), Tempo (Grave, Lento, Prestissimo, Ritardando, Accelerando, Rubato), Dynamics (Articulations: legato, staccato, portamento, portato), Timbre (Local Instrument Classification, Hornböestel-Sachs, Bel Canto, Indigenous Vocal Styles, 2. Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Special Curricular Programs demonstrates an understanding of music reading, vocal techniques, instrument playing techniques, and sight reading skills. 7. applies musical skills for voice and instrument playing. SPA_MU-la-h-7 Page 60 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles QUARTER 2 : Spanish Colonial Period vis- a -vis Baroque, Classic and Romantic Periods, Music Theory I A. SPANISH COLONIAL PERIOD VISA -VIS BAROQUE, CLASSIC AND ROMANTIC PERIODS 1. Functions of music in daily life (Philippine and Western): Sacred Music Secular Music 2. Historical & Geographic : Colonial Expansion & the Rise of Nationalism 3. Personages: Philippines: Adonay, Bonus, Illustre Western: Troubadours, Minstrels, Monks, Major Composers of the Baroque, Classical and Romantic Periods 4. Musical Instruments: Baroque, Classic & Romantic Orchestras Rondalla Ensemble 5. Music Genres: Philippines: Kundiman, Misa, Balitaw, Danza, Kumintang, Jota, Curacha, Habanera, Sarswela, Komedya, Pasyon, Subli, Senakulo, Panunuluyan, Gozo, Villancico, Pastores, Special Curricular Programs The learner… demonstrates an understanding of crosscultural comparison between Philippine and Western musical development. The learner… performs music from the Spanish Colonial Period of the Philippines, Baroque, Classical and Romantic Periods . The learner… 1. describes the different functions of music in 2. 3. 4. 5. 6. 7. Philippine and Western setting distinguishes Sacred from secular music. identifies the historical and geographical background of Philippines and the West. identifies major composers of the Spanish Colonial period in the Philippines, Baroque, Classical and Romantic Periods in the West. analyzes how socio-cultural functions and historical events affect musical forms across Philippine and Western society. distinguishes how Philippine and Western music developed alongside each other through finding commonalities and differences. applies appropriate technical skills in performing Philippine and Western music. SPA_MU9-IIa-1 SPA_MU9-IIb-2 SPA_MU9-IIc-3 SPA_MU9-IId-4 SPA_MU9-IIe-5 SPA_MF9-IIf-6 SPA_MU9-IIg-7 Page 61 of 675 CONTENT Daigo Western: Oratorio, Opera, Sonata, Symphony, Concertos, Tone Poem, Program Music, Art Songs, (Chansons, Lied, etc.) B. MUSIC THEORY I 1. Elements of Music Rhythm (Review of Simple and Compound Meter), Melody (Review of Major and Minor Tonality), Harmony (Basso Continuo, Figured Bass, Alberti Bass), Tempo (Grave, Lento, Prestissimo, Ritardando, Accelerando, Rubato), Dynamics(Articulations, legato, staccato, portamento, portato), Timbre ( Instruments of the Orchestra Hornböestel-Sachs, Bel Canto 2.Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Interpretations CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Special Curricular Programs demonstrates an understanding of music theory. 8. 9. applies musical skills for voice and instrument playing. applies of the elements of music through the chosen specialization: voice and instrumentplaying. SPA_MU8-IIa-d-8 SPA_MU9-IIe-h-9 Page 62 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Choral Styles QUARTER 3 : American Colonial Period and Japanese Occupation, Music Theory 1 A. American Colonial Period and Japanese Occupation 1. Functions of Music in Daily Life (Philippine, American and Japanese): Leisure and Entertainment Art Music Popular Music 2. Historical & Geographic Background 3. Personages: Philippines: Abelardo, Santiago, Molina National Artists for Music Major Composers & Major Works American and Japanese Artists and Composers 4. Form (Musical Genres): Philippines: Sarswela, Kundiman, Bodabil, Music from the Japanese Period Western: Gesamkünswerke, Neoclassical, Avante-Garde, Minimalist Music, , Chance/Aleatory Music, Indeterminacy, Jazz, Rhythm and Blues B. INTRODUCTION TO MUSIC (Continuation) 1.Elements of Music Special Curricular Programs The learner… The learner… demonstrates an understanding of crosscultural comparison between Philippine, American and Japanese musical development. displays familiarity in various performance practice of Philippine, American and Japanese musical period. The learner… 1. describes the different functions of music in 2. 3. 4. demonstrates an understanding of music theory. 5. Philippine, American and Japanese setting. identifies the historical and geographical background of Philippine, American and Japanese period. analyzes how socio-cultural functions and historical events affects musical forms across Philippine, American and Japanese society. distinguishes how Philippine ,American and Japanese music developed alongside each other through finding commonalities and differences. applies musical skills for voice and instrument playing. SPA_MU9-IIIa-1 SPA_MU9-IIIb-2 SPA_MU9-IIIc-3 SPA_MU9-IIId-4 SPA_MU9-IIIa-h-5 Page 63 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Rhythm (Free Meter, Changing Meter, Mixed Meter , Polymeter), Melody (Whole-Tone, Polytonal, Twelve-Tone), Harmony (Quartal Chords, Quintal, Heptachords, Hexachords), Tempo (Grave, Lento, Prestissimo, Ritardando, Accelerando, Rubato), Dynamics (extreme dynamics and articulations ex. Fortississimo), Timbre (Unconventional Instruments and Manners of Playing, Prepared Piano, Electronic instruments, Popular music instruments) 2.Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles Special Curricular Programs Page 64 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 4 : Performance of instrument/voice/choir; Collaboration of the Different Art Fields The learner… A. PROGRAM PLANNING FOR A RECITAL B. APPLICATION OF THE ELEMENTS OF MUSIC THROUGH THE CHOSEN SPECIALIZATION: 1.voice 2. instrument-playing. C. INSTRUMENT-PLAYING /SINGING (CONTINUATION) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles The learner… demonstrates understanding of program planning for a recital. demonstrates an understanding of basic music reading, basic vocal techniques, instrument playing techniques, and sight reading skills. The learner… 1. applies knowledge on music history to program stages a recital. 2. demonstrates musical skills in voice and/or instrumentplaying. 3. 4. planning. displays knowledge in performing basic musical performances . employs acceptable rehearsal methods to good program planning. applies aspects of the integrated arts approach in the staging music performances. SPA-MU-IIIa-d-1 SPA-MU-IIIe-h-2 SPA-MU-IIIa-d-3 SPA-MU-IIIe-g-4 GRADE 9: History and Heritage MONDAY TUESDAY 3-4 PM HERITAGE AND MUSIC THEORY INSTRUMENTAL ENSEMBLE/VOICE/CHOIR 4-5 PM SOLO INSTR Special Curricular Programs WEDNESDAY HERITAGE AND MUSIC THEORY SOLO INSTR THURSDAY INSTRUMENTAL ENSEMBLE/VOICE/CHOIR/ FRIDAY HERITAGE AND MUSIC THEORY SOLO INSTR Page 65 of 675 INTRO TO HERITAGE: 1st Q: Historical Periods: Pre-Colonial Philippines vis-a--vis Western Medieval/Renaissance, Music Theory I 2nd Q: Spanish Colonial Period vis- a -vis Baroque, Classic and Romantic Periods, Music Theory I 3rd Q: American Colonial Period and Japanese Occupation, Music Theory 1 4th Q: Performance of instrument/voice/choir; Collaboration of the Different Art Fields Solo Performance/ Collaboration: instrument/voice/choir---a) SOLO: BAMBOO FLUTE, GUITAR, PIANO, VOICE; b) INSTRUMENTAL ENSEMBLE: INDIGENOUS MUSIC ENSEMBLE (SLT PARTNERSHIP), Rondalla, Recorder, Chamber/Mixed; c) CHOIR: SSA/SATB OR DIVISI MATERIALS: History: CCP Encyclopedia of Music, History of Music by Jose Maceda, Grove‘s Dictionary of Music and Musicians, Garland Encyclopedia of Music Introduction to Music: Basics of Music by Michael Zinn, Fundamentals of Music by Herrold, Introductory Musicianship by Theodor Lynn, Thinking About Music by Bonnie Wade Solo Voice: Kundiman at Iba Pa I and II, NAMCYA SERIES, Folksongs of the Visayas by Priscilla Magdamo, Voice Methods of Concone, Marchesi, MacClosky, Foundations of Singing byVan Christy Indigenous Music: Palabunibunyan by Aga Mayo Butocan, Select Transcriptions of Philippine Folk Songs by Lilia Tolentino (unpublished thesis), Gongs and Bamboo by Jose Maceda, Dictionary of Philippine Musical Terms (UPCE), Philippine Traditional Music by Kristina Benitez, Tuklas Sining, CCP Encyclopedia, ―Mangalimog ako: Finding one‘s voice in Sugidanon (epic chanting)‖ by Christine Muyco in Songs of Memory in Islands of Southeast Asia , Musika Jornal, Sonic Orders, Songs of the Babaylan (Grace Nono) Musics of ASEAN, Compendium on the Humanities NRCP Guitar: Carcassi, Sor, Hal Leonard Guitar Method Books 1 – 3, 2nd edition (2002), Mel Bay, Hohmann-Wohlfarth Winds/Perc.: Rubank, Burakoff, Teaching Music Through Performance in Band Piano: Czerny Op. 599, Bach Notebook of Anna Magdalena Bach, Seleksiyon and Likha Tugtugin by Augusto Espino, Score Series by Abejo, Likha-Tugtog-Likha by Christine Muyco, NAMCYA Piano Series, Alfred Piano Series, Hal Leonard Piano Series, Piano Adventures, The Contemporary Piano Method, Celebration Series Strings: NAMCYA Violin Series, Suzuki Method Book I, Mel Bay Modern Violin, Hal Leonard Essential Elements for Strings, Alfred String Builder, Kjosk Essential for Strings, Habits of a Successful String Musician: Full Score Rondalla: Celso Espejo Rondalla Method by Celso Espejo, Philippine Folk Dances for Rondalla by Edna Culig, Philippine Rondalla by Angelita Pasamba, Laro-Rondalya by Polvoriza, Muyco, Trangco, and Perez Choir: NAMCYA Choral Series, Sundry Choral Series (reprint), Koro Leyteno, Philippine Folk Songs by Reysio Cruz, Hallel by Augusto Espino, Teaching Choral Music (Dawn Collins), Handbook for Beginning Choral Educators (Walter Lamble), Singing at First Sight Series (Andy Beck), Teaching Music Through Performance in Middle School Choir, Collaboration in the Ensemble Arts Website resource: www.giamusic.com, www.teoria.com, www.solfege.org, www.culturalequity.org , www.folkways.si.edu, www.upethnom.com Special Curricular Programs Page 66 of 675 GRADE 10 COURSE DESCRIPTION: This is a course in SPA- Music Specialization that aims the learner to demonstrates an understanding of the basic concepts and principles of MUSIC interacting with other disciplines relevant to the creation of major works reflecting Contemporary Realities for the PROFICIENCY in artistic creativity, leading to a sense of self, cultural identity, and social responsibility. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 1 : The Philippines from Modern to Contemporary Period, Basic Composition and Arranging I-A A. The Philippines from Independence to the Present: Modern & Contemporary Music) 1. Historical Background 2. Personages: Pilita Corrales Diomedes Maturan Ric Manrique Mabuhay Singers, Levi Celerio, Lucio San Pedro, Felipe De Leon Sr., etc, National Artists for Music 3. Music Genre: Pop Music, Protest music, Manila Sound, Original Pilipino Music (OPM), Rap, Broadway, J-Pop K-Pop, Rock, Alternative, Jazz, etc. B. Issues: 8. Intellectual Property Rights 9. Performers Rights 10. Institutions: Cultural Center of the Philippines(CCP), National Commission for Culture and the Arts (NCCA),National Commission on Indigenous People (NCIP), National Music Competition for Young Artists (NAMCYA), OPM, Special Curricular Programs The learner… The learner… Demonstrates understanding of Philippine music from Philippine Independence to the present. demonstrates understanding of issues related to the music profession. Performs the genres of music (vocal /instrumental) from Philippine Independence to the present. employs knowledge on the different issues to one‘s own music practice. The learner… 1. Identifies the genres and proponents of music SPA_MU10-Ia-1 from Philippine Independence to the present. 2. 3. Outlines the different issues affecting the music profession. Advocates intellectual property rights. SPA_MU10-Ib-2 SPA_MU10-Ic-3 Page 67 of 675 CONTENT The Filipino Society of Composers, Authors and Publishers, Inc.(Filscap) C. Basic Composition and Arranging (Conceptualization, Representation of Sound: Standard or Graphic Notation, Instrumentation, Music Technology Software CONTENT STANDARD demonstrates an understanding of basic compositional concepts and techniques. PERFORMANCE STANDARD LEARNING COMPETENCIES Composes music 4. arranges music. 5. 6. Employs creativity in composition and arrangements. familiarizes with various performance having diverse musical styles. applies music technology software in notating, sequencing and recording. CODE SPA_MU10-Id-4 SPA_MU10-Ie-5 SPA_MU10-If-6 SPA_MU10-Ia-h-7 D. Application of the Elements of Music through composition and the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles Interpretation of composed works demonstrates an understanding of music reading, basic vocal techniques, instrument playing techniques, and sight reading skills performs skills for voice and instrument-playing. 7. shows mastery of musical elements through varied musical performance. QUARTER 2 : The Philippines in the ASEAN Context, Basic Composition and Arranging I-B A. The Philippines in the Context of ASEAN 1.Tradition & Change: ASEAN MUSIC (e.g. Indonesia-Gamelan/Anklung), folk songs , integrated arts in the ASEAN context (dance-drama; shadow puppet, music theater) Special Curricular Programs The learner… demonstrates understanding of Philippine music in the ASEAN context. demonstrates an understanding of cross cultural comparison The learner… presents a simulated performance of ASEAN music. displays familiarity in various performance practice of ASEAN music. The Learner… 1. distinguishes Philippine music from ASEAN SPA_MU10-IIa-1 music . 2. presents a simulated performance of ASEAN Music. SPA_MU10-IIb-2 Page 68 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE between Philippine and ASEAN Music. 2. Issues: ASEAN Integration, Cultural Ethics Special Curricular Programs creates basic music compositions or arrangements. displays knowledge in using music technology software. performs skills for voice and instrument-playing demonstrates an understanding of basic compositional concepts and techniques. demonstrates familiarity with music software for notation, recording, and sequencing. demonstrates an understanding of music reading, basic vocal techniques, instrument playing techniques, and sight reading skills C. Music Technology Software D. Application of the Elements of Music through composition and the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles 3. B. Continuation of Basic Composition (Conceptualization, Representation of Sound: Standard or Graphic Notation, Instrumentation .Arranging conducts interviews with local artists about the different issues in the music profession. demonstrates understanding of issues related to the music profession. demonstrates understanding of issues related to the music profession. applies appropriate technical skills in performing diverse musical styles outlines the different issues affecting the music profession. advocates intellectual property rights. SPA_MU10-IIc-3 5. develops creativity in conceptualizing basic music compositions or arrangements. SPA_MU10-IIe-5 6. uses technology to notate, transcribe, record or sequence music. SPA_MU10-IIe-6 7. displays mastery of the musical elements through musical performances. displays familiarity in various performance practice of diverse musical styles SPA_MU10-IIa-d-7 4. 8. SPA_MU10-IId-4 SPA_MU10-IIe-h-8 Page 69 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Interpretation of composed works QUARTER 3 : GLOBALIZATION, MASS MEDIA AND MUSIC TECHNOLOGY, Basic Composition and Arranging I-C A. Philippines and Globalization 1. World Music from the Middle East, South Pacific, East Asian, African, Latin American, Fusion/Cross-over Music) The learner… The learner… 2. Issues in Music: a. Commercialization, b.Globalization c. Diaspora, d. Work Exploitation & Labor Laws, g. Cultural Ethics B. Music in Media: Radio, TV, Film, Internet, Print Institutions: IMusicCouncil, IPhilippine Society for Music Education, PASAMBAP,PHILBANDA,Council for Trad Music, IFederation of Choral Music, ISociety of Contem Music, Asian Composers League, PCDA, UNESCO C. Continuation of Basic Composition and Arranging (Conceptualization, Representation of Sound: Standard or Graphic Notation, Instrumentation, music software) demonstrates an understanding of globalization in music. demonstrates understanding of issues related to the music profession. demonstrates an understanding of music reading, basic vocal techniques, instrument playing techniques, and sight reading skills. The learner… 1. distinguishes each musical genre . SPA_MU10-IIIa-1 2. applies appropriate technical skills in performing diverse musical styles. SPA_MU10-IIIb-2 conducts researches about music organizations that deal with issues and music advocacy. 3. analyzes the reasons behind the issues in the musical profession. displays awareness in music advocacy and issues. SPA_MU10-IIIc-3 creates music compositions or arrangements. demonstrates musical skills in voice and/or instrumentplaying. 5. develops creativity in conceptualizing basic music compositions or arrangements. uses technology to notate, transcribe, record or sequence music. SPA_MU10-IIIa-c-5 performs a musical genre for each region of the world. displays familiarity in various performance practice of various world music. 4. 6. SPA_MU10-IIId-4 SPA_MU10-IIId-f-6 D. Application of the Elements of Special Curricular Programs Page 70 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD Music through composition and the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles Interpretation of composed works performs skills for voice and instrument-playing . applies appropriate technical skills in performing diverse musical styles. LEARNING COMPETENCIES 7. displays mastery of the musical elements through musical performances. CODE SPA_MU10-IIIg-h-7-8 QUARTER 4 : Careers in Music, Contemporary Perspective , Performance/Collaboration A. CAREERS IN MUSIC 1. Composers / Arrangers 2. Conductors 3. Music Educators / Mentor 4. Musicologist / Researcher 5. Music Producer / Manager 6. Music Technologist / Sound Engineer 7. Music Therapist 8. Performers (Singers, Instrumentalists) The learner… B. ADVANCED PROGRAM PLANNING 1. Advanced Program Planning of a Music Performance 2. Rehearsal Preparation 3. Staging the Performance Special Curricular Programs demonstrate an understanding of the nature of the work of various music careers. The learner… demonstrates an understanding of program planning, rehearsal preparation, and staging using the integrated arts approach. demonstrate creativity in conceptualizing and making music compositions or arrangements. demonstrates basic musical skills in voice and/or instrument-playing. employs acceptable rehearsal methods applicable to good program planning. The learner… 1. identifies the various music professions, their SPA_MU10-IVa-d-1 training and nature of work. 2. evaluates one‘s aptitude, interest and abilities in relation to the various music professions. SPA_MU10-IVe-h-2 3. displays familiarity in various performance practice of diverse musical styles. SPA_MU10-IVa-d-3 performs skills for voice and instrument-playing . Page 71 of 675 CONTENT CONTENT STANDARD C. Application of the Elements of Music through the chosen specialization: voice and instrument-playing. Instrument-Playing/Singing (Continuation) Finger positions/Posture Tone Production & Resonance Embouchure (winds); bowing/plucking (strings); Articulation Basic Sight Reading Repertoire Study Choral Styles demonstrates an understanding of music reading, basic vocal techniques, instrument playing techniques, and sight reading skills. PERFORMANCE STANDARD uses technology to document music performances. applies appropriate technical skills in performing diverse musical styles. LEARNING COMPETENCIES 6. displays mastery of the musical elements through musical performances. CODE SPA_MU10-IVe-h-6 GRADE 9: History and Heritage MONDAY 3-4 PM Contemporary Realities TUESDAY INSTRUMENTAL ENSEMBLE/VOICE/CHOI R WEDNESDAY Contemporary Realities THURSDAY INSTRUMENTAL ENSEMBLE/VOICE/CHOIR/ FRIDAY Contemporary Realities SOLO INSTR 4-5 PM SOLO INSTR SOLO INSTR INTRO TO HERITAGE: 1st Q: The Philippines from Modern to Contemporary Period, Basic Composition and Arranging I-A 2nd Q: The Philippines in the ASEAN Context, Basic Composition and Arranging I-B 3rd Q: American Colonial Period and Japanese Occupation, Music Theory 1 4th Q: Careers in Music, Contemporary Perspective , Performance/Collaboration Solo Performance/ Collaboration: instrument/voice/choir---a) SOLO: BAMBOO FLUTE, GUITAR, PIANO, VOICE; b) INSTRUMENTAL ENSEMBLE: INDIGENOUS MUSIC ENSEMBLE (SLT PARTNERSHIP), Rondalla, Recorder, Chamber/Mixed; c) CHOIR: SSA/SATB OR DIVISI MATERIALS: History: CCP Encyclopedia of Music, History of Music by Jose Maceda, Grove‘s Dictionary of Music and Musicians, Garland Encyclopedia of Music Introduction to Music: Basics of Music by Michael Zinn, Fundamentals of Music by Herrold, Introductory Musicianship by Theodor Lynn, Thinking About Music by Bonnie Wade Solo Voice: Kundiman at Iba Pa I and II, NAMCYA SERIES, Folksongs of the Visayas by Priscilla Magdamo, Voice Methods of Concone, Marchesi, MacClosky, Foundations of Singing byVan Christy Indigenous Music: Palabunibunyan by Aga Mayo Butocan, Select Transcriptions of Philippine Folk Songs by Lilia Tolentino (unpublished thesis), Gongs and Bamboo by Jose Maceda, Dictionary of Philippine Musical Terms (UPCE), Philippine Traditional Music by Kristina Benitez, Tuklas Sining, CCP Encyclopedia, ―Mangalimog ako: Finding one‘s voice in Sugidanon (epic chanting)‖ by Christine Muyco in Songs of Memory in Islands of Southeast Asia , Musika Jornal, Sonic Orders, Songs of the Babaylan (Grace Nono) Musics of ASEAN, Compendium on the Special Curricular Programs Page 72 of 675 Humanities NRCP Guitar: Carcassi, Sor, Hal Leonard Guitar Method Books 1 – 3, 2nd edition (2002), Mel Bay, Hohmann-Wohlfarth Winds/Perc.: Rubank, Burakoff, Teaching Music Through Performance in Band Piano: Czerny Op. 599, Bach Notebook of Anna Magdalena Bach, Seleksiyon and Likha Tugtugin by Augusto Espino, Score Series by Abejo, Likha-Tugtog-Likha by Christine Muyco, NAMCYA Piano Series, Alfred Piano Series, Hal Leonard Piano Series, Piano Adventures, The Contemporary Piano Method, Celebration Series Strings: NAMCYA Violin Series, Suzuki Method Book I, Mel Bay Modern Violin, Hal Leonard Essential Elements for Strings, Alfred String Builder, Kjosk Essential for Strings, Habits of a Successful String Musician: Full Score Rondalla: Celso Espejo Rondalla Method by Celso Espejo, Philippine Folk Dances for Rondalla by Edna Culig, Philippine Rondalla by Angelita Pasamba, Laro-Rondalya by Polvoriza, Muyco, Trangco, and Perez Choir: NAMCYA Choral Series, Sundry Choral Series (reprint), Koro Leyteno, Philippine Folk Songs by Reysio Cruz, Hallel by Augusto Espino, Teaching Choral Music (Dawn Collins), Handbook for Beginning Choral Educators (Walter Lamble), Singing at First Sight Series (Andy Beck), Teaching Music Through Performance in Middle School Choir, Collaboration in the Ensemble Arts Website resource: www.giamusic.com, www.teoria.com, www.solfege.org, www.culturalequity.org , www.folkways.si.edu, www.upethnom.com Special Curricular Programs Page 73 of 675 Special Curricular Programs Page 74 of 675 SPA THEATER ARTS CURRICULUM CONCEPTUAL FRAMEWORK Since the onset of the ancient civilization and indigenous cultures, theater is said to be mother of the Art. Its holistic and integrated nature of cultural expression has fused a spectrum of different artistic manifestations. Whether in Bali, in Bulgaria, in the Andes, in Kenya, in Mindanao or in Cordillera, indigenous people perform enact rituals and narratives in a mode that utilizes the simultaneous use of words or narratives, singing, miming and dancing. In many instances, they design and fabricate their own ritual wear, accessories, musical instruments, and tools. The artistic process is at once literary, visual, musical, and physical, and because the performative act serves a significant function in the life of a community, it acquires a dramatic mode which stimulates an emotional experience. Theater, like the multi-limbed Sarawasti, opens up its different arms to create an experience that is both total and diverse. Theater is a meeting ground and convergence of various artistic disciplines. The disciplines of literature music, dance, visual arts, architecture, and even modern media like film or computer generated graphics, assert their unique and distinct presence to endow dramatic act of the actors with a brilliance of layers causing an impact of luminosity and depth. The converging power of theater provides a prism of various artistic languages made whole by a unifying vision of man and society. It is a space where the individual artist, whether he is a musician, dancer, poet or designer, he can give full rein to his specific artistic bent. Theater is both personal and communal. It is one art form that welcomes collaboration and artistic cooperation. It is an avenue for minds and sensibilities to interact, to engage, to differ, and to harmonize, allowing the maximum multiplicity of viewpoints to merge, to balance, and to share a level playing arena for consciousness to grow. It respects both individuality and collectivity the person becomes a culturally creative amidst a group or community; the group release synergy, power and dynamism unleashed by individual creative. A theater group in class, in school, in a community, in an institution, is a reflection of the larger society working for mutual and reciprocal growth and development. The art of drama resides in the very core of theater. The heart of the dramatic experience is the art of the actor. The actor, whether in presentational or representational theater, provides both empathy and distance, giving the spectator that rare opportunity to see reality unravel before his or her eyes, offering possibilities of insight or inquiry. The theater process allows the student actor to develop his sensitiveness, his intelligence, his esprit de corps, and his sense of the imagination and verisimilitude to deliver a characterization that brims with emotional truth. Theater is incomplete without the spectators: the audience, the electricity of live theater and drama is stirred by that palpable line of communion engendered by creator and reactor. One feeds into the other. The audience provides the theatrical act context, energy, stimulus, and unction to make the dramatic performance living and relevant. The actor provides the audience substance by which it informs itself with the necessary pool of emotions and ideas to guide its life. PHILOSOPHY AND RATIONALE FOR THEATER EDUCATION The Special Program in the Arts was first conceived in 2000, with seventeen (17) pilot schools across the regions. The Bureau of Secondary Education has conducted National Trainings and Workshops, which catered to public school teachers. The SPA has designed a curriculum framework which was utilized in the first four years of implementation. SPA schools conducted benchmarking in the different art schools, specifically the Iloilo National high School (the first SPA School) and the Philippine High School for the Arts in making to adopt best practices in the curriculum development. With the increase in the number of schools offering the program and to formalize the curricular offerings of each art specialization, the National Commission for Culture and the Arts with its partnership with the Department of Education ―SanayGuro‖ (Workshop for Arts teacher) was designed. This has led to the crafting of the SPA Theater Arts Curriculum drawing from standards and curriculum exits of the K-12 Enhanced Basic Education Program. The Special Program in the Arts has been in operation for almost two decades and has reared hundreds of theater artists who have already made a name in the theater profession and its related careers, whether in the educational field or in the professional entertainment and communication industries. And just any human and institutional life cycle, especially in the context of the newly crafted K to 12 Basic Education revolutions, its curricula and learning processes must meet the challenges of a constantly changing world. Special Curricular Programs Page 75 of 675 After two years of programmatic assessment of the SPA theater curriculum, and emboldened by the newly formed partnership between the Department of Education (the rightful mother educational institution of the program) and the National Commission for Culture and the Arts (the government agency tasked with the development of arts and culture), the SPA Theater Arts Course is all the more readier to engender a movement of curricular reform. It will harness the potentials of the theater and drama as a medium for the expression of the soul, cultivation of cultural identity, creating an impetus for other artistic activities, promotion of a personality to self-realization, an anchor for historical and cultural understanding, for transformational values, and promotion of human rights. The SPA theater student is envisioned to immerse in an educationally liberating process that will provide him a creative anchor of inestimable value for developing a distinguished profession grounded in the various sub-disciplines of the theatrical art. Whether they turns out to become an actor, director, playwright, choreographer, composer, lights and sound technician, manager or teacher in the dramatic profession, they shall be properly tooled to steer themselves to an empowered future. The six years of SPA training in theater shall lay the foundation for developing the consciousness, knowledge, skill, and attitudes of the growing theater artist to a life steeped in an appreciation of heritage, charged with skills for artistic excellence, and stimulated with a spirit for fermenting sustainable development of self, community, and the nation. Special Program in the Arts will effectively nurture and refine the learners‘ artistic expression and cultural literacy, and celebrate their national heritage, while it instills, within every individual learner, pride in his own cultural identity. LEARNING AREA STANDARD The learner demonstrates an appreciation and understanding of the concepts and principles of Theater Arts Creation, Aesthetics, and History within the context of Philippine cultural and historical realities, resulting in theatrical opus imbued with artistic creativity, sense of community, and pride of place, sensitive interaction with Filipino indigenous heritage, and values of human and social development, mobilizing skills for a career in the arts. KEY STAGE STANDARD The learner demonstrates an appreciation and understanding of the concepts and principles of Theater Arts Creation, Aesthetics and History within the context of Philippine cultural and historical realities. The course ends with theatrical performances imbued with artistic creativity, sense of community and pride of place. Each performance incorporates sensitive interaction with Filipino indigenous heritage, values of human and social development, and mobilization of skills for a career in the arts. GRADE LEVEL Grade 7 Grade 8 Grade 9 Grade 10 Special Curricular Programs GRADE LEVEL STANDARDS The learner demonstrates appreciation and understanding of the basic language of the creative arts, focusing on theater arts as an INTEGRATED LANGUAGE of personal, group, and cultural expression and creativity in stories, ritual, myth, and cultural enactments for the release of creativity, and awareness of self and cultural identity, and sense of social responsibility. The learner demonstrates understanding of the basic concepts, principles, and skills of THEATER relevant to creating seminal works on Community Realities and Life Sources for the awareness and exploration of creativity, sense of self and cultural identity, and social responsibility The learner demonstrates understanding of the basic concepts, principles, skills of THEATER relevant to creating processes and works reflecting History and Heritage for the exploration of creativity, sense of self and cultural identity, and social responsibility. The learner demonstrates understanding of the basic concepts and principles of THEATER interacting with other disciplines relevant to the creation of major works reflecting Contemporary Realities for the proficiency in artistic creativity, leading to a sense of self, cultural identity, and social responsibility. Page 76 of 675 GRADE LEVEL STANDARDS FRAME WORK GRADE LEVEL Grade 8 Grade 9 Grade 10 Theater Arts Creation Theater Aesthetics Improvisations and deviance of sketches drawn from and focusing on: Indigenous cultural practices Exploration of self-creativity Collaborative creativity Reduction of inhibition Exploration of self-creativity Collection of improvisation and deviance Analysis and production of established, original and realistic plays on environment and heritage Creation and productions in various genres of Philippine theater Production of Full Length Plays Various Processes of Theater Production Theme/ Image of the Human and Society Modes of indigenous cultural expression: Rituals epics and festivals Elements of Artistic Expression Principles of Artistic Organization The Integrated Arts Approach Introduction to Different Arts Disciplines Elements of Drama Elements of Theater Performance Improvisation and Devising Techniques Elements and principles of drama in realistic plays with various styles and treatments The Image of Man and Society in Ecological and Cultural Heritage Drama conveying realities in life and community as awhile Drama conveying themes and values of environment and cultural heritage Performance styles in the various periods and genres of Philippine theater Complimentary theater disciplines – directing/design technical theater/playwriting Philippine theater as cultural heritage: moments of emergence Image of the Filipino and Philippine society in indigenous, traditional and historical theater, including adaptations Image of the human person and society in non-Philippine theater practices (like Asian, African, European, American Theater) Creation and productions of various genres in Philippine theater THEATER IN THE CONTEMPORARY WORLD 1st quarter theater and its applications in the contemporary world (EDUCATION, HEALING, ENTERPRISE, DEVELOPMENT) 2nd quarter-pre-production processes of a select theater production (concepts, script and treatment development, casting, management) 3rd quarter production rehearsals and performance management of select theater production (including mobil runs) 4th quarter post production management and evaluation with audience feedback Full Length Plays Production Methods – Production Management, Stage management, Marketing and Promotions Special Curricular Programs The role of culture and the arts in human and societal development Culture and the arts as vessels and expressions of Genius of Place The integratedness of artistic and cultural modes in Philippine Indigenous cultures as a holistic expression The diversity of Filipino cultural performance and traditions as indicators of local creativity and ingenuity Page 77 of 675 GRADE 7 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : LANGUAGE OF ARTISTIC EXPRESION : Our Life Stories as Spring Board for Creative Expression Through Release and Exploration Process THE LANGUAGE OF ARTISTIC EXPRESSION IN ALL THE ART FORMS A. The Creative Self Exploration of life stories B. Elements of Artistic Expression: 1. Space 2. Line 3. Shape 4. Texture 5. Color 6. Movement 7. Rhythm C. Principles of Artistic Organization common in the arts: 1. Focus 2. Emphasis 3. Balance 4. Variations 5. Contrast 6. Development 7. Structure The learner... The learner… The learner …. 1. demonstrates understanding of the language of artistic expression in all the art forms and principles of artistic organization common in the arts. performs creative pieces using body movements and vocal improvisations in the integrated arts process that exhibit understanding of the different elements of artistic expressions and principles of organization. 2. 3. 4. 5. translates his personal experiences to creative expression. evaluates the level of meanings inherent in shared stories. utilizes the body and the voice as tools for exploring the principles of artistic organization. utilizes the elements of artistic expression and the principles of artistic organization common to all the arts through creative release and exploration exercises. gives importance to one‘s background/ orientation in the creative expression. SPA_TA-AE7-Ia-b-1 SPA_TA-AE7-Ic-2 SPA_TA-AE7-Id-f-3 SPA_TA-AE7-Ig-i-4 SPA_TA-AE7-Ij-5 QUARTER 2 : THE LANGUAGE OF CREATIVE EXPRESSION IN PHILIPPINE CULTURE THE LANGUAGE OF CREATIVE EXPRESSION IN PHILIPPINE CULTURE (FOLKLORE, RITUALS AND FESTIVALS) A. Cultural Performance: 1. Origins 2. Manifestations 3. Functions B. Aesthetics of Cultural Performance Special Curricular Programs The learner … The learner… The learner… 1. demonstrates understanding of the language of creative expression in Philippine culture (Folklore, Rituals and Festivals). produces creative outputs using the integrated process involving elements from different art forms and drawing from cultural performances and traditions in his/her locality. 2. 3. 4. enumerates local forms of cultural performance from family and community. describes cultural performances in their localities. relates the links between the performance practice and their life stories. executes the various artistic expressions present in the re-enactments and establishes their functions. SPA_TA-CE7-IIa-1 SPA_TA-CE7-IIb-2 SPA_TA-CE7-IIc-d-3 SPA_TA-CE7-IIe-g-4 Page 78 of 675 C. Contextual and Contemporary Interpretation and Depiction 5. mounts re-enactments of cultural performances demonstrating the use of the different modes of expressions or art forms. SPA_TA-CE7-IIh-j-5 QUARTER 3 : THE ART OF THE THEATER AND DRAMA THE ART OF THE THEATER AND DRAMA: Philippine Drama A. NATURE AND ELEMENTS OF THEATER 1. Interaction between Actors and Audience 2. Liveness and Ephemerality 3. Conventions of Time, Space, and Action 4. The Art of Theater and Drama and other Art Forms B. ELEMENTS OF DRAMATIC ART (Philippine Traditional and Contemporary) 1. Theme/Premise 2. Character 3. Conflict/Plot Structure 4. Dialogue 5. Spectacle C. ELEMENTS AND PROCESSES OF THEATER PRODUCTION 1. Playwriting and Analysis 2. Basic Directing 3. Scenography or Production Design a. Properties b. Sets c. Costumes d. Make-up e. Lighting f. Sound g. Multi-media Special Curricular Programs The learner… demonstrates understanding of the elements of theater and drama using examples from Philippine theater. The learner… evaluates the elements of theater and drama in short plays from Philippine theater. The learner… 1. analyses the elements of dramatic arts in 2. 3. 4. theater production. selects scenes from Philippine traditional and contemporary drama in creative performance. describes the playwriting and directing principles present in the play. conducts scene studies from the selected plays. SPA_TA-TD7-IIIa-b-1 SPA_TA-TD7-IIIc-d-2 SPA_TA-TD7-IIIe-f-3 SPA_TA-TD7-IIIg-j-4 Page 79 of 675 QUARTER 4 : BASIC IMPROVISATION AND DEVISED THEATER A. Actor Tools and Implements a.1 Body a.2 Voice a.3. Imagination B. Basic Improvisation and Devising Techniques b.1 Autobiographicalperformance b.2 Community narratives b.3 Adapting fictional stories b.4 Using objects and texts as stimuli b.5 Making performance space C. Stage Craft/ Creating the World of the Play c.1 Theater Architecture and Methods of Staging c.2 Design Elements and Principles c.3 Techniques of Scenograph The learner … The learner… The learner... demonstrates understanding of the Basic Improvisational and Devised Theater Techniques, using the actor‘s tools, implements and stage craft. produces collaborative short plays applying basic improvisation and / or devising techniques based on individual experiences and community exposures. demonstrates an awareness of the capacities and limits of the actor‘s tools. identifies the various theater stage craft and their contributions to theater production. improvises scenes using devising techniques based on community narratives. appraises the specific creative contributions of individual‘s shared experiences in a collective scene making. SPA_TA-IDT7-IVa-b-1 SPA_TA-IDT7-IVc-d-2 SPA_TA-IDT7-IVe-g-3 SPA_TA-IDT7-IVh-4 GRADE 8 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : ANALYSIS and PRODUCTION OF REALISTIC PLAYS ON ENVIRONMENT AND HERITAGE A. Issue Analysis 1. Community stories on the natural assets of the region 2. Regional stories on the tangible and intangible heritage of their environment 3. Local issues and problems of their environment and cultural heritage B. Play Analysis 1. Models of realistic plays. Special Curricular Programs The learner… demonstrates understanding of the Analysis and Production of realistic plays on environment and heritage. The learner… applies the techniques of realism in creative outputs that respond to local issues on the environment and cultural heritage. The learner… 1. shares personal life stories as primary sources of 2. 3. creative expression. analyzes the significant features of environmental issues and the importance of cultural heritage. uses one‘s shared experiences to create mini showcases highlighting environment and cultural heritage. 4. Analyzes key texts in world drama in relation to aesthetic characteristics of realistic play. SPA_TA-APR8-Ia-1 SPA_TA-APR8-Ib-c-2 SPA_TA-APR8-Id-g-3 SPA_TA-APR8-Ih-j-4 Page 80 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : ANALYSIS and PRODUCTION OF REALISTIC PLAYS ON ENVIRONMENT AND HERITAGE 2. Characteristics of realistic play QUARTER 2 : ANALYSIS and PRODUCTION OF REALISTIC PLAYS ON ENVIRONMENT AND HERITAGE THEATER PRODUCTION ELEMENTS AND PRINCIPLES IN REALISTIC PLAYS A. Conventions in the theater of realism B. Acting for realism 1. Konstantin Stanislavski and the method of physical action 2. Truth, belief, and the ―magic if‖ 3. Through line of action and the Character‘s Super objective 4. Units and Objectives 5. Analysis of the text through action 6. Imagination 7. Subtext 8. Motivation 9. Concentration 10. Relaxation 11. Communion 12. Adaptation 13. Tempo-Rhythm 14. Emotion memory 15. Building character 16. Movement 17. Voice and speech C. Directing for Realism 1. The director‘s role Special Curricular Programs The learner... The learner… The learner... 1. demonstrates understanding of analysis and production of realistic plays on environment and heritage. produces creative outputs following the styles of acting, directing, and designing in the mode of realism. 2. 3. 4. 5. acts a role/s from selected plays (monologues and dialogues) directs scenes from selected plays. designs scenery, costume and makeup for a selected play. builds a scale model for a selected plays. utilizes foreign materials ( stories, issues, and physical resources) to suit the pieces in the local context. SPA_TA-APR8-IIa-1 SPA_TA-APR8-IIb-c-2 SPA_TA-APR8-IId-3 SPA_TA-APR8-IIe-gSPA_TA-APR8-IIh-j-5 Page 81 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : ANALYSIS and PRODUCTION OF REALISTIC PLAYS ON ENVIRONMENT AND HERITAGE 2. 3. Directorial concept Communicating the concept/artistic vision 4. The ground plan 5. Casting 6. Techniques of Composition and Picturization 7. Rehearsals 8. Designing for Realism 9. Turning vision into reality: the ground plan 10. The box set 11. Set properties 12. Costume and make-up 13. Lighting 14. Sound QUARTER 3 : THEATER PRODUCTION: REALISM I WRITING A REALISTIC PLAY A. Desirable characteristics of a realistic play 1. Clear portrayal of a human situation 2. Believable character and dialogue 3. Appropriate setting 4. Solid dramatic structure 5. Clear plot and conflicts B. Elements of Drama C. Process of Playwriting 1. Exploration of starting points/germinal idea 2. Three ‗doors‘ to playwriting: theme, character, plot 3. Writing the storyline 4. Writing the scenario/ Special Curricular Programs The learner… ● demonstrates understanding of playwriting in the mode of realism. The learner... ● writes a short realistic play, individually or in a group, based on personal stories and community narratives on environment and cultural heritage. The 1. 2. 3. 4. learner... explains the qualities of a good realistic play. enumerates the steps in playwriting. writes scenes for the short play on life sources and cultural heritage with solid and clear use of characters, dramaturgy, and dialogue. determines the importance of other people‘s opinion in improving the skill in playwriting. SPA_TA-RI8-IIIa-1 SPA_TA-RI8-IIIb-2 SPA_TA-RI8-IIIc-f-3 SPA_TA-RI8-IIIg-h-4 Page 82 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : ANALYSIS and PRODUCTION OF REALISTIC PLAYS ON ENVIRONMENT AND HERITAGE sequence treatment 5. Writing the dialogue 6. Revision D. Polishing and curing the scripts QUARTER 4 : THEATER PRODUCTION: REALISM II STAGING A REALISTIC PLAY Staging Concepts and approaches A. Production planning B. Casting C. Rehearsals and the Rehearsal Process and Systems D. Performance showcase E. Post-production Special Curricular Programs The learner… demonstrates understanding of staging a realistic play. The learner... showcases a short realistic play based on individual experiences and issues that relate with environment and cultural heritage. The 1. 2. 3. 4. 5. learner... evaluates the dramatic texts. analyzes characters and their motivations. plots the dramatic action of the piece. creates a short realistic play using the process of playwriting and the elements of play production. presents a one-act play and discuss the process with an audience in the school. SPA_TA-RII8-IVa-1 SPA_TA-RII8-IVb-2 SPA_TA-RII8-IVc-d-3 SPA_TA-RII8-IVe-g-4 SPA_TA-RII8-IVh-5 Page 83 of 675 GRADE 9 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : CONTEXTS AND FORMS OF PHILIPPINE THEATER PHILIPPINE THEATER AS CULTURAL HERITAGE: Image of the Filipino and Philippine Society in Indigenous, Traditional and Historical Theater, including adaptations A. Contexts and Forms of Philippine Theater – 1. Rituals, games, and other cultural performances 2. Komedya 3. Sarswela 4. Senakulo 5. Drama Simboliko 6. Bodabil 7. Social realistic plays 8. Street theater 9. Regional Theater forms(Bayok, Linambay etc…) 10. Musical 11. English Language theater 12. Local Language theater 13. Site-specific theater 14. Performance art 15. Various forms of experimental theater 16. Adaptations Special Curricular Programs The learner… demonstrates understanding on the significance of Philippine Theater as part of cultural heritage. The learner… presents a research paper on the circumstances of the emergence and development of a theater practice, worldviews, changes in the manner of production and audience reception over a period of time. The learner… 1. 2. 3. 4. 5. describes specific Philippine theater forms, its qualities, sources, and influences in a historical timeline. enumerates local theater icons , their biographies, works and significance to the community. describes the world view on Filipino image based on the forms of the Philippine theater in different periods explains the factors which establish theater as a cultural process and product. reports the significance of the local theater assets of his community following the standards of basic NCCA Cultural Mapping principles and mechanics. SPA_TA-PTH9-Ia-b-1 SPA_TA-PTH9-Ic-d-2 SPA_TA-PTH9-Ie-f-3 SPA_TA-PTH9-Ig-h-4 SPA_TA-PTH9-Ii-j-5 Page 84 of 675 QUARTER 2 : MAPPING LOCAL THEATER A. National and Local Theater Icons B. Genres and Theater Artists, Life Works C. Mapping of Local Theater Practices and Organizations The learner … demonstrates understanding on the Image of Filipino and Philippine Society in Local theater. The learner... performs an impersonation of a chosen national/local icon based on study conducted. The learner… 1. 2. 3. 4. 5. 6. utilizes various modes of research in studying assigned Philippine theater forms. enumerates the basic themes and conventions of the forms. analyzes the changes of the forms through various historical periods. describes the changes of forms and world view per period. conducts a research on national/ local theater icons, life works, practices, and organization and their contribution to Philippine theater . presents the result of creative research reports on the icons, practices, and organizations. SPA_TA-MLT9-IIa-c-1 SPA_TA-MLT9-IId-2 SPA_TA-MLT9-IIe-f-3 SPA_TA-MLT9-IIg-4 SPA_TA-MLT9-IIh-i-5 SPA_TA-MLT9-IIj-6 QUARTER 3 : INTRODUCTION TO NON-PHILIPPINE THEATER IMAGE OF THE PERSON AND SOCIETY IN NON-PHILIPPINE THEATER PRACTICE (Asian, African, European, American Theater) Oral, ritual, and shamanic performance Yoruba ritual Korean shamanism Religious and civic festivals Classical Greek Theater Ta‘ziyeh of Iran Theater in court, temple, and marketplace Roman comedy: Plautus Commedia dell‘Arte Kathakali or Wayang Noh or Beijing Opera Popular Entertainments Circus, revues, and variety theater Musical theater Theaters of the avant-garde Symbolism German expressionism Meyerhold and constructivism Special Curricular Programs The learner … demonstrates understanding of the Image of Individual and Society in NonPhilippine Theater Practice (Asian, European, American Theater) The learner… mounts creative showcase inspired by various nonPhilippine theater practices. The learner… 1. 2. 3. 4. identifies the characteristics of different performance practices. analyzes some of the performance practices in non-Philippine theater. compares the different non- Philippine theater performance practices. designs a plan for a creative showcase of the various theater practices. SPA_TA-NPT9-IIIa-b-1 SPA_TA-NPT9-IIIc-2 SPA_TA-NPT9-IIId-e-3 SPA_TA-NPT9-IIIf-h-4 Page 85 of 675 Surrealism Performance art Modernism in Drama and Theater Modern realism: Ibsen and Chekhov Theater of the Absurd Brecht and Epic theater Psychological realism in the United States Theaters of Resistance and Revolution Postcolonial African theater Radical theater in the West after 1968 Nuevo Teatro Popular Postmodern Theate Antonin Artaud‘s ―Theater of Cruelty‖ Jerzy Godowsky‘s ―Poor Theater‖ Suzuki Tadashi Theater of Images: Robert Wilson Peter Brook‘s ―Shakespeare and Mahabharata‖ QUARTER 4 : PHILIPPINE THEATER PRODUCTION PRODUCTION OF ONE SELECT GENRE FROM PHILIPPINE THEATER A. PRE PRODUCTION WORK a.1 Research and Analysis of specific genre a.2 Dramaturgical Reinterpretation a.3 Production work B. PRODUCTION MOUNTING 1. Rehearsals 2. Critique runs 3. Shows 4. Evaluation 5. Production Book Compilation Special Curricular Programs The learner ... demonstrates understanding of producing a chosen genre from Philippine theater. The learner... presents a production of a chosen genre/ style from Philippine theater. The learner... 1. 2. produces appropriate production elements for the selected play genre drawn from the original aesthetics of the Philippine theater form. conducts a post-performance discussion on the merits of their production with clarity, respect, and confidence. SPA_TA-PTP9-IVa-g-1 SPA_TA-PTP9-IVh-2 Page 86 of 675 GRADE 10 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1 : THEATER FOR SOCIAL TRANFORMATION THEATER AND ITS APPLICATIONS IN THE CONTEMPORARY WORLD FOR SOCIAL TRANSFORMATION Environment Climate Change Education Healing and Rehabilitation Promotion of Human Rights Creative Industries International Understanding Gender and Development The learner... The learner The learner 1. demonstrates understanding of theater and its application in the contemporary world for social transformation through the principles of play directing. produces a play using applications of theater and drama for different developmental goals in society with emphasis on the role of the director and different artistic tasks in a production. 2. 3. explains what is the role of theater in sustainable development presents theatrical examples and illustrations on theater for various developmental messages. articulates reflection and synthesis generated from theatrical presentations on development and social transformation. SPA_TA-TST10-Ia-1 SPA_TA-TST10-Ib-i-2 SPA_TA-TST10-Ij-3 QUARTER 2 : THESIS PRODUCTION: CONCEPTUALIZATION AND PREPARATION THESIS PRODUCTION: PRE-PRODUCTION VALUES AND CONTENT/COMPONENTS The learner ... The learner... The learner... 1. demonstrates understanding of the essential elements and principles of acting, playwriting, design, and direction as applied in the pre-production. performs tasks and activities in the preproduction phase based on the criteria set. 2. 3. 4. 5. Special Curricular Programs maps possible content and forms as sources for full length production. analyzes selected pieces for production using playwriting tools and dramaturgical approaches. generates a production concept articulated through a production scenario board, treatment notes and a Marquette. finalizes the production concept and generates the following : Play Analysis Directorial Notes Actors Notes Design Sketches and Marquette‘s Music Score Samples Movement Lab Samples Lights Design Notes Sound Design Notes describes the various tasks of the: SPA_TA-TPCP10-IIa-1 SPA_TA-TPCP10-IIb-d-2 SPA_TA-TPCP10-IIe-3 SPA_TA-TPCP10-IIf-h-4 SPA_TA-TPCP10-IIi-j-5 Page 87 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE Producer Production Manager Stage manager House Manager Stage Crew Marketing and Promotions QUARTER 3 : THESIS PRODUCTION: REHEARSAL AND PERFORMANCE THESIS PRODUCTION: REHEARSAL PROCESS, PRODUCTION RUNS, and PRODUCTION AND TOUR MANAGEMENT The learner ... The learner... The learner... 1. demonstrates understanding of the principles and processes of play production. produces a full length play on developmental messages as thesis production with emphasis on the key behavior of a member of a well- knit ensemble of performers. 2. performs tasks during rehearsals: (actor, director, artistic or management staff). executes the tasks of the various roles related to thesis production: a. Stage Management b. Technical c. Production Management d. Managing the Performance Event Mobile Theater Management SPA_TA-TPRP10-IIIa-f-1 SPA_TA-TPRP10-IIIg-h-2 QUARTER 4 : THEATER AS A CREATIVE INDUSTRY THESIS PRODUCTION: 1. POST PRODUCTION MANAGEMENT 1. EVALUATION 2. AUDIENCE FEEDBACK The learner… The learner … The learner... demonstrates understanding of the process of evaluating production projects, audience feedback produces the final production book that may serve as a resource for future endeavors. 1. SCANNING THE PRESENT THEATER INDUSTRY FOR CAREER OPPORTUNITIES demonstrates understanding of possible career opportunities in theater industry. appraises various theater applications in different creative professions/career paths. 4. Special Curricular Programs 2. 3. 5. explains the importance of consolidating materials from the play production book assesses the production process. explains the importance of audience feedback. SPA_TA-TCI10-IVa-1 conducts research on the various Philippine creative industries that integrate aspects of the theatrical arts. analyzes strengths weaknesses threats and opportunities of possible career paths available in the creative professions. SPA_TA-TCI10-IVf-g-4 SPA_TA-TCI10-IVb-c-2 SPA_TA-TCI10-IVd-e-3 SPA_TA-TCI10-IVh-5 Page 88 of 675 Technique Classes Runs parallel to the whole program One day in a week From Grade 7 to Grade 9 Suggested focus (for each year) o Quarter 1: Performance Techniques o Quarter 2: Playwriting and Directing Techniques o Quarter 3: Technical Theater o Quarter 4: Theater/Production Management Professionals may be invited to handle the sessions Footnotes A. Dramas on Developmental Messages 1. Drama in Education 2. Climate Change Awareness and Drama for Healing and Disaster Preparedness 3. Drama for Human and Social Rights (Child, Youth, Women, Basic Sectors) 4. Drama for Creative Industries and International Understanding B. Components of a Production Book 1. various script versions 2. staging notes 3. various notes on design concepts and studies 4. design and technical run sheets 5. rehearsal reports 6. production directory 7. marketing collaterals 8. marketing reports 9. photo and video documentations 10. cast and staff evaluation 11. financial report. Sources: AGUNG NCCA Newsletter February, 2013 Amelia Lapeña Bonifacio‘s The Seditious Playwrights by ARTIST Inc/Edward Perez Carlson, Marvin. 2004. Performance: a critical introduction. London and New York: Routledge. Dean and Carra‘s Fundamentals of Play Directing Doreen Fernandez Palabas Edgardo de la Cruz‘s Directing GAMES FOR ACTORS AND NON-ACTORS by Agosto Boal IMPROVIZATIONS FOR THE THEATER by Viola Spolin Isagani Cruz‘ Short History of Philippine Theater Special Curricular Programs Page 89 of 675 LIKHANDULA NCCA Theater INFACE Theater and Theater Aesthetics Assessment Papers Nicanor Tiongson‘s Komedya Nicanor Tiongson‘s Sinakulo PETA BITAW MANUAL PETA History Book Resil Mojares Theater and Society Schechner, Richard, and Sara Brady (media ed.). 2013. Performance Studies: An Introduction. Third ed. New York and London: The HERO WITH A THOUSAND FACES and THE POWER OF MYTH by Joseph Campbell THE MYTHS: Philippine Folk Literature Series Vol. II Edited by Damiana Eugenio Routledge. The SOUL BOOK by Fr. Francisco Demetrio S.J., Gilda Cordero Fernando and Fernando Zialcita Zarrilli, Phillip, Bruce MacConachie, Gary Jay Williams, and Carol Fisher Sorgenfrei, eds. 2006. Theatre Histories: An Introduction. London and New York: Routledge. Chua, Apolonio Bayani. ―The Theater in the Philippines.‖ In Contemporary Phillippine Culture: Selected Papers on Arts and Education. Manila: The Japan Foundation, 1998. Tiongson, Nicanor G. Dulaan: An Essay on Phiippine Theater. Manila: Cultural Center of the Philippines, 1989. CCP Encyclopedia of Philippine Arts. Volume VII: Philippine Theater. Manila: Cultural Center of the Philippines Glossary of Terms “magic if”- an acting technique developed by Viola Spolin that makes use of ―if‖ circumstances to help the actor reach the about the feeling that life is absurd and focusing of lighting, design and procurement of costumes, make-up, procurement of props, stage management and recording and mixing of sound Baal (1922, translated in 1964) features a materialistic and promiscuous poet. Brecht‘s narrative style which he called ―epic theater‖ was directed against the illusion created by traditional theater of witnessing a slice of life bayok – a debate in chant form Bodabil - also known as vodavil, vaudeville or the stage show, refers to a stage presentation consisting of a variety of musical and comedy acts, skits and monologues, novelty and acrobatic numbers, solos and chorus lines Commedia dell Árte – a form of theater originally from Italy that had an enormous influence on all European theater. Commedia depiction of architectural painting on ceiling or walls Drama Simboliko – refers to allegorical drama, especially that which, was called ―seditious‖ by the American Insular Government English translation. Stanislavski‘s system focuses on the development of artistic truth on stage by teaching actors ―live the part‖ during performance entertainment. It features acrobatic, operatic singing, dancing, and dialogue. ephemerality – the state of lasting one day; short lived Eugen Berthold Friedrich Brecht – born in Angsburg, Bavaria and raised in a comfortable middle class home, his first major play exactly as they act or appear in life ground plan- a plan of a floor of a building drawn as if scene from overhead implements – any article used in some activity, specially an instrument or tool improvisation – impromptu creation of an acting scene or story without written dialogue or plot preplanned in any detail in the first decade because according to them, their ―unmistakable tendency‖ was to ―inculcate a spirit of hatred and enmity against the American people and the Government of the United States in the Philippines‖ Special Curricular Programs Page 90 of 675 Komedya – a verse play on the lives of saints or European royalty with marches, magic, and choreographed fighting Konstantin Stanislavski – established the first studio as school for young actors and wrote several works: those available in marquee – a roof-like projection over an entrance; as to a theater mime – always physical even acrobatic performance, but need not necessarily be done without words Noh Theater – dates from the 14th century and has its roots in Buddhist and Shinto religious rituals. Noh is always performed on a obligations of the scene Peking/ Beijing Opera – a Chinese theater form that began in 19th century as a mixture of classical and popular forms of playwright – a person who writes plays; dramatist realism – in art and literature, is an attempt to describe human behavior and surroundings or to represent figures and objects Sarswela – a play in prose with song and dance usually about Filipino themes and characters scenery – the environment or the locale of the play created on stage scenography – the study and practice of design for performance. Antonio Caimi on 1862 describes a category of artists practicing Sinakulo – a play in verse/ prose with songs and dances usually about Filipino themes and characters spectacle – a remarkable sight; a large public show stage craft – the technical aspect of theatrical, film, and video production. It includes constructing and rigging scenery, hanging, stage. Actors wear sumptuous costumes and asks and used ritualized stances and gestures in Noh theater. Theater of the Absurd – expresses the bleak sense of loss as described by French Philosopher Jean-Paul Sartre when he wrote troupes were wandering players who improvised witty plays around a basic storyline. Special Curricular Programs Page 91 of 675 Special Curricular Programs Page 92 of 675 General Course Description/Rationale: The Department of Education in partnership with National Commission for Culture and the Arts envisions the development of a VISUAL ART community which is transformative, dynamic and progressive yet able to sustain the Filipino identity, thus, the systematic and the culturally rooted Visual Art Education Curriculum. Visual Arts in the Philippines has been part of the people‘s lives – celebrating important events in the lives of people and of the community, rituals, festivals, etc. The SPA Visual Art Education Curriculum recognizes that all students have the right to an Art Education as a fundamental part of basic education. This Visual Art Curriculum enables students to discover their own innate capacity for communication of ideas, thoughts, and feelings through Visual Arts. The Visual Arts Curriculum will cover art history, creative work and processes, art forms and techniques, production, aesthetics, meaning and significance of visual arts to the Philippine communities and foreign influences to the Philippine visual art. All of the art forms provide ways in which people can bring shape and order to the fragmented and rapidly changing world. Visual Art provides primary medium for expression involving the total self. A person's self-concept, one‘s own identity and self-esteem, perceptions, thoughts, and emotions are grounded in a physical experience are improved through Visual art. As a participatory experience, Visual Arts nurtures and fosters a sense of community, the value of group work and cooperation is inherent and reinforced. The Visual Arts Curriculum also provides students with discovery, selection, organization, and evaluation experiences that includes appreciation of cultural and social heritage, exploration of values and ideas, skills development and refinement, sensory integration, originality in design, creative approach to learning, performance, expression, critical and creative thinking, aesthetic cognition, and development of self-esteem, respect for others, self-discipline and other life skills. LEARNING AREA STANDARD The learner demonstrates understanding of the concepts and principles of Visual Art, art aesthetics, history, tradition, production and performance within the cultural and historical context of Philippines, Asian and the World as a whole and master the application of these concepts and principles, resulting in the development of Visual artists and art works imbued with creativity, sense of community and pride of place, with due recognition and inspiration from the indigenous traditions, equipped with knowledge and skills for career in art and its contribution to social development. KEY STAGE STANDARD The learner demonstrates an appreciation and understanding of the concepts, principles, history, tradition and visual production and performances within the cultural and historical context of Philippines, Asian and the World as a whole. This results in the development of visual artists imbued with creativity, sense of community and pride, equipped with knowledge and skills for career in Visual Art and its contribution to social development. GRADE 7 GRADE LEVEL STANDARD The learner demonstrates appreciation and basic understanding of the concept and principles of Visual Arts, its forms and functions, develop awareness in the creation of Arts as a means of artistic expression and communication in the context of local and creative talent. COURSE DESCRIPTION This is a course in Visual Arts, an art form dealing with drawing, painting, printmaking, design, crafts, Sculpture, architecture and decorative arts. Many artistic disciplines like the performing arts, conceptual art, and textile arts involve aspects of the visual arts as well as arts of other types that includes the applied arts such as industrial design, graphic design, fashion design, interior design and decorative art. The preliminaries of the course include 1) discussion on the relevance of the course; 2) explanation of key concepts relative to the course and; 3) exploration on career opportunities. Special Curricular Programs Page 93 of 675 CONTENT INTRODUCTION 1. Relevance of the course 2. Basic concepts in Visual Art 3. Career opportunities CONTENT STANDARD ● The learners demonstrates an understanding of basic concepts and theories in Visual Arts LEARNING COMPETENCIES PERFORMANCE STANDARD ● The learners shall be able to demonstrate competencies in Visual Arts. CODE The learners… 1. 2. 3. Discuss the relevance of the course Explain basic concepts in Visual Arts Explore on opportunities for Visual Arts QUARTER 1: PHILIPPINE ART HISTORY(MAN AND NATURE AS SOURCE OF ART) PRE-HISTORIC ART Neolithic Art Cave Drawings and Petroglyphs SPECIFIC ARTS Weavings, Textile designs and patterns (Banig) Body Tattoo Pottery Metal works Sculpture/ wood carving ELEMENTS Lines Shapes Color Texture Patterns PRINCIPLE OF ARTS Form • Balance • Emphasis • Rhythm, movement • Harmony, unity • Variety ● Proportion Special Curricular Programs The learner … The learner… The learner… 1. demonstrates understanding of Pre-historic arts used by early Filipinos to transmit ideas. demonstrates understanding of the prominent features of Philippine arts. creates artworks using Philippine pre-historic subjects in the context of the present Visual arts. 2. 3. 4. 5. 6. 7. 8. discovers the different pre-historic arts specifically the traditional arts and designs. creates artworks depicting the traditional designs that are still existing in the locality. produces a catalogue of art and designs determining the purpose and meaning of early traditional arts and symbols. identifies the characteristics of elements and principles of art. draws varied compositions applying the elements and principles of arts highlighting the diverse cultural traditions in the locality. shows appreciation on the elements and principles as an important means in presenting Philippine arts. understands the way principles of arts work together to create an artwork. . analyzes the way some Filipino artist put principles of arts together. SPA_VA-PH7-Ia-1 SPA_VA-PH7-Ia-2 SPA_VA-SA7-Ib-3 SPA_VA-SA7-Ib-4 SPA_VA-EA7-Ic-5 SPA_VA-EA7-Id-6 SPA_VA-EA7-Id-7 SPA_VA-EA7-Id-8 Page 94 of 675 QUARTER 2: TRADITIONAL ART (MAN MADE ENVIRONMENT) TRADITIONAL ARTIFACTS Jewelries Textiles Ornaments Religious icons/authentic figures Pottery ELEMENTS Forms Color Texture Patterns PRINCIPLES Depth perception Harmony Contrast The learner … The learner … demonstrates understanding of tools, sources and techniques in traditional artifacts production and its significance in the local culture. creates 2D and 3D artworks/items or replica of artifacts like clay modeling, wire sculptures, pottery and wood sculptures that are meaningful and functional, using varied colors. The learner … 1. 2. 3. 4. 5. 6. recognizes the different traditional artifacts. identifies the functions and meanings of each of the traditional artifacts. determines the tools and techniques needed in production of replicas of artifacts. assembles 3D artworks or mock-up of artifacts that are functional using varied materials and mediums. points out the elements and principles of arts used in each artifacts. examines the uniqueness of artifacts designs in every region in the Philippines. SPA_VA-TA7-IIa-1 SPA_VA-TA7-IIa-2 SPA_VA-TA7-IIa-3 SPA_VA-E7-IIb-4 SPA_VA-E7-IIc-5 SPA_VA-E7-IId-6 QUARTER 3: ART PRODUCTION FREEHAND SKETCHING (Philippine Setting) Tools and materials Pencil techniques Basic forms Drawing from objects ELEMENTS OF ART Lines, shape/form, texture, color, value PRINCIPLES OF ART ( STRUCTURE AND LANDSCAPES) Perspective drawing Landscape Composition The learner … demonstrates understanding the basic principles of freehand sketching as the foundation in drawing Philippine arts, culture and structures. The learner… creates varied artworks in pencil rendering using elements and principles of designs in the composition of structures and landscapes in various positions and different angles. The learner… 1. identifies the tools and materials in freehand sketching 2. explores the different pencil techniques. 3. recognizes the basic forms. 4. draws traditional objects applying the basic forms in sketching. 5. draws still life forms applying the different pencil techniques. 6. analyzes the importance and function of elements and principles of arts in freehand sketching composition. 7. draws structures and landscapes in different perspective views with varied positions. 8. creates Philippine panoramas compositions. SPA_VA-FS7-IIIa-1 SPA_VA-FS7-IIIa-2 SPA_VA-FS7-IIIa-3 SPA_VA-FS7-IIIb-4 SPA_VA-FS7-IIIb-5 SPA_VA-FS7-IIIb-6 SPA_VA-FS7-IIIc-7 SPA_VA-FS7-IIId-8 QUARTER 4: INTERDISCIPLINARY STUDIES VISUAL ARTS IN EVERYDAY LIFE Fusion of arts on household items Special Curricular Programs The learner… demonstrates understanding of the elements, principles, and The learner… The learner… 1. Creates designs on households items, festivals, attires and props 2. discovers the different household items and handicrafts appraises the designs found in household items SPA_VA-EL7-IVa-1 SPA_VA-EL7-IVa-2 Page 95 of 675 Handicrafts LOCAL FESTIVALS/STAGE PLAYS the fusion of arts and designs depicted/ communicated in festivals/ceremonies and in the creation of household items for everyday life. CEREMONIES EXPRESSION COMMUNICATION based on local motifs and theme 3. 4. 5. NOTE: The performance standards for the fourth quarter will be showcased in collaboration with all the other art fields. 6. 7. draws essential designs on household items makes sketches on festival attires based on local motifs and themes constructs props for festivals or other celebrations collaborates with other field of art in making props, costume and stage designs analyzes artworks expressing varied ideas SPA_VA-EL7-IVa-3 SPA_VA-LF7-IVb-4 SPA_VA-LF7-IVc-5 SPA_VA-LF7-IVd-6 SPA_VA-EL7-IVd-7 ELEMENTS OF ARTS PRINCIPLES OF ARTS GRADE 8 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: ASIAN ART AND COLOR (SEEING AND UNDERSTANDING) VISUAL PERCEPTION • Previous knowledge and perceptions • Visual Cues • Clutter vs. order • Size and space WORKING WITH COLOR • Color theory / color wheel • Tints as shades • Using contrast • Choosing colors and color schemes • Communicating with color PAINTING TECHNIQUES • Tools and materials • Washes • Brush Techniques • Brush and Color/Manipulative Technique • Sponges and Knives Special Curricular Programs The learner … The learner … Demonstrates understanding of visual perception, color theories, principles and painting techniques used in Asian arts. creates compositions with Asian motifs adapting the Gestalts theory creates varied outputs on colored mediums based on the theories of colors pondering on painting techniques and meaning of color to Asian people The learner… 1. 2. 3. 4. 5. 6. 7. determines the relationship of visual elements in the creation of meaning using any visual medium. explains the principles of visual perceptions to enhance the organization of visual elements. organizes visual perception to create meaning to visual compositions. creates perceptual elements using symbols, size and space, clutter and order and visual cues identifies the color theories. determines the tools and materials needed in colored drawings. explores on different painting techniques creating compositions with Asian art motifs that express different ideas. SPA_VA-VP8-Ia-1 SPA_VA-VP8-Ia-2 SPA_VA-VP8-Ia-3 SPA_VA-VP8-Ib-4 SPA_VA-WC8-Ic-5 SPA_VA-WC8-Ic-6 SPA_VA-WC8-Id-7 Page 96 of 675 QUARTER 2: ASIAN ART - ORGANIZING THE VISUAL SPACE COMPOSITION Dominance and subordination Illusion of distance in a 2D plane Definition of Volume Confusion in image definition ASIAN ARTS AND CULTURE Costumes - Patterns and design - Color Crafts - Shadow and highlight - Definition of volume Sculpture - Pattern and design Architecture - Organization of Visual space - Perspective - Positive and negative space The learner… demonstrates understanding of elements and principles of arts in the composition of Asian arts and culture. The learner… develops the visual space organization by replicating Asian arts with the observance of the elements and principles of arts. creates an artworks on Asian art and culture particularly on the traditional costumes, crafts, sculptures and architectures. The learner… 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Special Curricular Programs experiments on different coloring media to produce impressions. produces illusions of distance defining volume focusing on Asian arts. creates dominance and subordination of images through color combinations and tones. makes compositions applying the elements and principles of arts. identifies patterns, designs and color on Asian traditional costumes - China - Japan - Malaysia - Indonesia - India - Philippines compares and contrast the characteristics of the traditional set of clothes in Asian. makes designs of Asian traditional costumes. discusses the characteristics of traditional sculptures and traditional Asian arts and crafts. forms sculptures using indigenous or scrap materials (found objects). identifies the different traditional architecture. considers organization and visual space. explores on the positive and negative space in presenting the dominance and/or subordination in an artwork. expresses appreciation on architectures in Asia. draws traditional Asian architectures. SPA_VA-C8-IIa-1 SPA_VA-C8-IIa-2 SPA_VA-C8-IIa-3 SPA_VA-C8-IIb-4 SPA_VA-AC8-IIb-5 SPA_VA-AC8-IIb-6 SPA_VA-AC8-IIc-7 SPA_VA-AC8-IIc-8 SPA_VA-AC8-IId-9 SPA_VA-AC8-IId-10 SPA_VA-AC8-IId-11 SPA_VA-AC8-IIe-12 SPA_VA-AC8-IIe-13 SPA_VA-AC8-IIf-14 Page 97 of 675 QUARTER 3: TRADITIONAL ASIAN ART (CREATION OF MEANING AND UNDERSTANDING) ASIAN ART Icons/Religious Icons Pictograms/Symbols Textile Designs Text writings - Oriental text / writings Amulets Hand puppets/ Shadow play The learner… The learner… The learner… 1. 2. demonstrates understanding on the meanings, symbols and functions of icons, pictograms, textile designs, writings, accessories, hand puppets and shadow plays of Asian arts. creates varied outputs or compositions conveying traditional Asian art by using symbols in shadow plays/puppetry. 3. 4. determines the different traditional Asian arts. makes decorative craft designs, and textile designs and patterns exploring on different mediums. appraises the meanings and symbols of text or Asian writings such as Calligraphy, scripts and others. Designs puppets or shadow play props in collaboration with other disciplines. SPA_VA-AA8-IIIa-1 SPA_VA-AA8-IIIb-c-2 SPA_VA-AA8-IIId-3 SPA_VA-AA8-IIIe-4 QUARTER 4: INTERDISCIPLINARY DISCIPLINE (SYNTHESIS OF FORM AND MEANING) DESIGNS IN FESTIVALS TRADITIONAL DESIGNS OF INDIGENOUS PEOPLE CORPORATE DESIGNS PAINTINGS SCULPTURE ILLUSTRATIONS ELEMENTS - Lines - Shapes - Forms (shadow and Light) - Patterns and Textures PRINCIPLES - Harmony - Rhythm - Contrast Special Curricular Programs The learner… demonstrates understanding on the meanings and concepts found on the different designs, paintings, sculptures and illustrations observing the elements and principles of designs. The learner… exhibits multiple artworks like paintings, sculptures, logos and illustrations, festival designs, props and costumes. The learner… 1. 2. 3. 4. 5. identifies the traditional designs of indigenous people in different festivals. compares corporate designs from traditional designs. makes varied designs on festivals discovering different mediums. analyzes the development of corporate designs adapted by institutions or organizations. generates assorted paintings, sculptures and illustrations exploring on different mediums including locally available and indigenous materials. SPA_VA-ID8-IVa-1 SPA_VA-ID8-IVb-2 SPA_VA-ID8-IVb-c-3 SPA_VA-ID8-IVc-4 SPA_VA-ID8-IVd-e-5 Page 98 of 675 GRADE 9 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: SPANISH ART INFLUENCE ( DEVELOPMENT OF VISUAL CONSCIOUSNESS) PRE-SPANISH ART Utilitarian vessels Icons and symbols Traditional designs Woodcarvings Textile designs and other woven materials Elements - Lines (linear, curvilinear,angular) Shapes (geometric, random, imitation of real images) - Form (3D images) - Color (based on dyes and pigments available locally) - Texture (natural and produced) - Patterns - Dominance and subordination The learner… The learner … The learner … 1. demonstrates understanding of the elements and principles of arts used in traditional designs of the Pre-Spanish art. creates designs based on traditional patterns and icons, on pre-Spanish art that still exist. 2. 3. 4. 5. reviews the different Pre-Spanish arts considering the function and traditional designs. constructs traditional designs and replicas of vessels, sculptures and weapons. draws traditional icons on structures erected during the Spanish period. creates 3D artworks or real images. recreate traditional artworks by adding textures and patterns using locally available materials and media. SPA_VA-PS9-Ia-1 SPA_VA-PS9-Ib-2 SPA_VA-PS9-Ic-3 SPA_VA-PS9-Id-4 SPA_VA-PS9-Ie-5 QUARTER 2: EUROPEAN ART INFLUENCE (DEVELOPMENT OF VISUAL CONSCIOUSNESS) CLASSIC GRECO-ROMAN ART Figure sketching - Techniques in figure sketching (head, arms, hands, legs, feet) Proportion (male, female) - Different position Human figure composition - Different human sketches EUROPEAN INFLUENCE IN THE PRODUCTION OFART Esteban paintings Luna paintings Asuncion Painting Engravings Special Curricular Programs The learner… The learner… The learner… 1. demonstrates understanding of the processes and parameters in drawing the human figures based on the GrecoRoman standards. produces artworks of human figure based on the Greco-Roman human forms standards on different European styles. 2. 3. 4. 5. 6. recognizes the anatomy of a figure and its proportions. determines the human forms of Classic GrecoRoman art. makes different human figures, compositions from live models. discovers the style of Greco-Roman art in creating human figures. makes painting portraying European influences and styles. draws posters showing the importance of religious symbols and images. SPA_VA-CG9-IIa-1 SPA_VA-CG9-IIa-2 SPA_VA-CG9-IIb-3 SPA_VA-CG9-IIc-4 SPA_VA-CG9-IId-5 SPA_VA-CG9-IIe-6 Page 99 of 675 Religious symbols Religious images (2D and 3D) QUARTER 3: PHILIPPINE ART DURING THE AMERICAN PERIOD (DEVELOPMENT OF VISUAL CONSCIOUSNESS) THE INDUSTRIAL REVOLUTION Influence on the visual arts. Visual arts in propaganda INTRODUCTION TO PHOTOGRAPHY Popularization Motion picture DEVELOPMENTS IN PRINTING Methods and technologies POPULARIZATION OF ILLUSTRATION Comics and cartoon ELEMENTS • Lines, Shapes, Form, Texture, Patterns, Color PRINCIPLES • Printing methods and technologies • Basic photography • Basic graphics and illustration The learner… The learner… The learner… 1. 2. demonstrates understanding of the development of style and art movements brought about by the introduction of new technologies. demonstrates understanding of techniques and materials in the production of different visual materials as a major component in communication. creates visual compositions based on modern concepts of art making using cartoons/comics , graphic designs and advertisements. . identifies the kinds of commercial arts. makes a lay-out on monogram design, poster design and other advertisement. 3. creates computer-generated advertisements designs (computer graphics). 4. practices simple operations in photography as a visual medium. 5. captures photography in different angles. 6. communicates ideas and expression through photography. 7. identifies materials for printing (photography, printing or silkscreen printing). 8. performs photography, silk screen process, and printing 9. reproduces varied print artworks through photographs and or silkscreen printing 10. Creates comic strips and simple animation movements SPA_VA-IR9-IIIa-1 SPA_VA-IR9-IIIb-2 SPA_VA-IP9-IIIc-3 SPA_VAIP9-IIId-4 SPA_VA-IP9-IIId-5 SPA_VA-IP9-IIId-6 SPA_VA-IP9-IIIe-7 SPA_VA-IP9-IIIe-f-8 SPA_VA-IP9-IIIf-9 SPA_VA-IP9-IIIf-910 QUARTER 4: INTERDISCIPLINARY ARTS (PRESENT DAY MEDIA AND SOCIETY) INTRODUCTION TO NEW MEDIA Digital image making Digital photography Printmaking Special Curricular Programs The learner… demonstrates understanding of the application of new media in modern art movement and its relevance to the modern society. The learner… exhibits artworks utilizing the various media like high quality photographic images using digital technology, computer aided images, 3D, installation arts. prepares designs for various activities and events using the modern visual media. The learner… 1. identifies software needed in digital art. 2. explores the creation of image through digital process. 3. enhances photographs using computer graphics 4. creates artworks in printmaking 5. composes varied installation art 6. characterizes the different visual forms 7. evaluates art functions 8. produces artworks combining the different visual forms reflecting its functions. 9. develops installation art ideas using varied mediums and materials SPA_VA-NM9-IVa-1 SPA_VA-NM9-IVa-2 SPA_VA-NM9-IVb-3 SPA_VA-NM9-IVb-4 SPA_VA-NM9-IVc-5 SPA_VANM9-IVc-6 SPA_VANM9-IVc-7 SPA_VANM9-IVd-8 SPA_VANM9-IVe-9 Page 100 of 675 GRADE 10 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: CONTEMPORARY ART ART IN THE PHILIPPINE SOCIAL AND GLOBAL CONTEXT (ASIAN ART) • Influences and similarities of the varied art forms from different Asian Societies ● Exposure to the varied media (Internet, TV, print, etc.) ● Muslim art • Elements of art from different regions in the Philippines influenced by other Asian soci¬eties • Contemporary/ modern Asian art styles. Elements • Lines (linear, curvilinear, angular) • Shapes (geometric, random, imitation of real images) • Form (3D images) • Color (based on dyes and pigments available locally) • Texture (natural and produced) • Patterns • Perspective Principles • Art and Society • Modern Asian Art Styles (illustrations) Special Curricular Programs The learner… The learner … • • demonstrates understanding of Asian art influences on varied art forms utilizing different media in the creati Asian art and its relevance to contemporary Philippine arts.on of contemporary creates contemporary artworks reflecting the contribution of Asian countries using different media. The learner … 1. 2. 3. 4. 5. identifies the contributions of the different Asian countries. distinguishes the art forms from different regions in the Philippines as influenced by other Asian society. Creates contemporary arts and designs depicting Asian arts and styles. determines practices of Asian artist and artisans. Produces replicas of jars, vessels, and sculptures using different styles adapted from other Asian countries. SPA_VA-ASG10-Ia-1 SPA_VA-ASG10-Ia-2 SPA_VA-ASG10-Ib-3 SPA_VA-ASG10-Ic-4 SPA_VA-ASG10-Id-5 Page 101 of 675 QUARTER 2: CONTEMPORARY ART ART IN THE PHILIPPINE SOCIAL AND GLOBAL CONTEXT (WESTERN ART) Influences of Western art in the production of Philippine contemporary art form. • Historical studies of styles and its applications in the Philippine context. • Western art history and the colonization of the Philippines by Western powers • Art movements in western art • Conceptual art • Emergence of new technologies and media. Elements • Elements of Design • Principles of design • Standards and practices in the visual arts based on the classic western art practices. Principles • Depth perception: - simulated (2D) - real (3D) Perspective Harmony Contrast (in form, shape and meaning) The learner … • demonstrates understanding of Western art influence in the production of contemporary arts in the Philippines using appropriate technologies. demonstrates understanding on the functions of visual images as a major means of expressing ideas. The learner … • creates artworks based on the Western art movements, using different media and technology in drawing. The learner … 1. 2. 3. 4. 5. 6. identifies Western arts and styles paints contemporary pieces patterned after the European styles. analyzes the development of Western art and its effect to Philippine society. explains conceptual art makes varied paintings on conceptual art creates artworks incorporating new media and technology (photography, digital art making, installation art). SPA_VA-WA10-IIa-1 SPA_VA-WA10-IIa-2 SPA_VA-WAI0-IIb-3 SPA_VA-WA10-IIb-4 SPA_VA-WA10-IIc-5 SPA_VA-WA10-IId-6 QUARTER 3: ART PRODUCTION ART IN THE PHILIPPINE SOCIAL AND GLOBAL CONTEXT ART AND DESIGN (PHILIPPINE CONTEMPORARY SETTING ) • Form and function as an essen¬tial parameter in art Special Curricular Programs The learner… • demonstrates understanding of the changes and development of art as The learner … The learner … • creates diverse master pieces of new styles responding to global changes and social media 1. identifies the different art forms that can be adapted in the creation of master pieces • Fauvism • Cubism SPA_VA-PC10-IIIa-1 Page 102 of 675 and design Changes in the Philippine so¬ciety as reflected in Philippine art. • Digital technology and its effect on the expression of communication and social relationships. • Development of new styles as a response to globalization and social media. Elements: • Elements of Design • Visual Perception • Principles of Design Principles: • Printing methods and new technologies • Merging of form and function • Visual arts in communication • New styles in graphics and Illustration • Design and manufacturing of tangible products • a tool for opinion making, marketing/advertising using new styles and technology as a means to contend global and social odds. • Demonstrates understanding on the relationship of form and function. creates designs of practical functional objects (household tools) 2. 3. 4. • Expressionism • Abstract • Realism • Surrealism, • Pop Art • Bauhaus explores the different art forms using different mediums. creates artworks expressing essential messages on social and global issues through discovering new styles appreciates the aesthetic characteristics of the works of art that symbolizes social issues. SPA_VA-PC10-IIIb-c-2 SPA_VA-PC10-IIId-3 SPA_VA-PC10-IIId-4 QUARTER 4: INTERDISCIPLINARY STUDIES ART IN THE PHILIPPINE SOCIAL AND GLOBAL CONTEXT INNOVATIVE ART AND TECHNOLOGIES Visual art as a vital component in the development of society particularly in the local setting. • Digital art • Mass media and its visual art components. • Illustrated publications • Fashion design • Video art Elements • Elements of Design • Principles of design • Visual Perception Principles Special Curricular Programs The learner … • demonstrates understanding of new media and its role to industrialization and the techniques and processes in creating design concepts in different components of technology and development. The learner … • produces innovative artworks using digital art in publications, fashion design, video art, and product design that promote or give information about the Philippine society. The learner … 1. 2. 3. 4. identifies the different innovations in art makes varied artworks using new technologies that provide communication and information -digital art (creative software) -animated designs/ads -illustrated publications creates fashion designs reflecting status and condition of the country. Introduces innovations in the production of local products and crafts. SPA_VA-IA10-IVa-1 SPA_VA-IA10-IVb-c-2 SPA_VA-IA10-IVd -3 SPA_VA-IA10-IVe-4 Page 103 of 675 • Principles of visual organization • Principles of digital image making • Management of digital images • Visual Art and the Philippine Society GLOSSARY Pre – historic Neolithic Petroglyphs Tattoo Weavings Traditional Artifacts Icons Ornaments Handicrafts Motifs Still life Visual perception cues Clutter Order Color theory Color schemes Crafts Visual space - meaning "before history", or "before knowledge acquired by investigation"; refers to the period of human existence before the availability of those written records with which recorded history begins. More broadly, it can refer to all the time preceding human existence and the invention of writing. - also known as, ―New Stone Age,‖ which was a period in the development of human technology, beginning about 10,200 BC, traditionally considered the last part of the Stone Age. - (also called rock engravings) are pictogram and logogram images created by removing part of a rock surface by incising, picking, carving, and abrading. - a form of body modification, made by inserting indelible ink into the dermis layer of the skin to change the pigment - method of fabric production in which two distinct sets of yarns or threads are interlaced at right angles to form a fabric or cloth. The other methods are knitting, lace making, felting, and braiding or plaiting. - a belief or behavior passed down within a group or society with symbolic meaning or special significance with origins in the past. Common examples include holidays or impractical but socially meaningful clothes. - an object formed by humans, particularly one of interest to archaeologists; anything created by humans which gives information about the culture of its creator and users - a holy figure, typically in a traditional style on wood, venerated and used as an aid to devotion in the Byzantine and other Eastern Churches; a person or thing regarded as a representative symbol of something; a widely known symbol - a decoration used to embellish parts of a building or object; most ornament does not include human figures, and if present they are small compared to the overall scale. Architectural ornament can be carved from stone, wood or precious metals, formed with plaster or clay, or painted or impressed onto a surface as applied ornament. - sometimes more precisely expressed as artisanal handicraft or handmade, is any of a wide variety of types of work where useful and decorative objects are made completely by hand or by using only simple tools. - repeated theme or pattern; a recurring element or fragment that, when joined together, creates a larger work; a recurring element that creates recognizable patterns in folklore and folk-art traditions a work of art depicting mostly inanimate subject matter, typically common place objects which may be either natural (food, flowers, dead animals, plants, rocks, or shells) or man-made (drinking glasses, books, vases, jewelry, coins, pipes, and so on). - ability to interpret the surrounding environment by processing information that is contained in visible light; The resulting perception is also known as eyesight, sight, or vision (adjectival form: visual, optical, or ocular). - some organization of the data present in the signal which allows for meaningful extrapolation. For example, Sensory cues include Visual cues, auditory cues, haptic cues, olfactory cues, environmental cues, and so on. Sensory cues are a fundamental part of theories of perception, especially theories of appearance (how things look). - a confusing or disorderly state or collection - an arrangement of items in sequence - body of practical guidance to color mixing and the visual effects of a specific color combination - choice of colors used in design for a range of media; used to create style and appeal - pastime or a profession that requires some particular kind of skilled - the perceptual space housing the visual world being experienced by an aware observer; it is the subjective counterpart of the space of physical objects before an observer's eyes. Special Curricular Programs Page 104 of 675 Pictographs Corporate design Indigenous people Greco-Roman Monogram design Comic strip Printmaking Installation art Conceptual artworks Fauvism Cubism Expressionism Realism Surrealism Pop-art Bauhaus - a form of writing which uses representational, pictorial drawings, similarly to cuneiform and, to some extent, hieroglyphic writing, which also uses drawings as phonetic letters or determinative rhymes. - the official graphical design of the logo and name of a company or institution used on letterheads, envelopes, forms, folders, brochures, etc. - refers to those groups in specified international or national legislation as having a set of specific rights based on their historical ties to a particular territory, and their cultural or historical distinctiveness from other populations. - refers to those geographical regions and countries that culturally (and so historically) were directly, long-term, and intimately influenced by the language, culture, government and religion of the ancient Greeks and Romans. - a motif made by overlapping or combining two or more letters or other graphemes to form one symbol. Monograms are often made by combining the initials of an individual or a company, used as recognizable symbols or logos. - a sequence of drawings arranged in interrelated panels to display brief humor or form a narrative, often serialized, with text in balloons and captions. -the process of making artworks by printing, normally on paper. Printmaking normally covers only the process of creating prints that have an element of originality, rather than just being a photographic reproduction of a painting -describes an artistic genre of three-dimensional works that are often site-specific and designed to transform the perception of a space. Generally, the term is applied to interior spaces, whereas exterior interventions are often called land art; however, the boundaries between these terms overlap. - is art in which the concept(s) or idea(s) involved in the work take precedence over traditional aesthetic and material concerns. Many works of conceptual art, sometimes called installations, may be constructed by anyone simply by following a set of written instructions. - the style of les Fauves (French for "the wild beasts"), a loose group of early twentieth-century Modern artists whose works emphasized painterly qualities and strong color over the representational or realistic values retained by Impressionism. -an early-20th-century avant-garde art movement, that revolutionized European painting and sculpture, and inspired related movements in music, literature and architecture. Cubism has been considered the most influential art movement of the 20th century. -was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas - the arts is the attempt to represent subject matter truthfully, without artificiality and avoiding artistic conventions, implausible, exotic and supernatural elements. - a cultural movement that began in the early 1920s, and is best known for its visual artworks and writings. The aim was to "resolve the previously contradictory conditions of dream and reality." Artists painted unnerving, illogical scenes with photographic precision, created strange creatures from everyday objects and developed painting techniques that allowed the unconscious to express itself and/or an idea/concept. - an art movement that emerged in the mid-1950s in Britain and in the late 1950s in the United States. Pop art presented a challenge to traditions of fine art by including imagery from popular culture such as advertising, news, etc. In pop art, material is sometimes visually removed from its known context, isolated, and/or combined with unrelated material - an art school in Germany that combined crafts and the fine arts, and was famous for the approach to design that it publicized and taught. Special Curricular Programs Page 105 of 675 Special Curricular Programs Page 106 of 675 GRADE 7 SUBJECT TITLE SPFL 7 GENERAL STANDARD The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in oral and written communication, and reads with comprehension. CONTENT Language Appreciation CONTENT STANDARD Understand the background of language and culture LEARNING COMPETENCIES PERFORMANCE STANDARD Use the language in simple conversations • • • • • • • • • • • • Special Curricular Programs Introduce oneself (name, age, address) Provide a brief background about the language - Recognize how language shape the culture of the people Recognize the sounds of every given letters Recognize the letters of the alphabet through pictures - Read letters given - Read basic words correctly Recognize the correct pronunciation of the alphabet Recognize numbers 1-100 - Recognize numbers 1 to 100 in a text Recognize basic greetings and expressions related to: - the self - family and home - friends - school and community Produce correctly the sounds of the foreign language studied while speaking - Count 1-50 Use common expressions and basic greetings in conversations Identify words and expressions in a text related to: - the self - family and home - friends - school and community Ask and answer simple questions about: - the self - family and home - friends - school and community Spell out common words CODE SPFL7LAP-Ia-1 SPFL7LAP-Ib-2 SPFL7LAP-Ic-3 SPFL7LAP-Id-4 SPFL7LAP-Ie-5 SPFLP7LAP-If-6 SPFL7LAP-Ig-7 SPFL7LAP-Ih-8 SPFL7LAP-Ii-9 SPFL7LAP-Ij-10 SPFL7LAP-Ik-11 SPFL7LAP-Il-12 Page 107 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD • • Basic concepts and terms Understand basic concepts and information basic concepts and terms • • • • • • • • Special Curricular Programs CODE Fill out forms with personal information Compose short greetings and expressions related to: - the self - family and home - friends - school and community SPFL7LAP-Im-13 SPFL7LAP-In-14 Name different body parts, commonly used objects, and places through listening Recognize adjectives Recognize adjectives through pictures Describe people, places and things using common adjectives Describe objects using: o colors o quantity o position o shapes Recognize time (seconds, minutes, hours) Recognize days in a week Recognize months in a year Recognize words that express daily routine and habitual actions in a reading text Recognize words that express daily routine and habitual actions in a text Recognize time (seconds, minutes, hours) Recognize days in a week Recognize months in a year Talk about activities, a schedule and daily habits Tell time, days, months and years Write cardinal and ordinal numbers (from 1 to 100) Prepare a sample schedule Distinguish simple yes or no and wh- questions Identify questions answerable by yes or no from a dialogue Note expressions of interest and preference Note word formation and position in a text SPFL7BCT-IIa-1 SPFL7BCT-IIb-2 SPFL7BCT-IIc-3 SPFL7BCT-IId-4 SPFL7BCT-IIe-5 SPFL7BCT-IIf-6 SPFL7BCT-IIg-7 SPFL7BCT-IIh-8 SPFL7BCT-IIi-9 Page 108 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD - Language and culture Understand culturally acceptable behavior Use short sentences, learned words and simple phrases, and simple questions • • • • Special Curricular Programs CODE Rewrite simple texts Identify action words Use different types of greetings properly Respond to different types of greetings Pronounce words and expressions properly Speak with proper intonation Talk about one‘s interests Ask questions about people and common objects Express views and opinions Use short sentences to Express directions Ask basic questions and information Respond to different questions Express likes and dislikes properly Express feelings and emotions Identify the main idea of a listening text Note details from a text listened to Comprehend questions asking for, and statements providing basic information about one‘s self and others Identify the main idea of a reading text Note details from a text Identify new words and SPFL7LAC-IIIa-1 SPFL7LAC-IIIb-2 SPFL7LAC-IIIc-3 SPFL7LAC-IIId-4 SPFL7LAC-IIIe-5 Page 109 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD • Basic Writing System Understand the basic writing system of the foreign language Write letters and basic words Special Curricular Programs expressions using pictures and realia Identify positive and negative statements in a reading text Infer the mood and feelings suggested in the text read Note simple sentence structure Arrange the order of words based on a text listened to Construct simple yes or no and wh- questions Formulate negative statements Supply information to complete a paragraph or dialogue (cloze exercise) Construct sentences describing one‘s interest and preference Write sentences using common verbs and adjectives Recognize the sounds of every given letters Read letters given Read basic words correctly Identify if the information presented is true or false based on the text listened to Listen to supply information based on the text listened to Engage in a simple conversation using common expressions learned in class Respond appropriately to greetings and basic questions Interview a classmate about activities in a CODE SPFL7LAC-IIIf-6 SPFL7BWS-IVa-1 SPFL7BWS-IVb-2 SPFL7BWS-IVc-3 Page 110 of 675 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES typical day of the week Supply information based on the text read Sequence important details based on a reading text Identify if the information presented is true or false based on the text read Decide on the best title for a reading text Write letters legibly Write simple words correctly Construct sentences following the given sentence pattern Construct sentences based on given picture clues Write a paragraph introducing oneself Write a paragraph introducing another person Present a short skit demonstrating the culmination of all competencies learned in class Special Curricular Programs CODE SPFL7BWS-IVc-4 SPFL7BWS-IVd-5 SPFL7BWS-IVe-6 SPFL7BWS-IVf-7 SPFL7BWS-IVg-8 Page 111 of 675 GRADE 8 SUBJECT TITLE SPFL 8 GENERAL STANDARD The learner demonstrates understanding and ability to interact in various communication situations and extract information from simple texts and non-verbal sources to communicate to different audience for varied purposes. CONTENT Symbols & Conversations CONTENT STANDARD Understand basic symbols used in different places LEARNING COMPETENCIES PERFORMANCE STANDARD Engage in meaningful conversation in interpret different symbols and signs used in different places Special Curricular Programs Recognize signs and other symbols used in /for Streets and transport system Buildings Safety signs Stores and hospitals Maps Other public places Identify the speaker in a listening text Note a speaker‘s likes and dislikes Note a speaker‘s activities and hobbies Identify common verbs used to express one‘s likes and dislikes Identify common phrases used to express agreement or disagreement Identify opinions given in texts Talk about one‘s likes and dislikes Talk about one‘s activities and hobbies Answer yes or no and wh- questions Construct yes or no and wh- questions Construct answers to yes or no and whquestions Give simple instructions, directions or commands Write simple commands in negative form CODE SPFL8SAC-Ia-1 SPFL8SAC-Ib-2 SPFL8SAC-Ic-3 SPFL8SAC-Id-4 SPFL8SAC-Ie-5 Page 112 of 675 Special Curricular Programs ● Note how descriptions are made in a listening text Note words that denote action Note specific details in questions that require answers Identify concrete information from a listening text Note proper intonation Apply proper intonation in speaking exercises Note how descriptions are made in a text Describe people, places, animals and things Note words that denote action Note specific details in questions that require answers Give simple instructions, directions or commands Use basic sentences in sharing information to people Conduct a survey about class preferences Interview a classmate about his/her activities and hobbies Express views and opinions relative to a given theme Write simple commands in negative form Listen to identify words and expressions in dialogues that convey opinion Listen to note similarities and differences in opinion Listen to identify cause and/or effect Use polite expressions Answer questions Use basic terms Respond to questions • Share basic information Identify names of grocery items (foods, drinks, etc) Name basic places in a clinic or hospital Respond to basic questions Express emotions positively Provide information needed in a hospital • Read aloud a dialog with accuracy, speed and proper phrasing Ask relevant questions SPFL8SAC-If-6 SPFL8SAC-Ig-7 SPFL8SAC-Ih-8 SPFL8SAC-Ij-9 SPFL8SAC-IIa-1 SPFL8SAC-IIb-2 SPFL8SAC-IIc-3 SPFL8SAC-IId-4 SPFL8SAC-IIe-5 SPFL8SAC-IIf-6 SPFL8SAC-IIg-7 SPFL8SAC-IIh-8 SPFL8SAC-IIi-9 Page 113 of 675 Instructions Demonstrate skill in writing Write words, phrases and basic sentences Listen to follow simple instructions or directions Listen to supply missing information or complete details in a text Listen to distinguish true from false statements State the gist or main idea of a listening text Narrate an experience in the past using simple sentence constructions Respond in a conversation asking or giving instructions Analyze a letter, news clip, post, or other sources of information about recent events Analyze a short text giving direction Note instructions or commands Follow short, simple instructions Write simple words Write simple phrases Write a simple sentence Write a short paragraph about one‘s likes and dislikes Write a dialogue expressing agreement and/or disagreement Write a short composition describing a person, place, animal and/or thing SPFL8INT-IIIf-6 SPFL8INT-IIIg-7 SPFL8INT-IIIh-8 SPFL8INT-IIIi-9 SPFL8INT-IVa-1 SPFL8INT-IVb-2 SPFL8INT-IVc-3 SPFL8INT-IVd-4 SPFL8INT-IVe-5 SPFL8INT-IVf-6 SPFL8INT-IVg-7 SPFL8INT-IVh-8 GRADE 9 SUBJECT TITLE SPFL 9 GENERAL STANDARD General Standards: The learner demonstrates understanding of the language and culture through engagement in conversation and exchange of opinions, thoughts and feelings in simple terms. Special Curricular Programs Page 114 of 675 CONTENT News and information CONTENT STANDARD The learner demonstrates understanding of phrases and expressions related to areas of most immediate priority such as very basic personal and family information, shopping, local geography, and employment. LEARNING COMPETENCIES PERFORMANCE STANDARD The learner identifies the main point in short and clear messages and announcements of everyday matters. Identify the main idea of a listening passage by noting details Identify details like names of people, places, things, or events from the announcement listened to Extract the essential information like who, what, when, where from short recorded passages on everyday matters which are listened to Identify details like names of people, places, things, or events from the announcement listened to Recognize important information found in simple news articles, editorials, and other passages listened to Use common expressions used in a conversation Express one‘s thoughts and feelings Express one‘s personal experiences Identify personal information in a dialogue - Special Curricular Programs Express personal information in a simple dialogue and friendly conversation Identify important information or details in reading texts Extract the essential information from a reading text by skimming and scanning Distinguish fact from opinion in a selection read Describe pictures and other non-prose materials Formulate wh- and yes or no questions following the correct syntax of grammar from simple texts Connect groups of words or phrases with conjunctions or simple connectors CODE SPFL9NAI-Ia-1 SPFL9NAI-Ib-2 SPFL9NAI-Ic-3 SPFL9NAI-Id-4 SPFL9NAI-Ie-5 Page 115 of 675 Daily routines The learner demonstrates the ability to give simple descriptions or presentations of people, living or working conditions, daily routines, and likes and dislikes using simple phrases and sentences The learner describes and answer questions about familiar people, places, activities, events, and possessions in simple terms. Extract the essential information from a listening text Infer thoughts and feelings of the speaker Follow instructions Present a short simple conversation Express oneself showing an acceptance or rejection in an invitation using appropriate expressions Express personal information in a simple dialogue and friendly conversation Describe pictures and other non-linear texts such as diagrams, maps, charts, etc. SPFL9DRT-IIa-1 Express one‘s thoughts and feelings dealing with everyday situations Interview a classmate for personal information, preferences, hobbies, etc. Interact with classmates through creative presentations like role play, games, etc. Articulate the central idea of a given text Anticipate what will come next in the text Make a connection between the present text and previously read texts Give simple instructions along with sequential connectors Sequence sentences to form a logical order Identify the cause and effect in a reading passage Give reasons for or causes of certain situations Follow the sequence of events using transitional devices as clues ● Write one‘s own ending for a passage Write a short advertisement SPFL9DRT-IIc-3 Special Curricular Programs SPFL9DRT-IIb-2 SPFL9DRT-IId-4 SPFL9DRT-IIe-5 Page 116 of 675 Social Awareness The learner demonstrates understanding of short, simple texts on familiar matters of a concrete type. The learner identifies specific information in simple everyday material such as advertisements, menus, reference lists and timetables. • Special Curricular Programs Draw a logical conclusion from a passage listened to Recognize descriptions made in a listening passage Differentiate fact from opinion Determine whether statements are true or false based on a listening text Summarize events in an excerpt and create a possible continuation of events Express opinions about the topic of a text Make suggestions or recommendations and give advice on a topic/issue of interest Identify information about different people in texts Identify common expressions used in a simple conversation Give main idea of some printed materials like e-mails and letters, invitations, announcement, and the like - Note details by answering who, what, when, where and why in simple printed materials like personal letters, invitation, thank you and others Extract information about everyday situations in a text Identify the topic of news articles, editorials, biographies, and other short reading passages Develop new vocabulary dealing with food, occupation, leisure, and other everyday situations by associating pictures with words Identify the main idea of a reading passage and its supporting details Summarize events in an excerpt and create a possible continuation of events Develop new vocabulary by identifying unfamiliar words from assigned reading texts SPFL9DRT-IIIa-1 SPFL9DRT-IIIb-2 SPFL9DRT-IIIc-3 SPFL9DRT-IIId-4 Page 117 of 675 Determine whether statements are true or false based on a reading text Write a script embedding polite expressions in a dialogue or conversation Write sentences expressing one‘s opinions and feelings SPFL9DRT-IIIe-5 - Understanding Respect and Diversity Demonstrates the ability to write a series of simple phrases and sentences linked with simple conjunctions. The learner writes a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job • Special Curricular Programs Write instructions on what to do and not what to in a given situation Complete a transcript of a passage by filling in the blanks with the missing information Sequence events based on a listening text Listen for specific information to correct error in sentences Recognize different intonations Formulate questions for interview or casual conversation Answer simple questions and respond to simple statements in an impromptu interview Sing a song in the foreign language being learned with observance of correct pronunciation Organize parts of a reading passage Interpret the message conveyed in nonprose materials Relate text contents to particular social issues, concerns, or dispositions in real life Compose simple paragraphs of different genres Write a paragraph to introduce a classmate stating personal information, preferences, hobbies, likes and dislikes, etc. Write a simple critique of a given reading or viewing material Write a script for a short simple conversation SPFL9URD-IVa-1 SPFL9URD-IVb-2 SPFL9URD-IVc-3 SPFL9URD-IVd-4 SPFL9URD-IVe-5 Page 118 of 675 - - - Special Curricular Programs Reply to a personal letter using simple words and phrases written in the present form of the verb Draw and illustrate the necessary information on posters Write sentences expressing one‘s opinions and feelings towards food, music, arts, and films, among others Write a paragraph promoting a historical place in one‘s home city Page 119 of 675 GRADE 10 SUBJECT TITLE SPFL 10 GENERAL STANDARD The learner demonstrates understanding of a foreign language and culture through interpretation of written and spoken language on a variety of topics. CONTENT Messages in simple passages Special Curricular Programs CONTENT STANDARD The learner understands phrases and expressions PERFORMANCE STANDARD The learner identifies correctly the phrases and expressions LEARNING COMPETENCIES Understand simple passages about: one‘s self and others family and home friends school and community • Talk elaborately about one‘s self and others family and home friends school and community • Write simple compositions about: one‘s self and others family and home friends school and community • Produce a variety of text genres to convey different messages or relay one‘s purpose • Understand listening passages or text of different genres with simple vocabulary and sentence structures Discuss the content of SMS messages • Note details of the reading texts • Identify the main idea of a listening text CODE SPFL10MSP-Ia-1 SPFL10MSP-Ib-2 SPFL10MSP-Ic-3 SPFL10MSP-Id-4 SPFL10MSP-Ie-5 SPFL10MSP-If-6 SPFL10MSP-Ig-7 Page 120 of 675 • • • • • • • • • • Sequencing Events Special Curricular Programs The learner understands simple texts and non-verbal presentation of information. The learner comprehends simple texts and non-verbal presentation of information. Extract important details from listening texts of different genres with simple vocabulary and sentence structures Describe the current weather condition Note vocabularies related to the weather and its forecast Formulate wh-questions based on a given material Narrate experiences or incidents in one‘s life Make a recorded announcement of do‘s and don‘ts/reminders for a specific place Discuss the message of a song Understand reading passages of different genres with simple vocabulary and sentence structures Note text specific features in different genres Classify passages according to genre or purpose Identify the main idea of a reading text Extract important details from texts of different genres using a variety of reading strategies SPFL10MSP-Ih-8 Take note of the important information heard from different sources Interpret graphic/visual materials (e.g. lists, brochures, TV program schedules) Match visuals with reading texts/selections Give instructions to perform a process Arrange a sequence of events based on a listening text Listen to follow instructions Read the instructions on how to operate a machine Note the tone of the speaker‘s voice SPFL10SEV-IIa-1 SPFL10MSP-Ii-9 SPFL10MSP-Ij-10 SPFL10MSP-Ik-11 SPFL10MSP-Il-12 SPFL10MSP-Im-13 SPFL10MSP-In-14 SPFL10MSP-Io-15 SPFL10MSP-Ip-16 SPFL10MSP-Iq-17 Page 121 of 675 ● Use of expressions The learner interprets short, simple texts on familiar matters of a concrete type which consist of high frequency every day, including a proportion of shared international vocabulary items or jobrelated language. The learner notes important details from short and simple materials such as advertisements, prospectuses, menus, reference lists and timetables, etc. Noting Details Special Curricular Programs Note the pronunciation of new vocabulary terms in a listening text Correct errors based on a listening text Express future plans Accept or reject an invitation for a future event Create a dialogue between friends discussing a future plan for travelling Give advice or counsel to a friend Describe places and products through a simple advertisement Share insights about a given (reading, viewing or listening) material by citing details from the resource Arrange a sequence of events based on a text Infer details from a reading passage Note the tone of a reading passage Express one‘s ideas in writing through creative means such as advertisements or fliers Write and respond to letters and emails Interpret the set of graphic materials presented. Deliver a short announcement The learner uses proper expressions for opening, carrying out, and closing conversations in the airport, train stations, travel agencies, etc. Take note of the most important details as basis for giving opinions and suggestions Express opinions and suggestions using guided sentence structures Relate suggestions based on experiences in the past or those that indicate time not terminated yet Formulate sentences using the past-perfect tense Discuss everyday issues in a simple way SPFL10SEV-IIa-2 SPFL10SEV-IIb-3 SPFL10SEV-IIc-4 SPFL10SEV-IId-5 SPFL10SEV-IIe-6 SPFL10SEV-IIf-7 SPFL10SEV-IIg-8 SPFL10SEV-IIh-9 SPFL10SEV-IIi-10 SPFL10UOE-IIIa-1 SPFL10UOE-IIIb-2 SPFL10UOE-IIIc-3 SPFL10OUE-IIId-4 SPFL10OUE-IIIe-5 SPFL10OUE-IIIf-6 SPFL10NDT-IIIg-7 SPFL10NDT-IIIh-8 Page 122 of 675 Activating prior knowledge Dialogues The learner writes short, simple formulaic notes relating to matters in areas of technology. The learner writes a short text closely related to personal, academic, and functional purposes. ● ● ● ● ● • • • • • • • • • • • • Special Curricular Programs Identify the theme or underlying issues and concerns in reading passages or articles Interpret non-prose materials Prepare schedule of daily activities with descriptions and illustration Craft a script for a skit simulating everyday conversations or transactions Review a reading or viewing material by citing appropriate evidence Write appropriate greetings and wishes for specific celebrations and events SPFL10APK-IIIi-9 Use appropriate articles to describe the parts of a house, appliances, etc. Produce a digital presentation promoting a place which they visited or plan to visit Take note of the most important details as basis for taking directions and following instructions Ask and give information about places and directions Interpret simple instructions from text such as recipes, travel blogs, etc. Perform dialogues through a skit simulating everyday conversations or transactions Engage in unplanned/impromptu conversations with classmates Express opinions, agreement or disagreement about a topic or issue Justify opinions, agreement or disagreement using appropriate evidence Talk about a plan of action Compare and contrast information presented in multiple sources Evaluate a reading material based on a given criteria Translate a recipe from a local cookbook Make a list of do‘s and don‘ts/reminders for a specific place or activity Prepare a plan of action Compose a short story Evaluate one‘s own compositions SPFL10DAL-IVa-1 SPFL10APK-IIIj-10 SPFL10APK-IIIk-11 SPFL10APK-IIIl-12 SPFL10APK-IIIm-13 SPFL10APK-IIIn-14 SPFL10DAL-IVb-2 SPFL10DAL-IVc-3 SPFL10DAL-IVd-4 SPFL10DAL-IVe-5 SPFL10DAL-IVf-6 SPFL10DAL-IVg-7 SPFL10DAL-IVh-8 SPFL10DAL-IVi-9 SPFL10DAL-IVj-10 SPFL10DAL-IVk-11 SPFL10DAL-IVl-12 SPFL10DAL-IVm-13 SPFL10DAL-Ivn-14 SPFL10DALIVo-15 SPFL10DALIVp-16 SPFL10DALIVq-17 Page 123 of 675 Special Curricular Programs Page 124 of 675 Grade: 7 Subject Title: Journalism 7 GRADE LEVEL STANDARD: The learner demonstrates understanding of the basic principles, techniques, and legal and ethical standards of journalism, by producing a newsletter responsive to individual, school, community, societal, and national needs. CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD CODE QUARTER 1: Review of the Basic Principles of Journalism, Legal, and Ethical Standards of Journalism, and News Writing Journalism -Definition -Functions -Types -History 1. Define journalism 2. Explain the different types of journalism 3. Cite significant events in the history of journalism SPJ7PPJ-Ia-1 SPJ7PPJ-Ia-2 SPJ7HST-Ia-3 4. Discuss specific provisions of RA 7079 or the Campus Journalism Act of 1991 5. Share views about the principles of journalism SPJ7MDL-Ib-4 Media Laws Ethical Standards -Accuracy, Independence, Accountability -Intellectual Property Rights (Plagiarism vs Proper Attributions/ Citations) 6. Gather relevant information about media laws 7. Evaluate newspaper articles and ethical dilemmas or scenarios based on ethical standards 8. Observe intellectual property rights through proper attributions/citations of sources SPJ7MDL-Ic-6 SPJ7ETH-Ic-7 News writing -Definition -Elements -Types 9. Explain the characteristics of news 10. Determine the elements of news 11. Establish the angle of a news story by focusing on (a) specific element(s) 12. Differentiate the various types of news stories SPJ7NEW-Id-9 SPJ7NEW-Id-10 SPJ7NEW-Id-11 13. Differentiate the types of lead 14. Write a summary lead with the 5Ws and 1H 15. Write a novelty lead appropriate to the news story SPJ7NEW-Ie-13 SPJ7NEW-Ie-14 SPJ7NEW-Ie-15 16. Explain the significant qualities and structure of a straight news 17. Observe proper techniques and standards in writing a straight news about a school or SPJ7NEW-If-16 RA 7079 or Campus Journalism Act -Freedom of Expression -Freedom of Information Principles of Journalism LEAD - Conventional Lead - Novelty Lead Grammatical Beginning Lead Straight News Special Curricular Programs The learner demonstrates understanding of the basic principles of journalism, legal and ethical standards of journalism, and news writing. The learner writes a clear, accurate, and meaningful news story. SPJ7PPJ-Ib-5 SPJ7MDL-Ic-8 SPJ7NEW-Id-12 SPJ7NEW-If-17 Page 125 of 675 community event Speech Story -Direct Speech -Indirect Speech News Feature 18. Identify the salient features and structure of a speech story 19. Listen for and take note of details of a speech 20. Change direct speech to indirect speech and vice versa in news form 21. Make proper attributions for quoted statements 22. Compose a news story based on the gathered facts from a speech SPJ7NEW-Ig-18 23. Explain the significant characteristics of a news feature 24. Gather information from primary and secondary sources 25. Observe proper techniques and standards in writing a news feature based on a school or community event SPJ7NEW-Ih-23 SPJ7DTG-Ig-19 SPJ7LSE-Ig-20 SPJ7LSE-Ig-21 SPJ7NEW-Ig-22 SPJ7DTG-Ih-24 SPJ7NEW-Ih-25 Grade: 7 Subject Title: Journalism 7 GRADE LEVEL STANDARD: The learner demonstrates understanding of the basic principles, techniques, and legal and ethical standards of journalism by producing a newsletter responsive to individual, school, community, societal, and national needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 2: Copyreading and Headline Writing, Editorial Writing, Editorial Cartooning Copyreading (also copyediting): Qualities, Duties, and Functions of a Copyreader Copyreading Guides and Procedures Marks and Symbols Style Guides Special Curricular Programs The learner demonstrates understanding of the basic principles, guidelines, and techniques of print journalism with focus on copyediting and headline writing, editorial writing, and editorial cartooning. The learner produces a portfolio of well-edited articles with appropriate headlines, well-written editorials, and effective cartoons. 26. Explain the qualities, duties, and functions of a Copyreader 27. Spot errors in content (i.e., factual errors, personal biases and opinions) and form (i.e., errors in structure, style) observing the guidelines in copyreading SPJ7EDT-IIa-26 28. Use copyreading symbols correctly 29. Observe specific style guides in editing journalistic articles SPJ7EDT-IIb-28 SPJ7EDT-IIb-29 SPJ7EDT-IIa-27 Page 126 of 675 Headline Writing -Types -Headline vocabulary -Rules/Guidelines Basic Patterns in Writing Headlines 30. Identify the various types of headlines 31. Differentiate the various types of headlines 32. Use appropriate words and expressions in writing headlines 33. Observe basic patterns in writing headlines SPJ7EDT-IIc-30 SPJ7EDT-IIc-31 SPJ7LSE-IIc-32 Duties of the Editorial Board Opinion – Editorial vs Column 34. Distinguish the duties and responsibilities of the editorial board 35. Explain the nature and characteristics of an editorial as a type of an opinion piece/article 36. Distinguish the various types of editorials SPJ7RJJ-IId-34 37. Explain the nature and characteristics of an editorial of commendation or tribute 38. Use examples and facts in writing an editorial of commendation or tribute 39. Observe proper techniques and standards in writing an editorial of commendation or tribute 40. Write an editorial of commendation or tribute for a person, organization, or activity in a school, community, or national context employing appropriate transitional devices SPJ7OPW-IIe-37 41. Explain the qualities of an editorial articulating a stand or position 42. Use facts in supporting a stand 43. Observe proper techniques and standards in writing an editorial articulating a position or stand 44. Write an editorial articulating a stand or position on a school, community, or national issue SPJ7OPW-IIf-41 Editorial -Nature -Characteristics -Structures -Types Editorial of Commendation or Tribute -Techniques and (Ethical) Standards in Writing an Editorial of Commendation or Tribute Transitional Devices Editorial of Argumentation and Persuasion -Techniques and (Ethical) Standards in Writing an Editorial of Argumentation and Persuasion Special Curricular Programs SPJ7LSE-IIc-33 SPJ7OPW-IId-35 SPJ7OPW-IId-36 SPJ7OPW-IIe-38 SPJ7OPW-IIe-39 SPJ7LSE-IIe-40 SPJ7DTG-IIf-42 SPJ7OPW-IIf-43 SPJ7OPW-IIf-44 Page 127 of 675 Editorial of Criticism -Techniques and (Ethical) Standards in Writing an Editorial of Criticism Editorial Cartooning -Components -Universal symbols 45. Explain the qualities of an editorial of criticism. 46. Use facts and figures/ statistics to support an opinion 47. Employ reasons and logic to support a stand 48. Use statements/data from various authorities to support a stand 49. Observe proper techniques and standards in writing an editorial of criticism 50. Write an editorial of criticism based on a school, community, or national issue using different techniques SPJ7OPW-IIg-45 51. Explain the purpose of editorial cartoons 52.Employ the components (e.g., lines, shapes, shades) in drawing editorial cartoons 53.Express how editorial cartoons evoke public opinion 54.Illustrate ideas and concepts using universal symbols 55. Create an editorial cartoon on a school, community, or national issues SPJ7VST-IIh-51 SPJ7DTG-IIg-46 SPJ7OPW-IIg-47 SPJ7DTG-IIg-48 SPJ7OPW-IIg-49 SPJ7OPW-IIg-50 SPJ7VST-IIh-52 SPJ7VST-IIh-53 SPJ7VST-IIh-54 SPJ7VST-IIh-55 Grade: 7 Subject Title: Journalism 7 GRADE LEVEL STANDARD: The learner demonstrates understanding of the basic principles, techniques, and legal and ethical standards of journalism, by producing a newsletter responsive to individual, school, community, societal, and national needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 3: Feature Writing, Science Writing, Sports Writing Features -Nature -Kinds -Leads Language Functions Adjectives Adverbs Special Curricular Programs The learner demonstrates understanding of the basic principles, practices, and techniques of print journalism with focus on feature, science, and sports writing. The learner writes interesting, factual, and meaningful feature, science, and sports stories. 56. Explain the nature and purpose of feature 57. Observe the appropriate use of adjectives, adverbs, and figures of speech 58. Distinguish among various kinds of feature stories 59. Write illustrative examples of an effective introduction for features using adjectives, SPJ7FTR-IIIa-56 SPJ7LSE-IIIa-57 SPJ7FTR-IIIa-58 SPJ7FTR-IIIa-59 Page 128 of 675 Figures of Speech adverbs, and figures of speech Human Interest Character Sketch 60. Explain the characteristics of a human interest feature and a character sketch 61. Use appropriate styles in writing a human interest feature 62. Gather relevant data in writing a character sketch 63. Write a human interest feature and a character sketch SPJ7FTR-IIIb-60 64. Explain the characteristics of travelogue and how-to features 65. Use appropriate styles in writing a travelogue 66. Gather relevant data in writing a how-to feature 67. Write feature articles about a process and a place SPJ7FTR-IIIc-64 68. Differentiate the various types of science stories 69. Use appropriate styles in writing a science news 70. Collect relevant data in writing a science feature 71. Apply rules in citing sources 72. Write an informative and interesting science feature SPJ7SCW-IIId-68 73. Explain the significance of developmental communication 74. Explain the qualities of a science editorial 75. Use statements from authorities or experts to support a stand in a science editorial 76. Observe ethical standards in writing science editorial 77. Write a science editorial based on a school, community, or national issue SPJ7MC-IIIe-73 78. Discuss the elements, nature, and kinds of sports news 79. Use the appropriate language and other technical terms in writing sports news SPJ7SPO-IIIf-78 Travelogue How-to Features Science Writing -Nature -Kinds Science News Science Features Attributing Sources Developmental Communication -Agriculture -Technology/ Innovation -Business Science Editorial Sports -Nature -Kinds -Lingo and technical terms Special Curricular Programs SPJ7FTR-IIIb-61 SPJ7DTG-IIIb-62 SPJ7FTR-IIIb-63 SPJ7FTR-IIIc-65 SPJ7DTG-IIIc-66 SPJ7FTR-IIIc-67 SPJ7SCW-IIId-69 SPJ7DTG-IIId-70 SPJ7ETH-IIId-71 SPJ7SCW-IIId-72 SPJ7SCW-IIIe-74 SPJ7DTG-IIIe-75 SPJ7ETH-IIIe-76 SPJ7SCW-IIIe-77 SPJ7LSE-IIIf-79 Page 129 of 675 Sports Lead -Conventional -Novelty -Bridge Sports Story Structure -Significance of the game -Play-by-play account -Outstanding players -Interviews 80. Differentiate conventional lead from novelty lead in writing sports stories 81. Use the appropriate lead in writing a sports story 82. Use appropriate transitional devices in writing a sports story SPJ7SPO-IIIg-80 83. Organize in an outline the information gathered for a sports story 84. Write an effective sports story observing proper tenses of verb SPJ7DTG-IIIh-83 SPJ7SPO-IIIg-81 SPJ7LSE-IIIg-82 SPJ7LSE-IIIh-84 Grade: 7 Subject Title: Journalism 7 GRADE LEVEL STANDARD: The learner demonstrates understanding of the basic principles, techniques, and legal and ethical standards of journalism, by producing a newsletter responsive to individual, school, community, societal, and national needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 4: Photojournalism, Page Layout and Design, Introduction to Online Media, Introduction to Radio and TV Broadcast Photojournalism vs Photography Composition Techniques -Lights and Shadows -Rule of Thirds -Framing -Mirroring -Selective Focus -Depth of Field Composition Techniques -Juxtaposition -Linear Perspectives -Silhouette -Viewpoint and Angling -Sense of Place Special Curricular Programs The learner demonstrates understanding of the basic principles, practices, and techniques of journalism with focus on photojournalism, page layout, and online media. The learner produces an eightpage quality newsletter. 85. Compare and contrast photojournalism and photography 86. Distinguish among various composition techniques in photojournalism 87. Apply composition techniques in taking photos SPJ7VST-IVab-85 SPJ7VST-IVab-86 SPJ7VST-IVab-87 Page 130 of 675 Captioning Photo Essay 88. Determine the parts of a caption 89. Write an appropriate caption for photos by observing basic sentence pattern 90. Create an effective photo essay SPJ7VST-IVc-88 SPJ7LSE-IVc-89 91. Identify the parts of a newspaper 92. Describe the distinct quality of each part of a newspaper 93. Differentiate the parts of a broadsheet, tabloid, and school paper/publication SPJ7PMP-IVd-91 SPJ7PMP-IVd-92 Page Layout and Design -Principles -Patterns 94. Explain the principles and patterns of page layout and design 95. Differentiate the patterns used in page layout 96. Make a dummy sheet of a front page of a newsletter SPJ7PMP-IVe-94 Page Layout -News page -Editorial page -Features Page -Sports Page 97. Compare and contrast the typefaces and layout designs used in news and opinion pages 98. Design news and opinion pages 99. Select appropriate typefaces and layout designs in feature and sports pages 100.Design feature and sports pages SPJ7PMP-IVf-97 Introduction to Online Media/Digital Journalism -Ethics -Issues Hypermedia Hypertext 101. Differentiate print media from online media 102. Explain the ethics and issues in online media 103. Use hypermedia and hypertext in producing content for online consumption 104. Produce an article (with images/graphics) on a current issue for online publishing SPJ7OMP-IVg-101 SPJ7ETH-IVg-102 SPJ7OMP-IVg-103 Radio and TV Broadcast -Comparison and Contrast 105. Compare and contrast radio and TV broadcast SPJ7MC-IVh-105 Parts of a Newspaper Special Curricular Programs SPJ7VST-IVc-90 SPJ7PMP-IVd-93 SPJ7PMP-IVe-95 SPJ7PMP-IVe-96 SPJ7PMP-IVf-98 SPJ7PMP-IVf-99 SPJ7PMP-IVf-100 SPJ7OMP-IVg-104 Page 131 of 675 Grade: 8 Subject Title: Journalism 8 GRADE LEVEL STANDARD: The learner demonstrates understanding of the advanced and broader applications of the principles, techniques, and ethical standards of journalism by producing an eight-page print and online news publication responsive to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 1: Advanced Writing for Print and Online Media: News, Features, Sports, Opinion, Science Review of the Types of Journalistic Writing Composite News Report In-depth News Report Investigative News Feature Film Review Book Review Special Curricular Programs The learner demonstrates understanding of advanced and broader applications of the concepts and practices of print journalism. The learner composes various journalistic articles observing the principles, techniques, and ethical standards. 1. Review the various principles, techniques, and ethical standards in writing news, editorial, feature, sports, and science article. 2. Explain the significant characteristics of composite news 3. Write a composite news on any recent happenings in school or community SPJ8PPJ-Ia-1 4. Discuss the significant characteristics of in-depth news 5. Gather substantial data on a recent happening in school or community as basis for writing an indepth news report 6. Write an in-depth news based on the gathered data SPJ8NEW-Ib-4 7. Expound on the significant characteristics of investigative news using actual articles 8. Gather substantial data as basis for writing investigative news 9. Write an investigative news based on the gathered data SPJ8NEW-Ic-7 10. Explain the nature and purpose of writing reviews 11. Identify the structure of film and book reviews 12. Write a film or book review SPJ8SJW-Id-10 SPJ8NEW-Ia-2 SPJ8NEW-Ia-3 SPJ8DTG-Ib-5 SPJ8NEW-Ib-6 SPJ8DTG-Ic-8 SPJ8NEW-Ic-9 SPJ8SJW-Id-11 SPJ8SJW-Id-12 Page 132 of 675 Sports -Sports Feature Column Writing Attributing Sources Science -Scientific Research Findings Special Curricular Programs 13.Explain the significant characteristics of a sports feature. 14.Organize information from primary and secondary sources 15.Gather relevant data in preparation for writing a sports feature 16. Write a sports feature SPJ8SPO-Ie-13 17. Explain the nature, purpose, and characteristics of writing a column 18. Identify facts that support the viewpoint in a column 19. Use examples (based on facts) to support a viewpoint in writing a column 20. Write a column based on a school, community, national, or international issue SPJ8OPW-If-17 21. Explain the importance of attributing sources correctly 22. Observe consistency in attributing sources SPJ8ETH-Ig-21 23. Explain the importance of scientific research findings and interpretation in writing science news 24. Write a science article based on data collected about health and environmental issues SPJ8SCW-Ih-23 SPJ8DTG-Ie-14 SPJ8DTG-Ie-15 SPJ8SPO-Ie-16 SPJ8DTG-If-18 SPJ8DTG-If-19 SPJ8OPW-If-20 SPJ8ETH-Ig-22 SPJ8SCW-Ih-24 Page 133 of 675 Grade: 8 Subject Title: Journalism 8 GRADE LEVEL STANDARD: The learner demonstrates understanding of the advanced and broader applications of the principles, techniques, and ethical standards of journalism by producing an eight-page printed and online news publication responsive to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCESTANDARD LEARNING COMPETENCIES CODE The learner creates an attractive and appropriate design of several pages for a publication. 25. Explain the functions of software tools 26. Utilize the control palette in character and paragraph views in designing pages of a publication SPJ8PMP-IIa-25 SPJ8PMP-IIa-26 27. Explain the use of colors and shortcut keys in an editing software 28. Manipulate the colors and shortcut keys in an editing software SPJ8PMP-IIb-27 Photo Editing Software -Toolbox -Cropping Tools Ethics/Principles in Photo editing 29. Operate the toolbox and cropping tools in editing photos. SPJ8PMP-IIc-29 30. Apply the ethics and principles in photo editing SPJ8ETH-IIc-30 Page Design -Front Page 31. Discuss the different styles in designing the front page of a newspaper 32. Design the front page of a newspaper SPJ8PMP-IId-31 Page Design -News Page -Opinion Page 33. Discuss the different styles in designing the news page and the opinion page 34. Design the news page and the opinion page SPJ8PMP-IIe-33 Page Design -Feature Page 35. Discuss the different styles in designing the features page 36. Design the features page SPJ8PMP-IIf-35 37. Discuss the different styles in designing the science page 38. Design the science page SPJ8PMP-IIg-37 39. Discuss the different styles in designing the sports page 40. Design the sports page SPJ8PMP-IIh-39 QUARTER 2: Advanced Page Layout and Design Introduction to Editing Software -Toolbox -Control Palette in Character and Paragraph Views Colors Shortcut Keys Page Design -Science Page Page Design -Sports Page Special Curricular Programs The learner demonstrates understanding of advanced and broader applications of page layout and design. SPJ8PMP-IIb-28 SPJ8PMP-IId-32 SPJ8PMP-IIe-34 SPJ8PMP-IIf-36 SPJ8PMP-IIg-38 SPJ8PMP-IIh-40 Page 134 of 675 Grade: 8 Subject Title: Journalism 8 GRADE LEVEL STANDARD: The learner demonstrates understanding of the advanced and broader applications of the principles, techniques, and ethical standards of journalism by producing an eight-page printed and online news publication responsive to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 3: Desktop Publishing and Web Page Design Desktop Publishing 41. Discuss the importance and advantages of desktop publishing 42. Create an 8-page layout of newsletter using the available software application SPJ8PMP-IIIa-41 43. Explain the elements and use of infographics in a publication 44. Create infographics on a current school or national issue SPJ8VST-IIIbc-43 Types of Articles for Magazines 45. Determine the essential pages of a magazine 46. Discuss the different types of articles for magazines SPJ8PMP-IIId-45 SPJ8PMP-IIId-46 Designing Mazines 47. Compare and contrast magazine and school publication in terms of layout and design 48. Write articles for a magazine observing proper attribution 49. Design a magazine SPJ8PMP-IIIef-47 50. Explain the principles, trends, and fundamentals of web page design 51. Design a web page SPJ8OMP-IIIgh-50 Creating Infographics Introduction to Web Page Design Web Page Design -principles and trends - fundamentals Special Curricular Programs The learner demonstrates understanding of desktop publishing and web page design. The learner produces attractive and appropriate print and web page designs. SPJ8PMP-IIIa-42 SPJ8VST-IIIbc-44 SPJ8SJW-IIIef-48 SPJ8PMP-IIIef-49 SPJ8OMP-IIIgh-51 Page 135 of 675 Grade: 8 Subject Title: Journalism 8 GRADE LEVEL STANDARD: The learner demonstrates understanding of the advanced and broader applications of the principles, techniques, and ethical standards of journalism by producing an eight-page printed and online news publication responsive to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 4: News Publication (Print and Online) Writing news stories covering school, community, national, and international events 52. Gather relevant data for writing news 53. Write news stories of local, community, national, and international concerns observing the techniques and ethical standards 54. Edit news stories SPJ8DTG-IVa-52 SPJ8NEW-IVa-53 55. Gather relevant data to support a stand in writing an opinion 56. Write opinion articles based on current social, political, and economic issues observing the techniques and ethical standards 57. Edit opinion articles SPJ8DTG-IVb-55 Writing feature stories covering school, community, national, and international issues 58. Gather relevant data for writing features 59. Write interesting and timely feature stories observing the techniques and ethical standards 60. Edit feature stories SPJ8DTG-IVc-58 SPJ8FTR-IVc-59 Writing Science articles of local, community, national, and international concerns 61. Gather relevant data for different science stories 62. Write science stories on health, technological, and environmental concerns observing the techniques and ethical standards 63. Edit science articles SPJ8DTG-IVd-61 Writing and editing sports stories in school, community, national, and international contexts 64. Gather relevant data for writing sports stories 65. Write sports stories based on a game covered 66. Edit sports stories SPJ8DTG-IVe-64 SPJ8SPO-IVe-65 SPJ8EDT-IVe-66 Taking, evaluating, editing and writing captions for photos 67. Take photos appropriate for an article 68. Evaluate photos for publication 69. Enhance photos using an editing software 70. Write appropriate captions for photos SPJ8VST-IVf-67 SPJ8VST-IVf-68 SPJ8VST-IVf-69 SPJ8VST-IVf-70 Writing opinion stories of school, community, national, and international concerns Special Curricular Programs The learner demonstrates understanding of the styles and techniques in print and online publications. The learner produces an eightpage print and online news publication. SPJ8EDT-IVa-54 SPJ8OPW-IVb-56 SPJEDT-IVb-57 SPJEDT-IVc-60 SPJ8SCW-IVd-62 SPJ8EDT-IVd-63 Page 136 of 675 Designing for print and online publication 71. Select appropriate layout for print and online publications 72. Design for print publication 73. Design for online publication SPJ8PMP-IVgh-71 SPJ8PMP-IVgh-72 SPJ8OMP-IVgh-73 Grade: 9 Subject Title: Journalism 9 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing radio news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 1: Writing for Radio History of Radio Broadcast 1. Cite significant events in the history of radio broadcasting 2. Explain the principles of radio broadcasting 3. Gather relevant information about the existing laws that govern radio broadcasting 4. Evaluate radio programs for ethical standards SPJ9HST-Ia-1 SPJ9RDB-Ib-5 Nature and Salient Features of a Radio Broadcast 5. Analyze the nature of radio broadcasting distinct to one‘s locality 6. Distinguish the features that characterize radio broadcasting Types of Radio Broadcast Radio Broadcast Terms 7. Distinguish the various types of radio broadcast 8. Discuss the different terms used in a radio broadcast SPJ9RDB-Ic-7 Radio Broadcast Script -Radio News Scriptwriting a. Format/ Content b. Scope and Sequence c. News Program -station ID -OBB and CBB -Intro and Extro 9. Evaluate samples of radio scripts focusing on format and content 10. Identify the different parts of a radio script 11. Discuss the sequence observed in a radio news program vis-à-vis the standard format 12. Discuss the salient features of a station ID 13. Explain the purpose of a station ID 14. Create a station ID, OBB/CBB, and intro/extro for their own radio news program SPJ9RSW-Id-9 Principles, Legal and Ethical Standards of Radio Broadcasting Special Curricular Programs The learner demonstrates understanding of the styles and techniques in writing a quality radio script. The learner produces a comprehensive news script for a radio broadcast. SPJ9RDB-Ia-2 SPJ9MDL-Ia-3 SPJ9ETH-Ia-4 SPJ9RDB-Ib-6 SPJ9RDB-Ic-8 SPJ9RSW-Id-10 SPJ9RSW-Id-11 SPJ9RDB-Id-12 SPJ9RDB-Id-13 SPJ9RDB-Id-14 Page 137 of 675 Writing Headlines, Lead-ins, and News Stories Writing Infomercials -Advertorial -Advocacy Campaigns -Developmental Communication Writing Stingers, Flash Reports, Teasers, Bumpers Radio Scriptwriting Special Curricular Programs 15. Use the appropriate vocabulary (terms and expressions) in writing headlines, lead-ins, and news stories 16. Observe technical rules in radio news writing 17. Observe consistency of verb tense in writing headlines, lead-ins, and news stories SPJ9LSE-Ie-15 18. Identify the features of infomercials based on standards. 19. Distinguish among various types of radio infomercials 20. Observe technical rules in writing advertorial, advocacy, and developmental communication campaigns 21.Write infomercials based on social, political, economic, environmental, and health issues SPJ9RDB-If-18 22.Explain the features and functions of stingers, flash reports, teasers, and bumpers 23.Compose stingers, flash reports, teasers, and bumpers 24.Use appropriate and convincing words and expressions in writing stingers, flash reports, teasers, and bumpers 25.Observe ethical standards in writing stingers, flash reports, teasers, and bumpers SPJ9RDB-Ig-22 26. Discuss the guidelines and procedures observed in radio scriptwriting 27. Observe the ethical standards in radio scriptwriting 28. Write a 5-minute radio news broadcast script SPJ9RSW-Ih-26 SPJ9RSW-Ie-16 SPJ9LSE-Ie-17 SPJ9RDB-If-19 SPJ9SJW-If-20 SPJ9SJW-If-21 SPJ9RDB-Ig-23 SPJ9RDB-Ig-24 SPJ9ETH-Ig-25 SPJ9ETH-Ih-27 SPJ9RSW-Ih-28 Page 138 of 675 Grade: 9 Subject Title: Journalism 9 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing radio news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 2: Radio Broadcast Speech, Radio Technical Production Radio Broadcast Manpower Radio Station Organization -Duties and Responsibilities Voice Projection, Modulation, Articulation, and Enunciation Equipment Selection of Sound Effects -Guidelines and Techniques Technical Application a. Editing Sound Effects b. Broadcast Procedure Special Curricular Programs The learner demonstrates understanding of a proficient broadcast delivery through appropriate voice projection and techniques, and suitable technical support (e.g., sound effects, music) for production. The learner delivers a radio broadcast proficiently. 29. Determine the various persons involved in a radio program SPJ9RDB-IIa-29 30. Explain the duties and responsibilities of the staff in a radio news program using the organizational chart SPJ9RDB-IIb-30 31.Explain the significance of voice projection, modulation, articulation, and enunciation in speaking and use mobile app effective for voice recording by radio journalists 32.Differentiate voice projection used in casual conversations and that in oral reading situations 33.Speak with modulated voice using appropriate pitch, intonation, and tone 34.Read orally news stories by observing appropriate pace, rate, and speed SPJ9RDB-IIcd-31 35.Explain the functions of the pieces of equipment used in a radio broadcast 36.Classify the various types of sounds used in a radio program 37.Determine the appropriate sound effects and music in a radio program SPJ9RDB-IIe-35 38.Decide on sound effects appropriate to a particular segment of a radio program 39.Use appropriate tools and available software or mobile apps effective for editing news reports SPJ9RDB-IIf-38 SPJ9LSE-IIcd-32 SPJ9LSE-IIcd-33 SPJ9LSE-IIcd-34 SPJ9RDB-IIe-36 SPJ9RDB-IIe-37 SPJ9RDB-IIf-39 Page 139 of 675 Application and Critiquing of Sound Effects Delivering Radio News Script -Essentials/Standards 40.Evaluate the appropriateness of sound effects used in a radio program 41.Use prior skills in producing sound effects and music for a radio news program SPJ9RDB-IIg-40 42.Discuss the essentials and standards observed in radio broadcasting 43.Observe ethical standards in radio broadcasting 44.Deliver a radio broadcast simulation with technical applications SPJ9RDB-IIh-42 SPJ9RDB-IIg-41 SPJ9ETH-IIh-43 SPJ9RDB-IIh-44 Grade: 9 Subject Title: Journalism 9 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing radio news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 3: Public Affairs and Services for Radio, Ancillary Radio Programs Writing Breaking News and Flash Reports Writing Commentaries ● ● ● ● ● Writing Announcements and other Advertisements -Propaganda Devices: -Web Quest – Propaganda -Techniques -Bandwagon -Testimonial -Glittering Generalities Special Curricular Programs The learner demonstrates understanding of the styles and techniques in writing a comprehensive radio news program. The learner designs a comprehensive radio program. 45.Explain the functions and features of breaking news and flash reports 46.Write illustrative examples of breaking news and flash reports SPJ9RDB-IIIa-45 47.Identify the features of a commentary 48.Explain the features of a commentary 49.Note the important features of a commentary 50.Observe ethical standards in giving opinions 51.Use empirical data or credible sources to support a commentary 52.Compose a commentary based on school, community, national, and international issues SPJ9OPW-IIIb-47 SPJ9OPW-IIIb-48 SPJ9OPW-IIIb-49 SPJ9ETH-IIIb-50 SPJ9DTG-IIIb-51 53.Distinguish the various formats/guidelines of making announcements and other advertisements 54.Construct announcements based on school and community programs and activities 55.Explain the propaganda techniques used in advertisements 56.Create advertisements by using appropriate SPJ9SEG-IIIc-53 SPJ9NEW-IIIa-46 SPJ9OPW-IIIb-52 SPJ9SEG-IIIc-54 SPJ9LSE-IIIc-55 SPJ9SEG-IIIc-56 Page 140 of 675 ● ● ● ● -Name Calling -Plain Folks -Card Stacking -Transfer propaganda techniques SPJ9FTR-IIId-57 Writing Features for Radio 57.Explain the characteristics and structures of feature stories for radio 58.Compose a feature story for radio based on current issues or interesting phenomena SPJ9SEG-IIIe-59 Writing Documentaries for Radio 59.Explain the features of documentaries for radio 60.Compose a documentary for radio based on current issues or interesting phenomena. 61.Explain the qualities and functions of field reporting in radio news programs 62 Deliver a field report based on school or community event SPJ9RDB-IIIf-61 63.Explain the qualities and functions of live reports in radio news programs 64.Deliver a live report about school or community event SPJ9RDB-IIIg-63 65.Explain the guidelines and ethics in conducting interviews for radio 66.Formulate questions to be used in conducting interviews for stories in a radio news program 67.Conduct interviews with certain authorities for stories in a radio news program applying the guidelines and ethics 68.Write a comprehensive radio news program SPJ9ETH-IIIh-65 Field Report Live Report Interviews for Radio Writing a Radio News Program Special Curricular Programs SPJ9FTR-IIId-58 SPJ9SEG-IIIe-60 SPJ9RDB-IIIf-62 SPJ9RDB-IIIg-64 SPJ9LSE-IIIh-66 SPJ9DTG-IIIh-67 SPJ9RSW-IIIh-68 Page 141 of 675 Grade: 9 Subject Title: Journalism 9 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing radio news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 4: Radio Broadcast Production through Online Media Designing a 5-minute news hole Radio Technical Necessities Producing a 5-minute news radio broadcast Podcasting Live Streaming Special Curricular Programs The learner demonstrates understanding of the various forms of radio broadcasting over the internet through application of appropriate and accessible technology. The learner produces an informative and entertaining radio broadcast via podcasting and/or live streaming. 68.Explain the rules and guidelines observed indesigning news holes 69.Identify segments to be used in a radio news program 70.Allot time for specific segments in a 5-minute radio news program SPJ9RDB-IVa-68 71.Choose and edit appropriate sound effects and music to be used in each segment of a radio news program SPJ9RDB-IVb-71 72.Gather data relevant for stories to be delivered in a 5-minute radio news program 73.Compose infomercials and/or advertisements for a 5-minute radio news program 74.Develop a complete, correct script for a 5minute radio broadcast 75.Simulate a comprehensive 5-minute radio broadcast SPJ9DTG-IVcd-72 76.Explain the qualities, purposes, and limitations of podcasting 77.Produce a radio news program through podcasting using the available technical software or mobile apps while observing ethical standards SPJ9OMP-IVef-76 78.Explain the qualities, purposes, and limitations of live streaming 79.Live stream a radio news program observing ethical standards SPJ9OMP-IVgh-78 SPJ9SEG-IVa-69 SPJ9RDB-IVa-70 SPJ9SEG-IVcd-73 SPJ9RSW-IVcd-74 SPJ9RDB-IVcd-75 SPJ9RDB-IVef-77 SPJ9RDB-IVgh-79 Page 142 of 675 Grade: 10 Subject Title: Journalism 10 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing TV news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 1: Writing for TV History of TV Broadcasting -TV Broadcasting in the Philippines Cite significant events in the history of TV broadcasting in general and TV broadcasting in the Philippines Discuss the principles of TV broadcasting Explain the legal and ethical standards of TV broadcasting SPJ10HST-Ia-1 4. Explain the features and process of TV broadcasting SPJ10TVB-Ib-4 5. Explain the terms used in TV Broadcasting SPJ10TVB-Ic-5 TV Broadcast: Format and Content -Script requisites 6. Determine the requisites of a TV newscast. SPJ10TVB-Id-6 Writing for Broadcast 7. SPJ10TVB-Ief-7 Types/Forms of Stories for TV Broadcast • VO/SIL/SILENT • VOSOT/SILSOT • PKG/AV/Package • LIVE or LIVESOT • BPR/Phone patch • DONUT/LIVE-VO-LIVE • LOOKLIVE/TAPED AS LIVE • Others 8. Compare and contrast the different types/forms of stories for TV broadcast Write different forms of stories for TV broadcast Principles, Legal and Ethical Standards of TV Broadcasting Nature, Salient Features, and Process of TV Broadcasting The learner demonstrates understanding of the history, principles, legal and ethical standards, and processes of TV broadcasting and the various forms and guidelines in writing for TV. The learner produces a TV broadcast script. 1. 2. 3. SPJ10TVB-Ia-2 SPJ10ETH-Ia-3 Process of TV Broadcasting: -News Gathering -Production -Airing TV Broadcasting Terms Special Curricular Programs SPJ10TVSW-Ief-8 Page 143 of 675 Writing Writing Writing Writing Writing for Broadcast: Teasers and Headlines Lead-ins the Body breaking news for TV 9. TV Scriptwriting Observe guidelines and rules in writing headlines and news for TV 10. Explain the characteristics of breaking news for TV 11. Write a breaking news for TV SPJ10NEW-Ig-9 12. Plan a TV broadcast through an outline 13. Write a TV broadcast script SPJ10TVB-Ih-12 SPJ10TVSW-Ih-13 SPJ10NEW-Ig-10 SPJ10TVSW-Ig-11 Grade: 10 Subject Title: Journalism 10 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing TV news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENTSTANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 2: Special Segments for a TV Broadcast Writing Infomercials -Advertorial -Advocacy campaigns Writing announcements and other advertisements for TV Writing a Sports Segment Writing Weather and Entertainment Segments Special Curricular Programs The learner demonstrates understanding of the styles and techniques in writing special segments for a TV broadcast. The learner produces a comprehensive TV broadcast script with special segments. 14. Differentiate advertorial from advocacy campaigns. 15. Create advertorial and advocacy campaigns. SPJ10SEG-IIa-14 16. Distinguish the various formats of making announcements and other advertisements for TV. 17. Create TV announcements based on school and community programs and activities. 18. Explain the propaganda techniques used in TV advertisements. 19. Create TV advertisements by using appropriate propaganda techniques. SPJ10SEG-IIb-16 20. 21. 22. 23. 24. 25. SPJ10SEG-IIcd-20 SPJ10DTG-IIcd-21 SPJ10SEG-IIcd-22 SPJ10SEG-IIcd-23 SPJ10SEG-IIcd-24 SPJ10SEG-IIcd-25 Identify the elements of a sports segment. Gather data for a sports story Write a sports segment Identify the elements of a weather report Write a weather report Identify the elements of an entertainment segment 26. Write an entertainment segment SPJ10SEG-IIa-15 SPJ10SEG-IIb-17 SPJ10LSE-IIb-18 SPJ10SEG-IIb-19 SPJ10SEG-IIcd-26 Page 144 of 675 Writing Commentaries Writing a Business Segment TV Scriptwriting 27. Identify current school, community, societal, national, and global issues 28. Analyze issues to produce commentaries for TV SPJ10DTG-IIef-27 29. Identify the elements of a business segment 30. Gather data for a business story 31. Write a business segment SPJ10SEG-IIg-29 SPJ10DTG-IIg-30 SPJ10SEG-IIg-31 32. Write a comprehensive TV broadcast script with special segments SPJ10TVSW-IIh-32 SPJ10OPW-IIef-28 Grade: 10 Subject Title: Journalism 10 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing TV news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 3: Broadcast Presentation TV Broadcasting Manpower News Gathering Team Production Team TV Station Organization On-cam personnel Off-cam personnel Duties and responsibilities Special Curricular Programs The learner demonstrates understanding of the roles and functions of a TV broadcasting team and the elements of and techniques for an effective broadcast delivery and presentation. The learner effectively performs in a TV broadcast according to one‘s role 33. Determine the functions of the various personnel (news gathering team and the production team) in a TV broadcast SPJ10TVB-IIIa-33 34. Explain the duties and responsibilities of TV anchors, reporters, and other on-cam and offcam personnel SPJ10TVB-IIIb-34 35. Play various roles in a TV broadcast SPJ10TVB-IIIc-35 Page 145 of 675 36. Explain the significance of verbal communication in TV broadcast 37. Speak using appropriate volume, tone, rhythm and pronunciation SPJ10LSE-IIId-36 Non-verbal Communication -Facial Expression -Eye Contact -Posture -Hand Gestures -Other movements -Grooming and Make-up 38. Explain the significance of non-verbal communication in TV broadcast 39. Use appropriate extra-linguistic functions in speaking SPJ10LSE-IIIe-38 Distinctive Features and Techniques of News Casting and Live/Field Reporting 40. Identify the distinctive features and techniques of news casting and live/field reporting 41. Deliver a news report observing the appropriate techniques 42. Deliver a live/field report observing the appropriate techniques SPJ10TVB-IIIf-40 43. Design a mock studio 44. Manipulate the equipment in a TV mock studio 45. Explain the characteristics of an effective TV broadcast director 46. Demonstrate techniques in directing a news cast 47. Demonstrate studio and field camerawork techniques 48. Demonstrate light and sound techniques SPJ10TVB-IIIg-43 SPJ10TVB-IIIg-44 SPJ10TVB-IIIg-45 Elements of Effective Broadcast Delivery Verbal Communication -Voice Volume -Voice Quality -Voice Tone -Voice Rhythm -Pronunciation TV Mock Studio/Set TV Broadcasting Equipment Directing Studio Camerawork -Techniques -Styles Special Curricular Programs SPJ10LSE-IIId-37 SPJ10LSE-IIIe-39 SPJ10TVB-IIIf-41 SPJ10TVB-IIIf-42 SPJ10TVB-IIIg-46 SPJ10TVB-IIIg-47 SPJ10TVB-IIIg-48 Page 146 of 675 -Angles Field Camerawork -Techniques -Styles -Angles Lighting Sound Techniques TV Broadcast Presentation -Essentials/Standards 49. Deliver a TV broadcast observing the essentials and standards SPJ10TVB-IIIh-49 Grade: 10 Subject Title: Journalism 10 GRADE LEVEL STANDARD: The learner demonstrates understanding of the principles, techniques, and ethical standards of journalism by producing TV news programs in response to individual, school, community, societal, national, and global needs. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE QUARTER 4: TV Production, Live Streaming Station/Program ID News Program Intro/Opening Billboard Stingers, Teasers, and Sound Effects Extro/Closing Billboard Soundbites Visuals -Video -Pictures -Graphics Special Curricular Programs The learner demonstrates understanding of the technical aspects in TV broadcasting and production. The learner produces a live TV broadcast through appropriate online platforms. 50. Explain the purpose of a station ID and opening billboard of a TV broadcast 51. Create a station ID and an opening billboard for a TV broadcast 52. Explain the purpose of stingers, teasers, and sound effects 53. Apply stingers, teasers and sound effects 54. Create a closing billboard for a TV news program 55. Explain the purpose of soundbites in a TV broadcast SPJ10TVB-IVab-50 56. Explain the purpose of videos, pictures, and graphics in a TV broadcast 57. Apply proper visuals for a TV broadcast SPJ10TVB-IVc-56 SPJ10TVB-IVab-51 SPJ10TVB-IVab-52 SPJ10TVB-IVab-53 SPJ10TVB-IVab-54 SPJ10TVB-IVab-55 SPJ10TVB-IVc-57 Page 147 of 675 58. Use the different techniques in editing videos and soundbites 59. Enhance videos and soundbites using appropriate software or mobile apps for videography, editing, and broadcasting fit for uploading to YouTube and other social media platforms SPJ10TVB-IVc-58 TV Technical Necessities 60. Use appropriate technical application in simulating a TV broadcast SPJ10TVB-IVd-60 SPJ10DTG-IVef-61 Producing a 6-minute TV broadcast 61. Gather data relevant for stories to be delivered in a 6-minute TV broadcast 62. Develop a comprehensive script for a 6minute news TV broadcast 63. Simulate a comprehensive 6-minute TV broadcast 64. Produce a TV broadcast through appropriate online platforms. SPJ10OMP-IVgh-64 Editing Videos and Soundbites Live Streaming Special Curricular Programs SPJ10OMP-IVc-59 SPJ10TVSW-IVef-62 SPJ10TVB-IVef-63 Page 148 of 675 Special Curricular Programs Page 149 of 675 Baitang 7 Pamagat ng Aralin: Pamamahayag Bilang ng Oras: 4 na oras/ Linggo Pamantayan sa Bawat Baitang: Naipakikita ng mag-aaral ang pag-unawa at pagpapahalaga sa pangunahing batayan, kinagawian, at pamamaraan ng pasulat na pamamahayag gayundin ang kasaysayan, legal, at etikal na pamantayan sa pamamagitan ng pagbuo ng pahayagang pangmag-aaral bilang tugon sa pangangailangang pansarili, pampamayanan, panlipunan, at pambansa. Unang Markahan : Pagbabalik-tanaw sa pangunahing batayan sa pamamahayag, Legal at Etikal na Pamantayan ng Pasulat na Pamamahayag, Pagsulat ng Balita Nilalaman 1. Koda 4. Natatalakay ang tiyak na nilalaman ng RA 7079 o Campus Journalism Act of 1991‘ at Bill of Rights Seksyon 4 at 7 5.Naibabahagi ang pananaw ukol sa mga batayan ng pamamahayag SPJ7BPM-Ib-4 3. Batas ng Pamamahayag: 3.1 Etika 3.2 Pangogopya 3.3 Tamang Pagbanggit ng Sanggunian 3.4 Libelo/Slander/Cyber Libel 3.5 Panghihimasok sa pagkapribado 6.Nakakakalap ng mahahalagang impormasyon ukol sa batas pangmidya 7. Nasusuri ang mga artikulo sa pahayagan gamit ang etikang pamantayan 8. Nakasusunod sa tamang pagbanggit ng sanggunian SPJ7BPM-Ic-6 4. Pagsulat ng Balita 4.1 Kahulugan 4.2 Katangian 4.3 Sangkap/Elemento 4.4 Uri 9. Naipaliliwanag ang katangian ng balita 10.Natutukoy ang elementong ginagamit sa pagsulat ng balita 11.Nakasusulat ng halimbawa gamit ang mga elemento sa pagbabalita mula sa anggulo ng istorya 12. Naihahambing ang iba‘t ibang uri ng balita SPJ7BLT-Id-9 SPJ7BLT-Id-10 at 7 2.1 Kalayaan sa Pamamahayag 2.2 Kalayaan sa Impormasyon 2.3 Batayan ng Pamamahayag Special Curricular Programs Nakasusulat nang malinaw, 1. kawili-wili, makatotohanan at makabuluhang balita Kasanayang Pampagkatuto SPJ7PPP-Ia-1 SPJ7TPM-Ia-2 RA 7079 o Campus Journalism Act of 1991 at Bill of Rights Seksyon 4 Naipamamalas ang pagunawa sa pangunahing batayan, legal at etikal na pamantayan ng pasulat ng balita. Pamantayan sa Pagganap 1.Naibibigay ang kahulugan ng pamamahayag 2.Naipaliliwanag ang iba‘t ibang uri at tungkulin ng pamamahayag 3. Nakapagbibigay ng mahahalagang impormasyon sa kasaysayan ng pamamahayag 2. Pamamahayag 1.1 Kahulugan 1.2 Tungkulin 1.3 Uri 1.4 Kasaysayan Pamantayang Pangnilalaman SPJ7KSS-Ia-3 SPJ7PPP-Ib-5 SPJ7ETK-Ic-7 SPJ7BPM-Ic-8 SPJ7BLT-Id-11 SPJ7BLT-Id-12 Page 150 of 675 5. Pamatnubay 5.1 Kombensyonal 5.2 Nobelti o Pagka-orihinal 5.3 Pang-gramatikang pamatnubay 13.Naipaliliwanag ang iba‘t ibang uri ng pamatnubay 14.Nakasusulat ng kombensyonal na pamatnubay (conventional/ summary lead) gamit ang mga detalyeng sumasagot sa: ano, sino, saan, kailan, bakit, paano 15.Nakasusulat ng nobelti na pamatnubay na tumutugma sa istorya ng balita SPJ7BLT-Ie-13 2. Tuwirang Balita 6.1 Katangian 16.Naipaliliwanag ang mahalagang katangian ng tuwirang balita 17.Nakasusulat ng tuwirang balita tungkol sa paaralan o pangyayari sa pamayanan SPJ7BLT-If-16 18.Naipaliliwanag ang mahalagang katangian ng balita mula sa pahayag 19.Nakasusulat ng epektibong balita gamit ang mga detalyeng mula sa pahayag 20.Naisasalin ang tuwirang pahayag sa anyo ng dituwirang pahayag at kabaligtaran nito 21.Nababanggit nang tamang ang mga tuwirang pahayag 22.Nakabubuo ng balita sa nakalap na detalye mula sa talumpati SPJ7BLT-Ig-18 23.Naipaliliwanag ang kahalagahan ng mga katangian ng isang balitang lathalain 24.Nakakakalap ng mahalagang impormasyon mula sa una at ikalawang sanggunian 25.Nakasusulat ng balitang lathalain hango sa pangyayari sa paaralan at pamayanan SPJ7BLT-Ih-23 3. Balita ukol sa Talumpati 3.1 Tuwirang Pahayag 3.2 Di-Tuwirang Pahayag 4. Balitang Lathalain 4.1 Kahalagahan 4.2 Katangian SPJ7BLT-Ie-14 SPJ7BLT-Ie-15 SPJ7BLT-If-17 SPJ7BLT-Ig-19 SPJ7AKP-Ig-20 SPJ7AKP-Ig-21 SPJ7BLT-Ig-22 SPJ7PND-Ih-24 SPJ7BLT-Ih-25 Ikalawang Markahan: Pagwawasto ng Sipi at Pag-uulo ng Balita, Pagsulat ng Editoryal, Pagguhit ng Kartun Nilalaman 1. Pagwawasto ng Sipi 1.1 Katangian at Tungkulin ng mga Tagawasto ng Sipi 1.2 Gabay at Alituntunin sa Pagwawasto ng Sipi Special Curricular Programs Pamantayang Pangnilalaman Naipamamalas ang pagunawa sa pangunahing batayan, gabay at teknik sa pasulat na pamamahayag na nakatuon sa pagwawasto at pag-uulo ng sipi, pagsulat ng editoryal at pagguhit ng Pamantayan sa Pagganap Nakabubuo ng portfolio ng mga naiwastong artikulo na may epektibong ulo ng balita, nakapupukaw na editoryal at epektibong kartun Kasanayang Pampagkatuto 26.Naipaliliwanag ang mga katangian, tungkulin at pananagutan ng isang tagawasto ng sipi 27.Nagagamit ang mga gabay at alituntunin na dapat sundin sa pagwawasto ng sipi Koda SPJ7PWT-IIa-26 SPJ7PWT-IIa27 Page 151 of 675 kartun 2. Mga Pananda sa Pagwawasto 2.1 Tiyak na Gabay Istilo sa Pagwawasto 28.Nagagamit ang tamang simbolo sa pagwawasto ng sipi 29.Nakasusunod sa tiyak na gabay at estilo sa pagwawasto ng iba‘t ibang artikulo sa pahayagan SPJ7PWT-IIb-28 3. Pag-uulo ng Balita 3.1 Uri 3.2 Angkop na Salita para sa Paguulo 3.3 Alituntunin sa Pagbuo ng Ulo ng Balita 30.Nagagamit ang mga uri ng ulo ng balita 31.Nakagagamit ng tamang salita at ekspresiyon sa pag-uulo ng balita. 32.Nasusunod ang tiyak na alituntunin sa pagbuo ng ulo ng balita SPJ7PWT-IIc-30 SPJ7AKP-IIc-31 4.1. Tungkulin ng Patnugutan 4.1.1 Manunulat ng Editoryal at Kolumnista 4.2 Editoryal 4.2.1 Kakanyahang istilo ng panulat 4.2.2 Katangian 4.2.3 Istruktura 4.2.4 Uri 33. Natutukoy ang mga tungkulin at pananagutan ng patnugutan 34.Naipaliliwanag ang kakanyahan at katangian ng editoryal 35.Naihahambing ang iba‘t ibang uri ng editoryal 36. Naipaliliwanag ang istruktura ng editoryal SPJ7TPM-IId-33 5. Editoryal 5.1 Pagkilala o Pagbibigay-pugay 5.1.1 Pamamaraan sa pagsulat ng pagkilala o pagbibigay-pugay 5.1.2 Mga Salitang ginagamit na Pag-uugnay sa pangungusap o talata 37.Naipaliliwanag ang katangian at uri ng editoryal 38.Nagagamit ang mga halimbawa at wastong detalye bilang suporta sa pagsulat ng editoryal na kumikilala o nagbibigay-pugay 39.Nakasusunod sa tamang paraan ng pagsulat ng editoryal na kumikilala o nagbibigay-pugay 40.Nakasusulat ng editoryal na kumikilala o nagbibigay-pugay ukol sa isyung pampaaralan, pampamayanan, panlipunan, at pambansa na gumagamit ng tamang salitang pang-ugnay SPJ7OPY-IIe-37 41.Naipaliliwanag nang mabuti ang pananaw sa Editoryal 42.Nakagagamit ng mga impormasyon bilang suporta sa pananaw 43.Nasusunod ang tamang paraan ng pagsulat ng editoryal na nagpapahayag ng pananaw 44 Nakasusulat ng editoryal na nagpapahayag ng pananaw sa isyung pampaaralan, pampamayanan, panlipunan, at pambansa SPJ7OPY-IIf-41 6. Pagbibigay ng Pananaw sa isang Editoryal 6.1 Pamamaraan Special Curricular Programs SPJ7PWT-IIb-29 SPJ7PWT-IIc-32 SPJ7OPY-IId-34 SPJ7OPY-IId-35 SPJ7OPY-IId-36 SPJ7OPY-IIe-38 SPJ7OPY-IIe-39 SPJ7OPY-IIe-40 SPJ7PND-IIf-42 SPJ7OPY-IIf-43 SPJ7OPY-IIf-44 Page 152 of 675 7. 1 Editoryal na Argumentatibo at Pamumuna 7.1.1 Pamamaraan sa Pagsulat ng Editoryal na argumentatibo at namumuna 8. Pagguhit ng Kartung Pangeditoryal 8.1 Layunin 8.2 Salik 8.3 Pangkalahatang simbolo 45.Naipaliliwanag ang mga katangian ng editoryal na argumentatibo at namumuna 46.Nagagamit ang bilang at estadistika upang suportahan ang opinyon 47.Nagagamit ang lohikal na dahilan para suportahan ang pananaw sa editoryal na argumentatibo 48.Nagagamit ang mga pahayag mula sa iba‘t ibang awtoridad bilang suporta sa pananaw ng editoryal na namumuna 49.Nakasusunod sa tamang paraan ng pagsulat ng editoryal na argumentatibo at namumuna 50.Nakasusulat ng editoryal na argumentatibo at namumuna gamit ang iba‘t ibang pamamaraan ukol sa isyung pampaaralan, pampamayanan, panlipunan, at pambansa SPJ7OPY-IIg-45 51. Naipaliliwanag ang layunin ng pagguhit ng kartun 52.Nagagamit ang mahahalagang linya, hugis, shades para makabuo ng iba‘t ibang kartun 53.Naibibigay ang reaksyon sa mensaheng ipinararating ng mga kartun 54.Naiguguhit ang ideya o konsepto gamit ang simbolong pandaigdig SPJ7BPK-IIh-51 SPJ7PND-IIg-46 SPJ7OPY-IIg-47 SPJ7PND-IIg-48 SPJ7OPY-IIg-49 SPJ7OPW-IIg-50 SPJ7BPK-IIh-52 SPJ7BPK-IIh-53 SPJ7BPK-IIh-54 Ikatlong Markahan:Pagsulat ng Lathalain, Isports, Agham at Teknolohiya Nilalaman 1. Lathalain 1.1 Layunin 1.2 Kakanyahan 1.3 Uri 1.4 Pamatnubay 1.5 Paggamit ng Wika 1.5.1 Pang-uri 1.5.2 Pang-abay 1.5.3 Tayutay 2. Pamukaw-Damdamin 2.1 Human Interest 2.2 Character Sketch Special Curricular Programs Pamantayang Pangnilalaman Naipamamalas ang pagunawa sa pangunahing batayan, kinagawian at pamamaraan sa pasulat na pamamahayag na nakatuon sa pagsulat ng lathalain, agham at isports Pamantayan sa Pagganap Nakasusulat nang kawili-wili, makatotohanan at makabuluhang lathalain, agham, teknolohiya at isports Kasanayang Pampagkatuto Koda 55.Naipaliliwanag ang kakanyahan at layunin ng lathalain 56. Naihahambing ang iba‘t ibang uri ng lathalain 57.Nasusunod ang wastong gamit ng pang-uri, pangabay at mga tayutay 58.Nakasusulat ng mga wastong halimbawa ng pamatnubay para sa lathalain na ginagamitan ng pang-uri, pang-abay at mga tayutay SPJ7LTH-IIIa-55 59.Naipaliliwanag ang katangian ng mga uri ng lathalain: human interest at character sketch 60.Nagagamit ang angkop na mga estilo sa pagsulat ng SPJ7LTH-IIIb-59 SPJ7AKP-IIIa-56 SPJ7LTH-IIIa-57 SPJ7LTH-IIIa-58 Page 153 of 675 lathalaing may human interest at character sketch 61.Nakakalap ang mahahalagang datos/impormasyong sa pagsulat ng isang character sketch 62.Naisusulat ang isang lathalain tungkol sa kinagigiliwang tao SPJ7LTH-IIIb-60 SPJ7PND-IIIb-61 SPJ7LTH-IIIb-62 Lathalain sa Paglalakbay Lathalaing Paano Pagsulat ng Agham at Teknolohiya -Kakanyahan -Uri Balitang Pang-Agham Lathalaing Pang-agham Pagbanggit ng Sanggunian Komunikasyong Pangkaunlaran (DevCom) 3. Agrikultura 4. Teknolohiya 5. Negosyo Editoryal na Pang-agham Special Curricular Programs 63.Naipaliliwanag ang katangian ng lathalain sa paglalakbay at lathalaing paano 64.Nagagamit ang wastong istilo sa pagsulat ng lathalain sa paglalakbay 65.Nakakakalap ng mahalagang datos sa pagsulat ng lathalaing paano 66.Naisusulat ang isang lathalin tungkol isang proseso SPJ7LTH-IIIc-63 67.Natutukoy ang pinagmulan at kakanyahan ng pagsulat ng Agham 68.Naihahambing ang balitang pang-agham sa lathalaing pang-agham 69.Naihahambing ang mga uri ng istoryang pangagham 70.Nagagamit ang wastong paraan sa pagsulat ng balitang agham 71.Nakakalap ng mahalagang datos sa pagsulat ng lathalaing pang-agham 72.Nagagamit ang alituntunin sa pagbanggit ng sanggunian 73.Nakasusulat ng lathalaing pang-agham nang epektibo at kawili-wili SPJ7SPA-IIId-67 74.Naipaliliwanag ang kahalagahan ng komunikasyong pangkaunlaran (DevCom) 75.Naipaliliwanag ang katangian ng isang Editoryal na Pang-agham 76.Nagagamit ang mga pahayag mula sa awtoridad o eksperto bilang suporta sa pananaw para sa editoryal na pang-agham 77. Nasusunod ang etikal na pamantayan sa pagsulat ng isang editoryal na pang-agham 78.Nakasusulat ng editoryal na pang-agham ukol sa isyung pampaaralan, pampamayanan, panlipunan, at pambansa SPJ7KPM-IIIe-74 SPJ7LTH-IIIc-64 SPJ7PND-IIIc-65 SPJ7LTH-IIIc-66 SPJ7SPA-IIId-68 SPJ7SPA-IIId-69 SPJ7SPA-IIId-70 SPJ7PND-IIId-71 SPJ7ETK-IIId-72 SPJ7SPA-IIId-73 SPJ7PSA-IIIe-75 SPJ7PND-IIIe-76 SPJ7ETK-IIIe-77 SPJ7PSA-IIIe-78 Page 154 of 675 Isports 6. Kakanyahan 7. Uri 8. Wikang Teknikal at Isports lingo 79. Naipakikita ang pag-unawa sa mga sangkap, kakanyahan at uri ng balitang isports sa pamamagitan ng mga gawaing pasulat 80. Nagagamit ang mga tamang wika at iba pang isports lingo sa pagsulat ng balitang isports SPJ7ISP-IIIf-79 Pamatnubay na Pang-isports 9. Konbensyunal 10. Nobelti 81.Naibibigay ang kaibahan ng pamatnubay na kombensyonal sa nobelti sa pagsulat ng balitang isports 82.Nagagamit ang wastong pamatnubay sa pagsulat ng balitang isports 83. Nagagamit ang mga salitang transisyunal sa pagsulat ng balitang isports SPJ7ISP-IIIg-81 84.Naiaayos ang mga impormasyong nakalap para sa isang balitang isports 85.Naisusulat ang epektibong balitang isports gamit ang tamang aspekto ng pandiwa SPJ7PND-IIIh-84 11. Bridge Istruktura ng Balitang Isports 12. Kahalagahan ng Laro 13. Laro bawat Laro 14. Natatanging Manlalaro 15. Panayam SPJ7AKP-IIIf-80 SPJ7ISP-IIIg-82 SPJ7AKP-IIIg-83 SPJ7AKP-IIIh-85 Ikaapat na Markahan: Pagkuha ng Larawan, Pag-aanyo at Pagdidisenyo ng Mukha ng Pahayagan, Panimula sa OnlineMedia:Blog, Panimula sa Panradyo at Pantelebisyong Pamamahayag Nilalaman 1. Pagkakaiba ng Larawang pampahayaganat Potopgrapiya Komposisyon Pamamaraan Ilaw at anino Rule of thirds Framing Mirroring Piniling Katumbukan Talas ng Pagkuha (Depth of Pamantayang Pangnilalaman Pamantayan sa Pagganap Naipamamalas ang pagunawa sa pangunahing batayan, kinagawian at pamamaraang pampahayagan na nakatuon sa pagkuha ng larawan, pagaanyo ng pahina at online Nakabubuo ng apat na pahinang dekalidad na pahayagan Kasanayang Pampagkatuto Koda 86.Natutukoy ang pagkakaiba at pagkakatulad ng larawang pamahayagan at potograpiya SPJ7BPK-IVa-86 87.Naihahambing ang mga uri ng komposisyon teknik sa pagkuha ng larawan 88.Nakakukuha ng larawan gamit ang mga uri ng komposisyong teknik SPJ7BPK-IVb-87 media Field) 2. Komposisyon Pamamaraan -Juxtaposition ( Pagsasanib) - Ukol sa Guhit - Ukol sa Tanawin Special Curricular Programs SPJ7BPK-IVb-88 Page 155 of 675 -Silhouette -Pagsilip at Anggulo -Pagdama sa Lugar 3. 4. Pagsulat ng Caption sa Larawang Sanaysay Mga Bahagi ng Pahayagan 89.Naiisa-isa ang sangkap ng isang caption 90.Nakasusulat ng tamang kapsyon para mga larawan na sumusunod sa pangunahing dibuho ng pagbuo ng pangungusap 91.Nakabubuo ng kawili-wiling larawang sanaysay SPJ7BPK-IVc-89 92.Nakikilala ang mga bahagi ng isang pahayagan 93.Nailalarawan ang natatanging katangian ng bawat pahina ng pahayagan 94.Naihahambing ang pagkakatulad at pagkakaiba ng SPJ7PRM-IVd-92 SPJ7PRM-IVd-93 SPJ7BPK-IVc-90 SPJ7BPK-IVc-91 SPJ7PRM-IVd-94 broadsheet at ‗tabloid‘. 5. 1 Pag-aanyo at Pagdidisenyo ng Pahina -Batayan -Dibuho 5.2 Mga Bahagi ng Pahayagan Pag-aanyo at Pagdidisenyo ng Pahina -Pahinang Balita -Pahinang Pang-kuro-kuro Pahinang Lathalain Pahinang Isports 7. Panimula sa Online Media - Blog - Etika - Isyu - hypermedia - hypertext 8. Panimula sa Pagbabalitang Panradyo at Pantelebisyon Paghahambing at Pagtutulad Special Curricular Programs 95.Naipaliliwanag ang mga batayan at dibuho sa pagaanyo at pagdidisenyo ng pahina 96.Naibibigay ang pagkakaiba ng iba‘t ibang dibuho na ginagamit sa pag-aanyo 97.Nakabubuo ng dummy sheet para sa mukha ng isang pahayagan SPJ7PRM-IVe-95 98.Nakikilala ang iba‘t ibang tipong ginamit sapag-aanyo ng pahinang balita at opinyon 99.Nakabubuo ng disenyo para sa pahinang balita at opinyon 100.Napipili ang angkop na tipo na ginagamit sa pahinang lathalain at isports 101.Nakapagdidisenyo ng pahinang balita, at isports SPJ7PRM-IVf-98 102.Naihahambing ang pasulat na pamamahayag at SPJ7POM-IVg-102 SPJ7PRM-IVe-96 SPJ7PRM-IVe-97 SPJ7PRM-IVf-99 SPJ7PRM-IVf-100 SPJ7PMP-IVf-101 online media 103.Naipaliliwanag ang isyung etikal sa blog at ibang anyo ng online media 104.Nagagamit ang hypermedia sa blog 105.Nakabubuo ng isang blog 106.Naiisa-isa ang pagkakaiba at pagkakatulad ng panimula sa pagbabalitang panradyo at pantelebisyon SPJ7ETK-IVg-103 SPJ7POM-IVg-104 SPJ7POM-IVg-105 SPJ7RKPM-IVh-106 Page 156 of 675 Baitang 8 Pamagat ng Aralin: Pamamahayag Bilang ng Oras: 4 na oras/Linggo Pamantayan sa Bawat Baitang: Naipakikita ng mag-aaral ang pag-unawa at pagpapahalaga sa pinaunlad at pinalawak na mga konsepto at pamamaraan ng pasulat na pamamahayag sa pamamagitan ng pagbuo ng walong pahinang pahayagan, pasulat at online, bilang tugon sa pangangailangang pansarili, pampaaralan, pampamayanan, panlipunan, pambansa, at pandaigdig. Unang Markahan: Mga Pangunahing Pamamaraan ng Pagsulat sa Uri: Balita, Isports, Lathalain, Opinyon at Agham Nilalaman 1. Pagbabalik-aral sa mga Uri ng Pagsulat sa Pamamahayag 2. Komposit na Ulat Balita 1. Balitang Nagsisiyasat o Investigative News 2. Balitang May Lalim (In-depth News) 3. Lathalain (Features) 4.1 Rebyu ng Pelikula/ Suring Pelikula 4. 2 Suring Basa 5. Isports 5.1. Lathalain 5.2 Editoryal Special Curricular Programs Pamantayang Pangnilalaman Naipamamalas ang pagunawa sa pinaunlad at pinalawak na mga konsepto at pamamaraan sa pasulat na pamamahayag Pamantayan sa Pagganap Nakabubuo ng komprehensibong artikulong pampahayagan gamit ang tamang sanggunian KasanayangPampagkatuto Koda 1. Naibibigay ang mga halimbawa ng iba‘t ibang estilo at pamamaraan sa pagsulat ng balita, editoryal, lathalain, isports at agham at teknolohiya 2. Naipaliliwanag ang mahalagang katangian ng komposit na balita 3. Nakasusulat ng komposit na balita tungkol sa pangyayari sa paaralan at pamayanan SPJ8PPP-Ia-1 4. Naipaliliwanag ang kahalagahan ng katangian ng isang balitang nagsisiyasat (investigative) 5. Nakakalap ang mahalagang datos bilang batayan sa pagsulat ng balitang nagsisiyasat (investigative) 6. Nakasusulat ng balitang nagsisiyasat tungkol sa mga usaping sosyal, politikal o pang-ekonomiya sa lokal man o pambansa 7. Natatalakay ang kahalagahan ng katangian ng isang balitang may lalim 8. Naihahambing ang balitang nagsisiyasat sa balitang may lalim 9. Nakasusulat ng Balitang May Lalim ukol sa isyung sosyal, politikal, at pang-ekonomiya 10. Naipaliliwanag ang kakanyahan at layunin sa pagsulat ng suring pampelikula at suring basa 11. Naihahambing ang pagkakaiba at pagkakatulad ng istruktura ng suringpelikula at suringbasa 12. Nakasusulat ng isang suring pelikula at suring basa 13.Naipaliliwanag ang kahalagahan at katangian ng mga sulating isports na lathalain at editoryal 14.Naiaayos ang datos/impormasyon mula sa una at SPJ8BLT-Ia-4 SPJ8BLT-Ia-2 SPJ8BLT-Ia-3 SPJ8PND-Ib-5 SPJ8BLT-Ib-6 SPJ8BLT-Ic-7 SPJ8BLT-Ic-8 SPJ8BLT-Ic-9 SPJ8NPP-Id-10 SPJ8NPP-Id-11 SPJ8NPP-Id-12 SPJ8ISP-Ie-13 SPJ8PND-Ie-14 Page 157 of 675 ikalawang sanggunian 15.Naitatala ang mahalagang datos bilang paghahanda sa pagsulat ng isports na lathalain at editoryal 16.Nakasusulat ng isang isports lathalain at editoryal 6. Pagsulat ng Kolum 6.1 Kakanyahan 6.2 Layunin 6.3 Katangian 6.4 Pananaw 6.4.1 Halim- bawa 6.4.2 Impor-masyon 7. Pagbanggit ng Sanggunian 7.1 Kahalagahan 7.2 TamangPormat 8. Agham 8.1 Sayantipikong Pananaliksik ng mga Natuklasan SPJ8PND-Ie-15 SPJ8ISP-Ie-16 17.Naipaliliwanag ang kakanyahan, layunin, at katangian ng isang kolum 18.Natutukoy ang mga patunay sa pananaw sa isang kolum 19.Nagagamit ang mga halimbawa at impormasyon bilang suporta sa pananaw sakolum 20.Nakasusulat ng isang kolum tungkol sa isyung pampaaralan, pampamayanan, pambansa o pandaigdig SPJ8OPY-If-17 21.Naipaliliwanag ang kahalagahan ng tamang pagbanggit ng sanggunian 22.Nasusunod ang tamang pormat sa pagbanggit ng sanggunian 23.Naipaliliwanag ang kahalagahan ng mga natuklasang maka-agham na pananaliksik 24.Nabibigyang interpretasyon ang natuklasang maka-agham na pananaliksik 25 Nakasusulat ng artikulong agham batay sa mga impormasyong nakalap sa isyung pangkalusugan at pang-kapaligiran SPJ8ETK-Ig-21 SPJ8PND-If-18 SPJ8PND-If-19 SPJ8OPY-If-20 SPJ8ETK-Ig-22 SPJ8SPA-Ih-23 SPJ8SPA-Ih-24 SPJ8SPA-Ih-25 Ikalawang Markahan: Pinagyamang Pag-aanyo at Pagdidisenyo ng Pahina Nilalaman 1. Panimulang gamit Pamantayang Pangnilalaman 1.1 Editing Software 1.2 Toolbar,Toolbox 1.3 Control Palette in Character and Paragraph Views 2.Kulay at Shorcut Keys 3. 4. 2.1 Gamit 2.2. Proseso 3. Editing Software para saLarawan Special Curricular Programs Naipamamalas ang pag-unawa sa pinagyaman na paggamit ng Pag-aanyo at Pagdidisenyo ng Pahina Pamantayan sa Pagganap Nakabubuo ng makatawagpansing disenyo para sa mga pahina ng pahayagan KasanayangPampagkatuto Koda 26. Naipaliliwanag ang gamit ng software tools 27. Nagagamit ang mahahalagang kakayahan ng isang application software or tools sa pagdidisenyo ng mga pahina sa pahayagan SPJ8PRM-IIa-26 28. Naipaliliwanag ang gamit ng kulay at shortcut keys sa software sa pag-edit 29. Nagagamit ang mga kulay at shortcut keys sa software sa pag-eedit SPJ8PRM-IIb-28 30. Naipaliliwanag ang gamit ng toolbox at cropping SPJ8PRM-IIc-30 SPJ8PRM-IIa-27 SPJ8PRM-IIb-29 Page 158 of 675 o Toolbox o Cropping tools 3.1 Etika 3.2 Mga Batayan sa Pag-edit ng Larawan tools sa software ng pag-eedit ng larawan 31. Nagagamit ang toolbox at cropping tools sa pageedit ng larawan 32. Nagagamit ang etika at batayan sa pag-eedit ng larawan 4. Pagdidisenyo ng UnangPahina 4.1 IbatibangEstilo 4.2 Pamamaraan 33. Naipaliliwanag ang iba‘tibang estilo sa pagdidisenyo ng unang pahina ng pahayagan 34. Nakapagdidisenyo ng unang pahina ng pahayagan SPJ8PRM-IId-33 5. Pagdidisenyo ng Pahinang Balita at Pahinang Opinyon 5.1 Iba‘t ibang Estilo 5. 2 Pamamaraan 35. Naipaliliwanag ang iba‘tibang estilo sa pagdidisenyo ng mga pahinang balita at opinyon 36. Nakapagdidisenyo ng mga pahinang balita at opinyon SPJ8PRM-IIe-35 6. Pagdidisenyo ng PahinangLathalain 6.1 Estilo 6. 2 Pamamaraan 37. Naipaliliwanag ang iba‘t ibang estilo sa pagdidisenyo ng pahinang lathalain 38. Nakapagdidisensyo ng pahinang lathalain SPJ8PRM-IIf-37 7. Pagdidisenyo ng Pahinang Pangagham 7.1 Estilo 7. 2 Pamamaraan 39. Naipaliliwanag ang iba‘t ibang estilo sa pagdidisenyo ng pahinang pang-agham 40. Nakapagdidisenyo ng pahinang pang-agham SPJ8PRM-IIg-39 8. Pagdidisenyo ng Pahinang Isports 8.1 Estilo 8. 2 Pamamaraan 41. Naipaliliwanag ang iba‘t ibang estilo sa pahinang isports 42. Nakapagdidisensyo ng pahinang isports SPJ8PRM-IIh-41 SPJ8PRM-IIc-31 SPJ8ETK-IIc-32 SPJ8PRM-IId-34 SPJ8PRM-IIe-36 SPJ8PRM-IIf-38 SPJ8PRM-IIg-40 SPJ8PRM-IIf-42 IkatlongMarkahan: Desktop Publishing at Web Page Design Nilalaman 1. Desktop Publishing 1.1 Kahulugan 1.2 Katangian 1.3 kahalagahan 2-3 Paglikha ng Infographics 2-3.1 Elemento Special Curricular Programs Pamantayang PannNilalaman Pamantayan sa Pagganap Naipamamalas ang pag-unawa sa Desktop Publishing at Web Nakabubuo ng makawatagpansing disenyo ng pahayagan at web page Page Design Kasanayang Pampagkatuto Koda 43.Naibibigay ang kahulugan, katangian, at kahalagahan ng Desktop Publishing 44. Nakabubuo ng walong pahinang pahayagan SPJ8PRM-IIIa-43 SPJ8PRM-IIIa-44 45. Naipaliliwanag ang mga elemento ng infographics sa isang pahayagan 46. Nakabubuo ng infographics SPJ8BPK-IIIbc-45 SPJ8BPK-IIIbc-46 Page 159 of 675 4. Uri ng Mga Artikulo Para sa Magasin 5- 6 Pagdidisenyo ng Magasin 7 – 8 Panimula sa Page Design 7 – 8.1 Applications 8.2 Pama-maraan 8.3 Batayan at at Paman-tayan 47. Natutukoy ang mahalagang pahina ng isang magasin 48. Naipaliliwanag ang iba‘t ibang uri ng artikulo sa isang magasin SPJ8PRM-IIId-47 49. Naihahambing ang pagkakaiba at pagkakatulad ng magasin sa pamparaalang pahayagan 50. Nakapagdidisenyo ng isang magasin SPJ8PRM-IIIef-49 51. Naipaliliwanag ang mga batayan at pamantayan ng Web Page Design 52. Nakapagdidisenyo ng Web Page 53. Nakagagamit ng application software o website SPJ8POM-IIIgh-51 SPJ8PRM-IIId-48 SPJ8PRM-IIIef-50 SPJ8POM-IIIgh-52 SPJ8POM-IIIgh-53 at naiaakmaang theme/ template, navigation menu at layout na naaayon sa online news publication Ikaapat na Markahan: Paglalathala ng Pahayagan (Print at Online) Nilalaman 1. 2. Pagsulat ng Balita tungkol sa mga pangyayari sa pamayanan, pambansa, at pandaigdig Pagsulat ng Arikulong Pangopinyon tungkol sa mga pangyayari sa pamayanan, bansa, at pandaigdig Pamantayang Pangnilalaman Pamantayan sa Pagganap Naipamamalas ang pag-unawa sa mg aistilo, at pamamaraan sa paglalathala ng mga artikulo pasulat o online Nakabubuong ng walong (8) pahinang pahayagan na pasulat o online KasanayangPampagkatuto 54. 55. 56. 57. 58. 59. 3. Pagsulat ng Artikulong Panglathalain tungkol sa mga pangyayari sa pamayanan, bansa, at daigdig 60. 61. 62. 4. Pagsulat ng Artikulong Pangagham tungkol sa mga pangyayari sa pamayanan, bansa, at daigdig Special Curricular Programs 63. 64. Koda Naitatala ang mga datos sa pagsulat ng balita Nakasusulat ng balita tungkol sa pamayanan, bansa, at daigdig Naiwawasto ang artikulong pambalita SPJ8PND-IVa-54 SPJ8BLT-IVa-55 Naibibigay ang mga patunay sa pagsulat ng opinyon Nakasusulat ng mga artikulong nagbibigay opinyon sa mga isyung pang-sosyal, politikal at pang-ekonomiya Naiwawasto ang artikulong pang-opinyon SPJ8PND-IVb-57 Naitatala ang mahahalagang datos para sa pagsulat ng artikulong pang-lathalain Nakasusulat ng mga kawili-wiling artikulong pang-lathalain Naiwawasto ang artikulong pang-lathalain SPJ8PND-IVc-60 Naitatala ang mahahalagang datos para sa pagsulat ng mga artikulong pang-agham Nakasusulat ng mga artikulong pang-agham tungkol sa mga isyung pang-kalusugan, pang- SPJ8PNS-IVd-63 SPJ8PWT-IVa-56 SPJ8OPY-IVb-58 SPJ8PWT-IVb-59 SPJ8LTH-IVc-61 SPJ8PWT-IVc-62 SPJ8SPA-IVd-64 Page 160 of 675 65. 5. Pagsulat ng Artikulong Pangisports tungkol sa mga pangyayari sa pamayanan, bansa, at daigdig 66. 67. 68. 6. Pagkuha, Pagtataya,Pag-edit at Paglalagay ng tamang Caption sa Larawan 69. 70. 71. 72. 73. 7– 8 Pagdidisenyo ng Pahayagan 8.1 Pasulat 8. 2 Online 74. 75. teknolohiya at pang-kapaligiran Naiwawasto ang mga artikulong pang-agham SPJ8PWT-IVd-65 Naitatala ang mahahalagang datos para sa pagsulat ng mga artikulong pang-isports Nakasusulat ng mga artikulong pang-isports tungkol sa napanood na laro Naiwawasto ang mga artikulong pang-isports SPJ8PND-IVe-66 Nakakukuha ng mga larawang tumutugma sa artikulo Nasusuri ang mga larawang gagamitin sa paglalathala Naeedit ang mga larawan gamit ang software Nakasusulat ng angkop na caption para sa larawan SPJ8BPK-IVf-69 Napipili ang angkop na anyo sa paglalathala ng pasulat at online Nakapagdidisenyo ng ilalathalang pasulat Nakapagdidisenyo ng ilalathalang online SPJ8PRM-IVgh-73 SPJ8ISP-IVe-67 SPJ8PWT-IVe-68 SPJ8BPK-IVf-70 SPJ8BPK-IVf-71 SPJ8BPK-IVf-72 SPJ8PRM-IVgh-74 SPJ8POM-IVgh-75 Baitang: 9 Pamagat ng Aralin: Pamamahayag Bilang ng Oras: 4 na oras/linggo Pamantayan sa Bawat Baitang: Naipakikita ng mag-aaral ang pag-unawa at pagpapahalaga sa mga kinagawian, pamamaraan, at batayan ng pasalitang pamamahayag sa pamamagitan ng pagbuo ng programang panradyo bilang tugon sa pangangailangang pansarili, pampaaralan, pampamayanan, panlipunan, pambansa, at pandaigdig. Unang Markahan: Pagsulat ng Iskrip para sa Radyo Nilalaman Pamantayang Pangnilalaman Pamantayan sa Pagganap 1. Pamamahayag Panradyo 1.1 Kasaysayan 1.2 Batayan 1.3 Pamantayang Legal at Etikal Naipamamalas ang pag-unawa sa mga estilo, at pamamaraan sa pagsulat ng isang iskrip na panradyo Nakabubuo ng isang komprehensibong balitang iskrip na panradyo 2. Kahalagahan, Kalikasan at Special Curricular Programs Kasanayang Pampagkatuto 1.Naibibigay ang mahahalagang pangyayari tungkol sa kasaysayan ng pamamahayag panradyo 2. Naipaliliwanag ang kahalagahan ng mga batayan sa pamamahayag panradyo 3. Nasusuri ang mga programang panradyo ayon sa pamantayang etikal 4. Naitatala ang mahalagang impormasyon tungkol sa umiiral na batas na sumasaklaw sa pamamahayag panradyo 5. Nabibigyang diin ang halaga ng pamamahayag Koda SPJ9KSS-Ia-1 SJ9PPR-IaSPJ9ETK-Ia-3 SPJ9BPM-Ia-4 SPJ9PPR-Ib-5 Page 161 of 675 Katangian ng Pamamahayag Panradyo 2.1 Natatanging anyo panradyo sa panlipunang kabatiran 6.Nasusuri ang kalikasan ng pamamahayag panradyong natatangi sa isang lugar 7.Natutukoy ang natatanging anyo ng pamamahayag sa radyo SPJ9PPR-Ib-6 3.1 Uri ng Pamamahayag Panradyo 3.2 Mga Salita/Terminong Ginagamit sa Pamamahayag Panradyo 8. Nakikilala ang kaibahan ng mga uri ng pamamahayag panradyo 9. Naiisa-isa at naipaliliwanag ang iba‘t ibang terminong ginagamit sa pamamahayag panradyo SPJ9PPR-Ic-8 4. Iskrip Panradyo 4.1 Balitang Panradyo 4.2 Pormat/ Nilalaman 4.3 Mga Kailangan sa Iskrip 4.4 Pagkakasunod-sunod ng BalitangPanradyo 4.5 ID ng Istasyon 4.6 Panimula ng Balitaan 4.7 Pagbubukas ng Programa ( OBB) 10. Nasusuri ang pormat at nilalaman ng mga halimbawa ng iskrip panradyo 11. Nakikilala ang iba‘t ibang bahagi ng iskrip panradyo 12. Naiisa-isa ang pagkasunod-sunod ng balitang panradyo ayon sa itinakdang pormat 13. Nasusuri ang mahalagang katangian ng ID ng Istasyon 14. Naipaliliwanag ang layunin ng pagkakaroon ng ID ng istasyon 15. Nakabubuo ng sariling ID ng istasyon at OBB para sa balitang panradyo SPJ9PBR-Id-10 16. Nagagamit ang tamang salita at pagpapahayag sa pag-uulo at pagsulat ng mga balita 17. Nasusunod ang mga teknikal na gabay sa paguulo ng balita 18. Nasusunod ang paggamit ng wastong aspekto ng pandiwa sa pag-uulo at pagsulat ng balita 19.Natutukoy ang kaanyuan ng infomercial batay sa Pamantayan 20.Nakikilala ang pagkakaiba ng iba‘t ibang Infomercial sa radyo 21. Nasusunod ang mga teknikal na gabay sa pagsulat ng infomercial 22. Nakasusulat ng mga infomercial batay sa mga isyung panlipunan, pam-pulitikal, pang-ekonomiya ,pang-kapaligiran at pang-kalusugan SPJ9AKP-Ie-16 23.Naipaliliwanag ang mga anyong stingers, dagliang balita, teaser at bumper SPJ9PPR-Ig-23 5. Pag-uulo at Pagsulat ng Balita 6. Infomercial 6.1 Pagsulat 6.1.1 Mga Paalala 6.1.2 Patalastas na Panawagan 7.1 Pagsulat ng Stinger, Dagliang Ulat, teaser, bumper Special Curricular Programs SPJ9PPR-Ib-7 SPJ9PPR-Ic-9 SPJ9PBR-Id-11 SPJ9PBR-Id-12 SPJ9PPR-Id-13 SPJ9PPR-Id-14 SPJ9PPR-Id-15 SPJ9PWT-Ie-17 SPJ9AKP-Ie-18 SPJ9PPR-If-19 SPJ9PPR-If-20 SPJ9NPP-If-21 SPJ9NPP-If-22 Page 162 of 675 24.Nakabubuo ng mga angkop na stingers, dagliang balita, teaser at bumper 25. Naipakikita ang pagkakaiba at pagkakatulad ng Opening at Closing Billboard 26.Nakabubuo ng sariling Closing Billboard para sa balitang panradyo 7.2 Pagsulat ng Pagwawakas ng Programang Panradyo (Closing Billboard) 8. Pagsulat ng Iskrip na Panradyo 27.Natatalakay ang mga gabay at panuntunan sa pagsulat ng iskrip panradyo 28.Nasusunod ang mga pamantayang etikal sa paglikha ng balitang panradyo 29.Nakasusulat ng iskrip para sa limang minutong balitang panradyo SPJ9PPR-Ig-24 SPJ9PPR-Ig-25 SPJ9PPR-Ig-26 SPJ9PBR-Ih-27 SPJ9ETK-Ih-28 SPJ9PBR-Ih-29 Ikalawang Markahan: Produksyong Panradyo at Teknikal Nilalaman 1. Paggamit ng Boses 1.1 Modyulasyon 1.2 Artikulasyon 1.3 Kalinawan Pamantayang Pangniilalaman Koda SPJ9PPR-IIab-30 34.Nakikilala ang iba‘t ibang taong kasapi sa pamamahayag panradyo 35 Naipaliliwanag ang gamit ng mga kasangkapang panradyo SPJ9PPR-IIc-34 4.Pamunuan sa Istasyon ng Radyo 4.1 Gampanin at Pananagutan 36.Naipaliliwanag ang mga gampanin at pananagutan ng mga taong bahagi ng programang panradyo SPJ9PPR-IId-36 5. Pagpili ng Angkop na Tunog 5.1 Pamantayan 5.2 Pamamaraan 37.Natutukoy ang iba‘t ibang uri ng tunog na ginagamit sa pamamahayag panradyo 38.Natutukoy ang tunog at musikang angkop sa pamamahayag panradyo SPJ9PPR-IIe-37 3.1 Manpower 3.2 Kagamitan Special Curricular Programs Nakapaghahatid nang mahusay na pamamahayag panradyo Kasanayang Pampagkatuto 30.Naipaliliwanag ang kahalagahan ng paggamit ng boses, modyulasyon, artikulasyon at kalinawan sa pagsasalita 31.Naihahambing ang pagkakaiba ng paggamit ng boses sa kaswal na pakikipag-usap at pasalitang pagbabasa 32.Nakapagsasalita nang may tamang lakas, tinis, taas/baba at tono ng boses 33.Nababasa ang mga balitang panradyo ng may angkop na tiyempo, lakas at bilis 3.Mga Kailangan sa Pamamahayag Panradyo Naipamamalas ang pag-unawa sa kasanayang mag-broadcast sa pamamagitan ng tamang paggamit ng boses, pamamaraan at angkop na suportang teknikal tulad ng tunog at musika para sa produksyon Pamantayan sa Pagganap SPJ9AKP-IIab-31 SPJ9AKP-IIab-32 SPJ9AKP-IIab-33 SPJ9PPR-IIc-35 SPJ9PPR-IIe-38 Page 163 of 675 6. Pag-eedit ng Tunog 7. Paggamit at Pagsusuri ng Tunog 8. Pagbabalita gamit ang Iskrip Panradyo 39.Nailalapat ang angkop na tunog para sa bahagi ng pamamahayag panradyo 40.Nagagamit ang angkop na tools at software sa pag-eedit ng tunog SPJ9PPR-IIf-39 4.Natataya ang kaangkupan ng tunog na ginamit sa pamamahayag panradyo 42.Nagagamit ang mga dating kasanayan sa pagbuo ng tunog at musika para sa pamamahayag panradyo SPJ9PPR-IIg-41 43.Natatalakay ang mga pamantayang sinusunod sa pamamahayag panradyo 44.Nasusunod ang pamantayang etikal sa programang panradyo 45.Naisasagawa ang isang programang panradyo na may kumpleto, tamang iskrip at aplikasyong teknikal SPJ9PPR-IIh-43 SPJ9PPR-IIf-40 SPJ9PPR-IIg-42 SPJ9ETK-IIh-44 SPJ9PPR-IIh-45 Ikatlong Markahan: Ugnayan, Pagtulong at Serbisyong Pampubliko para sa Radyo 1. Nilalaman Pamantayang Pangnilalaman Pamantayan sa Pagganap Pagsulat ng Breaking News at Nagpapamalas ang pag-unawa sa mga estilo at pamamaraan sa pagsulat ng komprehensibong balitang panradyo Nakabubuo ng komprehensibong programang panradyo Flash Report 2. Pagsulat ng Komentaryong Panradyo 2.1 Pamantayan 2.2 Katangian 2.3 Pansuportang datos/sanggunian 3. Pagsulat ng Anunsiyo at Patalastas 3.1 Pamamaraan ng Panghihikayat 3.1.1 Bandwagon 3.1.2 Pagpapatunay 3.1.3 Glittering 3.1.4 Generalities Special Curricular Programs Kasanayang Pampagkatuto 46.Naipaliliwanag ang katangian ng breaking news at Koda SPJ9PBR-IIIa-46 flash report 47.Nakasusulat ng mahalagang halimbawa ng breaking news at flash report SPJ9PBR-IIIa-47 48.Natutukoy ang mga mahalagang katangian ng isang komentaryo 49.Naipaliliwanag ang mga katangian ng komentaryo 50.Nasusunod ang pamantayang etikal sa pagbibigay ng opinyon 51.Nakapagbibigay ng angkop na datos o sangguniang sumusuporta sa komentaryo 52.Nakasusulat ng isang komentaryo tungkol sa mga isyung pampaaralan, pampamayanan, pambansa at pandaigdig SPJ9OPY-IIIb-48 53.Nakikilala ang pagkakaiba ng mga pormat sa pagbuo ng mga anunsiyo at patalastas 54.Nakabubuo ng mga anunsiyo batay sa mga pangyayari at gawain sa paaralan at pamayanan 55.Naipaliliwanag ang mga pamamaraan ng panghihikayat gamit ang mga patalastas SPJ9NBB-IIIc-53 SPJ9OPY-IIIb-49 SPJ9ETK-IIIb-50 SPJ9PND-IIIb-51 SPJ9OPY-IIIb-52 SPJ9NBB-IIIc-54 SPJ9AKP-IIIc-55 Page 164 of 675 3.1.5 3.1.6 3.1.7 3.1.8 Name Calling Plain Folks Card Stacking Transfer 56.Nakabubuo ng mga patalastas gamit ang wastong pamamaraan ng panghihikayat SPJ9NBB-IIIc-56 4. Pagsulat ng Lathalain para sa Radyo 4.1 Katangian 57.Naipaliliwanag ang mga katangian ng mga lathalaing panradyo 58.Nakasusulat ng lathalaing panradyo tungkol sa kawili-wiling pangyayari SPJ9LTH-IIId-57 5. Pagsulat ng Dokumentaryong Panradyo 5.1 Katangian 59.Naipaliliwanag ang mga katangian ng mga dokumentaryong panradyo 60.Nakabubuo ng dokumentaryong panradyo tungkol sa kawili-wiling pangayayari SPJ9NBB-IIIe-59 6. Field Reporting 61.Naipaliliwanag ang mga katangian at gamit ng field reporting sa balitang panradyo 62.Nakapaghahatid ng field report batay sa mga pangyayari sa paaralan at pamayanan SPJ9PPR-IIIf-61 63.Naipaliliwanag ang mga katangian at gamit ng aktuwal na pag-uulat sa programang panradyo 64.Nakapaghahatid ng aktuwal na pag-uulat tungkol sa mga pangyayari sa paaralan at pamayanan SPJ9PPR-IIIg-63 65.Naipaliliwanag ang mga gabay at etika na sinusunod sa pagasasagawa ng panayam para sa radyo 66.Nakabubuo ng mga tanong na gagamitin sa panayam para sa mga artikulong panradyo 67.Nakapagsa-sagawa ng panayam sa mga personalidad na kasapi sa mga balitang panradyo SPJ9ETK-IIIh-65 6.1 Katangian 7. Aktuwal na Pag-uulat (Live Report) 8. Panayam para sa Radyo SPJ9LTH-IIId-58 SPJ9NBB-IIIe-60 SPJ9PPR-IIIf-62 SPJ9PPR-IIIg-64 SPJ9AKP-IIIh-66 SPJ9PND-IIIh-67 Ikaapat na Markahan: Produksyong Panradyo, Podcasting, Live Streaming sa FB at iba pa Nilalaman 1. Pagdidisenyo ng Limang Minutong Pagbabalita (Designing a five-minute news) 2. Teknikal na Pangangailangan sa Radyo Special Curricular Programs Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa iba‘t ibang anyo ng pamamahayag panradyo sa internet sa pamamagitan ng angkop at madaling paraan ng paggamit ng teknolohiya Pamantayan sa Pagganap Nakabubuo ng makatotohanan at nakalilibang na pamamahayag panradyo sa pamamagitan ng podcasting o live streaming Kasanayang Pampagkatuto Koda 68.Naipaliliwanag ang mga alituntunin at gabay na sinusunod sa pagdidisenyo ng pagbabalita 69.Natutukoy ang mga bahaging gagamitin sa balitang panradyo 70.Nakapagtatakda ng oras para sa tiyak na mga bahagi ng limang minutong balitang panradyo SPJ9PPR-IVa-68 71.Napipili ang tamang tunog at musikang gagamitin sa bawat bahagi ng balitang panradyo SPJ9PPR-IVb-71 SPJ9NBB-IVa-69 SPJ9PPR-IVa-70 Page 165 of 675 3. Pagbuo ng Limang Minutong Balitang Panradyo 72.Naitatala ang mahahalagang datos na ibabalita sa limang minutong balitang panradyo 73.Nakabubuo ng mga informercial o patalastas para sa limang minutong balitang panradyo 74.Nakagagawa ng kumpleto at tamang iskrip para sa limang minutong balitang panradyo SPJ9PND-IVc-72 4. Pagbuo ng Limang Minutong Balitang Panradyo 75.Naisasagawa ang isang komprehensibong limang minutong balitang panradyo SPJ9PPR-IVd-75 5. Podcasting 5.1 Katangian 5.2 Layunin 5.3 Limitasyon 5.4 Pamantayang Etikal 76.Naipaliliwanag ang katangian, layunin at limitasyon ng podcasting 77.Nasusunod ang pamantayang etikal sa paglalagay ng balitang panradyo sa pamamagitan ng SPJ9POM-IVef-76 7. Live Streaming 78.Naipaliliwanag ang katangian, layunin at limitasyon ng live streaming 79.Nasusunod ang pamantayang etikal sa paglalagay ng sa pamamagitan ng live streaming SPJ9POM-IVgh-78 7.1 7.2 7.3 7.4 SPJ9NBB-IVc-73 SPJ9PBR-IVc-74 SPJ9ETK-IVef-77 podcasting Katangian Layunin Limitasyon Pamantayang Etikal SPJ9PPR-IVgh-79 Baitang: 10 Pamagat ng Aralin: Pamamahayag Bilang ng Oras: 4 na oras/linggo Pamantayan sa Bawat Baitang: Naipakikita ng mag-aaral ang pag-unawa at pagpapahalaga sa mga kinagawian, pamamaraan, at pamantayan ng pamamahayag sa pamamagitan ng pagbuo ng programang pantelebisyon bilang tugon sa pangagailangang pansarili, pampaaralan, pampamayanan, panlipunan, pambansa, at pandaigdig. Unang Markahan: Pagsulat saTelebisyon Nilalaman Pamamahayag pantelebisyon - Kasaysayan - Batayan - Pamantayang Legal at Etikal Special Curricular Programs Pamantayang Pangniilalaman Pamantayan sa Pagganap Naipapamalas ang pag-unawa sa kasaysayan ng pamamahayag pantelebisyon,batayan, pamantayang legal at etikal, at mga gabay sa pagsulat para sa pamamahayag pantelebisyon. Nakabubuo ng isang 1. komprehensibong iskrip ng 2. pamamahayag pantelebisyon3. 4. 5. 6. Kasanayang Pampagkatuto 1.Naipaliliwanag ang mga mahahalagang pangyayari sa kasaysayan ng pamamahayag pantelebisyon 2.Naiisa-isa ang mga batayan ng pamamahayag pantelebisyon 3.Naipaliliwanag ang pamantayang legal at etikal ng pamamahayag pantelebisyon Koda SPJ10KSS-Ia-1 SPJ10PTB-Ia-2 SPJ10BMP-Ia-3 Page 166 of 675 Kahalagahan, Kalikasan, Katangian ng Pamamahayag Pantelebisyon Proseso ng Pamamahayag Pantelebisyon -Pangangalap ng balita -Produksiyon -Pagsasahimpapawid Terminong gamit sa Pamamahayag Pantelebisyon 4.Nabibigyang-diin ang halaga ng pamamahayag pantelebisyon 5.Nasusuri ang kalikasan at natatanging katangian ng pamamahayag pantelebisyon 6.Naipaliliwanag ang proseso ng amamahayag pantelebisyon SPJ10PTB-Ib-4 7. Naipaliliwanag ang mga termino na ginagamit sa pamamahayag pantelebisyon SPJ10PTB-Ic-7 8. Natutukoy ang mga pangunahing kailanganin sa pag-uulat ng balitang pantelebisyon SPJ10PTB-Id-8 Pamamahayag Pantelebisyon: Anyo at Nilalaman - Kailanganing pang-iskrip 6. 7. Pagsulat ng Iskrip Pantelebisyon 9. Naihahambing ang iba‘t ibang pormat ng ulat pantelebisyon 9. 10.Nakasusulat ng iba‘t ibang pormat ng ulat 10. pantelebisyon Mga Uri/Pormat ng Ulat Pantelebisyon VO/SIL/SILENT VOSOT/SILSOT PKG/AV/Package LIVE or LIVESOT BPR/Phone patch DONUT/LIVE-VO-LIVE LOOKLIVE/TAPED AS LIVE Iba pa Pagsulat ng Iskrip Pantelebisyon: Pagsulat ng Ulat Pantelebisyon • Pagsulat ng teasers at headlines 11.Nasusunod ang mga gabay at tuntunin sa pagsulat ng mga ulo ng balita at ulat pantelebisyon 12.Nakasusulat ng isang pantelebisyong breaking SPJ10PTB-Ib-5 SPJ10PTB-Ib-6 SPJ10PTB-Ief-9 SPJ10BTB-Ief-10 SPJ10BTB-Ig-11 SPJ10BTB-Ig-12 news Pagsulat ng lead-ins Pagsulat ng katawan o nilalaman ng balita Pagsulat ng breaking news para sa telebisyon • • Pagsulat ng Iskrip Pantelebisyon • Special Curricular Programs 13.Nabubuo ang planong pamamahayag pantelebisyon gamit ang isang balangkas o outline 14.Naisusulat ang isang komprehensibong iskrip ng pamamahayag pantelebisyon SPJ10PTB-Ih-13 SPJ10BTB-Ih-14 Page 167 of 675 Ikalawang Markahan: Natatanging Segments para sa Pamamahayag Pantelebisyon Nilalaman Pagsulat ng Infomercials Mga Patalastas na Advertorial Mga Patalastas na may Panawagan Pagsulat ng mga Anunsiyo at iba pang Patalastas Pantelebisyon Pagsulat ng Segment Pampalakasan/Isports Ulat Pampanahon Panlibangan Pagsulat ng mga Komentaryo Pagsulat ng Segment na Pangkalakalan Pagsulat ng Iskrip na Pantelebisyon Special Curricular Programs Pamantayang Pangnilalaman Pamantayan sa Pagganap Kasanayang Pampagkatuto Koda Naipamamalas ang pagunawa sa mga istilo at kapamaraanan sa pagsulat ng natatanging segments para sa pamamahayag pantelebisyon Nakabubuo ng komprehensibong iskrip ng pamamahayag pantelebisyon na may natatanging 15.Naihahambing ang kaibahan ng patalastas na advertorial sa may patalastas na may panawagan 16.Nakabubuo ng palatastas na advertorial at panawagang kampanya SPJ10NBB-IIa-15 segments 17.Natatalakay ang iba‘t ibang anyo o porma ng paggawa ng mga anunsiyo at iba pang patalastas sa telebisyon 18.Nakabubuo ng mga anunsiyong pantelebisyon batay sa mga gawain sa paaralan at pamayanan 19.Natutukoy ang iba‘t ibang estilo ng propaganda na ginagamit sa mga patalastas sa telebisyon 20.Nakabubuo ng palatastas at kampanyang may panawagan gamit ang mga estilong propaganda SPJ10NBB-IIb-17 21.Natutukoy ang elemento ng segment na pampalakasan 22.Nakakalap ang datos para sa ulat pampalakasan 23.Nakasusulat ng isang segment na pampalakasan 24.Natutukoy ang elemento ng isang ulat pampanahon 25.Nakasusulat ng isang ulat pampanahon 26.Natutukoy ang elemento ng isang segment na panlibangan 27.Naisusulat ang isang segment na panlibangan SPJ10NBB-IIcd-21 28.Natutukoy ang kasalukuyang isyung pampaaralan, pampamayanan, panlipunan, pambansa at pandaigdig 29.Nasusuri ang mga usapin upang makabuo ng mga komentaryong pantelebisyon SPJ10PND-IIef-28 30.Natutukoy ang elemento ng isang segment na pangkalakalan 31.Nakakalap ang datos para sa ulat pangkalakalan 32.Nakasusulat ang isang segment na pangkalakalan SPJ10NBB-IIg-30 33.Nakasusulat ng isang komprehensibong iskrip ng pamamahayag pantelebisyon na may natatanging SPJ10BTB-IIh-33 SPJ10NBB-IIa-16 SPJ10NBB-IIb-18 SPJ10AKP-IIb-19 SPJ10NBB-IIb-20 SPJ10PND-IIcd-22 SPJ10NBB-IIcd-23 SPJ10NBB-IIcd-24 SPJ10NBB-IIcd-25 SPJ10NBB-IIcd-26 SPJ10NBB-IIcd-27 SPJ10OPY-IIef-29 SPJ10PND-IIg-31 SPJ10NBB-IIg-32 Page 168 of 675 segments Ikatlong Markahan: Presentasyon ng Pamamahayag Pantelebisyon Nilalaman Manpower sa Pamamahayag Pantelebisyon - Pangkat ng Tagakalap/Tagakuha ng Balita - Pangkat ng Produksyon Pamunuan sa Istasyon Ng Telebisyon On-cam at Off-cam na Manggagawa - Tungkulin at Pananagutan Mga Elemento ng Epektibong Paghahatid ng Pamamahayag Pantelebisyon Komunikasyong Berbal -Lakas ng Boses - Kalidad ng Boses -Tono ng Boses -Ritmo ng Boses -Pagbigkas Komunikasyong Di-Berbal - Ekspresyon ng mukha - Pagtingin - Pagdadala ng sarili - Kumpas ng kamay - Iba pang galaw Kaayusan sa sarili at paglalagay ng make- Pamantayang Pangniilalaman Naipamamalas ang pagunawa sa mga tungkulin at pananagutan ng bawat kasapi ng pangkat sa pamamahayag pantelebisyon, mga elemento at kapamaraanan para sa epektibong paghahatid ng pamamahayag pantelebisyon Pamantayan sa Pagganap Naisasagawa nang epektibo ang tungkuling ginagampanan sa pamamahayag pantelebisyon Kasanayang Pampagkatuto Koda 34.Naipaliliwanag ang tungkulin at pananagutan ng iba‘t ibang kasapi ng pangkat sa isang pamamahayag pantelebisyon SPJ10PTB-IIIa-34 35.Naipaliliwanag ang tungkulin at pananagutan ng TV anchor, tagapagbalita, at iba pang on-cam at offcam na manggagawa 36.Nagagampanan ang iba‘t ibang tungkulin sa pamamahayag pantelebisyon SPJ10PTB-IIIbc-35 37.Naipaliliwanag ang kahalagahan ng komunikasyong berbal sa pamamahayag pantelebisyon 38.Nakapagsasalita gamit ang angkop na lakas, tono, ritmo at pagbigkas SPJ10AKP-IIId-37 39.Naipaliliwanag ang kahalagahan ng komunikasyong di-berbal sa pamamahayag pantelebisyon 40.Nagagamit ang angkop na komunikasyong diberbal sa epektibong pagpapahayag SPJ10AKP-IIIe-39 41.Natutukoy ang naiibang katangian at pamamaraan ng newscasting at live/field na pag-uulat 42.Naiuulat ang isang balita gamit ang angkop na pamamaraan 43.Naisasagawa ang isang live/field na pag-uulat gamit ang angkop na pamamaraan SPJ10PTB-IIIf-41 44.Naididisenyo ang isang mock studio SPJ10PTB-IIIg-44 SPJ10PTB-IIIbc-36 SPJ10AKP-IIId-38 SPJ10AKP-IIIe-40 up Naiibang katangian at Pamamaraan ng Newscasting at Live/Field na Pag-uulat TV Mock Studio/Set Special Curricular Programs SPJ10PTB-IIIf-42 SPJ10PTB-IIIf-43 Page 169 of 675 45.Naimamanipula ang mga kagamitan sa isang mock Mga Kagamitan sa Pamamahayag Pantelebisyon SPJ10PTB-IIIg-45 Studio Pagdidirekto Studio Camerawork -Techniques 46.Naipaliliwanag ang katangian ng isang epektibong direktor ng pamamahayag pantelebisyon 47.Naipakikita ang pamamaraan sa direksiyon ng isang news cast SPJ10PTB-IIIg-46 48.Naipakikita ang pamamaraan sa paggamit ng ilaw at paglalapat ng tunog sa pamamahayag pantelebisyon SPJ10PTB-IIIg-48 49.Nasusunod ang mga pamantayan sa pagsasagawa ng isang pamamahayag pantelebisyon SPJ10PTB-IIIh-49 SPJ10PTB-IIIg-47 -Styles -Angles Field Camerawork -Techniques -Styles -Angles Pag-iilaw Sound Techniques Paghahatid ng Pamamahayag Pantelebisyon - Mga Kinakailangan/ Pamantayan Ikaapat na Markahan: Produksyong Pantelebisyon, Live Streaming Nilalaman Pamantayang Pangniilalaman Pamantayan sa Pagganap Kasanayang Pampagkatuto Koda Station/Program ID Naipamamalas ang pagunawa sa mga teknikal na aspekto ng pamamahayag pantelebisyon at produksyon Naisasagawa ang live na pamamahayag pantelebisyon gamit ang angkop na online 50.Naipaliliwanag ang gamit ng station ID at opening billboard ng isang pamamahayag pantelebisyon 51.Nakabubuo ng station ID at opening billboard para sa isang pamamahayag pantelebisyon 52.Naipaliliwanag ang gamit ng stingers, teasers at sound effects sa isang pamamahayag pantelebisyon 53.Nagagamit ang stingers, teasers at sound effects sa isang pamamahayag pantelebisyon 54.Nakabubuo ng closing billboard para sa isang pambalitaang programa sa telebisyon 55.Naipaliliwanag ang gamit ng soundbites sa isang SPJ10PTB-IVab-50 News Program Intro/Opening Billboard Stingers, Teasers, at Sound Effects Extro/Closing Billboard Soundbites Special Curricular Programs platforms SPJ10PTB-IVab-51 SPJ10PTB-IVab-52 SPJ10PTB-IVab-53 SPJ10PTB-IVab-54 SPJ10PTB-IVab-55 Page 170 of 675 pamamahayag pantelebisyon Visuals -Video -Pictures -Graphics Editing Videos at Soundbites 56.Naipaliliwanag ang gamit ng videos, pictures, at graphics sa isang pamamahayag pantelebisyon 57.Nagagamit ang angkop na visuals sa isang pamamahayag pantelebisyon 58.Nagagamit ang iba‘t ibang paraan ng pag-eedit ng videos at soundbites 59.Napagyayaman ang videos at soundbites gamit ang tamang software o mobile apps para sa videography, editing, at broadcasting na angkop para sa uploading sa You Tube at iba pang social SPJ10PTB-IVc-56 SPJ10PTB-IVc-57 SPJ10PTB-IVc-58 SPJ10POM-IVc-59 media platforms Pantelebisyong Teknikal na mga Kailanganin 60.Nagagamit ang angkop na technical application sa pagsasagawa ng isang simulated na pamamahayag pantelebisyon SPJ10PTB-IVd-60 Pagbuo ng anim na minutong Pamamahayag Pantelebisyon 61.Nakakalap ang mahahalagang ulat na lalamanin ng anim na minutong pamamahayag pantelebisyon 62.Nakabubuo ng komprehensibong iskrip para sa anim na minutong pamamahayag pantelebisyon 63.Naisasagawa ang anim na minutong simulated na pamamahayag pantelebisyon SPJ10PTB-IVef-61 Live Streaming 64.Nakabubuo ng isang pamamahayag pantelebisyon gamit ang angkop na online SPJ10BTB-IVef-62 SPJ10PTB-IVef-63 SPJ10POM-IVgh-64 platforms Special Curricular Programs Page 171 of 675 Special Curricular Programs Page 172 of 675 GRADE 7 QUARTER 1 COURSE TITLE Biomechanics and Movement Patterns COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to assess daily movement patterns and perform corrective exercises to address deficiencies. CONTENT Analysis of Movement Patterns Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of basic biomechanical terminology and assesses one‘s muscular movement to enable them to function better. The learner critiques and analyzes movement and assesses muscular strength and function. The learner... defines basic biomechanical terminology understands fundamental movements and their applications in their daily lives differentiates motion across the different planes. differentiates the types of muscular contraction evaluates performance in different isometric tests. evaluates performance in upper body muscular movement evaluates performance in lower body muscular movement practices corrective exercises used to address movement deficiencies. demonstrates basic muscular movements. demonstrates basic static stretching techniques. demonstrates dynamic stretching techniques CODE SPS_BM7-Ia-1 SPS_BM7-Ia-2 SPS_BM7-Ib-3 SPS_BM7-Ic-4 SPS_BM7-Id-5 SPS_BM7-Ie-6 SPS_BM7-If-7 SPS_BM7-Ig-8 SPS_BM7-Ih-9 SPS_BM7-Ii-10 SPS_BM7-Ij-11 Page 173 of 675 2 QUARTER COURSE TITLE Exercise Physiology and Methods of Conditioning COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a conditioning program to improve health-related components of fitness. CONTENT Improving Health-related Fitness CONTENT STANDARD PERFORMANCE STANDARD The learner demonstrates understanding of various methods of conditioning that develops health-related fitness components for efficient performance. The learner designs a conditioning program that will develop health-related fitness components (i.e. aerobic capacity, strength, and flexibility). LEARNING COMPETENCIES The learner… explains the principles of exercise training summarizes training adaptations of the cardiovascular system describes methods of aerobic training. differentiates continuous, interval, and fartlek training differentiates the adaptations of slow twitch, fast twitch, and intermediate muscle fibers to resistance training demonstrates the different forms of resistance training according to muscle action. recognizes the importance of performing both aerobic and resistance training in every sports demonstrates the various types of flexibility exercises. CODE SPS_EP7-IIa-12 SPS_EP7-IIb-13 SPS_EP7-IIc-14 SPS_EP7-IId-e-15 SPS_EP7-IIf-g-16 SPS_EP7-IIh-17 SPS_EP7-IIi-18 SPS_EP7-IIj-19 3 QUARTER COURSE TITLE Sports Injury COURSE DESCRIPTION The course is under the Special Program in Sports which enables learners to recognize, evaluate, and prevent sports injuries and apply basic first aid. CONTENT CONTENT STANDARD Acute and Chronic Injuries The learner demonstrates understanding of the value in recognizing and Recognizing and preventing sports injuries Special Curricular Programs PERFORMANCE STANDARD The learner demonstrates healthful practices in order to prevent and control acute and LEARNING COMPETENCIES The learner… explains the terminologies in sports injury explains the difference between acute and CODE SPS_SI7-IIIa-20 SPS_SI7-IIIa-21 Page 174 of 675 Sports Injury(Acute and chronic injury) - Introduction - Terminologies - Signs and symptoms - Classification - Evaluation - Prevention preventing sports injuries (Acute and chronic injuries) to improve oneself. chronic injuries Acute injuries 1. Contusion or bruise 2. Sprain 3. Cramps First Aid treatment Special Curricular Programs chronic injuries recognizes the signs and symptoms of acute and chronic injuries discusses how to recognize and prevent acute and chronic sports injuries compares the effects of acute injury from chronic injury identifies ways of preventing acute and chronic injuries prepares creative presentation on how to recognize, evaluate and prevent acute and chronic injury. creates creative presentation in recognizing, evaluating and preventing acute and chronic injuries applies decision-making skills in giving first aid to a victim of accident manifests awareness on the prevention of acute and chronic sports injuries in maintaining excellent performance of an athlete. analyzes the effects of acute and chronic injuries in the performance of an athlete. follows the appropriate preventive measures for athletes who suffer acute injury or chronic injury performs creative presentation in recognizing, evaluating, and preventing acute and chronic injuries thru : 1. Puppet show 2. Role playing 3. News casting 4. Film showing practices ways to recognize and prevent sports injuries SPS_SI7-IIIb-22 SPS_SI7-IIIb-23 SPS_SI7-IIIc-24 SPS_SI7-IIIc-25 SPS_SI7-IIId-26 SPS_SI7-IIId-27 SPS_SI7-IIIe-28 SPS_SI7-IIIf-29 SPS_SI7-IIIg-30 SPS_SI7-IIIh-31 SPS_SI7-IIIi-32 SPS_SI7-IIIj-33 Page 175 of 675 QUARTER 4 COURSE TITLE Sports Nutrition COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a nutritional plan for athletes and effects of doping on athletic performance. CONTENT Meal Planning before, during, and after competition Factors that affect nutrition Components of a healthy diet –balance, variety, moderation CONTENT STANDARD PERFORMANCE STANDARD The learner demonstrates The learner designs personal understanding of meal planning before, during, and after competition and its effects on nutrition, fitness, and optimal performance meal plan before, during, and after competition The The learner analyzes and modifies meal plans for self and others LEARNING COMPETENCIES Food Pyramid/My Pyramid Individual characteristics that affect dietary requirements-training, age, sex, body size, sport played, training and competition environment Nutrients and Recommendations carbohydrates, protein, fats, vitamins, minerals, water Hydration and Rehydration Nutritional requirements for specific sports Facts and myths about nutrients Special Curricular Programs learner... identifies factors that affect nutrition identifies components of a balanced diet identifies necessary food and nutrients from Food Pyramid identifies individual dietary requirements depending on individual characteristics explains the importance of nutrition to athletic performance analyzes dietary requirements of athletes in various sports evaluates athlete‘s actual food intake based on Food Pyramid, components of a healthy diet and individual dietary requirements analyzes hydration practices of athletes evaluates meals sold in school canteen/cafeteria evaluates commercial food products develops awareness in meal planning before, during, and after competition recognizes the importance of different nutrients and their recommendations distinguishes facts from myths of nutrient intake formulates personal goals and nutritional strategy for adequate nutrition demonstrates ability to make informed choices as a consumer CODE SPS_SN7-IVa-34 SPS_SN7-IVa-35 SPS_SN7-IVb-36 SPS_SN7-IVb-37 SPS_SN7-IVc-38 SPS_SN7-IVc-39 SPS_SN7-IVd-40 SPS_SN7-IVd-41 SPS_SN7-IVe-42 SPS_SN7-IVe-43 SPS_SN7-IVf-44 SPS_SN7-IVf-45 SPS_SN7-IVg-46 SPS_SN7-IVh-47 SPS_SN7-IVh-48 Page 176 of 675 Meal Planning before, during, and after competition-recommendations and meal ideas Sample typical menu Considerations for the vegetarian athlete applies healthy eating strategies to promote good health, adapt to training, perform optimally during competition, and recover quickly after competition evaluates meal planning before, during, and after competition specific to sports assumes responsibility for achieving adequate nutrition SPS_SN7-IVi-49 SPS_SN7-IVj-50 SPS_SN7-IVj-51 QUARTERS 1-4 COURSE TITLE Psychosocial/Behavioral Skills COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to apply psychosocial/behavioral skills in sports performance. CONTENT Motivation in Sports 1. 2. 3. 4. 5. Definition Types of motivation Factors influencing motivation Consequences of motivation Strategies in enhancing motivation Special Curricular Programs CONTENT STANDARD The learner demonstrates understanding of the significance of motivation in the pursuit of athletic excellence PERFORMANCE STANDARD The learner realizes the significance of motivation in relation to one‘s athletic participation and performance LEARNING COMPETENCIES The learner... defines motivation lists various motives for participation in sports differentiates motives for participation into intrinsic and extrinsic motivation identifies factors influencing motivation in sports discusses consequences of intrinsic versus extrinsic motivations in sports analyzes one‘s motivation for sports participation and how it affects one‘s pursuit of athletic excellence practices different strategies to enhance one‘s motivation in sports such as goal setting, positive self-talk, and imagery designs a comprehensive 5-year plan to attain one‘s sports and academic goals and objectives CODE SPS_P/BS7-I-IV-52 SPS_P/BS7-I-IV-53 SPS_P/BS7-I-IV-54 SPS_P/BS7-I-IV-55 SPS_P/BS7-I-IV-56 SPS_P/BS7-I-IV-57 SPS_P/BS7-I-IV-58 SPS_P/BS7-I-IV-59 Page 177 of 675 GRADE 8 QUARTER 1 COURSE TITLE Biomechanics of Movement Patterns COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to assess movement patterns in sport and address errors in technique and mechanics to be able to function more effectively and efficiently. CONTENT Analysis of skill-related parameters in sport Special Curricular Programs CONTENT STANDARD The learner demonstrates understanding of different movement patterns and skill-related parameters and their applications to sport. PERFORMANCE STANDARD LEARNING COMPETENCIES The learner performs, analyzes and corrects one‘s performance in the different skill-related tests. The learner… • identifies skill-related parameters of physical fitness • identifies proper technique and form when performing balance, agility, speed and power exercises. • understands the concepts of acceleration and deceleration and their applications in sport • understands the concepts of force and power and their applications in sports. • differentiates the quality and quantity of measuring human motion. • evaluates the movements applied for motion, resistance, momentum and friction. • identifies errors in performance and is able to correct technique. • performs and evaluates one‘s balance, agility, speed and power using different methods of testing CODE SPS_BM8-Ia-1 SPS_BM8-Ib-2 SPS_BM8-Ic-3 SPS_BM8-Id-4 SPS_BM8-Ie-5 SPS_BM8-If-6 SPS_BM8-Ig-h-7 SPS_BM8-Ii-j-8 Page 178 of 675 QUARTER 2 COURSE TITLE Exercise Physiology and Methods of Conditioning COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a conditioning program to improve skill components of fitness. CONTENT Improving Skill-related Fitness CONTENT STANDARD The learner demonstrates understanding of various methods of conditioning that develops skill-related fitness components for efficient performance. PERFORMANCE STANDARD The learner designs a conditioning program that will develop skill-related fitness components (i.e. agility, balance, coordination, power, reaction time, and speed). LEARNING COMPETENCIES The learner… • discusses the importance of skill related components of fitness in athletic performance. • summarizes the characteristics of endurance sports, intermittent sports, and sprint events with respect to skill related fitness components. • compares the changes in the muscle fiber as a result of aerobic training and resistance training. • describes methods of improving power. • demonstrates exercises that will improve speed, agility, and quickness. • justifies the importance of including core training in improving balance and stability • discusses the impact of functional training on coordination CODE SPS_EP8-IIa-9 SPS_EP8-IIb-10 SPS_EP8-IIc-d-11 SPS_EP8-IIe-12 SPS_EP8-IIf-h-13 SPS_EP8-II-i14 SPS_EP8-IIj-15 QUARTER 3 COURSE TITLE Sports Injury COURSE DESCRIPTION The course is under the Special Program in Sports which enables learners to recognize, evaluate and prevent sports injuries and apply basic first aid. CONTENT Sports Specific Injury Recognizing, evaluating and preventing sports specific injury. Special Curricular Programs CONTENT STANDARD The learner demonstrates understanding of recognizing, evaluating and preventing sports specific injuries PERFORMANCE STANDARD The learner evaluates the survey conducted inside school campus in preventing sports specific injuries LEARNING COMPETENCIES The learner… • discussess the common sports injuries and its classification per sports • identifies ways of preventing sports specific injuries CODE SPS_SI8-IIIa-16 SPS_SI8-IIIb-17 Page 179 of 675 CONTENT Common Sports injuries: Acute Dislocation Bone fracture Knee injury Wound Head injury (concussion) Chronic Runners knee Tennis elbow Tendinitis Basic sports First aid techniques Splinting technique a. Upper arm b. Elbow c. Finger d. Thigh e. Kneecap f. Lower leg g. Ankle and foot Compression wraps a. Foot b. Knee c. Thigh d. Forearm e. Elbow Moving injured athletes a. One-person drag b. Four –or five-person rescue Moving noncritically injured athletes a. One –person walking assist b. Two-person walking assist c. Four-handed carrying assist Special Curricular Programs CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD • • • • • • • • • describes the effects of sports specific injury to performance of an athlete. analyzes the impact of recognizing, evaluating and preventing sports specific injuries of athletes inside school campus. formulates ways on how to recognize, evaluate, and prevent sports specific injuries performs first aid to specific sports injury situations conducts survey of preventing sports specific injuries inside school campus/community. evaluates survey results made by the groups inside school/community manifests awareness on the prevention of sports specific injuries in maintaining excellent performance of an athlete. shares to all athletes series of sports injuries evaluated in preventing sports specific injuries familiarizes with potential life-threatening injuries for sport specific injuries CODE SPS_SI8-IIIc-18 SPS_SI8-IIId-19 SPS_SI8-IIId-20 SPS_SI8-IIIe-21 SPS_SI8-IIIf-22 SPS_SI8-IIIg-23 SPS_SI8-IIIh-24 SPS_SI8-IIIi-25 SPS_SI8-IIIj-26 Page 180 of 675 QUARTER 4 COURSE TITLE Sports Nutrition COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a nutritional plan for athletes and effects of doping on athletic performance. CONTENT Meal Planning for Endurance and Power Sports Difference of endurance and power sports Training, competition, and recovery issues to be considered Nutrient intake for endurance and power sports Before, during, and after competition (eating strategies and recommendations) Hydration and Rehydration Recommendations Considerations for the vegetarian athlete Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of meal planning for endurance and power sports and its effects on nutrition, fitness, and optimal performance The learner designs personal meal plan for endurance and power sports The learner... identifies individual dietary requirements in endurance and power sports explains the importance of nutrition to athletic performance in endurance and power sports identifies necessary nutrients and recommendations for endurance and power sports recognizes the difference between endurance and power sports analyzes dietary requirements of athletes in endurance and power sports evaluates athlete‘s actual food intake analyzes hydration practices of athletes in endurance and power sports evaluates commercial food products distinguises the difference in meal planning for endurance and power sports develops awareness in meal planning for endurance and power sports recognizes the importance of different nutrients and their recommendations for endurance and power sports distinguishes facts from myths of nutrient intake for endurance and power sports formulates personal goals and nutritional strategy for adequate nutrition demonstrates ability to make informed choices as a consumer applies healthy eating strategies to promote optimal performance in endurance and power sports evaluates meal planning for endurance and power sports assumes responsibility for achieving adequate nutrition The learner analyzes and modifies meal plans for self and others CODE SPS_SN8-IVa-27 SPS_SN8-IVa-28 SPS_SN8-IVb-29 SPS_SN8-IVb-30 SPS_SN8-IVc-31 SPS_SN8-IVd-32 SPS_SN-IVd-33 SPS_SN8-IVd-34 SPS_SN8-IVe-35 SPS_SN8-IVf-36 SPS_SN8-IVg-37 SPS_SN8-IVh-38 SPS_SN8-IVh-39 SPS_SN8-IVh-40 SPS_SN8-IVi -41 SPS_SN8-IVi-j-42 SPS_SN8-IVi-j-43 Page 181 of 675 QUARTERS 1-4 COURSE TITLE Psychosocial/Behavioral Skills COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to apply psychosocial/behavioral skills in sports performance. CONTENT Teamwork in Sports 1. 2. 3. 4. 5. Definition of teamwork/ Characteristics of an effective team Structure of a Team Factors affecting Teamwork Consequences of Teamwork Strategies in enhancing teamwork CONTENT STANDARD The learner understands the significance of a teamwork in sports PERFORMANCE STANDARD The learner demonstrates cooperation, effective communication, and positive social interaction which contributes to teamwork LEARNING COMPETENCIES The learner… defines teamwork describes characteristics of an effective team lists different roles of members in a sports team examines the different roles and responsibilities of each team members identifies factors affecting teamwork analyzes the effects of teamwork on one‘s sports participation and performance recognizes the value of teamwork on one‘s sports participation and performance practices cooperation, clear communication, and positive social interaction to enhance teamwork applies different strategies to enhance teamwork in one‘s sport or team CODE SPS_P/BS8-I-IV-44 SPS_P/BS8-I-IV-45 SPS_P/BS8-I-IV-46 SPS_P/BS8-I-IV-47 SPS_P/BS8-I-IV-48 SPS_P/SB8-I-IV-49 SPS_P/BS8-I-IV-50 SPS_P/BS8-I-IV-51 SPS_P/BS8-I-IV-52 GRADE 9 QUARTER 1 COURSE TITLE Biomechanics and Movement Patterns COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to assess daily movement patterns and perform corrective exercises to address deficiencies. CONTENT Mechanics of Sports Skills Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of the technique and mechanics of different sports skills. The learner identifies proper technique in selected sports skills and is able to correct errors in performance. The learner… understands proper mechanics needed to perform skills effectively identifies errors in sports skills‘ techniques and corrects errors in mechanics differentiates running from sprinting and is able CODE SPS_BM9-Ia-1 SPS_BM9-Ib-2 SPS_BM9-Ic-3 Page 182 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD to perform both activities effectively develops understanding of internal biomechanics and motor learning in mechanical aspects of human exercise, sport and play assesses the importance of internal biomechanics and motor learning in mechanical aspects of human exercise, sport and play practices throwing, striking and kicking techniques and understands their applications to sport practices swinging and rotating exercises and their applications to sport practices preparatory actions needed for each skill to be effective. exhibits proper technique in sports skills mechanics demonstrates proper jumping technique and differentiates types of jumps performs a qualitative analysis of sports skills CODE SPS_BM9-Id-4 SPS_BM9-Id-5 SPS_BM9-Ie-6 SPS_BM9-If-7 SPS_BM9-Ig-8 SPS_BM9-Ih-9 SPS_BM9-Ii-10 SPS_BM9-Ij-11 QUARTER 2 COURSE TITLE Exercise Physiology and Methods of Conditioning COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a comprehensive conditioning program that is specific to an individual/dual sport CONTENT Conditioning Programs for Individual and Dual Sports Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of the principle of specificity and its impact on designing a comprehensive conditioning program. The learner designs a comprehensive conditioning program that is specific to a sport. The learner… • explains the importance of the principle of specificity • enumerates the skill related fitness components to be included in the conditioning program of a specific sport • identifies the ideal method of conditioning in CODE SPS_EP9-IIa-12 SPS_EP9-IIb-13 SPS_EP9-IIc-14 Page 183 of 675 CONTENT CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD • • • • • athletics. identifies the ideal method for conditioning the fitness component(s) of endurance events in athletics. identifies the ideal method of conditioning in throwing events in athletics. identifies the ideal method of conditioning in racquet sports. identifies the ideal method for conditioning the fitness component(s) of demonstration sports. identifies the ideal method for conditioning in specialized sports. CODE SPS_EP9-IId-e-15 SPS_EP9-IIe-f-16 SPS_EP9-IIg-17 SPS_EP9-IIh-18 SPS_EP9-IIi-j-19 QUARTER 3 COURSE TITLE Sports Injury COURSE DESCRIPTION The course is under the Special Program in Sports which enables learners to recognize, evaluate and prevent sports injuries and apply basic first aid. ONTENT Recovery from Sports Specific Injuries Factors affecting recovery from sports specific injury Process of Recovery Healing Process Recovery Time Recovery Nutrition Psychological recovery PS: Strategies in coping with stress Special Curricular Programs CONTENT STANDARD The learner demonstrates understanding of the process in recovery from sports specific injury PERFORMANCE STANDARD The learner creates and conduct a mini conference about the effectivitiveness of the different process of recovery from Sports Specific Injury LEARNING COMPETENCIES The learner... identifies the different factors affecting the recovery of specific injury from specific sports realizes the importance of different process of recovery from sports specific Injuries identifies step by step Process of Recovery from sports specific injuries. identifies the different healing process which contributes to the recovery of athletes from sports specific injury gives examples of healing process of recovery from sports specific injury determines the effectiveness of healing process for the fast recovery of athletes from sports CODE SPS_SI9-IIIa-20 SPS_SI9-IIIa-21 SPS_SI9-IIIb-22 SPS_SI9-IIIb-23 SPS_SI9-IIIb-24 SPS_SI9-IIIb-25 Page 184 of 675 • • • Special Curricular Programs specific injury explains the importance of recovery time from sports specific injury realizes the importance of nutrition in the recovery of athletes from sports specific injury analyzes the effect of nutrition for the recovery of athlete from sports specific injury recognizes the importance of nutrition for the fast recovery of athletes from sports specific injury identifies the effectiveness of psychological recovery from sports specific injury evaluates the effectiveness of psychological recovery to athletes recognizes the effectiveness of psychological recovery which contributes to the recovery of athletes from sports specific injury manifests awareness in the effectiveness of recovery time that may contribute to the recovery of athlete from sports specific injury evaluates the different aspect of recovery time as one process of recovery from sports specific injury conducts a mini conference about the importance and effectiveness of different process of recovery from sports specific injuries evaluates the outcome of the mini conference thru rubric assessment SPS_SI9-IIIc-26 SPS_SI9-IIId-27 SPS_SI9-IIId-28 SPS_SI9-IIId-29 SPS_SI9-IIIe-30 SPS_SI9-IIIf-31 SPS_SI9-IIIg-32 SPS_SI9-IIIh-33 SPS_SI9-IIIh-34 SPS_SI9-IIIi-35 SPS_SI9-IIIj-36 Page 185 of 675 QUARTER 4 COURSE TITLE Sports Nutrition COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a nutritional plan for athletes and effects of doping on athletic performance. CONTENT Fads and Supplements Role of nutrition to athletes Recognizing fads from healthy ones Samples and effects of fads Benefits and effects of dietary supplements to athletic training and performance Health claims of supplements Supplements vs ergogenic aids Common supplements and their effects – protein powders, fat reduction and muscle building supplements, energy boosters, energy drinks, creatine, others) Vitamins and antioxidants as ergogenic aids Facts and frauds about fads and supplements Special Curricular Programs CONTENT STANDARD The learner demonstrates understanding of nutrition fads and supplements LEARNING COMPETENCIES PERFORMANCE STANDARD The learner prepares personal nutritional strategy for adequate nutrition The learner analyzes and modifies nutritional strategy for others The learner... identifies the role of nutrition to athletes identifies benefits and effects of fads and supplements to athletic training and performance analyzes effects of common supplements to the body analyzes health claims of dietary supplements evaluates supplements and ergogenic aids in the market distinguishes difference of dietary supplements and ergogenic aids distinguishes fads from healthy ones distinguishes facts from frauds about fads and dietary supplements demonstrates ability to make informed choices as a consumer develops awareness in nutritional strategy for adequate nutrition formulates personal goals and nutritional strategy for adequate nutrition applies nutritional strategies to promote good health and optimal performance assumes responsibility for achieving adequate nutrition CODE SPS_SN9-IVa-37 SPS_SN9-IVa-38 SPS_SN9-IVb-39 SPS_SN9-IVc-40 SPS_SN9-IVc-41 SPS_SN9-IVd-42 SPS_SN9-IVe-43 SPS_SN9-IVe-44 SPS_SN9-IVf-45 SPS_SN9-IVg-46 SPS_SN9-IVh-47 SPS_SN9-IVi-48 SPS_SN9-IVj-49 Page 186 of 675 QUATERS 1-4 COURSE TITLE Psychosocial/Behavioral Skills COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to apply psychosocial/behavioral skills in sports performance. CONTENT Stress and Anxiety in Sports 1. Definition of stress and anxiety 2. Sources of stress and anxiety 3. Consequences of stress and anxiety 4. Strategies to cope with stress and anxiety Special Curricular Programs CONTENT STANDARD The learner understands mechanisms to cope with stress and anxiety in sports PERFORMANCE STANDARD The learner demonstrates understanding of ways of coping with stress and anxiety in sports participation and performance LEARNING COMPETENCIES The learner… defines stress and anxiety enumerates sources of stress and anxiety (in sports and in life/general) lists signs and symptoms of stress and anxiety differentiates various sources of stress and anxiety into internal and external factors distinguishes types of anxiety (cognitive versus somatic) explains the effects of these internal and external factors of stress and anxiety on sports performance examines one‘s sources of stress and anxiety in sports and in life practices different strategies to manage and cope with stress and anxiety in sports (and academics). develops a plan of action to manage and cope with one‘s sources of stress and anxiety in sports (and academics). CODE SPS_P/SB9-I-IV-50 SPS_P/SB9-I-IV-51 SPS_P/BS9-I-IV-52 SPS_P/BS9-I-IV-53 SPS_P/BS9-I-IV-54 SPS_P/BS9-I-IV-55 SPS_P/BS9-I-IV-56 SPS_P/BS9-I-IV-57 SPS_P/BS9-I-IV-58 Page 187 of 675 GRADE 10 QUARTER 1 COURSE TITLE Biomechanics and Movement Analysis COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to analyze movement and their applications to technique, training and injury reduction. CONTENT Applied Movement Analysis Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates understanding of movement analysis and its applications to improve technique, improve training and reduce injury. The learner identifies errors in technique and is able to correct errors confidently. The learner... understands how biomechanics is used to improve technique explains how movement analysis can be used to prevent injuries understands how technology can be used to analyze movement develops a movement analysis plan that can be integrated in training evaluates errors in performance of different skills conducts a qualitative analysis on different sports skills creates a movement training plan to be used during physical training sessions CODE SPS_BM10-Ia-1 SPS_ BM10-Ib-2 SPS_ BM10-Ic-3 SPS_ BM10-Id-4 SPS_ BM10-Ie-f-5 SPS_ BM10-Ig-h-6 SPS_ BM10-Ii-j-7 Page 188 of 675 QUARTER 2 COURSE TITLE Exercise Physiology and Methods of Conditioning COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a comprehensive conditioning program that is specific to a team/combative sport. CONTENT Conditioning Programs for Team and Combative Sports CONTENT STANDARD PERFORMANCE STANDARD The learner demonstrates understanding of the principle of specificity and its impact on designing a comprehensive conditioning program. The learner designs a comprehensive conditioning program that is specific to a sport. LEARNING COMPETENCIES The learner… • discusses the importance of periodization in the long term preparation for athletic competitions. • summarizes strategies on how to prevent overuse athletic injuries. • identifies the ideal method for conditioning in basketball. • identifies the ideal method for conditioning in volleyball. • identifies the ideal method for conditioning in football/futsal. • identifies the ideal method for conditioning in sepak takraw. • identifies the ideal method for conditioning in baseball/softball. • identifies the ideal method for conditioning in combative sports. CODE SPS_EP10-IIa-b-8 SPS_EP10-IIc-9 SPS_EP10-IId-10 SPS_EP10-IIe-11 SPS_EP10-IIf-12 SPS_EP10-IIg-13 SPS_EP10-IIh-14 SPS_EP10-IIi-j-15 QUARTER 3 COURSE TITLE Sports Injury COURSE DESCRIPTION The course is under the Special Program in Sports which enables learners to recognize, evaluate and prevent sports injuries and apply basic first aid. CONTENT Recovery from Sports Specific Injuries Factors affecting recovery from sports specific injury Special Curricular Programs CONTENT STANDARD PERFORMANCE STANDARD The learner demonstrates understanding of the clasiffication of rehabilitation from sports specific injury The learner formulates and presents a research about rehabilitation that may contribute for the fast recovery LEARNING COMPETENCIES The learner... explains the importance of rehabilitation from sports specific injury classifies the different rehabilitation program and services for sports specific injury CODE SPS_SI10-IIIa-16 SPS_SI10-IIIa-17 Page 189 of 675 CONTENT Process of Recovery Healing Process Recovery Time Recovery Nutrition Psychological recovery CONTENT STANDARD LEARNING COMPETENCIES PERFORMANCE STANDARD of athletes from sports specific injury PS: Strategies in coping with stress Special Curricular Programs recognizes the comprehensive rehabilitations services needed for sports specific injury identifies the rehabilitations exercises program for sports specific injury identifies the different rehabilitation therapy for specific injury from sports specific injury explains the importance of rehabilitation conditioning to regain athletic performance realizes the importance of rehabilitation for sports specific injury gives examples of rehabilitation program and services for sports specific injury prepares comprehensive data of rehabilitation services needed for sports specific injury analyzes the rehabilitation exercise program suitable for sports specific injury evaluates the different rehabilitation therapy of sports specific injury analyzes the different rehabilitation conditioning that helps athlete to recover from sports specific injury classifies the comprehensive rehabilitation exercises needed in sports specific injury determines the effects of rehabilitation exercises program suitable for specific sports injury to regain athletic performance recognizes the importance of rehabilitation therapy that helps fast recovery of athletes from sports specific injury distinguishes rehabilitation conditioning for specific injury that contributes to the fast recovery of athletes presents a research work about the effectiveness rehabilitation exercises, therapy and conditioning for sports specific injury evaluates the result of research work about the rehabilitation that may contribute aspect for the fast recovery of athlete from sports specific injury CODE SPS_SI10-IIIa-18 SPS_SI10-IIIb-19 SPS_SI10-IIIb-20 SPS_SI10-IIIb-21 SPS_SI10-IIIc-22 SPS_SI10-IIIc-23 SPS_SI10-IIId-24 SPS_SI10-IIId-25 SPS_SI10-IIIe-26 SPS_SI10-IIIe-27 SPS_SI10-IIIf-28 SPS_SI10-IIIf-29 SPS_SI10-IIIg-30 SPS_SI10-IIIh-31 SPS_SI10-IIIi-32 SPS_SI10-IIIj-33 Page 190 of 675 QUARTER 4 COURSE TITLE Sports Nutrition COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to design a nutritional plan for athletes and effects of doping on athletic performance. CONTENT Doping Effects of doping on athletic performance Reasons for doping Ethical issues about doping Liability of positive doping results Case studies on doping Special Curricular Programs PERFORMANCE STANDARD LEARNING COMPETENCIES The learner demonstrates The learner prepares case study understanding of doping as a serious issue in sports on doping The learner... explains the importance of ethical behavior in sports identifies effects of doping on athletic performance analyzes cases of doping in local and/or international sports evaluates athletic and societal factors that lead to doping evaluates performance-enhancing drugs in the market distinguishes the difference of legal and illegal drugs develops awareness of ethical issues concerning doping demonstrates ability to make ethical choices as an athlete applies ethical strategies to promote optimal performance evaluates case studies on doping assumes responsibility for achieving optimal athletic performance through ethical behavior CONTENT STANDARD CODE SPS_SN10-IVa-34 SPS_SN10-IVa-35 SPS_SN10-IVb-36 SPS_SN10-IVc-37 SPS_SN10-IVd-38 SPS_SN10-IVe-39 SPS_SN10-IVf-40 SPS_SN10-IVg-41 SPS_SN10-IVh-42 SPS_SN10-IVi--43 SPS_SN10-IVj-44 Page 191 of 675 QUARTERS 1-4 COURSE TITLE Psychosocial/Behavioral Skills COURSE DESCRIPTION The course is under the Special Program in Sports which enables the learner to apply psychosocial/behavioral skills in sports performance. CONTENT CONTENT STANDARD Positive (fair play and sportsmanship ) and Negative Behaviors (aggression and cheating) in Sports The learner understands positive and negative behaviors in sports (and the benefits of overall healthy lifestyle) 1. Description of Positive and Negative Behaviors in Sports 2. Factors influencing positive and negative behaviors 3. Consequences of positive/negative behaviors 4. Importance of fair play and sportsmanship 5. Guidelines for Good Sporting Behaviors (and Healthy Lifestyle) Special Curricular Programs PERFORMANCE STANDARD The learner demonstrates fair play and sportsmanship in sports participation, as well as healthy lifestyle to support one‘s pursuit of athletic excellence LEARNING COMPETENCIES The learner… identifies positive and negative behaviors in sports describes fair play, sportsmanship, aggression, and cheating in sports examines the effects of positive and negative behaviors in sports participation and performance identifies factors influencing positive and negative behaviors in sports analyzes the effects of positive/negative behaviors on one‘s sports participation and performance recognizes the value/importance of fair play and sportsmanship in sports participation and performance adheres to principles of fair play, sportsmanship, and ethical behaviors in sports (and in life) practices fair play and sportsmanlike behaviors in-and-out of sports CODE SPS_P/BS10-I-IV-45 SPS_P/BS10-I-IV-46 SPS_P/BS10-I-IV-47 SPS_P/BS10-I-IV-48 SPS_P/BS10-I-IV-49 SPS_P/BS10-I-IV-50 SPS_P/BS10-I-IV-51 SPS_P/BS10-IVb-52 Page 192 of 675 Special Curricular Programs Page 193 of 675 Special Curricular Programs Page 194 of 675 EXPLORATORY SUBJECT (320 Hours) Course Description: This exploratory course covers the fundamental concepts in different technologies in Home Economics, Industrial Arts, Agriculture and Fishery Arts, and Computer Technology. This embeds the basic competencies such as participate in workplace communication, work in a team environment, practice career professionalism and practice occupational health and safety procedures. GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 1: PERFORMING BASIC SAFETY PRACTICES • Safety shop procedures The learners demonstrate The learners shall be able LO 1. Observe shop safety rules and practices • Basic safety signs and and understanding of basic to perform safety 1.1 Familiarize with the basic safety signs and symbols symbols safety practices in the procedures in the 1.2 Draw basic safety signs and symbols according to Basic safety practices workplace workplace. specific work area 1.3 Identify individual responsibility within the team OHS procedures - Safety procedure in environment * using tools LO 2. Perform safety procedures in the workplace - Hazards and risks 2.1 Identify the tasks to be undertaken to work safely in - Appropriate Personal accordance with the workplace and standard Protective Equipment procedures 2.2 Identify hazards and risks in connection with the task to be done. 2.3 Observe safety procedures in using tools 2.4 Use appropriate personal protective equipment at all times LESSON 2: UNDERSTANDING BASIC TOOLS AND MEASURING INSTRUMENT • Basic hand tools LO 1. Identify the function and uses of tools - Screw driver set according to use - Pliers 1.1 Select appropriate tools for the job requirements - Long nose 1.2 Demonstrate the use of the basic tools according to - Side cutter manufacturer‘s manual • Measuring instrument 1.3 Explain the use of basic tools according to job - Multi-tester specification • Procedures in handling LO 2. Maintain hand tools electrical/electronic hand 2.1 Demonstrate the proper handling of tools according tools to manufacturer‘s instruction 2.2 Undergo routine maintenance of tools according to Special Curricular Programs CODE SPTVE_EXPL7PBTO-Ia-b-1 SPTVE_EXPL7PBTO-Ib-c-2 SPTVE_EXPL7PBTO-Id-3 Page 195 of 675 GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD standard operating procedures 2.3 Store tools in safety appropriate location LESSON 3: APPLYING BASIC TECHNICAL DRAWING Basic drawing tools LO 1. Perform simple technical sketching Triangles, protractor, 1.1 Identify basic technical drawing tools according to their purpose compass, pencil Basic alphabet of lines and 1.2 Determine the basic alphabet of lines based on their application uses 1.3 Apply basic alphabet of lines on simple technical Line exercises (horizontal, vertical, inclined lines) drawing according to the task requirements Basic geometrical construction Bisecting lines, angles, arc and circles LESSON 4: PERFORMING BASIC BENCH-WORK PRACTICES Basic hand tools and their LO 1. Perform basic benchwork operation classifications 1.1 Identify basic benchwork hand tools based on Procedures in: classification Measuring and lay-outing 1.2 Classify basic hand tools according to uses 1.3 Follow routine and written instructions based on Cutting and filling Drilling and countersinking established procedures * 1.4 Manipulate basic hand tools for simple benchwork Basic fasteners screws and tox practices based on procedures 1.5 Tighten and loosen screws based on the tasks bolts and nuts requirements rivets LESSON 5: FUNDAMENTAL CONCEPTS IN COMPUTER TECHNOLOGY Effective communication LO 1. Connecting peripheral devices Different modes of 1.1 Participate in workplace communication* 1.2 Work in team environment* communication 1.3 Identify basic peripheral devices Written communication 1.4 Select appropriate peripheral devices according to Organizational policies the task requirements. Communication procedures 1.5 Connect the peripheral devices properly. and systems 1.6 Check the power of computer and peripheral devices Technology relevant to the based on established procedure. enterprise and the 1.7 Test peripheral devices according to procedures. individual‘s work 1.8 Implement basic connection troubleshooting in responsibilities Special Curricular Programs CODE SPTVE_EXPL7PBTO-Ie-4 SPTVE_EXPL7PBTO-If-5 SPTVE_EXPL7PBTO-Ig-h-6 Page 196 of 675 CONTENT GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD accordance with the task requirement 1.9 Shut down the computer and peripheral devices based on procedure. Standard operating and/or other workplace procedures Job procedures Machine/equipment manufacturer‘s specifications and instructions Organizational or external personnel Client/supplier instructions Quality standards Peripheral devices - mouse - keyboard - monitor or visual display unit - printer - scanner Computer - Laptop/notebooks - Workstations - Servers - Other personal computer devices Suggested tasks - Shutting down computer and peripheral devices LESSON 6: UNDERSTANDING BASIC CONCEPTS AND PRINCIPLES OF BEAUTY CARE AND WELLNESS TECHNOLOGY Proper Hygiene and Good The learner demonstrates The learner independently LO 1. Explain proper hygiene and good grooming Grooming an understanding in demonstrates the beauty1.1 Communicate information about personal hygiene Proper Hygiene and Good different concepts of care and wellness 1.2 Disseminate rules of hygiene living beauty-care and wellness technology basic knowledge 1.3 Discuss the qualities of well-groomed beauty-care Grooming Advantages of Good technology and skills therapist Grooming and Personal Hygiene Rules of Hygienic Living Special Curricular Programs CODE SPTVE_EXPL7PDHB-IIa-7 Page 197 of 675 CONTENT GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD CODE Qualities of Well-Groomed Beauty-care Therapist Pleasing Personality LO 2. Cultivate a pleasing personality Development 2.1 Identify the qualities for a pleasing personality Qualities of Good 2.2 Acquire good communication skills Personality 2.3 Obtain and convey workplace information 2.4 Perform duties following workplace How to improve One‘s Personality communication** 2.5 Use effective questioning, active listening and Effective Communication speaking skills to gather and convey information** Skills Communication procedures and systems** Verbal and Non-verbal communication** Clarifying and probing questioning techniques** Practicing Professional LO 3. Practice professional ethics Ethics 3.1 Discuss cosmetics‘ restrictions and safety practices Cosmetics‘ Restrictions and 3.2 Practice and maintain professional attitudes towards Safety Practices clients Client‘s requirements and Client‘s needs Proper Draping LO 4. Perform proper draping for Head and Body Importance and Purposes 4.1 Discuss the importance of proper draping of Proper Draping 4.2 Perform body draping in prone and lying position Proper Body Draping 4.3 Perform shoulders draping 4.4 Perform head draping and positioning - Prone position - Lying position - Sitting position Proper Head draping Materials/Supplies Needed for Draping LESSON 7: UNDERSTANDING BASIC CONCEPTS AND PRINCIPLES OF FOOD TECHNOLOGY Importance of Food The learner demonstrates The learner demonstrates LO 1. Introduce Food Preservation and Processing Preservation and understanding on Food independently the basic 1.1 Discuss the importance of food and fish preservation Processing Processing Technology principles and rules Food and processing Composition of Meat, Fish, Processing Technology 1.2 Describe the composition of meat, fish, fruits, and Special Curricular Programs SPTVE_EXPL7PDHB-IIb-8 SPTVE_EXPL7PDHB-IIb-9 SPTVE_EXPL7PDHB-IIc-10 SPTVE_EXPL7PFHP-IId-11 Page 198 of 675 CONTENT Fruits, and Vegetables Methods and Principles of Food Preservation Causes of Spoilage Prevent and Control Food Spoilage Different Agents of Spoilage Food handling and Food Preparation • Basics for Handling Food Safely - Marketing - Cooking - Thawing - Storing • Hand Processes - Paring, peeling, scarping, shelling, and etc. • Cooking Methods - Dry heat method - Moist heat method Sustainable food consumption and production • Food consumption - Food consumption pattern o Maximizing food consumpti on o Food intake - Five main food groups • Importance of food Special Curricular Programs GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD vegetables based on characteristics 1.3 Apply the methods and principles of food preservation based on procedures 1.4 Use effective questioning and active listening and speaking to gather and convey information* LO 2. Analyze the different causes of spoilage 2.1 Identify the causes of spoilage 2.2 Prevent and Control spoilage 2.3 Classify the different agents of spoilage 2.4 Access specific relevant information from appropriate sources The learners demonstrate The learner independently LO 3. Discuss food handling and food Preparation an understanding of demonstrates the food 3.1 Explain safe steps in food handling in marketing, concepts and underlying technology basic knowledge cooking, thawing and storing to prevent foodborne principles in food and skills illness. technology 3.2 Identify the hand processes in preparing food 3.3 Familiarize with the different cooking methods LO 4. Identify sustainable food consumption and production 4.1 Observe proper food consumption 4.2 Identify the importance and goals of sustainable food production 4.3 Promote sustainable local food system CODE SPTVE_EXPL7PFHP-IId-11 SPTVE_EXPL7PFHP-IId-11 SPTVE_EXPL7PFHP-IId-12 Page 199 of 675 CONTENT • • • • • • • production Main goals of sustainable food production Sustainable food system Characteristics of Meat, Fish, Poultry, Fruits, and Vegetables Functions of Non-Meat Ingredients Effects of non-meat ingredients to raw materials Different Food preparations and techniques Factors Affecting the Quality of Foods for: - Preservation - Processing Special Curricular Programs GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD LO 5. Describe the Quality of Meat, Poultry, Fish, Fruits. And Vegetables 5.1 Identify meat, fish, poultry, fruits and vegetables according to characteristics 5.2 Discuss meat, fish, poultry, fruits, and vegetables based on characteristics LO 6. Identify Non-Meat Ingredients and their functions 6.1 State the functions of non-meat ingredients 6.2 Differentiate the effects of non-meat ingredients to raw materials LO 7. Perform different food preparation and techniques 7.1 Apply different food preparations and techniques according to procedure 7.2 Use Personal Protective Equipment (PPE) in accordance with organization OHS procedures and practices* 7.3 Follow procedures for dealing with workplace accidents, fire and emergencies in accordance with organization OHS policies* 7.4 Observe practice of appropriate personal hygiene* 7.5 Identify workplace hazards and risks* LO 8. Explain the Factors Affecting the Quality of Foods for Preservation and Processing 8.1 Cite the factors affecting the quality of foods for preservation and processing 8.2 Discuss the factors affecting the quality of foods according to procedures. preservation and processing 8.3 Express own opinions and listen to those of others* CODE SPTVE_EXPL7PFHP-IId-13 SPTVE_EXPL7PFHP-IId-14 SPTVE_EXPL7PFHP-IId-15 SPTVE_EXPL7PFHP-IId-15 Page 200 of 675 GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 8: UNDERSTANDING BASIC CONCEPTS AND PRINCIPLES OF GARMENTS TECHNOLOGY Hand Tools & Parts of The learner demonstrates The learner independently LO 1. Identify hand tools & parts of sewing Sewing Machine understanding in the basic demonstrates the garments machine Hand tools concepts and principles of technology basic knowledge 1.1 Identify hand tools and equipment based on Measuring tools garments technology and skills specification Cutting tools 1.2 Classify and name hand tools according to use 1.3 Identify the parts and functions of sewing machine Marking tools based on manufacturer‘s manual Sewing tools/pinning tools 1.4 Identify the part and function of sewing machine Part and function of sewing needle in accordance with the job requirements machine Single lockstitch/high speed/manual Edging/over-lock Sewing machine needle Basic Hand Stiches LO 2. Perform basic hand stitches Temporary hand stitches 2.1 Identify basic hand stiches according to specification - even basting - uneven basting 2.2 Sew hand stitches according to the job - Diagonal basting requirements Permanent hand stitches - Back stitches - Hemming - Blanket stitch - Slip stitch - Catch stitch Decorative stitches - Knot stitches - running stitches - chain stitches Make a Simple Project LO 3. Produce simple project Project plan for simple 3.1 Plan projects based on design project Select a project: 3.2 Identify materials based on the project requirements - Apron 3.3 Select appropriate cutting tools and demonstrate - shoe cover different cutting technique on fabric in accordance - String bag with the job description - Coin purse 3.4 Produce simple project following the procedures Select and prepare 3.5 Perform finishing touches in accordance with Special Curricular Programs CODE SPTVE_EXPL7PSHS-IIIa-16 SPTVE_EXPL7PSHS-IIIb-17 SPTVE_EXPL7PSHS-IIIc-d-18 Page 201 of 675 CONTENT GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD required specification. 3.6 Evaluate completed based on the set checklist materials - Fabrics - Thread Cut the materials - Use appropriate cutting tools - Steps in cutting Produce simple projects Steps in producing simple projects Evaluation of the finished project LESSON 9: UNDERSTANDING BASIC CONCEPTS AND PRINCIPLES OF ELECTRONICS TECHNOLOGY Concept of Electronic The learners demonstrate The learners shall be able LO 1. Understand the primary concept of Technology an understanding of the understand Fundamental electronic technology - Terminologies and underlying principles in in concept of Electronic 1.1 Explain the primary concept and meaning of electronics technology and Technology electronic technology Definitions - Electron Theory its application. 1.2 Discuss the basic theory and history of electronic Source of Electricity technology 1.3 Determine the different sources of electricity • Resistor color LO 2. Understand the basic function of a resistor • Meaning and function 2.1 Identify the kinds and types of resistor • Color Coding 2.2 Classify resistors according to its equivalent color • Defects of resistor value 2.3 Explain each function in a circuit board 2.4 Inspect resistors for defects Peripheral devices LO 3. Perform Soldering technique 3.1 Identify basic tools and materials needed in - Soldering Iron (30-40) soldering. watts 3.2 Select appropriate peripheral devices according to - Soldering Stand the task requirements. - Sponge 3.3 Apply Tinning tip procedure - Extension cord 3.4 Observe Proper hand positioning - de Soldering Pump 3.5 Attain shine and volcano shape output - Soldering Lead - Working table/bench Special Curricular Programs CODE SPTVE_EXPL7PMST-IIIe-19 SPTVE_EXPL7PMST-IIIf-20 SPTVE_EXPL7PMST-IIIg-h-21 Page 202 of 675 GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 10: EXPLAINING THE BASIC FUNDAMENTALS IN AGRICULTURAL TECHNOLOGY Basic Fundamentals of The learners demonstrate The learners shall be able LO 1. Determine the basic principles and theories Agriculture an understanding of determine the basic in Agriculture Agriculture and its concepts, underlying fundamentals in agricultural 1.1 Discuss Agriculture and its importance theories, and principles in technology 1.2 Explain the different Branches of Agriculture importance Branches of Agriculture determining the basic 1.3 Use effective questioning and active listening and fundamental in agricultural speaking to gather and convey information technology 1.4 Identify training and career opportunities relevant to the job requirements * Importance of Crop LO 2. Determine the basic fundamentals of production Agricultural Crop Production 2.1 Discuss the importance of Crop Production Types of crops Types of gardening 2.2 Classify the different crops according to characteristics and life cycle Growth and development 2.3 Identify gardening according to its type of corps 2.4 Distinguish the growth and development of the crops based on stages 2.5 Use basic mathematical process for routine calculations * 2.6 Identify team parameters, relationships and responsibilities * Importance and prospect LO 3. Determine the basic fundamentals of of animal production Animal Production Breeds of farm animals 3.1 Enumerate the importance and prospect of Animal Production Types of housing and 3.2 Select and secure the types of breeds of farm equipment for the herd animals to raise according to physical characteristics and flocks 3.3 Identify the types of housing and equipment for the herd and flocks. 3.4 Express own opinions and listen to those others 3.5 Ask and response to questions on simple routine workplace procedures and matters concerning conditions of employment* LESSON 11: EXPLAINING THE BASIC PRINCIPLES AND THEORIES IN FISHERY ARTS Concepts of fishery The learners demonstrate The learners shall be able LO 1. Determine the basic concepts of fishery arts an understanding of to explain the basic 1.1 Explain the concepts of fishery Branches of fishery arts determining the basic concepts of fishery arts 1.2 Differentiate the three branches of fishery arts Special Curricular Programs CODE SPTVE_EXPL7BFAC-Iva-22 SPTVE_EXPL7BFAC-IVb-23 SPTVE_EXPL7BFAC-IVc-24 SPTVE_EXP7BCPA-IVd-25 Page 203 of 675 CONTENT Definition of aquaculture History of Aquaculture Scope and importance of aquaculture Phases of Inland Fishery The External Parts of the Fish The Internal Parts of the Fish Body Forms of Fish Types of Mouth Fish Classification of Caudal Fins Definition of fish capture Importance of fish capture Kinds of fishing gears used in municipal fishing grounds GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD concepts of fishery arts LO2. Explain the definition, history, scope, importance, and phases of aquaculture. 2.1 Discuss the definition of aquaculture, history, scope, and importance of aquaculture 2.2 Differentiate the phases of inland fishery. 2.3 Conduct workplace interaction clearly while being mindful of cultural considerations LO 3. Explain the basic morphology of the fish 3.1 Identify the different external and internal parts of the fish 3.2 Discuss the different external and internal parts of the fish 3.3 Classify fish according to body forms, types of mouth and types of caudal fin LO 4. Determine the Basic Principles and Theories in Fish Capture 4.1 Discuss the definition, scope and importance of fish capture 4.2 Identify and discuss the kinds of fishing gears used in municipal fishing grounds Different tools and LO 5. Perform basic net weaving materials in net weaving 5.1 Prepare the different tools and materials needed in Different ways and net weaving method in net weaving 5.2 Demonstrate the different ways of starting a net based on established instructions 5.3 Perform net weaving according to established weaving methods LESSON 12: IDENTIFYING FUNDAMENTAL SKILLS ON PRACTICING CAREER PROFESSIONALISM (These competencies shall be embedded across learning activities) Describe team role and The learner demonstrates The learner independently LO 1. Work in team environment** scope** understanding in the basic demonstrates the 1.1 Describe team role and scope Role and objective of the concepts and principles of fundamental skills on 1.2 identify own role and responsibility within team team career professionalism practice career 1.3 Work as a team member Team parameters, professionalism 1.4 make effective and appropriate contributions made to complement team activities and objectives, based reporting and responsibility Special Curricular Programs CODE SPTVE_EXPL7BCPA-IVD-26 SPTVE_EXPL7BCPA-IVe-27 SPTVE_EXPL7PSFN-IVf-28 SPTVE_EXPL7PSFN-IVg-h-29 SPTVE_EXPL7SPCP-I-IV Page 204 of 675 CONTENT Team activities and objectives Protocol in reporting Development of team work plan Personal Objectives with Organizational Goals** Work values and ethics (Code of Conduct, Code of Ethics, etc.) Understanding personal objectives Understanding organizational goals Difference between intra and interpersonal relationship Performance evaluation Professional Growth and Development** Career development opportunities Company recognition and incentives Information on relevant licenses and or certifications Work values and ethics (Code of Conduct, Code of Ethics, etc.) Company policies Company operations, procedures and standards Fundamental rights at work including gender sensitivity Personal hygiene practices Special Curricular Programs GRADE 7 (INTRODUCTION TO SPECIALIZATIONS) PERFORMANCE CONTENT STANDARD LEARNING COMPETENCIES STANDARD on individual skills and competencies and workplace context** CODE LO 2. Integrate personal objectives with organizational goals** 2.1 Pursue personal growth and work plans towards improving the qualifications set for the profession 2.2 Maintain intra- and interpersonal relationships in the course of managing oneself based on performance evaluation 2.3 Demonstrate commitment to the organization and its goal in the performance of duties SPTVE_EXPL7SPCP-I-IV LO 3. Maintain professional growth and development** 3.1 Identify trainings and career opportunities and avail of based on job requirements 3.2 Sought/receive recognitions and demonstrate as proof of career advancement 3.3 Obtain and renew licenses and/or certifications relevant to job and career SPTVE_EXPL7SPCP-I-IV LO 4. Practice Career Professionalism 4.1 Integrate personal objectives with organizational goals 4.2 Set and meet work priorities 4.3 Maintain professional growth and development SPTVE_EXPL7SPCP-I-IV Page 205 of 675 MANDATORY - TECHNICAL DRAWING (120 Hours) Course Description: This course on technical drawing is designed to enhance the knowledge, desirable attitudes and skills of learners in accordance with the industry standards. It covers competencies such as: (1) perform freehand drawing, (2) construct geometrical figures, (3) construct orthographic projection, and (4) construct pictorial drawings. CONTENT CONTENT STANDARD LESSON 1: PERFORMING FREEHAND DRAWING Different drawing tools, The learner demonstrates understanding on the materials and equipment Proper care and concepts and principles on performing freehand maintenance of drawing drawing. tools and equipment Importance of lettering Rule of stability of letters and numerals Types of letter styles/font styles Order of strokes (letters and numerals) Decorative letter style designing Principles of sketching objects Principles of good proportion in sketching simple objects Basic shapes of objects Procedures in sketching basic shapes Theories and principles of freehand drawing and sketching Types of drawing pencils and its grades and uses Techniques in performing Special Curricular Programs GRADE 7 (80 HOURS) PERFORMANCE STANDARD The learner performs different freehand drawings based on industry standards. LEARNING COMPETENCIES CODE LO 1. Identify drawing tools, materials and equipment 1.1 Discuss drawing tools, materials and equipment. 1.2 Practice care and maintenance of drawing tools and equipment. LO 2. Perform different lettering styles and techniques 2.1 Explain the importance of lettering. 2.2 Discuss the rule of stability of letters and numerals. 2.3 Perform basic lettering styles. 2.4 Perform proper order of strokes of letters. 2.5 Perform decorative lettering styles. SPTVE_MTDR7PDFD-Ia-c-1 LO 3. Sketch basic shapes 3.1 Discuss the principles of sketching objects. 3.2 Explain the principles of good proportion in sketching simple objects. 3.3 Identify correctly the different shapes of objects. 3.4 Follow the procedures in sketching basic shapes. SPTVE_MTDR7PDFD-Id-e-2 LO 4. Perform freehand sketches 4.1 Discuss the theories and principles of freehand drawing and sketching. 4.2 Select drawing pencils based on specific job requirements. 4.3 Demonstrate proper techniques on line exercises SPTVE_MTDR7PDFD-Ig-h-3 SPTVE_MTDR7PDFD-Ia-c-1 Page 206 of 675 CONTENT CONTENT STANDARD line exercises Different shading techniques Sketching using pencil rendering techniques LESSON 2: CONSTRUCTING GEOMETRICAL FIGURES Steps and procedures in The learner demonstrates bisecting lines, arcs, circles, an understanding on the and angles concepts and principles of constructing geometrical Kinds of polygons figures. Steps and procedure in drawing regular polygons GRADE 7 (80 HOURS) PERFORMANCE STANDARD CODE according to specific procedure. 4.4 Apply shading techniques. 4.5 Apply rendering techniques in sketching using pencil. The learner constructs geometrical figures based on industry standards. Kinds of regular solids Steps in constructing different regular solids LESSON 3: CONSTRUCTING ORTHOGRAPHIC PROJECTION (COP) Definition of orthographic The learner demonstrates The learner constructs drawing understanding of concepts orthographic projection Alphabet of lines applied in and principles of based on industry orthographic drawing constructing orthographic standards. Introducing six principal projection. views Principles in constructing Orthographic views Steps in constructing / solving orthographic drawings Importance of dimensioning Measurements Types of dimensioning Kinds of dimensioning Steps on applying dimensions on the drawing Special Curricular Programs LEARNING COMPETENCIES LO 1. Bisect lines, arc, circle and angles. 1.1 Demonstrate appropriate steps and procedures in bisecting lines, arcs, circles, and angles. LO 2. Draw regular polygons 2.1 Identify regular polygons. 2.2 Demonstrate the appropriate steps in drawing regular polygons. LO3. Draw regular solids 3.1 Identify regular solids. 3.2 Construct regular solids. SPTVE_MTDR7CGFA-IIa-b-4 LO 1. Construct orthographic views 1.1 Discuss the concept of orthographic drawing. 1.2 Discuss the different alphabet of lines associated with orthographic drawing. 1.3 Identify the six principal views. 1.4 Discuss the underlying principles in constructing orthographic drawing. 1.5 Construct orthographic drawings SPTVE_MTDR7COPR-IIIa-h-7 LO 2. Apply dimensioning 2.1 Discuss the importance of dimensioning. 2.2 Differentiate the systems of measurements 2.3 Discuss the types of dimensioning. 2.4 Discuss the kinds of dimensioning. 2.5 Demonstrate proper dimensioning. SPTVE_MTDR7CGFA-IIc-e-5 SPTVE_MTD R7-CGFA-IIfh-6 SPTVE_MTD R7-COPR-IIIah-7 Page 207 of 675 CONTENT CONTENT STANDARD GRADE 7 (80 HOURS) PERFORMANCE STANDARD LESSON 4: CONSTRUCTING ISOMETRIC DRAWINGS (CPD) Definition of isometric The learner demonstrates The learner constructs drawing understanding of concepts pictorial views of a given Principles applied in and principles of object based on industry constructing pictorial standards. isometric drawings Steps in constructing drawings. isometric drawing Definition of an oblique drawing Types of an oblique drawings Steps in constructing oblique drawings LESSON 5: CONSTRUCTING PICTORIAL DRAWINGS (CPD) Importance of auxiliary The learner demonstrates The learner constructs views understanding of concepts pictorial views of a given Principles applied in and principles of object based on industry auxiliary views constructing pictorial standards. drawings. Steps in constructing auxiliary views Definition of perspective drawing Types of perspective drawing Classification of presenting objects in perspective drawing Steps in constructing perspective drawing Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Construct isometric drawings 1.1 Discuss the concept of an isometric drawing. 1.2 Discuss the principles applied in isometric drawing. 1.3 Construct isometric drawings. SPTVE_MTDR7CIVD-IVa-c-8 LO 2. Construct oblique drawings 1.1 Discuss oblique drawing. 1.2 Differentiate the types of an oblique drawing. 1.3 Construct oblique drawings. SPTVE_MTDR7CIVD-IVd-e-9 LO 1. Construct auxiliary views 1.1 Discuss the importance of auxiliary views. 1.2 Discuss the principles applied in auxiliary views. 1.3 Construct auxiliary views. SPTVE_MTDR7CIVD-IVf-h-10 LO 2. Perform perspective drawings 1.1 Discuss perspective drawing. 1.2 Discuss the types of perspective drawing. 1.3 Discuss different classifications of presenting an object in perspective drawing. 1.4 Perform perspective drawings. SPTVE_MTDR7CIVD-IVf-h-10 Page 208 of 675 GRADE 8 (40 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 6: PERFORMING BASIC EXPLODED ASSEMBLY DRAWINGS (PBEAD) Definition of exploded The learner demonstrates The learner constructs an LO 1. Perform basic exploded assembly drawings assembly drawings and its understanding of concepts exploded view of a given 1.1 Discuss the exploded assembly drawing and its importance and principles exploding an object based on industry importance. assembly drawing. standards. 1.2 Discuss the principles applied in exploding Principles applied in exploding assembly objects assembly objects. Basic steps in exploding 1.3 Perform exploded assembly objects. assembly parts LESSON 7: PERFORMING SECTIONED DRAWINGS (PSD) Definition of sectioning LO 1. Perform sectioned drawings and its importance 1.1 Discuss the importance of sectioning objects. 1.2 Discuss different type of sectioning. Different types of sectioning 1.3 Perform different types of sectioning. Steps in performing different types of sectioning LESSON 8: PERFORMING WORKING DRAWINGS (PWD) Principles of assembly The learner demonstrates The learner performs a LO 1. Construct assembly drawings drawing understanding of concepts working drawing of a given 1.1 Discuss the principles applied in assembly drawing. Procedures in constructing and principles in performing object based on industry 1.2 Perform assembly drawings. working drawings. standards. assembly drawings Principles of detailed LO 2. Construct detailed drawings drawings 2.1 Discuss the principles applied in detailed drawings. 2.2 Perform detailed drawings. Procedures in constructing detailed drawings Importance of notes and LO 3. Prepare notes and specifications of working drawing specifications Standards procedure in 3.1 Discuss the importance of notes and specifications. 3.2 Practice standard procedure in preparing notes and preparing notes and specifications on the working drawing. specifications Elements to be considered 3.3 Observe elements in preparing notes and specifications. in preparing notes and specifications Special Curricular Programs CODE SPTVE_MTDR8PWDR-Ia-h-11 SPTVE_MTDR8PWDR-Ia-h-11 SPTVE_MTDR8PWDR-IIa-b-12 SPTVE_MTDR8PWDR-IIc-d-13 SPTVE_MTDR8PWDR-IIe-h-14 Page 209 of 675 GLOSSARY Alphabet Of Lines (AOL) Angles - Arc Assembly Drawing - Bisect Circles Construct Decorative Letterings- - Detail Drawing - Dimension Exploded Drawing - Freehand Isometric - Letterings - Line Materials Oblique Drawing Orthographic Perform Perspective Polygon Proportion Regular Polygon Section Shading - Shape - Special Curricular Programs is a list of line symbols that are used on technical drawings to represent the shape and describe the size of an object. is a combination of two rays (half-lines) with a common endpoint. The latter is known as the vertex of the angle and the rays as the sides. a part of the circumference of a circle or other curve line. is a technical drawing that uses action illustrations to show how parts fit together. Multiple drawings are used together in sequential sets to give a reader instruction on how a product is assembled cut or divide into two equal or nearly equal parts. is a round plane figure whose boundary (the circumference) consists of points equidistant from a fixed point (the center). to draw combination of lines put up together to form something as a whole. Decorative" is a more generic name for lettering that is designed more for it's fancy, elaborate or whimsical qualities, instead of for its "readability. Is a drawing of special or typical parts or features of a structure, machine, or design, made to a large scale or of full size a detail drawing is the most important drawing in your fabrication work, it gives extra detail to a portion such as; all the dimensions, fabrication methods and types of materials a process of showing or indicating the actual measurement of the given objects particularly the length, breadth, depth, or height is a diagram, picture, schematic or technical drawing of an object, that shows the relationship or order of assembly of various parts. It shows the components of an object slightly separated by distance, or suspended in surrounding space in the case of a three-dimensional drawn or executed by hand without guiding instruments, measurements, or other aids is derived from the two words ―iso‖ means equal, ―metric‖ means equal measurement /angle. a method for the visual representation of three-dimensional objects in two dimensions; a form of orthographic projection, or more specifically, an axonometric projection is a fundamental part of the drawing. Is referred to the creation of hand-drawn letters to apply to an object or surface.it is a universal language of the industry it is made up of a point or dot, once a point is move to any direction a segment of line is form a consumable, used in the creation of a work of art. a projective drawing of which the frontal lines are given in true proportions and relations and all others at suitable angles other than 90 degrees without regard to the rules of linear perspective. is derived the greek word ―Orthos‖ and ―Graphus ―, which mean, straight line drawing. is a means of representing a three-dimensional object in two dimensions. to do an action or piece of work is a system of representing the way that objects appear to get smaller and closer together, the further away they are. a plane figure with at least three straight sides and angles, and typically five or more. a part, share, or number considered in comparative relation to a whole is a polygon that is equiangular (all angles are equal in measure) and equilateral (all sides have the same length). a process of showing the inside part of an object is used in drawing for depicting levels of darkness on paper by applying media more densely or with a darker shade for darker areas, and less densely or with a lighter shade for lighter areas an arrangement that is formed by joining lines together in a particular way or by the line or lines around its outer edge Page 210 of 675 Sketch - Solids Strokes Tools Value Scaling - Working Drawing - Special Curricular Programs derived from the Greek – schedios, "done extempore") is a rapidly executed freehand drawing that is not usually intended as a finished work. is constructed by congruent regular polygonal faces with the same number of faces meeting at each vertex. is the process of forming letters, numerals, and other characters in technical drawing inconsumable, a device or implement, especially one held in the hand, used to carry out a particular function. value scale refers to the gradual movement from black to gray to white. A value that is on the upper portion of the value scale is known as being ―high key.‖ And the value that is located on the lower portion of the value scale is known as ―low key.‖ a scale drawing that serves as a guide for the construction or manufacture of something such as a building or machine. Page 211 of 675 MANDATORY - ENTREPRENEURSHIP (160 Hours) Course Description: This Curriculum Guide in Entrepreneurship deals with developing the knowledge, skills, and attitudes of the students. It includes familiarizing with basic concepts of entrepreneurship; planning a business; identifying business opportunities; determining management and organizational functions of a business; legalizing a business; designing a production plan; determining financial soundness of a business; developing, evaluating and finalizing the business plan; finalizing business plan/proposal for implementation; starting small business (simulation); reviewing the duties and functions of an enterprise owner; operating a small business; purchasing, costing and controlling; engaging in a product or service trial-run; experiencing actual selling of products or services; preparing and reporting financial data; and monitoring and evaluating business operations. GRADE 9 (80 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 1: FAMILIARIZING WITH THE BASIC CONCEPTS OF ENTREPRENEURSHIP Definition of entrepreneur The learner demonstrates The learner explains LO 1. Explain the concepts of entrepreneurship and entrepreneurship understanding of concepts different entrepreneurial 1.1 Define entrepreneur and entrepreneurship. Importance of and principles in concepts. 1.2 Identify the importance of entrepreneurship. entrepreneurship entrepreneurship. 1.3 Explain the role of entrepreneurship in socio Role of entrepreneurship in economic growth. socio-economic growth Personal Entrepreneurial LO 2. Identify and differentiate behavioral Competencies indicators in Personal Entrepreneurial Competencies (PEC) clusters PECs clusters and behavioral indicators 2.1 Identify desirable characteristics of an entrepreneur. 2.2 Identify the clusters of PECs. PECs assessment 2.3 Enumerate and differentiate the behavioral indicators of PECs. 2.4 Assess their PECs. LESSON 2: PLANNING A BUSINESS Types of Business Plan The learner demonstrates The learner discusses the LO 1. Determine the types of business plan understanding of concepts fundamentals of planning a 1.1 Identify and describe the components of a business Components of Business Plan and principles in planning a business. plan. business. 1.2 Determine and assess the different types of business plan. Importance of Business LO 3. Discuss the importance of a business plan Plan 3.1 Discuss the importance of a business plan. 3.2 Appreciate the benefits of business planning. 3.3 Follow the basic principles of business planning. Special Curricular Programs CODE SPTVE_MENT9EDEC-Ia-b-1 SPTVE_MENT9EDEC-Ib-e-2 SPTVE_MENT9DFPB-Ie-g-3 Page 212 of 675 CONTENT CONTENT STANDARD LESSON 3: IDENTIFYING BUSINESS OPPORTUNITIES Environmental Scanning The learner demonstrates SWOT Analysis understanding of concepts Problems and Needs in the and principles in identifying business opportunities. Community Local Specialized Skills Industrial Information Technology Evaluation and Development Plans SWOT Analysis Factors for Evaluating Business Opportunities GRADE 9 (80 HOURS) PERFORMANCE STANDARD The learner identifies business opportunities. LEARNING COMPETENCIES LO1. Identify and analyze the existing problems and needs in the community where there are business opportunities 1.1 Conduct environmental scanning where there are business opportunities. 1.2 Identify and analyze existing problems and needs in the community. LO 2. Select appropriate business opportunities based on the needs of the community 2.1 Identify the appropriate business opportunities from the given alternatives based on the needs of the community. 2.2 Examine the identified business opportunities. 2.3 Choose viable business opportunities. Product Concept LO 3. Prepare a product concept and defend it The Market before a panel 3.1 Identify the target market of the product. Target Market Market Segmentation 3.2 Select properly the materials needed in preparing a product concept. Materials needed 3.3 Present a product concept before a panel using Costs Associated with doing appropriate presentation tools. a Product Concept LESSON 4: DETERMINING MANAGEMENT AND ORGANIZATIONAL FUNCTIONS OF A BUSINESS Forms of Business The learner demonstrates The learner assesses LO 1. Differentiate the forms of business According to Ownership understanding of concepts management and organization and Nature of Business and principles in assessing organizational functions of 1.1 Identify and describe the types of business management and a business. organization according to ownership. organizational functions of 1.2 Assess the types of business organization according a business. to the nature of business. Management Functions of LO 2. Determine the management functions of an an Entrepreneur entrepreneur 2.1 Classify the management functions of an entrepreneur. 2.2 Explain each management function of an Entrepreneur. Special Curricular Programs CODE SPTVE_MENT9IBUO-IIa-b-5 SPTVE_MENT9IBUO-IIb-d-6 SPTVE_MENT9IBUO-IIb-d-6 SPTVE_MENT9AMOF-IIe-7 SPTVE_MENT9AMOF-IIe-g-8 Page 213 of 675 CONTENT CONTENT STANDARD GRADE 9 (80 HOURS) PERFORMANCE STANDARD Organizational Structure of A Business Types of Organizational Structure Organizational Chart LESSON 5: LEGALIZING A BUSINESS Legalizing a business The learner demonstrates Reasons for registering understanding of concepts and principles in legalizing your business Legal documents in a business. business Legal documents/forms from government agencies specifically mayor‘s office, DTI, BFAD, DOST, BIR and SEC Local and National Government Units Relevant to Registering a Business Training and consultancy assistance Micro-Enterprise Development Program Self-Employment Loan Assistance Program LESSON 6: DESIGNING A PRODUCTION PLAN Production/Service Flow Specifications of Input Labor Raw materials Tools and equipment Utilities Special Curricular Programs The learner simulates the process of legalizing a business. LEARNING COMPETENCIES CODE LO 3. Discuss the organizational structure of a business 3.1 Identify the types of organizational structure. 3.2 Design an organizational chart based on a given structure using appropriate computer applications programs/applications. SPTVE_MENT9AMOF-IIe-g-9 LO 1. Enumerate the steps/ procedures in making the business legal 1.1 Enumerate the steps/procedure in legalizing a business. 1.2 Explain the importance of registering the business with various government offices. LO 2. Gather legal documents/forms pertaining to business/enterprise 2.1 Obtain sample legal documents/forms required in legalizing a business in your locality or community. 2.2 Fill out different required forms in legalizing a business. LO 3. Explain the importance of registering the business to various government offices 3.1 Identify different local and national government units relevant to registering a business. 3.2 Determine the various benefits of a legal and registered business venture. SPTVE_MENT9SPLB-IIg-h-10 LO 1. Formulate production/service flow and schedule 1.1 Determine steps/tasks required to produce goods or services. 1.2 Determine inputs to procedure based on identified tasks. SPTVE_MENT9SPLB-IIIa-d-11 SPTVE_MENT9SPLB-IIg-h-10 SPTVE_MENT9SPLB-IIg-h-10 Page 214 of 675 GRADE 9 (80 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD Alternative Sources of 1.3 Identify potential occupational health and safety Inputs to the Business risks based on production/service flow Relevant Occupational 1.4 Create monthly schedule of production inputs based on targeted sales using appropriate computer Health and Safety Standards applications. Area computation for LO 2. Prepare layout of production/service area 2.1 Estimate space required by the business based on production/service inputs and activities the production/service flow and inputs. Building Code provisions 2.2 Follow the building code mandated by the related to the business government. Material and equipment 2.3 Create a layout plan based on required equipment, tools and furniture, production flow and building specifications Floor and equipment layout code using appropriate computer application and design tools. setting LESSON 7: DETERMINING FINANCIAL SOUNDNESS OF A BUSINESS Investment Needed in a The learner demonstrates The learner determines LO 1. Identify project cost Business understanding of concepts, financial soundness of a 1.1 Estimate the average investment needed/required principles and processes in business. resources. Required Resources Percentage Share of analyzing the financial 1.2 Identify the amount needed to sustain the fund. soundness of a business. 1.3 Determine percentage share of the members in Investment relation to the investment. Profit Margin LO 2. Determine profitability of the business Analysis of Expenses 2.1 Estimate the average profit margin. 2.2 Perform analysis of expenses. LESSON 8: DEVELOPING A BUSINESS PLAN Market profile The learner demonstrates The learner creates/crafts LO 1. Organize the main parts of a business plan Survey instruments understanding of concepts, an acceptable detailed 1.1 Determine the main parts of a business plan. principles and processes in business plan. 1.2 Construct a survey instrument to gather data. development Field testing developing a business plan. 1.3 Conduct a survey to gather data using the instruments made. Conducting market survey 1.4 Analyze and interpret survey results Analysis and interpretation of survey results Special Curricular Programs CODE SPTVE_MENT9SPLB-IIId-e-12 SPTVE_MENT9DFSB-IIIe-f-13 SPTVE_MENT9DFSB-IIIf-g-14 SPTVE_MENT9CADB-IIIg-h-15 Page 215 of 675 CONTENT CONTENT STANDARD Personal Details Name of Business Description of the Business Model Statement of Vision, Mission and Values Wise Utilization of Information Gathered Details to be Included in each Main Part of the Business Plan Common Business Plan Mistakes and How to Avoid Them GRADE 9 (80 HOURS) PERFORMANCE LEARNING COMPETENCIES STANDARD LO 2. Construct the preliminary parts of a business plan 2.1 Compose the preliminary parts of a business plan based on the organized main parts. LESSON 9. EVALUATING THE BUSINESS PLAN Business plan The learner demonstrates The learner evaluates a Products/Services Samples understanding of concepts, business plan. principles and processes in evaluating a business plan. Evaluation instrument Rubrics LESSON 10. FINALIZING THE BUSINESS PLAN Business Plan The learner demonstrates Revised Business Plan understanding of concepts, Submission of Finalized principles and processes in finalizing a business plan. Business Plan Special Curricular Programs The learner finalizes a business plan. CODE SPTVE_MENT9CADB-IIIg-h-15 LO 3. Construct the main parts of the business plan 3.1 Utilize the information gathered and analyzed results to improve the business plan based on the recommendation reviews. 3.2 Create a business plan using the results of various surveys conducted. 3.3 Submit a draft of the business plan to the panel for checking and proofreading. 3.4 Revise the business plan based on the suggestions made by the panel. SPTVE_MENT9CADB-IIIg-h-15 LO 1. Present and defend the business plan 1.1 Prepare print-out of final business plan manuscript for presentation to a panel of techvoc teachers/reviewers. 1.2 Discuss the salient points of the business plan before a panel of reviewers. LO 2. Evaluate the business plan according to a set of criteria 2.1 Design an evaluation instrument based on standard procedure. 2.2 Assess the business plan using the designed rubrics. SPTVE_MENT9CADB-IVa-f-16 LO 1. Prepare a Final Copy of the Business Plan Manuscript 1.1 Revise the business plan based on the suggestions of the panel reviewers. 1.2 Submit a revised manuscript for final assessment. 1.3 Submit a final copy of the business plan manuscript. SPTVE_MENT9FBUP-IVf-h-18 SPTVE_MENT9CADB-IVa-f-17 Page 216 of 675 GRADE 10 (8 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 11: FINALIZING BUSINESS PLAN/PROPOSAL FOR IMPLEMENTATION Business plan/proposal The learner demonstrates The learner finalizes LO 1. Finalize evaluated business plan/proposal evaluation tools and an understanding of the evaluated business 1.1 Apply standard assessment and evaluation tool in processes and plan/proposal for finalizing business plan/proposal for checklist Procedures in finalizing methodologies in evaluating implementation based on implementation. criteria and time-table set. 1.2 Evaluate submitted business plan for evaluated business plan for and finalizing a business plan/proposal. implementation based on the approved criteria. implementation Presenting plan to 1.3 Present finalized business plan/proposal for implementation. stakeholders (including 1.4 Identify the role of parents and other stakeholders parents) in business implementation LESSON 12: STARTING A SMALL BUSINESS (SIMULATION) Documenting detailed The learner demonstrates The learner finalizes LO 1. Finalize product or service design specifications of product or an understanding of the product or service design specification services processes and specification, simulate 1.1 Prepare detailed specification of product widget or Designing packaging methodologies in business registration and prototype based on marketing plan. materials performing steps needed to recruitment of applicants; 1.2 Evaluate widget or prototype of product or service set up small business and source-out funds for based on set criteria. Market – testing/trial (simulation only) capital requirement of the 1.3 Gather market feedback on the widget or prototype business. based on actual sales trial. 1.4 Finalize design specification based on the market feedback Importance of registering a LO 2. Simulate business registration procedure business 2.1 Determine documents and clearances required to Relevant government register a business based on the business plan and agencies and regulations applicable business regulations. pertaining to business 2.2 Prepare and accomplish required business application forms and documents according to operation Business registration existing government guidelines and procedures. procedures and requirements Locations of government agencies Special Curricular Programs CODE SPTVE_MENT10FPSD-Ia-b-1 SPTVE_MENT10FPSD-Ia-b-1 SPTVE_MENT10FPSD-Ia-b-1 Page 217 of 675 CONTENT CONTENT STANDARD Sources of Funding Techniques in applying for loans and financing Forms and documents Application/loan forms Applying for financing loan: Assertiveness Negotiation skills Contingency actions (e.g. review proposal) Techniques in preparing hiring paraphernalia Methods of recruiting, selecting, and screening of applicants Tips in conducting an interview Techniques in preparing orientation plan and paraphernalia LESSON 13: REVIEWING THE DUTIES AND FUNCTIONS Planning The learner demonstrates Organizing understanding of the duties and functions of an Directing enterprise owner Staffing Controlling LESSON 14: OPERATING A SMALL BUSINESS Product Quality The learner demonstrates Management understanding of the Product/Service Mobility theories, principles and standards in production and Delivery Five S Practices management, marketing, and financial performance The Occupational Health of a small business and Safety Standards operations. Inventory Management Special Curricular Programs GRADE 10 (8 HOURS) PERFORMANCE LEARNING COMPETENCIES STANDARD LO 3. Sourcing financial funds 3.1 Investigate through background study potential sources of funding. 3.2 Obtain, accomplish, and required application forms and documents according to set guidelines 3.3 Select and negotiate financing scheme that ensures profitability based on the financial plan. LO 4. Simulating Personnel Recruitment 4.1 Identify hiring requirement based on the organizational plan. 4.2 Prepare hiring documents based on requirement and action plan. 4.3 Present simulated screening of applicants based on the sample organizational guidelines and job requirements. 4.4 Present simulated orientation of applicants based on organizational guidelines. OF AN ENTERPRISE OWNER The learner identifies and LO 1. Familiarize with the Duties and Functions of performs different duties an Enterprise Owner and functions of an 1.1 Identify the duties and functions of an enterprise enterprise owner based on owner based on the nature and ownership of a set criteria. business. 1.2 Perform the identified duties and functions of an enterprise owner based on accepted standards. The learner performs simulated managerial, marketing and financial assessment tasks in operating a small business competently. LO 1. Manage product or service development production 1.1 Implement product development and production process following occupational health and safety standards. 1.2 Maintain product or service quality based on production plan and clients/customer standards. 1.3 Serve/Deliver product or service based on CODE SPTVE_MENT10FPSD-Ia-b-1 SPTVE_MENT10FPSD-Ia-b-1 SPTVE_MENT10PSMF-Ic-d-2 Page 218 of 675 CONTENT CONTENT STANDARD GRADE 10 (8 HOURS) PERFORMANCE STANDARD Developing and preparing promotional materials Pricing policy and approaches Techniques in selling a product or service Creating an effective marketing strategy Different Business Record Forms and Its Uses Basic Bookkeeping Procedures Financial Ratios – Uses and Analysis LESSON 15: PURCHASING, COSTING AND CONTROLLING Sourcing The learner demonstrates The learner applies understanding of principles, principles, methods, and Inventory methods and procedures in procedures in identifying identifying suppliers, and in suppliers, and in conducting and managing conducting and managing inventory of supplies and inventory of supplies and resources. resources. Production Costing Product Pricing Service Pricing Special Curricular Programs LEARNING COMPETENCIES production schedule and clients‘/customers‘ demand. 1.4 Account/record production output based on the enterprise policies. LO 2. Introduce product or service to the market 2.1 Develop and prepare promotional materials based on marketing plan and market feedback 2.2 Implement product or service pricing based on marketing plan or market feedback. 2.3 Implement marketing strategy and promotion based on the marketing plan and clients‘ feedback. 2.4 Offer or sell product or service according to marketing plan and clients‘ feedback. LO 3. Assess small business profitability 3.1 Identify record keeping and monitoring forms based on the product or service needs. 3.2 Developed and design forms based on the needed information and transaction. 3.3 Document/Record transaction and movement of resources using appropriate forms. 3.4 Determine or measure business profitability and liquidity based on the evaluation of sales, costs, income and cash flows and financial ratio analysiS LO 1. Perform purchasing of goods and/or services 1.1 Identify sources of raw materials and supplies based on established criteria. 1.2 Conduct inventory of resources and products based on the goals of the business. 1.3 Manage suppliers‘ directory and inventory received according to standard procedures. LO 2. Determine production cost, and price of products or services 2.1 Compute and analyze production cost using appropriate mathematical procedures. 2.2 Check and review pricing of products and/or CODE SPTVE_MENT10PSMF-Ie-f-3 SPTVE_MENT10PSMF-Ig-h-4 SPTVE_MENT10APMP-IIa-c-5 SPTVE_MENT10APMP-IIa-c-5 Page 219 of 675 CONTENT CONTENT STANDARD GRADE 10 (8 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE services based on fair market price practices. 2.3 Apply prevailing pricing structures and methods in determining production cost and price of products or services. LESSON 16: ENGAGING IN A PRODUCT or SERVICE TRIAL-RUN The Input-Process-Output The learner demonstrates The learner prepares, (IPO) Model understanding of describes, and creates Business Modeling conceptualizing, business model to formulating and operationalize and launch implementing business trial-run period of the models to operationalize a business‘ product or business. service. Setting a Target Market Projecting Sales The learner demonstrates understanding of underlying theories principles, and practices in setting a target market and projecting sales. The learner conducts marketing, benchmarking, goal setting, and sales projecting; prepare and presents results for business decisions. LESSON 17: EXPERIENCING ACTUAL SELLING OF PRODUCTS OR SERVICES Selling Strategies and The learner demonstrates The learner conducts actual Techniques understanding of theories selling of products or Steps in Selling principles, and practices in services, applies marketing conducting actual selling of and management products or services as strategies, documents the contained in the business actual activity, prepares plan. and presents results for business decisions. Special Curricular Programs LO 1: Conduct product or service trial run 1.1 Create and present an Input-Process-Output (IPO) model based on the viability of the business. 1.2 Identify and describe the Input-Process-Output (IPO) variables based on the production plan of the business. 1.3 Conceptualize and formulate the schedule and the work flow of the product or service trial-run based on the operational plan of the business. LO 2: Set target market and project sales of product and/or services 2.1 Conduct benchmarking activities and the results are presented, analyzed and interpreted based on business goals. 2.2 Perform goal setting based on the target market and the production capacity of the business. 2.3 Present, analyze, and interpret projected sales based on the marketing plan and strategies of the business. 2.4 Apply sales management based on standard recording and reporting procedures. SPTVE_MENT10PDCB-IIc-d-6 LO 1. Perform actual selling of products or services 1.1 Conduct actual selling of products or services based on the business plan. 1.2 Apply marketing strategies and sales management based on the marketing plan component of the business plan 1.3 Analyze and interpret results of the actual selling of products or services and recommend actions for the next operation. SPTVE_MENT10CASP-IIIa-h-IVah-8 SPTVE_MENT10CMBG-IIg-h-7 Page 220 of 675 CONTENT CONTENT STANDARD GRADE 10 (8 HOURS) PERFORMANCE STANDARD LESSON 18: PREPARING AND REPORTING FINANCIAL DATA Different Types of Financial The learner demonstrates The learner prepares, Records and Reports understanding of the analyzes, interprets and Preparation of Financial theories principles, and presents financial reports of practices in simple the business operations, Records and Reports Standard Procedures in bookkeeping and demonstrate safekeeping and maintaining Maintaining Financial Records and Reports business documents. LESSON 19: MONITORING AND EVALUATING BUSINESS OPERATIONS Tools for Monitoring and The learner demonstrates The learner prepares, competence in applying analyzes, interprets, Evaluating Business Operations tools and reporting results presents results and Methods of Monitoring and of monitoring and recommends action to be evaluating business taken based from data on Evaluating Business Operations operations. monitoring and evaluating business operations. Reporting Results of Monitoring and Evaluating Business Operations Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare and maintain financial records and reports 1.1 Prepare financial records and reports based on a set criteria. 1.2 Keep and maintain record based on standard office procedures. SPTVE_MENT10PAFR-IIIa-h-IVah-9 LO 1. Assess business operation 2.1 Applies tools for monitoring and evaluating business operations. 2.2 Analyzes data in monitoring and evaluating business operations 2.3 Prepares and submits reports and recommends actions to be taken based on the results of the monitoring and evaluating of business operations. SPTVE_MENT10PARR-IIIa-h-IVah-10 Page 221 of 675 Special Curricular Programs Page 222 of 675 AGRICULTURAL CROPS PRODUCTION TECHNOLOGY (960 HOURS) Course Description: This Agricultural Crops Production Technology course is designed to develop knowledge, skills, and desirable attitudes of an individual in the field of agricultural crops production, rice production, and rice machinery operations. The student is expected to competently demonstrate common competencies in applying safety measures in farm operations, using farm tools and equipment, performing estimation and calculation, applying basic first aid, processing farm wastes, and record keeping. It also includes the development of the core competencies such as supporting agronomic/horticultural crop work, performing nursery operations, planting crops, care and management, and carrying harvest and post- harvest operations. Moreover, this curriculum guide includes competencies relevant to rice production and rice machinery operation such as performing land preparation, crop establishment, managing the crop and conducting harvest and post-harvest operations. CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD COMMON COMPETENCIES LESSON 1: APPLYING SAFETY MEASURES IN FARM OPERATION Work tasks in farm operations The learners demonstrate an understanding of the Places for safety measures Time for safety measures underlying theories in applying safety measures Tools, materials, and personal in farm operations protective equipment (PPE) Safety precautions in using tools and materials - Checkup and repair of tools, materials and outfits before using PPE Effectivity/shelf life/expiration of materials Principles of HACCP Farm emergency procedures Basic First Aid Hazards/risks in the workplace Compliance to health program of DOH & OHS Special Curricular Programs The learners competently apply safety measures in farm operations LEARNING COMPETENCIES CODE LO 1. Determine areas of concern for safety measures 1.1 Identify work tasks in line with farm operations 1.2 Determine place for safety measures in line with farm operations 1.3 Determine time for safety measures in line with farm operations 1.4 Prepare appropriate tools, materials, and outfits in line with job requirements LO 2. Apply appropriate safety measures 2.1 Use tools and materials according to specifications and procedures 2.2 Wear outfits according to farm requirements. 2.3 Observe strictly the effectivity/shelf life/expiration of materials. 2.4 Follow emergency procedures to ensure a safe work requirement 2.5 Report hazards in the workplace in line with farm guidelines SPTVE_AGR I8-ASMFIa-b-1 SPTVE_ AGRI8ASMF-Ib-d2 Page 223 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Proper storage of tools, materials and outfit - Checkup and repair of tools, materials, and outfit after use Labeling and storing of unused materials Waste management - Compliance with DENR Regulations LESSON 2: USING FARM TOOLS AND EQUIPMENT Farm tools and their uses The learners demonstrate Pre-operation checkup of tools an understanding of the underlying theories in using Safety procedures in using tools farm tools and equipment Farm equipment and their operation Pre-operation checkup of equipment Safety procedures in operating equipment Routine checkup and maintenance of tools and equipment Storage of tools and equipment in line with farm procedures Special Curricular Programs The learners competently use farm tools and equipment based on manufacturer‘s manual LEARNING COMPETENCIES CODE LO 3. Safekeep/dispose of tools, materials, and outfit 3.1 Perform cleaning and storing of used tools and outfit in designated areas 3.2 Perform labeling and storing of unused materials according to manufacturer‘s recommendation and farm requirements 3.3 Perform proper disposal of waste materials according to manufacturers, government, and farm requirements SPTVE_AGR I8-ASMFId-3 LO 1. Select and use farm tools 1.1 Identify appropriate farm tools according to requirement/use 1.2 Report for faults and defects of farm tools in accordance with farm procedures 1.3 Follow safety procedures in using appropriate tools according to job requirements and manufacturer‘s conditions LO 2. Select and operate farm equipment 2.1 Identify appropriate farm equipment 2.2 Read carefully instructional manual of the farm tools and equipment prior to operation 2.3 Conduct pre-operation checkup in line with manufacturer‘s manual 2.4 Report faults in farm equipment in line with farm procedures 2.5 Perform farm equipment operation according to their function 2.6 Follow safety procedures in operating farm equipment LO 3. Perform preventive maintenance 3.1 Perform routine checkup and maintenance of tools and equipment 3.2 Store tools and equipment in designated areas in line with farm procedures SPTVE_AGR I8-UFTE-Ief-4 SPTVE_AGR I8-UFTE-Ifh-5 SPTVE_AGR I8-UFTE-Ih6 Page 224 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 3: PERFORMING ESTIMATION AND BASIC CALCULATION Farm inputs The learners demonstrate The learners competently Labor requirement an understanding of the perform estimation and underlying theories in basic calculation Estimating farm inputs and labor performing estimation and requirements basic calculation Reporting estimation to appropriate person Four basic mathematical operations Basic accounting principles and procedures System of measurement Units of measurement Conversion of units Fraction and decimals Percentage and ratio LESSON 4: APPLYING BASIC FIRST AID Physical hazards The learners demonstrate an understanding of the - Workplace hazards - Environmental hazards underlying theories in - Proximity of other people applying basic first aid - Hazards associated with the casualty management processes Risks - Worksite equipment, machinery and substances - Environmental risks - Bodily fluids - Risk of further injury to the casualty Special Curricular Programs The learners competently perform basic first aid LEARNING COMPETENCIES CODE LO 1. Perform estimation 1.1 Identify job requirements from written or oral communications 1.2 Estimate quantities of materials and resources require to complete a work task 1.3 Estimate the time needed to complete a work activity 1.4 Estimate farm inputs and labor requirements for work completion 1.5 Report estimate of materials and resources to appropriate person. LO 2. Perform basic workplace calculation 2.1 Identify calculations to be made according to job requirements 2.2 Identify correct method of calculation 2.3 Follow as certain system and units of measurement 2.4 Perform calculation needed to complete work tasks using the four basic processes of addition, division, multiplication and subtraction 2.5 Calculate whole fraction, percentage and mixed number to complete the task SPTVE_AGR I8-PEBCIIa-d-7 LO 1. Assess the situation 2.1 Identify physical hazards to owns and others‘ health and safety. 2.2 Control the hazards by minimizing immediate risk to self and health and safety of the casualty in accordance with OHS requirements. 2.3 Assess the casualty‘s vital signs and physical condition. SPTVE_AGR I8-PBFAIIIa-d-9 SPTVE_AGR I8-PEBCIIe-h-8 Page 225 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE Risks associated with the proximity of other workers and bystanders Vital signs - Breathing - Circulation - Consciousness Casualty‘s Condition - Abdominal injuries - Allergic reactions - Bleeding - Burns - thermal, chemical, friction, electrical - Cardiac conditions - Chemical contamination - Cold injuries - Crush injuries - Dislocations - Drowning - Envenomation - snake, spider, insect and marine bites - Environmental conditions - heat stroke, hypothermia, dehydration - Epilepsy, diabetes, asthma and other medical conditions - Eye injuries - Fractures - Head injuries - Minor skin injuries - Neck and spinal injuries - Needle stick injuries - Poisoning and toxic substances - Respiratory management of asthma and/or choking - Shock - Smoke inhalation - Soft tissue injuries including sprains, strains, dislocations - Substance abuse including drugs Special Curricular Programs Page 226 of 675 CONTENT Unconsciousness including not breathing and no pulse Basic Anatomy and Physiology First Aid Principles and Management First Aid Resources and Equipment Medication Requirement Communication Systems Communication media and equipment Airway Management GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Apply basic first aid techniques 2.1 Provide first aid procedures in accordance with first aid management. 2.2 Reassure casualty‘s in caring and calm manners and made comfortable using available resources 2.3 Sought first aid assistance from others in timely manner and as appropriate 2.4 Respond to casualty‘s condition in accordance with effective first aid principles and workplace conditions. 2.5 Record accurately the details of casualty‘s physical condition, changes in conditions, management and response management 2.6 Finalize casualty management according to casualty‘s needs and first aid principles LO 3. Communicate details of the incident 3.1 Request appropriate medical assistance using relevant communication media and equipment 3.2 Convey accurately to emergency services/relieving personnel the details of casualty‘s condition and management activities. 3.3 Prepare reports in timely manner, presenting all relevant facts to supervisors according to established company procedure. SPTVE_AGR I8-PBFAIIId-g-10 LO 1. Collect farm waste 1.1 Prepare tools and materials for collection of farm waste 1.2 Collect waste following OSHS and waste collection requirements and plan 1.3 Collect dangerous and hazardous wastes following the HAZMAT protocol 1.4 Wear appropriate PPE as prescribed by OSHS SPTVE_AGR I8-PFWSIVa-12 - LESSON 5: PROCESSING FARM WASTES Tools and materials for collection of The learners demonstrate farm wastes an understanding of the Collection of wastes underlying theories in processing farm waste. - Waste collection requirements and plan - OSHS - HAZMAT protocol Wearing of PPE - Profitability of the operation Special Curricular Programs The learners efficiently process farm waste according to set standards SPTVE_AGR I8-PBFAIIIg-h-11 Page 227 of 675 CONTENT - Volume of wastes Identification of waste by categories - Obtaining information from authority regarding wastes identification Waste segregation - Sorting - Placing in labeled containers Proper handling of waste Processing of farm waste Waste segregation list Principles of 3Rs Environmental legislations/policies on waste management and disposal OSHS Placing of warning signs and labels in workplace Cleaning of work area - 5 S of good housekeeping - Housekeeping schedule - Maintenance schedule - Housekeeping inspection checklist Cleaning and checking tools - industry procedures & user‘s manual Storage of materials and equipment - industry procedures - inspection of PPE and equipment Record keeping according to industry requirements Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Identify and segregate wastes 2.1 Identify waste by categories according to industry standards and environmental legislation 2.2 Perform waste segregation according to organizational requirements and relevant legislation 2.3 Placing sorted waste into labeled container to avoid littering and prevent cross contamination 2.4 Obtain information on waste by asking authority to ensure correct identification LO 3. Treat and process farm wastes 3.1 Handle dangerous and hazardous wastes according to organizational requirements and relevant legislation following OSHS procedures 3.2 Process farm waste following environmental legislation and codes 3.3 Apply principles of 3Rs (reduce, reuse and recycle) accordingly 3.4 Dispose of processed farm waste according to environmental legislation and codes LO 4. Perform housekeeping 4.1 Display appropriate warning signs and labels in conspicuous places around the workplace 4.2 Clean work area according to 5S principles 4.3 Check, clean, and stow away tools according to established industry procedures and following user‘s manual 4.4 Store materials following industry standard procedures and manufacturer‘s specifications 4.5 Check PPE for damage and ensure that clean and undamaged equipment is properly stored 4.6 Perform record keeping according to industry requirements SPTVE_AGR I8-PFWSIVa-b-13 SPTVE_AGR I8-PFWSIVb-c-14 SPTVE_AGR I8-PFWSIVc-d-15 Page 228 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 6: PERFORMING RECORD KEEPING Inventory procedures The learners demonstrate The learners perform - Breakdown/repair report an understanding of the efficient record keeping - Salvage report underlying theories in performing record keeping. - Tag out bill - Inspection report - Codes and laws on facilities inspection Preparation of production plan - Importance of production plan - Schedule of production activities - Planting calendar - Work plan Preparation of production report Monitoring inputs and production - Monitoring Chart Cost and return analysis - Compute for production cost - Compute for revenue and return of - investment (ROI) Preparation of financial report GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD AGRONOMIC AND HORTICULTURAL CROPS LESSON 7: SUPPORTING AGRONOMIC/HORTICULTURAL CROP WORK Types and selection of materials, The learner demonstrates The learner independently tools, and equipment appropriate to an understanding of prepares farm tools and agronomic production concepts, underlying equipment for agronomic/ theories and principles in horticultural crop Routine check-up of tools and equipment the preparation of production based on materials, tools and required task Manual handling procedures and equipment in techniques agronomic/horticultural Personal protective equipment and Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Carry out inventory activities 1.1 Determine inventory inputs according to enterprise requirements 1.2 Determine defective tools and equipment according to operation manuals 1.3 Inspect facilities according to standard codes and laws LO2. Maintain production record 2.1 Prepare production plan according to enterprise requirements 2.2 Prepare schedule for production activities based from enterprise requirements and plan. 2.3 Prepare production report in accordance with enterprise reporting procedures 2.4 Monitor input and production using monitoring chart LO 3. Prepare financial records 3.1 Compute production cost using established computation procedures 3.2 Compute revenue using established computation procedures SPTVE_AGR I8-PERKIVf-16 LEARNING COMPETENCIES CODE LO 1. Prepare materials, tools and equipment for agronomic/horticultural crop work 1.1 Identify the required materials, tools and equipment according to lists provided and/or authority instructions. 1.2 Check materials, tools and equipment for sufficient quantity, faults/defects based on manufacturer‘s lists and pre-operating SPTVE_AGR I9-PFTE-Ia1 SPTVE_AGR I8-PERKIVf-g-17 SPTVE_AGR I8-PERKIVg-h-18 Page 229 of 675 CONTENT occupational health and safety requirements Common OHS hazards and its control Common agronomic crop work Safe work practices in agronomic operation Proper use of farm tools and equipment Cropping practices Procedures for land preparation, seeding, crop maintenance, fertilization, loading and unloading, harvesting/picking, baling, raking, sorting and packing of agronomic crops Planting, picking, packing, loading and transporting techniques for agronomic crops Environmental aspects of agronomic crop work Interpersonal relationships and communication (oral and written) Proper use/handling of materials and equipment Storage practices and principles for materials and equipment Waste materials management Routine maintenance of sheds and other workplaces Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD crop production. LEARNING COMPETENCIES procedures 1.3 Demonstrate correct manual handling procedures and techniques when loading and unloading materials to minimize damage to the load to the materials, tools and equipment 1.4 Select and check suitable personal protective equipment (PPE) prior to use according to job requirements 1.5 Provide cropping support according to OHS requirements and workplace information 1.6 Identify OHS hazards and report to the teacher/ supervisor based on OHS requirements and company reporting procedures. LO 2. Undertake agronomic/horticultural crop work as directed 2.1 Follow and clarify instructions and directions based on supervisor‘s requirements and workplace procedures 2.2 Undertake cropping work in a safe and environmentally responsible manner according to enterprise guidelines 2.3 Interact with other staff and customers in a positive and professional manner as specified in the employee manual 2.4 Observe good workplace practice in handling and disposing of materials following enterprise policy and procedures 2.5 Report problems or difficulties in completing work to required standards or timelines to authority, based on company reporting procedures LO 3. Handle materials and equipment 3.1 Store/dispose of waste material and debris in a designated area according to workplace procedure/OHS procedure 3.2 Handle and transport materials, equipment and machinery according to enterprise guidelines 3.3 Maintain a clean and safe work site while CODE SPTVE_AGR I9-PFTE-Iac-2 SPTVE_AGR I9-PFTE-Icd-3 Page 230 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Repair and maintenance of structures Occupational health and safety procedures Procedures for storage of excess materials Procedures for disposal of waste materials Routine cleaning, maintenance and storage of tools and equipment Report preparation of work outcomes LESSON 8: PERFORMING NURSERY OPERATIONS Preparation of nursery tools, farm The learners demonstrate implements and simple equipment an understanding of the underlying concepts and - Pre–operative checking - Phil GAP principles in performing Segregation and treatment of tools nursery operations - Worn out tools - Tools with corrosion - Maintenance plan Maintenance of nursery cleanliness and sanitation using Phil GAP - Phil GAP on cleanliness and sanitation Repair and maintenance of nursery facilities Preventive measures for inclement weather - inclement weather - installation of preventive measures Practice safety measures on maintenance of nursery facilities Special Curricular Programs LEARNING COMPETENCIES CODE undertaking irrigation activities in accordance with OHS procedures The learners efficiently perform nursery operations based on required task LO 4. Clean up on completion of cropping work 4.1 Return, storage cabin or dispose of materials according to company standard procedures 4.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications 4.3 Report work outcomes to the authority following established reporting formats SPTVE_AGR I9-PFTE-Id4 LO 1. Prepare nursery tools, farm implements, and simple equipment 1.1 Prepare tools, farm implements, and simple equipment according to work requirements 1.2 Perform basic pre-operative checking of tools, farm implements and equipment in accordance with manufacturer‘s manual and Phil GAP (Philippine Good Agricultural Practices) standard 1.3 Perform segregation and treatment of tools with wear and corrosion according to maintenance plan and procedures LO 2. Maintain nursery facilities 2.1 Perform maintenance of nursery cleanliness and sanitation according to Phil GAP standard 2.2 Perform repair and maintenance of nursery facilities to maximize their efficiency and effectiveness 2.3 Apply preventive measures for inclement weather 2.4 Practice safety measures according to OSHS SPTVE_AGR I9-PNOPIe-5 SPTVE_AGR I9-PNOPIe-f-6 Page 231 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Determining planting materials - different planting materials - kinds and varieties Selection of quality seeds - characteristics of quality seeds Seed testing Treatment of planting materials Seed scarification for different types of crops Preparation of the growing media Potting/bagging of growing media - arranging of potted - plants - labeling containers Seedbed preparation of different crop species Setting up of nursery shed Selection of quality seedlings Selection of propagation materials based on propagation activities Plant propagation - Plant propagation techniques Maintenance of seedlings - maintenance of germinated seedlings until established - pricking and thinning LESSON 9: PLANTING CROPS Preparation of tools, materials, and equipment for land preparation Kinds of land preparation Special Curricular Programs The learners demonstrate an understanding of the underlying concepts and The learners independently plant crops based on standard procedures LEARNING COMPETENCIES CODE LO 3. Handle seeds/planting materials 3.1 Determine planting materials according to kinds and varieties 3.2 Select quality seeds according to prescribed characteristics 3.3 Conduct seed testing to determine the percentage germination of the seed stock in accordance with the standard procedures 3.4 Treat planting materials following standard protocol 3.5 Perform seed scarification for germination purposes based on type of crops LO 4. Prepare growing media 4.1 Prepare growing media according to prescribed mixture and crop requirement 4.2 Perform placing of growing media in prescribed containers according to crop requirements 4.3 Perform arranging and labeling containers according to varieties/species 4.4 Prepare seedbed based on crop species LO 5. Conduct propagation activities 5.1 Set up nursery shed according to plant requirement 5.2 Select quality seedlings based on prescribed characteristics 5.3 Select propagation materials according to propagation activity 5.4 Perform plant propagation techniques based on recommended practices 5.5 Maintain germinated seedlings until fully established 5.6 Prick and thin seedlings based on recommended practices. SPTVE_AGR I9-PNOP-Ifg-7 LO 1. Prepare land for planting 1.1 Prepare tools, materials, and equipment for land clearing SPTVE_AGR I9-PLCRIIa-d-10 SPTVE_AGR I9-PNOPIg-h-8 SPTVE_AGR I9-PNOPIh-9 Page 232 of 675 CONTENT Land preparation procedures - clearing - removal and disposal of debris Soil analysis Application of basal fertilizer - Safety precautions in handling fertilizer following OSHS GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD principles in performing planting crops Preparation of tools and materials in field layout Interpretation of field layout plan Laying out of field Systems of planting Digging holes per crop requirement - methods in digging holes - steps in digging holes Application of basal fertilizer - recommended amount of fertilizers Methods of direct seeding Rate, distance, and depth of planting Replanting Practicing OSHS and Phil GAP LESSON 10: CARING AND MAINTAINING CROPS Monitoring of pest incidence The learners demonstrate an understanding of the - Types of pests o diseases underlying concepts and o insects principles in caring and maintaining crops o weeds o rodents Special Curricular Programs The learners efficiently perform crop maintenance based on standard procedures LEARNING COMPETENCIES 1.2 Clear the land according to prescribed methods of land preparation 1.3 Remove and dispose of debris according to waste management standards 1.4 Collect soil samples for analysis based on standard procedure 1.5 Conduct land preparation according to crop requirement 1.6 Apply basal fertilizer based on crop requirement 1.7 Follow safety procedures for fertilizer application according to OHS standards LO 2. Conduct field lay-out 3.1 Prepare tools and materials for field layout 3.2 Interpret field layout plan according to the recommended planting system 3.3 Lay out field according to recommended planting system LO 3. Dig holes 3.1 Dig holes based on crop requirement 3.2 Separate top soil to be used in covering the hole after planting 3.3 Apply basal fertilizer based on recommended amount LO 4. Perform direct seeding 4.1 Perform planting seeds according to recommended rate, distance, and depth 4.2 Perform replant according to recommended practices for a particular crop 4.3 Follow safety procedures according to OSHS and Phil GAP LO 1. Apply pest control measure 1.1 Perform monitoring of pests‘ incidence based on prescribed procedure 1.2 Prepare tools and materials according to specific pest control measure 1.3 Follow appropriate pest control measures based CODE SPTVE_AGR I9-PLCRIId-e-11 SPTVE_AGR I9-PLCRIIe-g-12 SPTVE_AGR I9-PLCRIIg-h-13 SPTVE_AGR I9-PCMSIIIa-b-14 Page 233 of 675 CONTENT o stray animals o mollusks Preparation of tools and materials per pest control measures Methods of pest control Safety procedures in handling pesticides Preparation of tools and materials in fertilizer application - kinds of fertilizers Application of fertilizers - fertilizer rate - methods of fertilizer - application - precautionary measures on fertilizer application based on Phil GAP OSHS in fertilizer application Determining soil moisture Watering of crops - methods of irrigation - when to irrigate Practicing Phil GAP standards for watering crops Tools and materials in pruning Importance of pruning What and when to prune Steps in pruning Safety measures in pruning per OSHS and PNS: PAES 10 Preparation of tools and equipment for cultivation per OSHS and PNS: PAES 101 Cultivation practices per crop requirement Plant rejuvenation Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE on Phil GAP 1.4 Practice safety measures according to OHS procedures LO 2. Apply fertilizer 2.1 Prepare tools and materials in fertilizer application according to prescribed user‘s manual 2.2 Identify fertilizers based on kinds. 2.3 Apply fertilizer rates based on crop requirements 2.4 Employ appropriate method of fertilizer application based on crop requirements 2.5 Apply precautionary measures to avoid crosscontamination based on Phil GAP 2.6 Follow safety procedures according to OSHS LO 3. Water crops 3.1 Determine soil moisture content based on soil field capacity 3.2 Perform watering following the prescribed method and schedule. 3.3 Observe Good Agricultural Practices. LO 4. Perform pruning 4.1 Prepare tools and materials for pruning. 4.2 Perform pruning method according to crops. 4.3 Follow safety procedures according to OSHS and PNS: PAES 101 SPTVE_AGR I9-PCMSIIIb-d-15 LO 5. Perform physical growth-enhancing practices 5.1 Prepare tools and equipment for cultivation according to PNS: PAES 101 5.2 Carry out cultivation practices based on crop requirement SPTVE_AGR I9-PCMSIIIg-h-18 SPTVE_AGR I9-PCMSIIId-e-16 SPTVE_AGR I9-PCMSIIIe-g-17 Page 234 of 675 CONTENT Growth training techniques for different crops Mulching techniques per crop Application of OSHS on physical growth-enhancing activities LESSON 11: CARRYING OUT HARVEST Identification of crop maturity - maturity indices - methods of - determining maturity Record verification of maturity - checking of records of crops to be harvested Preparations prior to harvesting - removal of obstructions - construction of temporary shed - preparation of tools, materials, equipment for harvesting - application of OSHS in removal of obstructions Methods of harvesting Handling of harvests Phil GAP of harvesting crops GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Postharvest operations - postharvest procedures - handling and packaging of harvests Postharvest equipment - monitoring of postharvest equipment to avoid damage to Special Curricular Programs LEARNING COMPETENCIES CODE 5.3 Perform rejuvenating activities according to established cultural practices 5.4 Perform growth training technique for different crops 5.5 Carry out mulching techniques based on crops 5.6 Follow safety procedures according to OSHS AND POST HARVEST OPERATIONS The learners demonstrate The learners carry out an understanding of the harvest and postharvest underlying concepts and operations based on principles in carrying out standard procedures harvest and postharvest operations LO 1. Perform pre-harvest operations 1.1 Identify crop maturity according to parameters affecting physiological growth and physical indicators 1.2 Verify records of maturity of agricultural crop history 1.3 Perform removal of obstructions from the field for efficient harvesting 1.4 Prepare harvesting tools and materials, and temporary shed 1.5 Check records regarding crops to be harvested SPTVE_AGR I9-HPHOIVa-b-19 LO 2. Perform harvesting activity 2.1 Implement appropriate harvesting methods based on best cultural practices for each crop using suitable tools 2.2 Properly handle crops according to postharvest treatment 2.3 Harvest crops based on maturity indices and characteristics affecting harvest quality 2.4 Harvest crops while observing Phil GAP principles LO 3. Perform post-harvest operation 3.1 Employ postharvest operations based on standard procedures 3.2 Monitor postharvest equipment to avoid damage to crops in line with manufacturer/enterprise procedures SPTVE_AGR I9-HPHOIVb-e-20 SPTVE_AGR I9-HPHOIVe-g-21 Page 235 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD harvest OSHS in monitoring equipment operation Stacking and storage of crops Importance of storage Factors to consider in storage Identification of storage pests and diseases Recording and reporting of identified storage pests and diseases 3.3 Handle and package according to variety and destination 3.4 Store and stack crops in cool dry place prior to distribution in line with enterprise procedures LO 4. Monitor storage pest and diseases 4.1 Identify pests and diseases based on references for storage 4.2 Record and report identified storage pests and diseases to immediate authority CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD GRAINS PRODUCTION LESSON 12: CONDUCTING VARIETY AND SEED SELECTION Soil characterization procedures The learners demonstrate - Soil Sampling an understanding of the - Feel Method underlying concepts and principles in conducting - Visual examination Soil type classification variety and seed selection Types of ecosystem Types of climatic pattern Climatic types Types of land topography Elevation Pests and diseases profile Farm record keeping and documentation Different reference materials and their sources Ways of sourcing reference materials Morphology and growth stages of rice plant Varietal characteristics Agronomic characteristics Special Curricular Programs LEARNING COMPETENCIES The learners independently conduct variety and seed selection based on standard procedures CODE SPTVE_AGR I9-HPHOIVg-h-22 LEARNING COMPETENCIES CODE LO 1. Conduct site characterization 1.1 Perform soil characterization according to soil type classification 1.2 Identify ecosystem according to established classification 1.3 Identify climatic pattern based on climatic type of PAGASA 1.4 Determine topography and elevation of the site 1.5 Determine information on the occurrence of prevalent pest and diseases 1.6 Do record Keeping 4.1 Source out available reference based on work requirement SPTVE_AGR I10-CVSSIa-1 LO 2. Select suitable variety 2.1 Perform characterization for suitability of variety in the site 2.2 List recommended varieties out for reference in SPTVE_AGR I10-CVSSIa-2 Page 236 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Disease and insect pest reactions Adaptability Test Sources of the recommended lists of rice varieties Varietal selection procedures National Seed Industry Council (NSIC) approved seed varieties Classes of seeds NSIC Characteristics of Quality seeds Germination Tests - Date harvested - Computation of seed - germination - Sampling Selection procedures for quality seeds Return and exchange of nongerminating seeds Communication skills LESSON 13: PERFORMING LAND PREPARATION Land clearing activities The learners demonstrate an understanding of the - Importance of land cleaning in rice production. underlying concepts and Different topography principles in performing land preparation Tools, materials, and equipment required in land preparations Procedures in preparation of tools, material and equipment OSHS PPE Different machinery services for land preparations Philippine Good Agricultural Practices Activities of repairing dikes Tillage operation and practices Monitoring tillage operation Characteristics of a well-prepared Special Curricular Programs LEARNING COMPETENCIES CODE selection process 2.3 Choose suited variety based on site characterization The learners efficiently perform land preparation based on standard procedures LO 3. Select quality seed 3.1 Enumerate classes of seeds based on NSIC 3.2 Determine characteristics of quality seeds base on NSIC 3.3 Perform germination test according to established procedures 3.4 Choose quality seeds based on NSIC 3.5 Perform return and exchange of nongerminating seeds to the source following industry procedures SPTVE_AGR I10-CVSSIa-3 LO 1. Perform pre-tillage operations 1.1 Prepare tools, materials, and equipment ready for land preparation 1.2 Perform land clearing activities 1.3 Follow safety procedures according to OSHS 1.4 Source machinery services following work requirement 1.5 Perform dikes constructions and repair SPTVE_AGR I10-PLPR1a-4 LO 2. Conduct tillage operation 2.1 Carry-out tillage operation according to standard tillage practices SPTVE_AGR I10-PLPR1b-5 Page 237 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD wetland and dryland fields OSHS Safety procedures for land preparation Activities of repairing dikes Reinforce dikes using bamboo poles procedure Proper wastes disposal Procedures in closing transaction with machinery services provider Communication skills Simple record keeping LESSON 14: OPERATING RICE LAND PREPARATION MACHINERY AND EQUIPMENT Types and selection of materials, The learner demonstrates The learner operates farm an understanding of the tools, machineries and tools, machineries and equipment Routine check-up of tools and principles and practices equipment in rice land associated with the preparation equipment preparation of rice land Manual handling procedures and techniques machinery and equipment. Personal protective equipment (PPE) and occupational health and safety (OHS) requirements Common OHS hazards, risks and their control Cleaning and storage of machines and equipment Application of 5S principle Application of basic record keeping and management Special Curricular Programs LEARNING COMPETENCIES 2.2 Monitor tillage operation following established industry procedures 2.3 Practice safety measures according to OSH Standard LO 3. Perform post-tillage operations 3.1 Repair damaged dikes following standard industry procedures 3.2 Practice proper wastes disposal following environmental rules and regulations 3.3 Complete transaction with the machinery service provider with reference to work contract 3.4 Perform record keeping following workplace procedures LO 1. Prepare materials, tools and operate machine and equipment for rice land preparation work 1.1 Assess field or area 1.2 Identify the required materials, machinery, tools and equipment according to lists provided and/or teachers/supervisor‘s instructions 1.3 Check and adjust machines and implements based on manufacturer‘s lists and pre-operating procedure 1.4 Select and check suitable personal protective equipment (PPE) prior to use 1.5 Provide work support according to OHS requirements and workplace conditions 1.6 Identify OHS hazards and report to the authority based on OHS requirements and company reporting procedure LO 2. Perform post-operation activities 2.1 Manage waste generated according to environmental regulations 2.2 Clean machines and engines following established practice 2.3 Prepare records of information on basic CODE SPTVE_AGR I10-PLPR1b-c-6 SPTVE_AGR I10-OFME1c-7 SPTVE_AGR I10-OFME1d-8 Page 238 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE maintenance according to manufacturer‘s instructions and standard practice LESSON 15: CARRYING CROP ESTABLISHMENT Procedures of seed soaking The learners demonstrate Procedures of seed incubation an understanding of the underlying concepts and Indicators of seed germination Practice OSHS principles in carrying crop establishment Wearing of PPE Documentation and record keeping Proper handling and transporting of germinated seeds o Avoidance from contamination of chemicals Proper wastes disposal (Reduce, Reuse, Recycle3Rs) Preparation of tools, materials and equipment Ways of checking the field Corrective measures Prevention of pests Direct seeding procedures - manual broadcasting - using of drum seeder - OSHS - PPEs for direct seeding operation Parts and functions of drum seeder Post-operation activities Preparation of tools, materials and equipment Recommended criteria for site selection Industry standards in seedbed preparations Industry standards in seed sowing Industry standards in seedling Special Curricular Programs The learners efficiently carry-out crop establishment LO 1. Germinate Seed 1.1 Perform seed soaking according to industry standards 1.2 Incubate seeds following industry standards 1.3 Examine incubated seed for whitish dot as a sign of germination 1.4 Handle germinated seeds following industry standards 1.5 Transport germinated seeds to site following industry standards 1.6 Practice wearing of PPE following OSHS standards LO 2. Conduct Direct Seeding Operation 2.1 Prepare tools, materials, and equipment based on work 2.2 Check field for readiness for direct seeding operation 2.3 Perform corrective measures based on the results of inspection 2.4 Employ prevention of pest according to result inspection 2.5 Perform direct seeding operation following industry recommendation 2.6 Use drum seeder following manufacturers manual 2.7 Perform post operation LO 3. Establish crop for transplanting 3.1 Prepare tools, materials, and equipment based on work requirements 3.2 Select seedbed site based on recommended criteria 3.3 Prepare seedbed following industry standards 3.4 Sown seeds following industry standards 3.5 Apply seedling management following industry SPTVE_AGR I10-COCEId-f-9 SPTVE_AGR I10-COCEIf-g-10 SPTVE_AGR I10-COCEIh-11 Page 239 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD management Computation of fertilizer rate Safety gears used in transplanting OSHS in transplanting Pre- transplanting procedures Post-operations activities Types of insurances Procedures in accomplishing insurance forms LESSON 16: OPERATING RICE CROP ESTABLISHMENT MACHINERY AND EQUIPMENT Common rice crop establishment work The learner demonstrates The learner independently Safe work practices an understanding of the operates rice crop principles and practices in establishment machinery Proper use of rice crop establishment operating rice crop and equipment based on and equipment establishment machinery required task. Procedures for seed sowing/planting, and equipment. transplanting Environmental aspects of crop establishment work Interpersonal relationships and communication (oral and written) Proper use/handling of materials and equipment Storage principles and practices for materials, machinery and equipment Waste materials management Occupational health and safety procedures in routine maintenance of Special Curricular Programs LEARNING COMPETENCIES CODE standards 3.6 Practice wearing of safety gears according to OSHS standards 3.7 Perform post-operation activities 3.8 Apply crop insurance based on recommendation of the industry LO 1. Operate rice crop establishment machinery and equipment as directed 1.1 Follow and clarify instructions and directions based on machinery requirements and workplace procedure 1.2 Assess field and seeds/seedlings for readiness in planting or transplanting 1.3 Undertake work in a safe and environmentally appropriate manner according to enterprise guidelines 1.4 Check and adjust tools, materials, and machines for operation in accordance with standard practice and work requirements 1.5 Observe workplace practices, handling and disposal of materials following enterprise policy and procedures. 1.6 Report to the authority the problems or difficulties in completing work to required standards or timelines based on company reporting procedure LO 2. Handle materials, tools, machinery and equipment 2.1 Store waste materials in a designated area according to workplace procedure/OHS procedure 2.2 Handle and transport materials, equipment and machinery according to enterprise guidelines SPTVE_AGR I10-OREMIIa12 SPTVE_AGR I10-OREMIIa-b-13 Page 240 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD workplace 2.3 Maintain a clean and safe work site while working in accordance with OHS procedure LO 3. Clean up on completion of work 3.1 Return materials to store or dispose of according to company standard procedures 3.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications 3.3 Report work outcomes to the authority following established reporting format Procedures for storage of excess materials Procedures for disposal of waste materials Routine cleaning, maintenance and storage of tools and equipment Report preparation of work outcomes LESSON 17: MANAGING CROP GROWTH Importance of soil analysis The learners demonstrate Soil sampling technique/s an understanding of the underlying concepts and Kinds of fertilizer Ratio and proportion computation for principles in managing crop growth fertilizers Calendar of fertilizer application - Maturity of variety - Type of soil Application of fertilizer Industry recommendations for fertilizer application - Kind - Right amount - Right timing - Right place Importance of water management on the different growth stages of rice and corn Water requirements in different ecosystems Water level and content assessment methods Importance of different water management strategies. - Calendar of planting - Scheduling of farm irrigation activities Special Curricular Programs LEARNING COMPETENCIES The learners efficiently manage crop growth based on standard procedures CODE SPTVE_AGR I10-OREMIIb-14 LO 1. Conduct nutrient management 1.1 Determine soil fertility using recommended assessment method 1.2 Select kinds of fertilizer based on soil analysis and crop requirement 1.3 Compute the amount of fertilizer based on industry requirement 1.4 Apply fertilizer according to recommendation SPTVE_AGR I10-MCGRIIb-15 LO 2. Perform water management 2.1 Assess water needs based on ecosystem 2.2 Apply water management strategy based on different cultural crop management 2.3 Employ water conservation based on established farm practice 2.4 Conduct ocular monitoring to observe the depth of water SPTVE_AGR I10-MCGRIIc-16 Page 241 of 675 CONTENT Water conservation methods and their applications Different techniques of water impounding - Small farm reservoir - Small water impounding project - Shallow tube well Procedures of monitoring activities Monitoring checklist Kinds of fertilizer Ratio and proportion computation for fertilizers Calendar of fertilizer application - Maturity of variety - Type of soil Origin/occurrence of a particular disease Management options for a particular pest/ disease (IPM) Classifications of pests and diseases Agro-ecosystem Analysis (AESA) and its importance as decision making tool for pest and diseases management Different techniques of damage assessment - Cultural - Biological - Mechanical - Chemical Preventive actions against pests and diseases Different abiotic stresses Assessment of abiotic stresses Abiotic stress management Field monitoring procedures Preventive action against abiotic stresses Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 3. Carry-out pest management 3.1 Assess occurrence of pest and diseases following industry standard procedures 3.2 Adopt pest and disease management based on industry standard procedures 3.3 Conduct regular field monitoring based on industry procedures 3.4 Apply remedies to prevent further crop damages and losses SPTVE_AGR I10-MCGRIIc-d-17 LO 4. Conduct management of abiotic stresses 4.1 Assess abiotic stresses following industry standard procedures 4.2 Adopt abiotic stress management based on industry standards 4.3 Conduct regular field monitoring based on SPTVE_AGR I10-MCGRIId-18 Page 242 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD OSHS practices Criteria for area selection for seed purification Characteristics of off-types Stages of rice and corn where rouging is best done Sources of off-types - Plant height - Color of leaves - Presence/absence of - awn - Panicle - Flag leaf - Maturity etc. Harvest and postharvest operations Rouging procedures Importance of rouging PhilGAP on rouging and agri-wastes disposal OSHS Disposal procedures of off-types and weeds Environmental rules and regulations on solid wastes management Harvesting and post-harvesting procedures for seed production activity Record keeping LESSON 18: OPERATING CROP CARE MACHINERY AND EQUIPMENT Types and selection of materials, The learner demonstrates The learner independently an understanding of operates machinery and tools, and equipment appropriate to crop care work principles and practices in equipment used for crop Routine check-up of tools and various crop care care work based on equipment machinery and equipment required task. Manual handling procedures and operations. Special Curricular Programs LEARNING COMPETENCIES industry procedures 4.4 Take action base on the result of monitoring activities LO 5. Conduct seed purification activity 5.1 Select area for seed purification 5.2 Remove off-types following established farm procedures 5.3 Dispose off-types following established farm procedures 5.4 Harvest seeds based on maturity indices LO 1. Prepare materials, tools and equipment for crop care work 1.1 Identify required materials, tools and equipment according to lists provided and/or authority‘s instructions 1.2 Check materials, tools and equipment based on CODE SPTVE_AGR I10-MCGRIId-19 SPTVE_AGR I10-OMECIIe-20 Page 243 of 675 CONTENT techniques Personal protective equipment and occupational health and safety requirements Common OHS hazards and its control Common crop care work Safe work practices Proper use of crop care tools and equipment Hygiene in chemical handling and quality control Machinery maintenance activities Chemical, organic application techniques Environmental aspects of crop care OHS legislative requirements and codes of practice Interpersonal relationships and communication (oral and written) Basic stock control procedures Recycling/composting practices and procedures Proper stockpiling of surplus materials Storage principles and practices for materials Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES manufacturer‘s lists and pre-operating procedure 1.3 Report insufficient materials or faulty tools and equipment to authority 1.4 Select and check suitable personal protective equipment (PPE) prior to use 1.5 Provide crop care support according to OHS requirements and workplace information 1.6 Identify and report OHS hazards to authority based on OHS requirements and company reporting procedure LO 2. Operate crop care machinery and equipment as directed 2.1 Clarify and follow instructions and directions based on machinery requirements and workplace procedures. 2.2 Check and install tools, accessories, equipment, and machinery following manual and instructions 2.3 Undertake crop care work in a safe and appropriate environmentally manner according to crop care guidelines 2.4 Carry out interactions with other staff and customers in a positive and professional manner as specified in the employee manual 2.5 Observe workplace hygiene practice when handling and disposing of materials following GAP policy, procedures and OHS requirements 2.6 Report to authority the problems or difficulties in completing work to required standards or timelines following company reporting procedure LO 3. Store and stockpile materials 3.1 Store hazardous and waste material produced during crop care activities according to OHS procedures 3.2 Prepare and process hazardous waste materials in appropriate and safe manner according to CODE SPTVE_AGR I10-OMECIIe-g-21 SPTVE_AGR I10-OMECIIg-h-22 Page 244 of 675 CONTENT Waste materials management Routine maintenance of workplace OHS Requirements Procedure for storage of hazardous materials Routine cleaning, maintenance and storage of tools and equipment Report preparation of work outcomes GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LESSON 19: CONDUCTING OF HARVEST AND POST-HARVEST OPERATIONS Physiological indicators of rice crop The learners demonstrate The learners efficiently an understanding of the conduct harvest and postmaturity Physical indicators of rice crop underlying concepts and harvest operations principles in conducting of maturity harvest and post-harvest Agronomic characteristics of different operations rice varieties Records verification Weather condition and forecasting Proper water management before harvest Types of obstructions from the rice field Appropriate harvesting tools and materials for rice Documentation and farm record keeping The Art of Negotiating Rice machinery service providers Special Curricular Programs LEARNING COMPETENCIES accepted recycling/composting practices and procedures 3.3 Stockpile for removal of all surplus materials according to company guidelines 3.4 Maintain a clean and safe work site while completing crop care activities following routine maintenance procedures LO 4. Clean up on completion of crop care work 4.1 Store hazardous materials according to company storage guidelines and OHS requirements 4.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications 4.3 Report the work outcomes to the supervisor following established reporting format LO 1. Carry-out pre-harvest operation 1.1 Determine crops based on physiological growth and physical indicators 1.2 Verify records of crop agronomic history and harvesting activities following established farm procedures 1.3 Monitor weather condition based on weather forecast 1.4 Drain rice field water according to recommended industry practices 1.5 Remove obstructions from the field for efficient harvesting CODE SPTVE_AGR I10-OMECIIh-23 SPTVE_AGR I10-CHPHIIIa-b-24 Page 245 of 675 CONTENT Harvesting methods - Manual - Mechanical Piling practices Procedures for safety in the use of tools and equipment Use of honesty tools Monitoring procedures GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Carry-out harvesting activity 2.1 Implement appropriate harvesting methods based on best cultural practices 2.2 Perform pilling based on recommended practices 2.3 Wear PPE according to OSHS 2.4 Use harvesting tools according to work requirements 2.5 Monitor mechanical harvesting following work requirement LO 3. Carry-out postharvest operations 3.1 Undertake postharvest operations based on recommended technologies 3.2 Monitor used of postharvest equipment and facilities to avoid grain damage and losses 3.3 Perform proper handling and packaging according to variety and destination 3.4 Store bags of palay in appropriate storage area 3.5 Monitor pest and diseases in the storage based on recommendations SPTVE_AGR I10-CHPHIIIb-d-25 Postharvest equipment and facilities for grains and their uses Care & maintenance of post-harvest equipment & facilities Postharvest grain damages and losses Proper handling and packaging of grains Proper storing and stacking of grains Procedures in monitoring storage pest & diseases Storage pests & diseases Effective Communication & Coordination LESSON 20: OPERATING RICE HARVESTING AND THRESHING MACHINERY AND EQUIPMENT Types and selection of materials, The learner demonstrates The learner independently LO 1. Prepare materials, tools and equipment tools, and equipment appropriate to an understanding of the operates machinery, tools for rice harvesting and threshing work rice harvesting and threshing principles and practices in and equipment for rice 1.1 Identify the required materials, tools and Routine check-up of tools and operating machinery, tools harvesting and threshing equipment according to lists provided and/or equipment and equipment for rice based on standard authority instructions. harvesting and threshing. procedures 1.2 Check materials, tools and equipment for Manual handling procedures and techniques insufficiency or faults/defects based on manufacturer‘s lists and pre-operating Personal protective equipment and procedures occupational health and safety 1.3 Demonstrate the correct manual handling and requirements techniques when loading and unloading Common OHS hazards and its control materials to minimize damage to the load and Common GAP practice machinery following farm handling procedures Special Curricular Programs SPTVE_AGR I10-CHPHIIId-26 SPTVE_AGR I10-OMTEIIIe-27 Page 246 of 675 CONTENT Common harvesting and threshing work Safe work practices in harvesting and threshing operation Proper use of farm tools, machines and equipment Best practices procedures for harvesting, threshing, gathering, piling and field transport Environmental aspects of harvesting and threshing work Interpersonal relationships and communication (oral and written) Proper use/handling of materials and equipment Storage practices for materials and equipment Waste materials management Routine maintenance of sheds and other workplaces Repair and maintenance of structures OHSP Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.4 Select and check suitable personal protective equipment (PPE) prior to use according to job requirement 1.5 Provide cropping support according to OHS requirements and according to workplace information 1.6 Identify OHS hazards and report to the teacher/supervisor based on OHS requirements and company reporting procedures LO 2. Undertake harvesting and threshing work as directed 2.1 Follow and clarify instructions and directions based on supervisor‘s requirements and workplace procedures 2.2 Check machine‘s functions and make necessary adjustments based on operator‘s manual and procedures 2.3 Undertake harvesting and threshing work in a safe and environmentally appropriate manner according to enterprise guidelines 2.4 Interact with other staff and customers in a positive and professional manner as specified in the employee manual 2.5 Observe workplace practices when handling and disposing of materials following enterprise policy and procedures 2.6 Report problems or difficulties in completing work to required standards or timelines based on company reporting procedure LO 3. Handle materials and equipment 3.1 Handle waste material and debris produced during harvesting and threshing work in a designated area according to workplace procedure/OHS procedure 3.2 Handle and transport materials, equipment and machinery according to enterprise guidelines 3.3 Maintain a clean and safe work site in accordance with OHS procedure CODE SPTVE_AGR I10-OMTEIIIe-g-28 SPTVE_AGR I10-OMTEIIIg-h-29 Page 247 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Procedure for storage of excess materials Procedure for disposal of waste materials Routine cleaning, maintenance and storage of tools, machinery and equipment Report preparation of work outcomes LESSON 21: OPERATING RICE DRYING MACHINERY AND EQUIPMENT Types and selection of materials, The learner demonstrates The learner independently tools, machinery and equipment an understanding of the operates tools, equipment, principles and practices in and machinery in rice Routine check-up of tools, machinery and equipment operating tools, equipment, drying and machinery for rice Different rice drying system systems drying. and components Personal protective equipment (PPE) and occupational health and safety (OHS) requirements OHS hazards/ general OHS principles and legislation Accident/hazard reporting procedure Safe work practices Basic rice drying principles and practices Basic dryer configuration Drying tools and equipment Environmental aspects of rice drying Repair and maintenance of rice dryer Special Curricular Programs LEARNING COMPETENCIES CODE LO 4. Clean up on completion of harvesting and threshing work 4.1 Return, store or dispose of materials according to company standard procedure 4.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications 4.3 Report work outcomes to authority following established reporting format SPTVE_AGR I10-OMTEIIIh-30 LO 1. Prepare materials, tools and equipment for rice drying work 1.1 Identify required materials, tools and equipment according to lists provided and/or authority‘s instructions 1.2 Check materials, tools and equipment for insufficiency or faults/defects based on manufacturer‘s lists and pre operating procedures 1.3 Demonstrate correct manual handling and techniques when loading and unloading materials to minimize damage to the load and the machinery 1.4 Follow material and equipment handling procedures 1.5 Select and check suitable PPE prior to use 1.6 Provide rice drying support according to OHS requirements and workplace information 1.7 Identify and report to the supervisor the OHS hazards based on OHS requirements and company reporting procedure LO 2 Undertake rice drying activity as directed 2.1 Follow and clarify instructions and directions based on authority‘s requirements and workplace procedures. 2.2 Undertake rice drying in a safe and environmentally appropriate manner according to enterprise guidelines SPTVE_AGR I10-OREMIVa-31 SPTVE_AGR I10-OREMIVa-d-32 Page 248 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD components and systems Interpersonal relationships and communication (oral and written) Procedures for storage of excess materials Procedures for disposal of waste materials Routine cleaning, maintenance and storage of tools and equipment Environmental requirements relative to rice drying Report preparation of work outcomes Accident/hazard reporting procedures LESSON 22: OPERATING RICE MILLING MACHINERY AND EQUIPMENT Types and selection of materials, The learner demonstrates The learner independently an understanding of the operates equipment and tools, machinery and equipment Routine check-up of tools, machinery principles and practices in machinery in rice milling operating tools, equipment and equipment Different rice milling systems and and machinery for rice milling components Personal protective equipment (PPE) and occupational health and safety requirements OHS hazards/ general OH & S principles and legislation Accident/hazard reporting procedures Special Curricular Programs LEARNING COMPETENCIES 2.3 Interact with other staff and customers in a positive and professional manner as specified in the employee manual 2.4 Handle and dispose of materials for rice drying following engineering and enterprise policy and procedures 2.5 Report problems or difficulties in completing work to required standards or timelines to authority based on company reporting procedure LO 3. Clean up on completion of rice drying activities 3.1 Return, store or dispose of materials according to company standard procedure and supervisor‘s instructions 3.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications and supervisors‘ instructions 3.3 Make the site clean according to authorities‘ instructions and good environmental practice 3.4 Report work outcomes to the authority following established reporting format LO 1. Prepare materials, tools and equipment for rice milling activity 1.1 Identify required materials, tools and equipment according to lists provided and/or authority‘s instructions 1.2 Check materials, tools and equipment for insufficiency or faults/defects based on manufacturer‘s lists and pre operating procedures 1.3 Demonstrate correct manual handling and techniques when loading and unloading materials to minimize damage to the load and the machinery 1.4 Follow material and equipment handling procedures CODE SPTVE_AGR I10-OREMIVd-33 SPTVE_AGR I10-OEMRIVe-34 Page 249 of 675 CONTENT Safe work practices Basic rice milling principles and practices Basic rice mill configuration Rice milling tools and equipment Environmental aspects of rice milling Repair and maintenance of rice mill components and systems Interpersonal relationships and communication (oral and written) Proper use/handling of materials and equipment Storage principles and practices for materials and equipment Waste materials storage and disposition Routine maintenance of rice milling systems and components Repair, maintenance, and storage of materials, tools and equipment Procedures for storage of excess materials Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.5 Select and check suitable PPE prior to use according to job requirements 1.6 Provide rice milling support according to OHS requirements and workplace information 1.7 Identify and report to the supervisor the OHS hazards based on OHS requirements and company reporting procedures LO 2. Undertake rice milling activity as directed 2.1 Follow and clarify instructions and directions based on authority‘s requirements and workplace procedures 2.2 Undertake rice milling in a safe and environmentally appropriate manner according to enterprise guidelines 2.3 Carry out in a positive and professional manner the interactions with other staff and customers as specified in the employee manual 2.4 Handle and dispose of materials for rice milling following engineering and enterprise policy and procedure 2.5 Report problems or difficulties in completing work to required standards or timelines to authority based on company reporting procedure LO 3. Handle materials and equipment 3.1 Store waste material and debris produced during rice milling in a designated area according to workplace procedure/OHS procedure 3.2 Handle and transport materials, equipment and machinery according to enterprise guidelines 3.3 Maintain a clean and safe work site while undertaking rice milling activities in accordance with OHS procedures LO 4. Clean up on completion of rice milling activities 4.1 Dispose the materials according to company CODE SPTVE_AGR I10-OEMRIVe-g-35 SPTVE_AGR I10-OEMRIVg-h-36 SPTVE_AGR I10-OEMRIVh-37 Page 250 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CONTENT Procedures for disposal of waste materials Routine cleaning, maintenance and storage of tools and equipment Environmental requirements relative to rice milling Report preparation of work outcomes Accident/hazard reporting procedures LEARNING COMPETENCIES CODE standard procedures and supervisor‘s instructions 4.2 Clean, maintain and store tools and equipment according to manufacturers‘ specifications and supervisors‘ instructions work outcomes 4.3 Make the site clean according to authorities‘ instructions and good environmental practices 4.4 Report the work outcomes to the authority following established reporting format GLOSSARY & ACRONYM Abiotic Aflatoxin Ambient condition Ambient air Ambient storage - Airflow rate ACIAR AFHB AWD Best Practices Biotic BPI BPRE Cleaning -- Climate Climate Change Composting CRH Curing - Dehusking Dikes - Special Curricular Programs Non-living thing the abiotic factor at the environment include light temperature and atmospheric gases A toxin produced by some strains of the fungi Aspergilus Flavus and Aspergilus Parasticus; the most potent carcinogen yet discovered Ordinary room temperature and relative humidity Surrounding air (atmospheric) Treatment or practice extending postharvest life of the harvested commodity beyond that of similar commodity held under ambient conditions without treatment Amount of air passing through an obstruction per unit of time Australian Center for International Agricultural Research ASEAN Food Handling Bureau Alternate wet and dry Generally accepted strategies and approved procedures in doing things employed to result to a more production having to do with or living organism, produce or caused by living organism Bureau of Plant Industry Bureau of Post-Harvest Research & Extension removal of unnecessary materials/debris in the field; is an essential postharvest operation which is done by removing foreign seeds and other impurities average and variations of weather over a long period of time (30 years) records changes over decades to millions of years Mixture of decayed vegetables, organic matters, lime, etc. used for fertilizing land. Carbonized Rice Hull The process of toughening and self-healing of bruises and skinned areas in root and tubes crops or the rapid closing of the neck of bulb crops under favorable conditions process of removing outer covering of corn ears levees or bunds enclosing a field Page 251 of 675 Driller Drip irrigation Dry-bulb temperature Dry Land Tillage Drying - Environmentally appropriate Equilibrium moisture content - Farmalite Fogging Foliar fertilizer - Fumigant Fumigation Furrow irrigation Furrowing GATT Grading - Grain quality Growing medium HACCP Hardening Harrowing Harvest Hilling up - Hygrometer Insect pest Irrigation Pricking off Land Preparation Larvae Manometer Maturity Maturity index Milling Moisture content - Molds - Special Curricular Programs A machine for sowing in furrows Application of water through small tubes and orifices or emitters which discharge small quantity of water to the base of the plant Temperature of air indicated by a standard temperature plowing and harrowing dry soil or upland fields the process of reducing moisture content through the process of heat transfer by converting water in the grains to a vapor which is brought to the atmosphere The right or correct machine or procedure which is believed to be not destructive to the environment. The moisture content at which moisture in a product is in equilibrium with the surrounding air. The product does not gain or loss moisture a tool use to directly sow corn seeds To cover or envelope with fog Fertilizer formulations containing nitrogen, phosphorous, and potassium plus selected micronutrient elements such as (Ca, Mg, Mn, Fe, Zn, Cl, B, Cu, S) applied by spraying on the leaves A chemical compound that acts in the gaseous state to destroy insects and their larvae The process of treating stored products with insecticides/pesticides and the like in fumes or vapor form A method of supplying water through a canal system wherein water flows down or across the slope of the field The final step in land preparation by making furrows or beds for planting General Agreement on Tariff and Trade The process of classifying into groups according to a set of recognized criteria of quality and size, each group bearing an accepted name and size grouping is a combination of physical and chemical characteristics which are considered desirable Mixture of different materials such as soil, sand, compost, coir dust, rice hull, perlite, peat, etc. for growing seedlings Hazard Analysis Critical Control Points The process of gradually withholding water and exposing to direct sunlight to prevent seedlings from transplanting stress/shock Breaking of large soil clods that are caused by plowing the process or period of gathering in mature crops by cutting the panicles attached to the stalks The process of covering the applied fertilizer material by raising the soil toward the base of the plant to further stabilize its stand for better plant growth An instrument that measures humidity A destructive or harmful insect Method of supplying water to sustain plant growth The methods of transferring of seedling to avoid overcrowding the process of preparing the soil for planting The first stage of the life cycle of insects after leaving the egg An instrument that measures air pressure The quality or state of ripeness or of being fully developed grain The signs or indications that a commodity is mature and is ready to be harvested involves the removal of hull and bran from rough rice to produce milled rice or white rice The conventional index used to determine whether the seed is dry enough for safe storage or for milling usually expressed in percent (% M.C.) A superficial often woolly growth produced in various forms of organic matter, especially when damp or decaying Page 252 of 675 MSDS Off-baring Off Type NFA OSHS NSIC Packaging Packing Packinghouse Pallet - Perishables - PhilGAP Planting PPE Postharvest Postharvest disease Postharvest handling - Postharvest infection Postharvest life Precooling - Pupa Recycling Refrigeration - Relative humidity Respiration Rice crop establishment Rice-drying Rice milling Ripening Rodents Seedling Senescence -- Serendipity walk Side-dress fertilizer - Special Curricular Programs Material Safety Data Sheet The process of cultivating the soil away from the base of the plants Means any seed or plant not a part of the variety in that deviates National Food Authority Occupational Safety Hazard Standard National Seed Industry Council The technology or process to ensure adequate protection and safe delivery of a product from the producers to the ultimate consumers The act of putting commodities in a container A place where the preparatory steps for storage or marketing are done A low portable platform made of wood or metal or in combination to facilitate handling, storage or transport of materials as a unit load using forklift Food crops for which value and/or quality is maintained over a short period of time after harvest. These include fruits, vegetables, flowers, young coconut, nursery stocks and some staple root crops, such as sweet potato, cassava, and yam Philippine Good Agricultural Practices The setting of seeds or seed pieces in the soil. Protective Polyethylene Equipment encompasses the sequence of activities and operations from the time and place of harvest to the time and place of consumption A disease observed after harvest regardless of when or where initial infestation took place A specific term used for the movement of commodities and operations through which a commodity undergoes from harvest to possession of the fixed consumer, includes the technological aspects of marketing and distribution Plant infection that takes place after harvest The period of time during which a commodity is still acceptable for its intended purpose The rapid cooling (48 hours or less) of a commodity to a desired transit or storage temperature soon after harvest before it is stored or moved in transit An intermediate stage of an insect that preys on one or more plants and animals Processing something so that basic raw materials maybe used again The process of removing heat from a compartment or substance so that the temperature is lowered and then maintained at a desirable level; usually refers to refrigeration by mechanical means Actual vapor pressure of the air relative to saturation A biological process by which organic materials are broken down to simpler forms accompanied by the release of energy and heat The science of rice farming Lowering of moisture content by means of artificial dryer of drying under the heat of the sun. Removal of the outside covering of rice grains with the use of a rice milling machine The state of development of a fruit when it becomes soft and edible; applies strictly to climacteric-type fruit Refers to rats and mice, which destroy grains and other stored products A young plant grown from a seed. The final phase in the life of an organ in which a series of normally irreversible events are initiated leading to cellular breakdown or death of the organ An activity used to discover delightful things by chance. The additional amount of any fertilizer materials applied at the onset of flowering to complete the nutritional requirement of the crop Page 253 of 675 Shelling Sickle Side plowing Sips Sowing Sprinkler irrigation Sorting - Standard - Stock control Storage - Storage life Synthetic mulch Tachometer Threshing Tillage Transplants Transplanting Trellis Upland Velometer Waxing Weather Weed Wet-bulb temperature - Wetland Tillage Workplace Information 3Rs 5S - removal of grains from the cob a farming tool with a long-curved blade and long handle that is used for cutting grains passing the plow along the edges of the field (near the dikes) Soak, Incubate, Prepare the area for sowing and Sow the pre-germinated seeds The process of burying seeds in the soil to effect germination. A mechanical method of supplying water over the standing crop by means of a nozzle, which is rotated by water pressure The process of classifying into groups designated by the person classifying crops or commodities the produce either according to set criteria Set of criteria and specifications of quality determining the grades, described as product characteristics such as maturity, color, cleanliness, shape, free from decay and blemishes, and uniformity of size A systematic recording of input and output as a means of check and balance. The process of keeping horticultural crops in a structure designed to protect the stored products from inclement weather and pests for a short or long period of time to await processing or movement to other location The longest time produce can be kept in a sound marketable condition Mulching materials made either of polyethylene or non-woven fabric. An instrument that measures revolutions per minute the process of detaching and separating rice grains from the panicle is the process of mechanically altering some physical characteristics of the soil to obtain a condition more appropriate for growing crops Vegetable seedlings produced for transplanting The transfer and planting of seedlings from the seedbed/seedbox to the field or the garden. A support structure for vinyl crops and can either be T, I, Y, or A shaped a land area that does not impound water, not confined to higher elevation alone. An instrument that measures the velocity of air flow Application of a thin film of surface coating to fruits and vegetables all-natural phenomena within the atmosphere at a given time (hours to days) weed is a plant considered undesirable in a particular situation a plant in the wrong place. The temperature of moist air indicated by a thermometer whose bulb is covered with a moist with which the air flow passing over has a velocity of 15 ft. per second preparing the soil of lowland fields in a saturated or flooded condition Notices and announcements regarding the condition and location of workplaces. Reduce, Re-use, and Recycle A systematic means of keeping things in order. Resources: TOOLS Budding knife Wheelbarrow Bolo Basin Broomstick Special Curricular Programs EQUIPMENT Soil moisture and pH meter Comb-tooth harrow Hand tractor Knapsack sprayer Hand sprayer MATERIALS Petri dish Calculator Puncher Seedling trays with different holes Agri bag/plastic REFERENCES 1. Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Agricultural Crops Production NC II. Taguig City, Philippines: TESDA, 2006. Page 254 of 675 TOOLS Pail Cutting tools - Pruning saw - Hedge shear - Kitchen knife - Cutters - Pliers - Pruning shears - Sickles Digging tools - Steel bar - Pick mattock - Hole digger - Garden hoe - Shovel Crates Wooden crates Plastic crates Styro crates Harvesting tools - Scythe - Harvesting pole - Ladder - Hand trowel Hard hat Measuring tools Weighing scales Sprinklers Tool cabinet Slide Wrench Plow Scissors Rake Soil auger Wooden crates Special Curricular Programs EQUIPMENT Power sprayer Grass cutter Overhead sprinkler Sprinkler mist Botton dripper LCD/overhead projector Postharvest treatment equipment Desktop computer/laptop PPE Generators Water pumps Plow Compressor Harrow Hand tractor Rotavator Paddling Multi tiller * Solar dryer Hand Tractor (Lowland & Upland) w/Implements* Hydro/Turtle Tiller Rota Tiller 4-wheel Tractor w/ Implements* Reaper Stripper Combine harvester Rice thresher Cultivator Fertilizer applicator Weeder Tachometer Moisture meter Mechanical dryer Rice miller Transplanter seeder MATERIALS Polyethylene bags of different sizes Growing media (50 kg) Rooting hormone Basket Fishnet Strainer Plastic sheet (10 kilos) Fertilizer Flower inducer Board marker Whiteboard Eraser Pesticides Rope Rubber band Seeds Seed box Seedlings /planting materials (assorted) Detergent soap Bamboo stick Bond paper Clips First Aid supplies Permanent pens Mulching material – 1 roll String Measuring tape Meter stick Whetstone (sharpening stone) Sacks Containers Disinfectants First Aid kit Chemical spill kit PPE (Personal Protective Equipment) - Goggles - Disposal gloves - Face mask - Rubber boots REFERENCES 2. Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Grains Production NC II. Taguig City, Philippines: TESDA, 2015. 3. Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations Rice Machinery NC II. Taguig City, Philippines: TESDA, 2012. Page 255 of 675 TOOLS EQUIPMENT - MATERIALS o Overall REFERENCES Career/Job Opportunity: Farmer/Grower Farm worker Nursery operator Farm aide Farm caretaker Rice Farmer Rice Grower Rice Land Preparation Machinery Operator (Hand Tractor, 4-Wheel Tractor) Rice Crop Establishment Machinery Operator (Manual Seeder, Motorized Seeder, Rice Transplanter) Rice Crop Care Machinery Operator (Irrigation Pump, Cultivator, Sprayer, Fertilizer Applicator) Rice Harvesting and Threshing Machinery Operator (Reaper, Stripper, Combine, Thresher) Rice Drying Machinery Operator (Batch, Continuous Flow Dryer) Rice Mill Machinery Operator (Single-Pass, Multi-Pass) Special Curricular Programs Page 256 of 675 ANIMALS PRODUCTION TECHNOLOGY (960 HOURS) Course Description: This Animal Production Technology course is designed to develop knowledge, skills and desirable attitudes of an individual in the field of animal production, such as Poultry Production (Chicken), Swine Production, and Ruminant Production. It covers four (4) common competencies that a student ought to demonstrate, such as (1) applying safety measures in farm operations, (2) using farm tools and equipment, (3) performing estimation and basic calculation, and (4) processing farm waste. It also includes 15 core competencies, namely, (1) maintaining the poultry house, (2) brooding and growing chicks, (3) performing pre-laying and laying activities, (4) trimming beaks, (5) handling breeders, (6) handling farrowing sows and suckling, (7) raising weanlings, (8) producing finishers, (9) maintaining a healthy animal environment, and (10) application of bio-security measures, (11) maintenance of housing, farm implements, and surrounding areas; (12) provision of forage; (13) breeding of ruminants; (14) raising dairy animals; and (15) raising meat-type animals. CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD COMMON COMPETENCIES LESSON 1: APPLYING SAFETY MEASURES IN FARM OPERATION Work tasks in farm operations The learners demonstrate Places for safety measures an understanding of concepts, underlying Time for safety measures Preparation of tools and outfits theories, and principles in applying safety measures - Personal protective equipment in animal production (PPE) - Checkup and repair prior to use Safety precautions in using tools and materials Wearing PPE Farm emergency procedures Hazards identification and reporting Compliance with health program of DOH and Occupational Safety and Health Standards (OSHS) Procedure in cleaning and storing tools and outfits Proper handling of unused materials Special Curricular Programs The learners independently observe safety measures in animal production according to industry requirements and procedures LEARNING COMPETENCIES CODE LO 1. Determine areas of concern for safety measures 1.1 Identify work tasks in line with farm operations 1.2 Determine place for safety measures in line with farm operations 1.3 Determine time for safety measures in line with farm operations 1.4 Prepare appropriate tools, materials and outfits in line with job requirement LO 2. Apply appropriate safety measures 2.1 Use tools and materials according to the specification and procedure 2.2 Wear outfit according to the farm requirements 2.3 Strictly observe shelf life/expiration dates of materials 2.4 Follow emergency procedures to ensure seatwork requirement 2.5 Identify and report hazards in the workplace in line with the guidelines LO 3. Safe keep/dispose of tools, materials, and outfit 3.1 Clean and store used tools and outfit after use SPTVE_ANI M8-OSMAIa-1 SPTVE_ANI M8-OSMAIa-c-2 SPTVE_ANI M8-OSMAIc-d-3 Page 257 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD and chemicals - Labeling - Storing Farm waste disposal - Waste management system - DENR regulations LESSON 2: USING FARM TOOLS AND EQUIPMENT Pre-operational checkup of tools The learners demonstrate understanding of the identification and reporting of defective tools underlying theories in using Safety practices in using tools farm tools and equipment Manual of farm equipment and specifications Pre-operational check-up of equipment Calibration and operation of farm equipment Safety practices in using farm equipment Routine checkup and maintenance of tools and equipment procedures - Cleaning of tools and equipment - Inspection of tools and equipment - Proper upkeep of equipment Application of safety measures and practices Storage of tools per farm procedures Special Curricular Programs LEARNING COMPETENCIES CODE in designated areas 3.2 Label and store unused materials according to manufacturer‘s recommendation and farm requirements 3.3 Dispose of waste materials according to manufacturer‘s, government, and farm requirements The learners independently use farm tools and equipment according to industry requirements and procedures LO 1. Select and use farm tools 1.1 Identify appropriate farm tools according to requirement/use 1.2 Check farm tools for defects 1.3 Report defective farm tools in accordance with farm procedures 1.4 Use appropriate tools and equipment according to job requirements and manufacturer‘s conditions LO 2. Select and operate farm equipment 2.1 Identify appropriate farm equipment 2.2 Read carefully instructional manual of the farm tools and equipment prior to operation 2.3 Conduct pre-operation check-up in line with manufacturers manual 2.4 Identify and reports faults in farm equipment in line with farm procedures 2.5 Use farm equipment according to its function 2.6 Follow safety procedures LO 3. Perform preventive maintenance 3.1 Clean tools and equipment immediately after use in line with farm procedures 3.2 Perform routine checkup and maintenance 3.3 Store tools and equipment in designated areas in line with farm procedures SPTVE_ANI M8-UFTEIe-f-4 SPTVE_ANI M8-UFTEIf-h-5 SPTVE_ANI M8-UFTEIh-6 Page 258 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 3: PERFORMING ESTIMATION AND BASIC CALCULATION Farm inputs The learners demonstrate The learners independently an understanding of basic perform estimation and Labor requirements Estimating farm inputs and labor estimation and calculation basic calculation relative to used in animal production animal production requirements Reporting estimation to appropriate person - Preparation of reports Record keeping Basic mathematical operations Systems of measurement Units of measurement Basic calculation Methods of calculation System and unit of measurements Percentage and fraction calculation LESSON 4: PROCESSING FARM WASTES Tools and materials for agricultural The learners demonstrate waste collection understanding of Wearing of PPE processing farm waste Collection of waste - Waste collection requirements and plan - OSHS - HAZMAT protocol - Profitability of the operation Volume of waste Categories of farm wastes - Verification of farm wastes identification from authority Waste segregation - Contamination prevention Special Curricular Programs The learners independently process farm waste according to industry requirement and DENR regulations LEARNING COMPETENCIES CODE LO 1. Perform estimation 1.1 Identify job requirements from written or oral communications 1.2 Estimate quantities and resources and time required to complete a task 1.3 Calculate the duration of work completion 1.4 Report the estimated materials and resources to appropriate person LO 2. Perform basic workplace calculation 2.1 Identify calculations to be made according to the job requirement 2.2 Identify correct methods of calculation 2.3 Ascertain systems and units of measurement to be followed 2.4 Perform calculations needed to complete a task using the four basic mathematical operations 2.5 Use fraction and percentage or mixed in calculating to complete the instruction 2.6 Employ different techniques in checking accuracy of result SPTVE_ANI M8-PEBCIIa-c-7 LO 1. Collect farm wastes 1.1 Prepare tools and materials for collection of farm wastes 1.2 Collect wastes following OSHS and waste collection requirements and plan 1.3 Collect dangerous and hazardous wastes following the HAZMAT protocol 1.4 Wear appropriate personal PPE as prescribed by OSHS SPTVE_ANI M8-TPFWIIc-d-8 LO 2. Identify and segregate wastes 2.1 Identify waste by category according to industry standards and environmental legislation 2.2 Segregate waste according to organizational SPTVE_ANI M8-TPFWIIe-f-9 SPTVE_ANI M8-PEBCIIa-c-7 Page 259 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Sorting - Placing in labeled containers Codes and regulations on waste identification and segregation Hazardous waste categories Proper handling of wastes and OSHS Processing of waste and OSHS Waste segregation list 3 Rs (reduce, reuse, recycle) Environmental legislations/policies on waste management and disposal Placing of warning sign and labels in workplace Cleaning of work area - 5S of good housekeeping - Housekeeping - Maintenance schedule - Housekeeping inspection checklist Cleaning and checking tools - Industry procedures and user‘s manual Storage of materials and equipment - Industry procedures - Inspection of PPE and equipment Record keeping according to industry requirements ANIMALS PRODUCTION TECHNOLOGY (POULTRY-CHICKEN PRODUCTION) LESSON 5: MAINTAINING POULTRY ENVIRONMENT Determining poultry house and The learners demonstrate The learners efficiently facilities layout per GAHP standards an understanding of maintain healthy poultry maintaining poultry environment according to Inspection of Poultry Housing and facilities according to enterprise environment industry procedures and procedures DENR requirements Reporting Poultry housing and facilities in compliance with Environmental Compliance Certificate Special Curricular Programs LEARNING COMPETENCIES requirements and relevant legislation 2.3 Label sorted waste to prevent crosscontamination 2.4 Obtain information on waste by asking authority to ensure correct identification LO 3. Treat and process farm wastes 3.1 Handle dangerous and hazardous waste according to organizational requirements and relevant legislation following OSHS procedures 3.2 Apply principles of 3Rs accordingly 3.3 Dispose of farm waste according to environmental legislation and codes LO 4. Perform housekeeping 4.1 Display appropriate warming sign and labels in conspicuous place around the work place 4.2 Clean the work area according to 5S principle 4.3 Check, clean, and stow tools according to established industry procedure and following user‘s manual 4.4 Store materials following industry standard procedures and manufacturer‘s specifications 4.5 Check damage PPE and ensure that clean and undamaged equipment is store. 4.6 Keep record according to industry requirements. LO 1. Conduct preparatory activities 1.1 Determine farm layout of poultry house and facilities with reference to the housing plan 1.2 Check poultry housing and facilities according to enterprise procedures 1.3 Report the condition of poultry housing and facilities to the immediate authority in compliance with Environmental Compliance CODE SPTVE_ANI M8-TPFWIIf-g-10 SPTVE_ANI M8-TPFWIIh-11 SPTVE_ANI M8-MHPEIIIa-12 Page 260 of 675 CONTENT Preparation of tools, materials and equipment maintenance requirements and instructions Cleaning and disinfecting poultry house and facilities Minor repairs and maintenance poultry house and facilities. Reporting of major malfunctions and irregular conditions Practicing downtime loading Applying safety measures - Occupational Safety and Health Standards Practices - Wearing of PPE Production management of farm areas and vicinity - Enterprise procedure Vermin and insects control according to - FPA guidelines - DENR regulation - Maintenance of farm regulation Record keeping Cleaning and storage of tools and equipment Practicing record keeping according to - 5s principle of good housekeeping - Enterprise procedure Waste management - 3 Rs Principle - DENR Regulation Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES Certificate 1.4 Prepare tools, materials, and equipment according to maintenance requirements and instructions of authority LO 2. Maintain poultry house and facilities 2.1 Clean and disinfect poultry house and facilities in regular basis 2.2 Do minor repairs and maintenance as per instruction and per work requirements 2.3 Report major malfunctions and irregular conditions in the poultry house and facilities 2.4 Practice wearing of appropriate PPE following OSHS procedures 2.5 Practice downtime (rest period) prior to succeeding loading for at least one week 2.6 Practice safety measures according to OSHS LO 3. Maintain farm area 3.1 Maintain farm area and vicinity according to production management and enterprise procedures 3.2 Perform vermin and insect control according to Fertilizer and Pesticides Authority guidelines and DENR regulations 3.3 Maintain farm vegetation to avoid common vermin and insect‘s proliferation LO 4. Perform completion activities 4.1 Keep and update records for reporting and inventory purposes following enterprise procedures 4.2 Clean and store tools and equipment according to manuals and enterprise procedures 4.3 Practice housekeeping following 5S principles and enterprise procedures 4.4 Manage wastes following 3Rs principles and DENR regulations CODE SPTVE_ANI M8-MHPEIIIa-c-13 SPTVE_ANI M8-MHPEIIIc-d-14 SPTVE_ANI M8-MHPEIIId-15 Page 261 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 6: BROODING AND GROWING CHICKS Wearing of PPEs to according OSHS The students demonstrate The learners independently an understanding of the brood and grow chicks procedures Cleaning and disinfecting poultry underlying theories in according to BAI and DENR growing and brooding procedures houses chicks Preparing of materials, tools, and equipment for brooding and growing chicks Installation of chick guards, curtains, and portable heaters Cleaning and maintaining different types of litter materials according to farm schedule Acquiring broiler and layer stocks Proper housing of broiler and pullets Good Animal Husbandry Practices and Animal Welfare Act Culling of chicken - Abnormalities of chicks - Methods of culling Safety practices Preparing feeders and waterers - Types and uses - Preparation and cleaning Feeding according to - type of feeds - feeding guide Supplement feeding Poultry water requirements Procedure in safekeeping of leftover feeds Procedure in disposal of spoiled feed per DENR Regulation - Safety practices OSHS on feeding operation of birds Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Conduct preparatory activities 1.1 Wear PPE according to OHS procedures 1.2 Clean and disinfect poultry house according to company standard and procedures 1.3 Prepare materials, tools, and equipment according to production requirements 1.4 Install and adjust chick guard, curtains, and portable heaters based on industry production requirements 1.5 Clean and lay out litter material regularly following farm plans and schedules procedures 1.6 Perform waste disposal following DENR regulations LO 2. Place chicks and pullets in brooder house 2.1 Obtain broiler and layer stocks from reliable/recommended sources 2.2 Place a day-old chicks (DOC) and day-old pullets (DOP) to respective brooding houses observing Good Animal Practices and Animal Welfare Act 2.3 Cull chicks with abnormalities from the flock LO 3. Feed birds 3.1 Prepare and clean feeders and waterers regularly 3.2 Feed poultry according to company feeding 4guide 3.3 Practice nutrient supplementation as remedial measures according to instructions of immediate authority 3.4 Give water according to industry standards and bird requirements 3.5 Secure leftover and dispose of spoiled feed properly SPTVE_ANI M8-BGCHIIIe-16 SPTVE_ANI M8-BGCHIIIe-f-17 SPTVE_ANI M8-BGCHIIIf-18 Page 262 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Providing optimum environment for growing chicks Different lighting program Ventilation Curtain management Bio-security measures application Controlling vermin Procedure in disposal of wastes DENR regulations Safety practices OSHS Poultry distress conditions - Identifying distress conditions - Recording and reporting distress condition Administration of preventive and therapeutic measures Health record Isolation of sick birds Culling of sick birds - OSHS on applying preventive treatment on birds Selecting and removing mis sexed birds Flock selection procedures Culling out of birds - birds with poor physical conditions - methods of culling Flock relevant records Updating flock relevant records LESSON 7: PERFORMING PRE-LAYING AND LAYING ACTIVITIES Procedure in cleaning and disinfecting The students demonstrate laying house understanding of skills Preparation of tools, materials and required in proper flock equipment management for pre-lay and laying activities - Types and uses of tools, materials, Special Curricular Programs The learners efficiently perform and maintain proper flock management for pre laying and laying stocks according to BAI LEARNING COMPETENCIES CODE LO 4. Provide optimum environment for the birds 4.1 Provide lighting program based on industry standards 4.2 Augment ventilation during hot climatic conditions 4.3 Manage curtain based on prevailing conditions. 4.4 Apply bio-security measures according to industry procedures 4.5 Control vermin following industry LO 5. Perform preventive and treatment measures 5.1 Determine and immediately report distress conditions of poultry to authority or veterinarian 5.2 Administer preventive measures according to veterinarian recommendations and instructions 5.3 Isolate sick birds for treatment following instructions of veterinarian 5.4 Apply culling procedures with reference to economic considerations and according to instructions of immediate authority LO 6. Perform flock selection 6.1 Remove mis sexed from flock following industry standards 6.2 Perform flock selection according to company requirements and productivity standards 6.3 Cull out birds in poor physical condition according to GAHP and company requirements on a regular basis 6.4 Update relevant records on regular basis following enterprise protocol SPTVE_ANI M8-BGCHIIIg-19 LO 1. Perform preparatory activities 1.1 Clean and disinfect laying houses according to industry procedures 1.2 Prepare tools, materials, and equipment according to work requirements SPTVE_ANI M8-MPFMIVa-22 SPTVE_ANI M8-BGCHIIIg-h-20 SPTVE_ANI M8-BGCHIIIh-21 Page 263 of 675 CONTENT and equipment Selection of ready-to-lay pullets - different strain of pullet - selection process Culling pullets - types of abnormalities culling technique Transferring ready-to-lay with reference to - GAHP - Animal Welfare Act Following lighting program for layers - Lighting program schedule Installation of lighting fixtures - lighting program schedule Monitoring of sexual development - sexual development of a layer - record keeping Preparing of feeder and waterer Feeding of poultry - Feeds for layer - Feeds for broiler - Feed rate consumption - Feeding activities Proper storage of feeds Disposal of spoiled feed - DENR regulation Monitoring productivity of layer Record keeping Types of record for layer Deworming of layer Applying booster vaccination program for layers - Following instructions of authorities - Different application of vaccines Supplementation for layers - vitamins Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD and industry standards LEARNING COMPETENCIES CODE LO2. Transfer layers in laying house 2.1 Select ready to lay-pullets and transfer to laying house 2.2 Cull pullets with abnormalities from the flock 2.3 Transfer ready-to-lay-pullets to laying house with reference to Animal Welfare Act and Good Animal Practices SPTVE_ANI M8-MPFMIVa-b-23 LO 3. Employ lighting program 3.1 Follow lighting program schedules. 3.2 Install lighting fixtures according to required light intensity. 3.3 Perform monitoring of sexual development in accordance with breed standards. SPTVE_ANI M8-MPFMIVb-24 LO 4. Apply feeding activities 4.1 Prepare and clean feeder and water trough regularly. 4.2 Feed poultry species according to industry standard. 4.3 Apply feeding according to layer requirement. 4.4 Secure left – over feed and dispose spoiled feeds properly. 4.5 Perform monitoring of birds‘ productivity with reference to bird‘s SPTVE_ANI M8-MPFMIVb-c-25 LO5.Perform health care 5.1 Deworm according to the recommendation of a veterinarian or proper authority 5.2 Make a booster vaccination program as recommended by the veterinarian 5.3 Apply vaccine following veterinary instructions or as per product print ads SPTVE_ANI M8-MPFMIVc-d-26 Page 264 of 675 CONTENT - minerals - recommendation of veterinarians OSHS on performing health care for layers Collection of eggs - egg harvesting materials and procedures Grading of eggs - egg classification Packing and storing harvested eggs - Procedure in packing - Storage at room temperature Culling of unproductive layers - Criteria of unproductive layers - Methods of culling - Record keeping LESSON 8: TRIMMING BEAK Preparation of tools and materials in debeaking Debeaking procedure based on - Animal Welfare Act - Guidelines in welfare of chicken - GAHP - OSHS Debeaking procedure Proper restraining of birds according to - Animal Welfare Act - GAHP Appropriate use of PPE and OSHS when trimming beak Re trimming of beak Proper restraining of beak - Animal welfare Act - GAHP Safety precautions in trimming beak Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 5.4 Give vitamins and minerals supplementation based on assessment and recommendation of a veterinarian or animal nutritionist The students demonstrate understanding of the underlying theories in trimming the beak The students efficiently trim the beak according to GAHP and Animal Welfare Act guidelines LO6. Perform harvesting and post -laying activities 6.1 Collect eggs on a regular basis using appropriate materials and standard collecting procedure 6.2 Classify eggs according to industry classification standard 6.3 Pack and store eggs at appropriate room temperature 6.4 Cull out the unproductive layers according to industry standard and procedures 6.5 Keep records following enterprise requirements SPTVE_ANI M8-MPFMIVd-27 LO1. Carry out preparatory activities 1.1 Prepare materials, tools and equipment for the operation according to work requirements. 1.2 Debeak conditioned birds following Good Animal Practices and Animal Welfare Act and Safety measures following Occupational Safety and Health Standards (OSHS). LO2. Trim beak 2.1 2.1 Trim beak in appropriate age following standard industry procedures. 2.2 Restrain birds with net to facilitate calm capture. 2.3 Perform task by observing safety practices and following Good Animal Husbandry Practices (GAHP) LO 3. Retrim beak 3.1 Retrim beaks according to standard operating procedures 3.2 Restrain birds with net to facilitate calm capture 3.3 Perform task practicing OSHS & following GAHP SPTVE_ANI M8-TRBEIVe-28 SPTVE_ANI M8-TRBEIVe-h-29 SPTVE_ANI M8-TRBEIVe-h-29 Page 265 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Practice of 3Rs and waste disposal procedure Maintaining and storing tools and equipment Record keeping and safety procedures GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD ANIMALS PRODUCTION TECHNOLOGY (SWINE PRODUCTION) LESSON 9: HANDLING BREEDERS Acclimatization of the new Stocks The learners demonstrate The learners efficiently Provision of routine medication of the an understanding of the perform preparatory underlying concepts in breeding activities following animals prescribed by veterinarian handling breeders industry standards Selection of suitable breeds Selection of the breeder Stocks Application of GAHP, Animal Welfare Act, and OSHS Monitoring and detection of signs of heat Heat detection techniques Breeding sows/gilts Different systems of breeding Training the boar to mount Vaccination and medication of boar Determination of ideal weight and age for breeding Special Curricular Programs LEARNING COMPETENCIES LO 4. Carry out work to completion 4.1 Practice proper disposal according to environmental rules and regulations 4.2 Store tools, materials, and equipment according to industry protocol 4.3 Collect and update records for reporting purposes (daily/weekly) CODE SPTVEANIM8TRBE-IVh30 LEARNING COMPETENCIES CODE LO 1. Perform preparatory breeding activities 1.1 Acclimatize newly arrived stocks following industry standards as prescribed by veterinarian or an animal health official 1.2 Give the animal routine medication as prescribed by veterinarian 1.3 Select a suitable breed based on the industry standard and choice of enterprise 1.4 Select breeder stocks based on industry and enterprise standards LO 2. Breed sows and gilts 2.1 Monitor signs of heat based on standard protocol 2.2 Perform heat-detection technique following established protocol 2.3 Breed sows/gilts using breeding systems based on choice of enterprise LO 3. Prepare and train boar for breeding 3.1 Train boar to mount a female or a dummy Sow 3.2 Give boar prescribed vaccine and medication 3.3 Determine ideal weight and age according industry standard SPTVE_ANI S9-PPBAIa-1 SPTVE_ANI S9- PPBAIb-2 SPTVE_ANI S9- PPBAIc-d-3 Page 266 of 675 CONTENT Observation of ratio of boar to sow Application of GAHP and OSHS Monitoring signs of pregnancy Pregnancy diagnosis - Techniques to determine pregnancy Performing the periodic activities - Transferring to dry and pregnant unit - Regulating feed intake based on stage of production - Vaccination - Deworming - Mange Treatment (external parasites) - Sow cleaning - Transferring to farrowing pens Application of feeding program based on the physiological production cycle Selection and culling of nonperforming breeders Monitoring changes in animal behavioral Application of GAHP and OSHS Updating stock inventory - Established farm recording systems Monitoring and record breeding schedule - Work plan Recording production performance Sample record Form - Breeding date - Farrowing date - Litter size - Mortality record Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 3.4 Observe optimum boar-to-sow ratio following standard monitoring scheme LO 4. Monitor signs of pregnancy 4.1 Monitor signs of pregnancy according to standards protocol 4.2 Perform pregnancy diagnosis according to standard procedures LO 5. Maintain and monitor animal health condition 5.1 Perform periodic activities following work plan and breeding schedules 5.2 Feed animal stocks based on physiological growths and production cycle 5.3 Select nonperforming breeders for culling based on industry standards 5.4 Monitor changes in animal behavior following standard procedures and GAHP LO 6. Record Data 6.1 Update stock inventory according to established farm recording system 6.2 Monitor and record breeding schedule following work plan 6.3 Record production performance of breeders according to enterprise protocol CODE 10 SPTVE_ANI S9- PPBAIe-4 SPTVE_ANI S9- PPBAIf-g-5 SPTVE_ANI S9- PPBAIh-6 Page 267 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 10: HANDLING FARROWING SOWS AND SUCKLINGS Cleaning and disinfection of the The students demonstrate The learners efficiently an understanding of the handle farrowing sows and farrowing stalls Bathing of the sow following GAHP underlying concepts and sucklings activities based principles in handling on industry standards and OSHS farrowing sows and Transferring of the pregnant sow to sucklings farrowing pens Feeding the pregnant sow - Determination of feed intake Monitoring signs of farrowing - Signs of farrowing Preparation of materials and supply needed in farrowing Wearing appropriate PPE and application of OSHS Monitoring farrowing problems Adjustment of feed intake - Nutrient requirements of animals Assisting the sow or gilt during farrowing Nurturing and management newborn piglets according to GAHP Proper disposal of dead piglets and placenta following DENR regulation Provision of temperature and climate requirements based on GAHP and Animal Welfare Act Sucking of colostrum and milk Injection of iron preparations Castration of male piglets (GAHP and Animal Welfare Act) Feeding of piglets Weaning of piglets Practicing GAHP Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare animals for farrowing 1.1 Clean and disinfect farrowing stalls or pens following the standard hygienic procedures 1.2 Bathe sows following Good Animal Husbandry Practices (GAHP) 1.3 Transfer pregnant sows to farrowing stalls or pens according to industry standards 1.4 Determine feed intake based on the protocol 1.5 Monitor signs of approaching farrowing 1.6 Prepare farrowing materials and supplies based on the work requirements 1.7 Wear appropriate PPE following OSHS SPTVE_ANI S9-HFSSIIa-h-7 LO 2. Perform farrowing-related activities 2.1 Monitor farrowing problems following enterprise protocol 2.2 Adjust feed intake based on nutrient requirements of animals 2.3 Assist the sow or gilt based on the animal requirement 2.4 Conduct management of newborn piglets according to GAHP 2.5 Dispose of placenta and dead piglets following DENR regulations LO 3. Raise piglets to weaning 3.1 Provide proper temperature/micro climate based on the minimum requirements for animal welfare of pigs and GAHP 3.2 Ensure colostrum and milk intake based from GAHP 3.3 Inject iron preparations based on industry standards and manufacturer‘s specification 3.4 Castrate male animals based on the minimum requirement for the welfare of pigs and GAHP 3.5 Feed piglets based on their physiological SPTVE_ANI S9-HFSSIIa-h-8 SPTVE_ANI S9-HFSSIIa-h-9 Page 268 of 675 CONTENT Monitoring piglet behavior Monitoring of animal health condition Monitoring uniformity of the litter Monitoring sow discharges Instruction of veterinarian Updating farrowing card Monitoring farrowing schedules Work plan Recording of production performance LESSON 11: RAISING WEANLINGS Cleaning and disinfecting the pen Adjustment and supplying materials and equipment supplies Grouping of weaners in accordance to farm specifications Transferring of weaners in accordance with Animal Welfare Act Feeding animals per requirements Application of OSHS Regular cleaning of the pen - Hygienic procedures Maintaining the proper temperature animal housing facilities - Minimum Standards on the Welfare of Pigs Code of GAHP Inspection and adjustment of feeder Adjusting feed ration based on requirements Shifting and increasing feed ration per Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES growth requirements 3.6 Wean piglets based on industry standards LO 4. Maintain Health 4.1 Monitor changes in piglet behavior following enterprise protocol 4.2 Monitor animal condition through changes in fecal color, odor, and consistency of piglets 4.3 Monitor uniformity of litter based on the enterprise requirements LO 5. Record data 5.1 Update farrowing card following enterprise procedures 5.2 Monitor farrowing schedules with reference to work plan 5.3 Record production performance and reported to immediate authority The students demonstrate understanding of the underlying concepts and principles of raising weanlings The students independently perform activities related to raising of weanlings LO 1. Prepare piglets for weaning 1.1 Clean and disinfect pens based on farm specifications 1.2 Adjust and supply materials and equipment 1.3 Group weaners based on the farm specifications 1.4 Transfer weaners in compliance with the Animal Welfare Act 1.5 Feed animals according to requirement LO 2. Maintain conducive atmosphere and facilities for feeding 2.1 Clean pen regularly following standard hygienic procedures 2.2 Provide proper temperature based on the Minimum Standards on the Welfare of Pigs GAHP 2.3 Check and adjust feeders to ensure proper functioning 2.4 Shift and increase feed ration based on animal requirements CODE SPTVE_ANI S9-HFSSIIa-h-10 SPTVE_ANI S9-HFSSIIa-h-11 SPTVE_ANI S9-PRWEIIa-h-12 SPTVE_ANI S9-PRWEIIa-h-13 Page 269 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD animal requirements Providing fresh and clean water Monitoring animal condition - Weaners behavior Monitoring uniformity of the litters Deworming program of the weaners - Farm protocols Implementation of vaccination program per veterinarian recommendations Practicing OSHS Updating weanling records Monitoring weaning schedule Monitoring production performance of weanlings LESSON 12: PRODUCING FINISHER Selection of suitable grower for finisher pigs - Weight - Age Cleaning and disinfection of finisher buildings Adjustment and supplying materials and equipment Grouping of the growers - Transferring of the grower minimum standard on the welfare of the pig and code of the GAHP Practicing OSHS Cleaning pen and facilities Hygienic procedures Maintaining the proper temperature minimum standards on the welfare of the pigs Special Curricular Programs LEARNING COMPETENCIES 2.5 Provide fresh and clean water at all times (adlibitum) LO 3. Maintain health of newly weaned piglets 3.1 Monitor animal condition following enterprise procedures 3.2 Monitor uniformity of litter following farm procedures 3.3 Deworm weaners based on farm protocols 3.4 Implement vaccination programs based on veterinary recommendations LO 4. Record data 4.1 Update weanling records using standard enterprise 4.2 Monitor weaning schedule 4.3 Monitor production performance of weanlings according to enterprise procedures The students demonstrate an understanding of the underlying concepts and principles in producing finishers The learners independently produce finishers based on industry standards CODE SPTVE_ANI S9-PRWEIIa-h-14 SPTVE_ANI S9-PRWEIIa-h-15 LO 1. Prepare animals for finishing 1.1 Select suitable growers for finishing based on weight and age 1.2 Disinfect and clean finishers building following enterprise procedures 1.3 Adjust and supply materials and equipment according to the work requirements 1.4 Group growers based on industry standards and enterprise specifications 1.5 Transfer growers based on the Minimum Standards on the Welfare of Pigs and Code of Good Animal Husbandry Practices (GAHP SPTVE_ANI S9-PFINIIIa-b-16 LO 2. Maintain conducive atmosphere and facilities 2.1 Clean pen regularly following hygienic procedures 2.2 Provide and monitor proper temperature based SPTVE_ANI S9-PFINIIIb-c-17 Page 270 of 675 CONTENT Code of GAHP Checking drinker and adjustment Standard height of drinker Provision of enough space - Space requirements - Minimum Standards on the Welfare of Pigs - GAHP Selection and isolation of weak animal Inspection and adjustment of Feeders Feeds and feeding - Feeding system Adjustment of feeding ration and shifting Withdrawal of medicated feeds per veterinarian instruction Practicing OSHS Monitoring the changes in: - Behavior - Posture - Skin color - Respiration Monitoring uniformity of stocks Implementing vaccination and medication program Care and management of the general herd Selection of good finishers Preparation of marketable animals Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES on the minimum standards on the welfare of the pigs and GAHP 2.3 Check the height of the drinker and adjust to ensure proper functioning based on the Minimum Standard on the Welfare of Pigs and GAHP 2.4 Provide enough space based on the Minimum Standard on the welfare of Pigs and GAHP 2.5 Isolate weak animals based on industry standard LO 3. Feed Finishers 3.1 Check and adjust feeders to ensure proper functioning 3.2 Feed animals according to a standard feeding system 3.3 Adjust feed ration and shift based on farm protocols and physiological growth and veterinarian instruction 3.4 Withdraw medicated feeds according to veterinarian‘s instruction LO 4. Maintain herd health care and medication program 4.1 Monitor changes in animal behavior following Animal Welfare Act and GAHP 4.2 Monitor changes in posture of animal based on the Animal Welfare Act and GAHP 4.3 Monitor changes in respiration of animal According to Animal Welfare Act and GAHP 4.4 Monitor changes in skin color of the animal According to Animal Welfare Act and GAHP 4.5 Monitor uniformity of the stocks 4.6 Implement vaccination and medication programs based on the veterinarian instructions LO 5. Prepare animals for marketing 5.1 Determine animal weight using weighing scale 5.2 Prepare marketable animals and reserved following marketing requirements and CODE SPTVE_ANI S9-PFINIIIc-e-18 SPTVE_ANI S9-PFINIIIe-f-19 SPTVE_ANI S9-PFINIIIf-g-20 Page 271 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Age - Weight of finishers Preparation of the loading facility and ramp Moving animal in the loading facility - Animal Welfare Act Cleaning and disinfecting the transport vehicle - GAHP Updating finishing records Monitoring production parameters for finishers LESSON 13: MAINTAINING HEALTHY ANIMAL ENVIRONMENT Measurement of relative humidity The students demonstrate - Calibration using hydrometer an understanding of the underlying concepts and Methods of maintaining relative humidity principles in maintaining healthy animal Adjustment of blowers and curtains environment Following monitoring schedules for reading the relative humidity Measuring temperature - Using thermometer - Methods of controlling temperature - Monitoring temperature Adjusting curtains, blowers, and window shutters to control temperature Following monitoring schedule for temperature reading Implementation of contingency measures Evaluation of air quality - Sensory means Identification of common air pollutants Identification, neutralizing, and Special Curricular Programs LEARNING COMPETENCIES CODE procedures 5.3 Prepare loading facility and ramp with reference to Animal Welfare Act 5.4 Move the animal to loading facility following the Animal Welfare Act 5.5 Clean and disinfect the transportation vehicle prior to entering farm premises in the line with GAHP The students efficiently maintain healthy animal environment based on standard procedure LO 6. Record Data 6.1 Update finishing records following enterprise protocol 6.2 Monitor production parameters for finishers with reference to production requirements SPTVE_ANI S9-PFINIIIh-21 LO 1. Maintain relative humidity 1.1 Measure relative humidity using hygrometer for calibration 1.2 Adjust curtains and blowers following production requirements 1.3 Follow monitoring schedules for RH readings according to work plan LO 2. Control temperature 2.1 Measure temperature using thermometer 2.2 Adjust curtains, blowers, and window shutter following production requirements 2.3 Follow monitoring schedule for temperature reading according to work plan 2.4 Implement contingency procedure in extreme condition SPTVE_ANI S9-MHAEIVa-22 LO 3. Sustain air quality 3.1 Evaluate approximate air quality using sensory means 3.2 Recognize common air pollutants following SPTVE_ANI S9-MHAEIVb-c-24 SPTVE_ANI S9-MHAEIVa-b-23 Page 272 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD removal of sources of air pollutants - DENR standards Referring affected animals to veterinarian Reporting and referring affected animals Observation of schedule for routine testing of water - Procedures in testing water - Work plan Collection of water sample Submission of water sample for testing to authority Regular cleaning and disinfection of tanks and pipes Implementation of curtain management per animal requirements Procedures of maintaining blower Special Curricular Programs CODE standard procedure 3.3 Identify neutralize and remove sources of air pollutants according to DENR standards 3.4 Refer affected animals to veterinarian Eliminating of breeding place of vermin Disposal of farm wastes - Farm waste attracts vermin Inspection and maintenance of perimeter fences - Prevention of entry of stray animals Application of chemicals to control vermin according to FPA guidelines Elimination of mosquito breeding grounds LESSON 14: APPLYING BIO-SECURITY Identifying immediate threats on animal health - Reporting to immediate authority Identification of bio-security threats - Organizational policy LEARNING COMPETENCIES MEASURES The students demonstrate an understanding on the underlying concepts and principles in applying biosecurity measures The students independently apply biosecurity measures based on standard operating procedures LO 4. Sustain water quality 4.1 Observe schedule for routine testing of water according to work plan 4.2 Collect water sample properly according to establish protocol 4.3 Submit water sample for testing to authority 4.4 Regularly clean and disinfect pipes and tanks according to established protocols SPTVE_ANI S9-MHAEIVc-d-25 LO 5. Maintain ventilation 5.1 Perform curtain management according to the animal requirements 5.2 Do the maintenance of blower regularly LO 6. Control Vermin 6.1 Eliminate breeding places of vermin following enterprise procedure 6.2 Properly dispose of farm waste that attracts vermin 6.3 Check and repair perimeter fences routinely to prevent entry of stray animals 6.4 Apply appropriate chemicals according to the FPA guidelines 6.5 Eliminate mosquito breeding grounds following standard procedures SPTVE_ANI S9-MHAEIVd-26 LO 1. Identify bio-security threats and hazards 1.1 Identify immediate threats to the health of the animal and report to immediate authority 1.2 Identify bio-security threats based on established organizational policy SPTVE_ANI S9-ABSMIVe-f-28 SPTVE_ANI S9-MHAEIIId-e-27 Page 273 of 675 CONTENT Disinfection of supplies and materials Preparation and monitoring of vehicle and foot baths disinfection according to standard operating procedures Following sanitation and hygiene practices according to standard operating practices Disinfection of all types of vehicles and equipment entering the farm Quarantine and vaccination of new stock be introduced into the herd Implementation of vaccination and health program per instruction of veterinarian Collection and preparation of sample - Serological monitoring of notifiable diseases Application preventive measures on notifiable diseases - Bureau of Animal Industry (BAI) declaration Following medication and vaccination programs per instruction of veterinarian Culling sick and unfit stocks - Sick and unfit stock - Isolation - Culling Disposal of dead stocks and byproducts - Disposal method - Safety precautions Cleaning and disinfection of tools and equipment Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Apply disease prevention practices 2.1 Prepare and apply disinfectants according to the standard operating procedure 2.2 Prepare and monitor vehicle and footbath disinfection regularly according to standard operating practices 2.3 Follow the hygiene and sanitation of farm personnel and visitors based on the standard operating practices 2.4 Disinfect all types of vehicle and equipment entering the farm according to standard operating procedures 2.5 Quarantine and vaccinate the new stocks to be introduced into the herd according to standard operating procedures 2.6 Implement vaccination and health program as instructed by veterinarian LO. 3. Apply preventive disease transmission practices 3.1 Collect and prepare sample for serological monitoring of notifiable diseases 3.2 Follow the preventive measures on notifiable diseases as declared by BAI based on the industry standards 3.3 Follow medication and vaccination strictly as recommended by manufacturer and veterinarian 3.4 Cull and isolate sick and unfit animal in accordance with Animal Welfare Act and standard operating procedures 3.5 Dispose of dead stocks and by- products properly 3.6 Clean and disinfect properly tools and equipment used in handling sick and dead animals 3.7 Communicate regularly with a supervising veterinarian or supervisor based on industry SPTVE_ANI S9-ABSMIVf-g-29 SPTVE_ANI S9-ABSMIVg-30 Page 274 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Hygiene and sanitation Standard Operating procedure (SOP) Implementation of vaccination and health programs Regular communication with veterinarian Collecting and updating of record - Sample checklist Reporting to veterinarian or immediate supervisor GRADE 10 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD ANIMALS PRODUCTION TECHOLOGY (RUMINANTS PRODUCTION) LESSON 15: MAINTAINING HOUSING, FARM IMPLEMENTS AND SURROUNDING AREAS Inspection of common environmental The learners demonstrate The learners problems in raising ruminants an understanding of the independently prepare for Proper techniques in preparation of underlying theories in farm maintenance preparing for farm activities based on TESDA tools, equipment, and materials OSHS awareness maintenance activities Training Regulations Recording and Reporting of conditions of facilities CONTENT Farm Maintenance - Types of housing - Appropriate Design of Facilities - Acquisition of farm supplies and tools Pest and Parasite Control/ Management - Environmental Management Standards Special Curricular Programs LEARNING COMPETENCIES CODE standards LO 4. Maintain records 4.1 Collect and update appropriate records in checklist format accordance with organizational policy 4.2 Report to veterinarian or supervisor according to industry standards SPTVE_ANI S9-ABSMIVg-h-31 LEARNING COMPETENCIES CODE LO 1. Prepare for farm maintenance activities 1.1 Check farm and surrounding area for problems according to enterprise and DENR standards 1.2 Prepare equipment, tools and materials for maintenance activities according to OSHS 1.3 Record and report the condition of facilities to appropriate authority based on enterprise requirements LO 2. Maintain farm and housing facilities 2.1 Maintain farm based on enterprise standards 2.2 Control Pest and vermin according to industry procedures and environmental regulations (Environmental Management Standards) 2.3 Maintain animal housing and facilities according to BAI 2.4 Make farm supplies and tools available for maintenance according to farm requirements SPTVE_ANI R10-PFMAIa-1 SPTVE_ANI R10-PFMAIa-b-2 Page 275 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Animal Housing and facilities as per Bureau of Animal Industry (BAI) Fence and Fencing Materials OSHS for maintenance of farm and housing facilities Identification of Bio-security threats and hazards - Animal health standards of BAI and the Department of Agriculture (DA) Application of bio-security measures - BAI and DA rules - OSHS Collection and Maintenance of records - Relevant records Maintenance and storage of tools and materials - The 5S principles of good housekeeping - Proper waste disposal - 3 Rs principle - DENR regulations Preparation and submission of reports on work outputs LESSON 16: PROVIDING FORAGE Preparation of tools, equipment, and materials for the operation Forage area clearing Land preparation Fencing and fencing materials OSHS in preparation of forage area Special Curricular Programs LEARNING COMPETENCIES CODE 2.5 Repair fence according to work requirements 2.6 Apply safety measures according to OSHS The learners demonstrate an understanding of the underlying theories in providing forage The learners efficiently provide forage based on TESDA Training Regulations and BAI standards LO 3. Apply bio-security measures. 3.1 Identify bio-security threats and hazards with reference to BAI-DA animal health standards 3.2 Apply bio-security measures according to BAIDA standards and OSHS 3.3 Collect and maintain relevant records according to enterprise standards SPTVE_ANI R10-PFMAIb-d-3 LO 4. Perform work to completion 4.1 Maintain tools and materials according to established enterprise practices and following 5S principle 4.2 Store tools and materials according to established enterprise practices and following 5S principle 4.3 Dispose of farm waste according to DENR regulations and 3Rs principle 4.4 Prepare a report on work outputs and updates 4.5 Submit report on works outputs to concerned authority according to industry practices SPTVE_ANI R10-PFMAId-4 LO 1. Prepare area for forage plantation 1.1 Prepare tools, materials, and equipment according to work requirements and plan 1.2 Clear the forage area from unwanted vegetation and obstructions according to site plan 1.3 Prepare land according to site plan and production requirements 1.4 Set up the fence in the perimeter following site plan SPTVE_ANI R10-PFORId-e-5 Page 276 of 675 CONTENT Different forage species for different types of ruminants Source out/ sourcing quality forages planting materials Collection of forage planting materials - Reliable sources Planting forages - Techniques of planting forages - OSHS Employ pest control measures - Phil Good Agricultural Practices - pest control management Fertilizer application - Types of fertilizers - Method of fertilizer application Irrigation - Water Requirements per forage plant - Methods of Irrigation Other Maintenance Practices - Phil GAP and OSHS on maintenance of forage plants Harvesting forages - Gathering excess forages and other materials Silage making - Materials for silage making - Procedure for silage making Usage of silo Ensiling - Steps of ensiling - Mixing of commercial silage additives Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.5 Practice safety measures according to OHS procedures LO 2. Plant forage species 2.1 Determine forage species to be planted according to types of ruminants and availability of forage species 2.2 Source out forage planting materials from recommended sources 2.3 Collect forage planting materials from reliable sources 2.4 Plant forage species according to plan and production requirements. 2.5 Perform task according to OSHS LO 3. Maintain forage plants 3.1 Employ pest control measures according to Good Agricultural Practices (GAP) 3.2 Apply fertilizers according to plant requirements 3.3 Water plants according to plant requirements 3.4 Do other maintenance practices following GAP and plant requirements 3.5 Perform tasks following GAP and OSHS procedures LO 4. Produce silage 4.1 Gather excess forages and other materials for silage following established farm procedures 4.2 Use silos according to supply of silage materials 4.3 Ensile according to standard procedures 4.4 Mix commercial silage additives according to enterprise requirements 4.5 Store forage silage following established storage requirements and condition 4.6 Inspect forage silage for quality check and improvement CODE SPTVE_ANI R10-PFORId-e-6 SPTVE_ANI R10-PFORId-h-7 SPTVE_ANI R10-PFORId-h-8 Page 277 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE Storage of forage silage - Storage requirements and condition Inspection and improvement of forage silage - Quality silage LESSON 17: PERFORMING BREEDING OF RUMINANTS Acquisition of breeds of ruminant The learners demonstrate - Different breeds and types of an understanding of ruminants theories in breeding of - Breed standards ruminants - Adaptability to farm environment Housing and facilities for ruminants - Good Animal Husbandry Practices (GAHP) - Animal Welfare Act Feeding and maintenance of the breeders Animal Welfare Act Preparation of tools, materials, and equipment for breeding operations - Breeding schedule - Breeding requirements Breeding program for ruminants - Suggested breeding programs - Business objective Reproductive Phenomena of Ruminants - Observing and recording reproductive phenomena - Reporting reproductive phenomena Breeding animals - Natural breeding - Mating plan - Artificial breeding for small ruminants Animal Welfare Act on breeding Special Curricular Programs The learners independently breed ruminants according to BAI standards LO 1. Prepare animal stocks 1.1 Obtain breeds of animals suitable for meat, dairy and mixed-type/dual purpose based on breed standards and adaptability in the farm environment following instructions from authority 1.2 Place animals in suitable house and facilities following GAHP and Animal Welfare Act 1.3 Regularly feed and maintain animals following the Animal Welfare Act SPTVE_ANI R10-BRRUIIf-9 LO 2. Breed ruminants 2.1 Prepare tools, materials, and equipment for breeding operations following breeding schedule and requirements 2.2 Follow breeding program for ruminants according to the business objective 2.3 Observe and record reproductive phenomena of ruminants following enterprise protocols 2.4 Report reproductive phenomena of ruminants following enterprise protocols 2.5 Breed ruminants naturally according to designed mating plan 2.6 When necessary, inseminate artificially small ruminant according to instructions of supervisor 2.7 Perform tasks following Animal Welfare Act 2.8 Practice Safety measures according to OSHS procedures SPTVE_ANI R10-BRRUIIf-g-10 Page 278 of 675 CONTENT Safety Measures OSHS on breeding operation for ruminants Breeding performance of ruminants - Observation and recording - Reports of breeding performance of ruminants Treatment of unproductive animals Disposal of unproductive animals - Criteria for judging breeders - Judging and culling Collection and keeping production data - Record keeping Provision of basal rations for ruminants - Rations for Ruminant at various physiological stages Feed Supplements per animal requirements - Concentrates - Minerals - Vitamins Different grazing Management for ruminants Grazing capacity of the pasture - Stocking density/rate Common diseases and their signs Assistance in implementation of medication programs Safety practices OSHS on application of basic health care to animal Proper cleaning and storage of tools, materials, and equipment Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 3. Carry out monitoring activities. 3.1 Observe and record the breeding performance of ruminants following enterprise protocols 3.2 Report the breeding performance of ruminants following enterprise protocols 3.3 Treat unproductive animals according to the set standard 3.4 Dispose of unproductive animals according to the set standard 3.5 Gather and keep breeding and reproduction data regularly for evaluation according to enterprise protocols LO 4. Feed the animals 4.1 Provide basal rations for ruminants at various physiological stages based on industry standard 4.2 Offer feed supplements like concentrates, minerals, and vitamins according to animal dietary requirements 4.3 Identify and practice grazing management for ruminants 4.4 Determine grazing capacity of the pasture based on pasture land condition SPTVE_ANI R10-BRRUIIg-h-11 LO 5. Apply basic health care 5.1 Report sick animals to appropriate authority 5.2 Provide assistance during implementation of medication program in accordance with enterprise standards and instructions of authority 5.3 Observe safety practices according to OSHS LO 6. Perform post-breeding activities 6.1 Clean and store tools, materials, and equipment SPTVE_ANI R10-BRRUIIg-h-13 SPTVE_ANI R10-BRRUIIg-h-12 SPTVE_ANI R10-BRRUPage 279 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - 5S principles - Procedural manual for equipment Proper disposal of waste - DENR regulations Update and keep records Preparation and reporting of work outputs LESSON 18: RAISING DAIRY ANIMALS (OPTIONAL) Housing provision for Pregnant animals Providing assistance during calving/kidding - Practices during calving/ kidding Feeding management for lactating animals Maintain lactating ruminants Collection of milk - Practices in milking the animals - Quality of milk - Milk checking procedure Milk pasteurization - HACCP Packaging of pasteurized milk HACCP Rearing newly born calf/ kid - System in raising calves/ kids Preparation of tools and material - Common tools and materials in raising calves/ kids Feeding the calves/ kids - Feeding programs - Specialized feeding Separation of calves/kids required for routine husbandry Progress and development of calves/kids - Weighing Special Curricular Programs The learners demonstrate an understanding of theories in raising dairy animals The learners shall be able to raise dairy animals based on Bureau of Animal Industry standard LEARNING COMPETENCIES CODE following procedural manual and 5S principles 6.2 Practice proper disposal of waste according to DENR regulations 6.3 Update and keep records following enterprise protocol 6.4 Report work outputs to the authority following enterprise protocol IIg-h-14 LO 1. Handle dairy animals 1.1 Separate and keep pregnant animals from the general herd in gestating pen. 1.2 Provide assistance during calving/ kidding according to GAHP 1.3 Feed lactating ruminants according to standards 1.4 Maintain lactating ruminants following production objective 1.5 Collect milk based on the standard procedures 1.6 Check milk for quality based on the standard procedures 1.7 Pasteurize the collected milk following standard hygienic procedures (HACCP) 1.8 Package the pasteurized milk following standard hygienic procedures (HACCP) LO 2. Rear calves and kids 2.1 Rear newly born calf /kid according to the developed rearing system 2.2 Prepare tools and materials according to work requirements 2.3 Carry out routine feeding at prescribed feeding intervals 2.4 Identify and separate small and less vigorous calves and kids from others for specialized feeding 2.5 Separate calves / kids required for routine husbandry or animal health procedures 2.6 Monitor regularly the progress and SPTVE_ANI R10-RADAIIIa-b-15 SPTVE_ANI R10-RADAIIIc-d-16 Page 280 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - visual appraisal Reporting welfare and health management abnormalities development of calves through weighing and/or visual appraisal 2.7 Report welfare and health abnormalities to the appropriate authority LO 3. Rear dairy-breeder animals 3.1 Place dairy-breeder- animals-to-be in appropriate housing according to established farm procedures and GAHP 3.2 Feed animals according to prescribed feeding intervals 3.3 Report welfare and health abnormalities to the appropriate authority 3.4 Perform monitoring of animals regularly through weighing and/or visual appraisal 3.5 Select adult breeder for dairy-type animals for breeding purposes according to breed‘s standard 3.6 Cull male animals not intended for breeding Housing breeder animals - Appropriate housing - GAHP Feeding management of breeders Health care management for breeder Recording and reporting welfare and health abnormalities Monitoring health condition of animals - Weighing animals - Visual appraisal Selection of adult breeder for dairytype animals for breeding purposes Culling of male animals - Judging breeder animals - Culling breeder animals Keeping and updating animal and financial records - Types of animal records - Financial records Maintenance and storage of tools and materials - Manufacturer‘s specification - Enterprise protocols - Cleaning the area - Health and sanitation of area Dispose of waste - OSHS on waste disposals - DENR Regulations LESSON 19: RAISING MEAT-TYPE ANIMALS Assisting in selection process for meat- The learners demonstrate type animals understanding of the Determination of feeding and underlying theories in raising meat-type animals management of growing meat-type Special Curricular Programs LEARNING COMPETENCIES The learners independently raise meattype animals based on Bureau of Animal Industry CODE SPTVE_ANI R10-RADAIIIe-f-17 LO 4. Complete the operations 4.1 Keep and update animal and financial records derived from dairy operations according to industry standards 4.2 Maintain tools and materials according to manufacturer‘s specification and enterprise protocol 4.3 Store tools and materials according to manufacturer‘s specification and enterprise protocol 4.4 Clean the area according to enterprise protocol 4.5 Dispose of waste following environmental regulations and enterprise procedures SPTVE_ANI R10-RADAIIIg-h-18 LO 1. Provide assistance in management of meat-type animals 1.1 Provide assistance in preselection process of meat-type animals following instructions of SPTVE_ANI R10-RMTAIVa-b-19 Page 281 of 675 CONTENT ruminants - Feeds - Housing Management of unproductive animals Preparation of animals for disposal in market - Fasting/ selection of fit animals - Proper handling and loading - Preparation of transport vehicle Assisting in animal husbandry practices Good Animal Husbandry Practices (GAHP) for raising meat-type animals Basal ration for meat-types - Identification of basal ration for meat-type animals - Feeding practices for meat-type animals Feeding basal ration for meat-type animals - identifying feeding management for meat- type animals - Feed conversion efficiency - Offering feed Supplements Practicing feeding management for animals Determining grazing capacity of the pasture - Stocking rate/ density Assistance in implementation of medication program - Reporting sick animals - Provision of basic health assistance - Immunization - Deworming - Vaccination - Handling biologicals and Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD standards LEARNING COMPETENCIES CODE authority and industry standards 1.2 Raise meat-type animals in complete/semiconfinement or under grazing conditions 1.3 Determine fattening period according to the target market weight 1.4 Manage unproductive animals according to the industry standards 1.5 Provide assistance in animal husbandry practices following GAHP technique LO 2. Feed the animals 2.1 Identify basal rations for meat-type animals at various fattening periods based on feeding standard 2.2 Provide Basal rations for meat-type animals at various fattening periods based on feeding standard 2.3 Offer feed supplements like concentrates, minerals, and vitamins according to animal requirements SPTVE_ANI R10-RMTAIVc-f-20 LO 3. Apply basic health care 3.1 Report sick animals to appropriate authority 3.2 Provide assistance during implementation of medication program in accordance with industry standards and instructions of authority 3.3 Perform supplementation based on medication program 3.4 Observe safety practices according to OSHS. SPTVE_ANI R10-RMTAIVg-h-21 Page 282 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CONTENT LEARNING COMPETENCIES CODE disinfectants Proper provision of drugs, vaccines, and other biological Practicing OSHS and health standards - OSHS on application of health care for meat-type animals - wearing PPE Waste disposal - 5S implementation - DENR regulations - GLOSSARY & ACRONYM Animal Production Animal health management - Animal Welfare Act - Ad Libitum Animal Welfare Act of 1998 Backing board Backyard piggery Bargain Barrow Beef Boar Biosecurity Biologics Breed - Broiler - Brooder Brooding Buck Buckling Bull - Special Curricular Programs A science that deals with the production and management of livestock or domestic animals A system designed to optimize the health and welfare of the animal. It includes prevention, treatment, and control of diseases and adverse condition requires that minimum standards of care and treatment be provided for certain animal bred for commercial sale, used in research, transported commercially, or exhibited to the public Refers to feeding without limit Law that protects and promotes the welfare of animals in the Philippines A board used in herding pigs Raising less than 20 sows; usually dependent on a commercial feed mills for feeds Items that are sold at a very low price A male swine, castrated (testicles removed), before it reaches sexual maturity meat of cattle Uncastrated male swine usually kept for breeding a set of measures designed to maintain a flock or herd at a particular health status and to prevent the entry of specific infectious agent medicinal preparation made from living organisms and their products, such as a serum or vaccine A group of animals that have specific traits or characteristics carried from generation to generation which serves to distinguished them in the group A type of chicken that is commonly raised between 35 and 42 days, and weighs between 1.5-2.0 kilograms; also known as ―meat- type‖ poultry A place/compartment where chicks are kept and provided with artificial heat at day-old to 15 days A natural or artificial means of supplying heat to a newly hatched chick from one day to two weeks of age male breeder goat young male-breeder goat uncastrated cattle intended as breeder Page 283 of 675 Bureau of Animal Industry (BAI) Cage housing Calf Calving Cannibalism Canvass slapper Caretaker Castration Cauterize Characteristic Chevon Chill factor Colostrum Cold stress Comb Commercial piggery Concentrates Confinement Cow Crossbreed Cull Culling Dam Day-old chicks Debeaking/beak trimming Deformities Dehorning Demand Disbudding Disease Disinfectant Distress - Doe Doeling Down time period - Dry period Dry sow Drug - Special Curricular Programs - the Philippine agency responsible to conduct scientific investigations, administer statutes and regulations to protect the public from infection or disease contaminated meat products, eradicate animal diseases, and improve livestock quality a type or system of animal housing where ruminant could be kept alone, by two or in big groups in cage a newly born male or female cattle or buffalo the act of delivering/parturition among cattle A condition in which birds form the habit of feather-picking, to the extent of eating their companions if not controlled Equipment used in herding pigs so called for the slapping sounds it makes Person assigned to take care of the animals and the farm act of removing testicles of male animal The burning of wounds or injuries by means of a heated metal, to prevent further infection Qualities and behaviors (of an animal) meat of goat The environmental temperature of 25˚C or below, which is injuriously cold and causes piglet to shiver the first milk of an animal after giving birth which is rich in antibodies Stress/suffering caused by exposure to cold temperatures The fleshy crest on the head of a fowl Farm raising more than 20 sows kind of feed high in digestible nutrients but low in fiber content The state of being confined; with restricted movement mature female cattle a group of animals produced by mating two different breeds or strains Unproductive birds the removal of undesirable animals in the herd based on important economic traits and overall performance General term for female parent newly hatched chicks The removal of a part of the upper and lower beak of a bird to prevent cannibalism Physical defects or abnormalities the process of removing the horns of the animal Needs; requirements the removal of the horn buds from (a young animal) Any deviation from the normal conditions of the body Substance used to destroy bacteria or other infectious microorganisms The nonspecific response of the animal caused by deprivation of food, rough handling, exhaustion due to long transport, mixing of animals reared separately, etc. female goat that has given birth, usually more than one year old female goat that has not given birth, usually less than one year old Refers to the time between harvesting/culling and placement of new stock in a cage or house. This process is also known as ―dormancy period‖. resting period for the dairy cow, where fresh udder tissue is formed in readiness for the lactation A sow whose litter has been weaned, but which has not yet been bred or is not pregnant All chemical substances that are used to promote or safeguard the health of human and animals Page 284 of 675 Dubbing - Dummy sow Earlobes Ear notching Entrepreneur Equipment Estimate Estrus Farrowing Farrowing facilities Feed Feeding Feed supplements - Fencing tool Flammable Flock Flock uniformity Forage Fostering Fowl Full grown pullets GAHP Gestation period Gilt Good ventilation Hand tool Handheld tool Harvesting - Hatchery Heifer Husbandry Hygiene Immunization Inbreeding Inclement weather Infectious disease Inferior Incubation - Special Curricular Programs Refers to the trimming of wattles/comb through electro cautering device among male breeders to reduce injury due to picking or fighting Man-made sow used only in training boar for mounting and for semen collection The soft and fleshy thing that protrudes at the lower part of the external ear The identification of pigs by cutting a portion of their ear Someone who enters into any business to introduce a product or service Power tools and machines used in animal production To calculate Period of time when the female will accept male; also known as heat period The act of giving birth; pertains to swine pen/stall/crate used for the sows during farrowing or giving birth Edible materials that are consumed by animals and thus contribute energy or nutrients to the animal diet The process of giving feeds to an animal nutritive materials that are feedstuffs in their own right and which are added to a basic diet such as pasture to supplement its deficiencies A device used for fence construction and layout of animal houses Easily ignited and capable of burning rapidly A group of poultry Having more or less equal weight among birds on a flock plant material that livestock graze or that is cut and fed to them The adoption of animals during early suckling stage Generally refers to chicken, ducks, geese, etc. Birds that are ready to lay eggs Good Animal Husbandry Practices The period of carrying the young in the uterus of the female animal A young female hog that has not yet given birth Refers to the ample amount of air to the animal house Simple instruments used for simple repairs and maintenance operations A tool that can be used or operated manually The process of picking or collecting birds/livestock either for home consumption or for sale. It is usually done after the operation of the project A place or establishment where eggs are hatched young female cattle or buffalo The act of taking care of animals practices conducive to maintaining health and preventing disease, especially through cleanliness prevention of diseases by providing appropriate vaccines to animals Mating of closely related animals in a herd Bad weather Transmissible/contagious disease Low in quality The process by which eggs are provided with heat either naturally or artificially before they are hatched. The incubation period of Page 285 of 675 Investment Isolation Kid Kidding Lactation Layer Licensed Veterinarian - Lighting Litter Litter Size Livability Livestock Livestock auction market - Loading Ramp Legumes - Market Market demand Mechanical probe Molting Mortality rate Needle/Milk Teeth Non-sitters Nutrients OSHS - Outbreak Parasite Pasture Pasteurization - Pest Pewee Piglet Pigmentation Pliable Polled animal Poultry - Special Curricular Programs chicken ranges from 18 to 21 days. Capital in an enterprise with the expectation of profit Process of separating animal from the group to prevent the spread of diseases the young of a goat act of giving birth of goat The process of milk secretion An egg-type poultry; chickens lay eggs from 6 to 18 months A person who graduated from a veterinary college with the degree in Veterinary Medicine, is duly registered with the Professional Regulation Commission (PRC) and holds a Professional Tax Receipt (PTR), both of which must be current Having abundant/sufficient light or illumination The offspring at one birth of a multiparous animal such as swine The aggregate number of piglets per farrowing A group of birds with low death rate Domestic animals kept for use on a farm and raised for sale and profit a market in which buyers indicate the highest price for the livestock they are willing to pay and sellers indicate the lowest price they are willing to sell their animals. The walkway from pen to trucks and vice versa grown primarily for their grain seed called pulse, for livestock forage and silage, and as soil-enhancing green manure (e.g., beans, peas, clover, and alfalfa) A place where goods are sold Commodities or goods that people need Equipment used to measure fat or detect pregnancy The shedding of feathers among poultry The number of animals that die based on the total number of animals raised Temporary or insidious teeth Fowls that do not sit on their eggs under incubation food elements or substance found in the feeds such as protein, carbohydrates, fats, and others Occupational Safety and Health Standards; covers the preventive (primary, secondary, tertiary prevention) aspects of OSH in every workplace, public or private A violent break of disease that affects a large number at once an organism that lives in or on another organism (its host) and benefits by deriving nutrients at the host's expense land covered with grass and other low plants suitable for grazing animals partial sterilization of a substance and especially a liquid (as milk) at a temperature and for a period of exposure that destroys objectionable organisms without major chemical alteration of the substance a destructive insect or other animal that attacks livestock A group of small to medium-sized insect-eating birds Young pig of either sex Color Flexible; easily bent livestock without horns in species that are normally horned Feathered animals such as chicken, ducks, geese, etc.; a collective term for all domesticated birds rendering economic service to people Page 286 of 675 Profit Poultry grower Power tool Prevention Pubic bone Pullet Pure breeding Qualities Ration Rooster Ruminants Sanitation Selection Shank Shovel - Silage - Silo Simple stomach animals Slaughtering Steer Sow Stocks Stocking density Strain Stunning - Supply Susceptible Swine Tail docking Tail/ear biting Tethering Tool Treatment Type Unfit animal Vaccine Vaccination - Special Curricular Programs The excess of revenues over outflows in a given time A person who raise chickens; poultry raiser A tool powered by electricity or driven by a motor An advance measure to eliminate the possible occurrence of pest and disease in the flock One of the bones that make up the pelvis and is found at the lower part of the abdomen A female fowl, 5 to 6 months of age, intended for egg production The mating of unrelated individuals in the same breed Essential and distinguishing attributes of an animal healthy The total amount of feeds taken in by an animal during a 24-hour period Refers to the adult male chicken for reproduction refers to animals with complex digestive system, e.g., cattle, carabao, goats, and sheep the removal of the disease-causing organisms refers to the process of choosing males and females with desirable characteristics either for breeding or replacement stocks The leg proper of a bird A tool used for moving soil and other granular materials; it is used for cleaning ditches; also used for leveling a base for sill rocks and steps grass or other green fodder compacted and stored in airtight conditions, typically in a silo, without first being dried, and used as animal feed in the winter a structure, typically cylindrical, in which fodder or forage is kept animals that possess simple digestive system, e.g., poultry, horses, and pigs The killing of food animals in accredited slaughterhouses in relation to meat inspection and animal welfare a young male calf one year to 18 months old A mature female hog that had given birth Animals used a foundation or parents of the next generation The rate or number of animals per given area Kind or breed of stock The rendering of a state of immediate insensibility delivered to the animal which should persist until the animals are slaughtered and become permanently insensible. Methods employed include percussive, electrical, and gas stunning. Pertains to available goods or commodities Easily affected A collective term for hogs The cutting of a portion of the tail The physical reaction of animals, which consists of biting the ears/tails of other animals, to mineral deficiency/overcrowding, etc. Confining animals to a certain area by roping A device that helps to make human work easier and faster The management and care of sick animals by administering proper medicine A group of animals that are raised to serve a certain purpose A sick or physically unfit animal Live and controlled causal organisms of certain diseases for immunization a preventive measure to inoculate an animal with a mildly toxic preparation of bacteria or a virus of specific disease to prevent or to lessen the effects of the disease Page 287 of 675 Veal Vent Veterinarian Vigorous Waterer Weaning Weanling Yearling - the flesh of a calf, used as food An opening for the escape of a gas or liquid or for the relief of pressure person qualified to treat diseased or injured animals. Healthy; active Equipment used in providing water to animal (a) Process of separating the young animals from the mother (b) transfer of the calf/ kid from milk-based diet to a fibrous diet refers to a young animal of either sex, which has been separated from the mother at the end of the lactation period an animal that is one year old or has not completed its second year RESOURCES: TOOLS POULTRY PRODUCTION Boots Brooder Calculator Carpentry tools Catching crate CD/ Video Player CDs/Visual aids Containers Cool box Covered box Cyclone wire Debeaker Egg boxes Egg trays Electric lamps Electric probe Forceps Hand gloves Heater incandescent bulbs Medication Tray Pail PPE/Dust coats Syringes and needles Woven basket Special Curricular Programs EQUIPMENT Cart/truck /push cart Castration rack/table Farm Farm facilities Lighting facilities Spray tank Weighing balance/ egg grader weighing scale MATERIALS REFERENCES Allis tissue forceps Animals (different stages of production) Ball pen/pencil Blood Cap (cotton, rubber stopper) Cereals/ corn Chemical disinfectants Cleaning materials Coconut meat Cotton Different feed ingredients Disinfectants Disposable suit Dropping boards Drugs and biologics/medicine supplies Empty sacks Farm records/data Feeders Feeds Fish heads Formalized solution Grains by-product Hand outs Hood Ice packs Learning guides Learning materials Page 288 of 675 TOOLS SWINE PRODUCTION AI Catheters AI kit Animal (pig) Antiseptic Automatic nozzle type waterer Breeding crate Castration rack Calculator Camera Castration set/kit Dewormer Disinfecting materials Dummy Ear notching kit Ear notching plier Farrowing crate Feed cart First Aid kit Forceps Hand-out/modules Heat lamps and brooders Iron Rod Laboratory gown Laboratory thermometer Special Curricular Programs EQUIPMENT Audiovisual equipment Chairs and tables Computer Dryer-sterilizer Electric Generator Fire extinguisher Microscope Power sprayer Pressurized water tank/ Water system Printer Refrigerator (16–17ºC) Weighing scale Whiteboard MATERIALS Lecture notes Litter materials Medicine cabinet Mineral oil bottle Modules/Books Nails Perches Pieces of wood Record book Record forms Stocks (Animals/ birds) veterinary supplies (Vitamins, antibiotics, minerals, etc.) Visual Aids/ Pictures Waterers REFERENCES Antibiotics Boar/sow/gilt Board marker Bond paper Brooms Broomstick Brush Charts / Score cards Clipped pictures Cover slips Dewormer Disinfectants Disposal waste bags Distilled water Drawing materials Feedstuff Female reproductive organ specimens Germicidal soap Glass slides Hand-outs Hollow blocks Hose Iodine solution Isopropyl alcohol (70%) Page 289 of 675 TOOLS Pail and dipper Personal Protective Paraphernalia (scrub suits, powder-free vinyl gloves, rubber boots) Piglet tooth clipper Prewarmed collecting cup Pull-push ruler Record farms sandbag Scalpel and blade Self-feeder Semen transport box Shipping crate Shovel Side cutting nipper Tooth clipper Training bag Trash can Tri-Square RUMINANTS PRODUCTION AI Kit Digital Camera Carpentry tools Castration kit Chute Drenching gun Ear applicator Electric disbudder Electric shearer Feeding trough Garden hose Hammer Hoof grinder Hoof trimmer Hot iron dehorner Knife / cutter Milking pails Mineral boxes Special Curricular Programs EQUIPMENT Audiovisual Double broiler Fire extinguisher Forage chopper Knapsack Sprayer pasteurizer PPE (Dust coats, Mask, Gloves, Boots, Raincoats) Refrigerator Shredder Water tank Weighing Scale Weighing scale (1000 kg. capacity) Weighing scale (200 kg capacity) MATERIALS Learning modules Lubricant Lumber Paper towels Pencil/ballpen Pheromones Plastic gloves Post Pregnant sow Record farms sandbag Sample feed ingredients Semen (for the snout for heat detection) Semen bottles Semen filter String Visual aids REFERENCES Actual specimens (external and internal) parasites Animals (Ruminants) Barn or shed branding iron Bull Calculator Construction materials Cow Detergent Dewormer Disinfectants/ biologics Disposable gloves Ear tags Feeding guide Foot baths Forage planting materials Forms/records Page 290 of 675 TOOLS Planting tools Shovel Syringes (5 to 20ml cap.) Tattoo pliers Trash can Waterer Wheelbarrow EQUIPMENT MATERIALS Hairnet Hand soap/ sanitizer House plan Ice –crushed (for water bath) Learning guide/ hand outs Medicines (vitamins and antibiotics) Milk bottles Organic fertilizers Pamphlets Pasture land Pictures of ruminants Preserving materials Rating sheets (Tables) Roughages Sacks Samples of feed additives/mineral supplements Samples of feedstuffs Samples of fencing materials School Project Record Score Cards Scrub broom Semen Supplemental feeds Vaccines and biologics Visual Aids REFERENCES Career/Job Opportunity: Poultry farmer and other related job Poultry service crew Broiler raiser Layer Raiser Poultry breeder Flock man Swine Raiser/ Farmer Swine Production Technician Swine Farm Specialist Special Curricular Programs Livestock Raiser/Farmer Cattle Farm Worker / Specialist Goat Raiser/Farmer Dairy Raiser/Farmer Businessman Related to Poultry /Livestock (Farm Owner) Page 291 of 675 FISH PRODUCTION TECHNOLOGY (AQUA CULTURE) (960 HOURS) Course Description: This Aquaculture Technology course consists of two (2) bundled specializations namely aquaculture operation and seaweed production. It covers three (3) common competencies a high school student needs to possess, such as: a) applying safety measures in farm operations, b) using farm tools and equipment, and c) performing estimation and calculations. Moreover, it also includes eight (8) core competencies namely: a) conducting pre-operations aquaculture activities, b) preparing and maintaining aquaculture facilities, c) operating fish nursery, d) performing fish/shrimp grow-out operations, e) operating seaweed nursery, f) performing grow-out of seaweed, g) producing raw dried seaweed, and h) marketing of seaweed. CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD COMMON COMPETENCIES LESSON 1: APPLYING SAFETY MEASURES IN FARM OPERATIONS Safety policies in the fish farm The learner demonstrates The learner independently - Fishpond understanding of concepts, applies safety measures in - Hatchery underlying theories and fish farm operations. principles in applying safety - Fish pen/cage Personal Protective Equipment (PPE) measures in fish farm operations. in fish farm Hazards in the workplace Ways in Minimizing Hazards in the Fish Farm Emergency procedures in the workplace First Aid Management Proper use of PPE in the fish farm Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Determine areas of concern for safety measures 1.1 Identify work tasks in line with farm operations 1.2 Determine place for safety measures in line with farm operations 1.2.1 Explain safety regulations and workplace safety and hazard control practices and procedures based on organization procedures. 1.3 Determine time for safety measures are in line with farm operations 1.4 Prepare appropriate tools, materials and outfits in line with job requirements. LO 2. Apply appropriate safety measures 2.1 Use tools and materials according to specifications and procedures. 2.2 Wear outfits according to farm requirements and practices 2.2.1 Strictly observe shelf life/expiration of materials being used in the fish farm. STPVE_FISH 8-ASMF-Ia-1 STPVE_FISH 8-ASMF-Ib-2 Page 292 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 2.3 Follow emergency procedures to ensure a safe work requirement. 2.3.1 Established contingency measures during workplace accidents, fire and other emergencies in accordance with organization procedures. 2.3.2 Participate in emergency - related drills and trainings as per established organization guidelines and procedures. 2.3.3 Provide appropriate assistance in the event of a workplace emergency in accordance with established organization protocol. 2.3.4 Complete OHS personal records in accordance with workplace requirements 2.3.5 . Update OHS personal records in accordance with workplace requirements. 2.4 Identify hazards in the workplace. 2.4.1 Identify hazards/risks in the workplace and their corresponding indicators to minimize or eliminate risk to co - workers, workplace and environment in accordance with organization procedures 2.4.2 Determine the effects of the hazards. 2.4.3 Identify terms of maximum tolerable limits which when exceeded will result in harm or damage based on threshold limit values (TLV) 2.5 Report hazards in the workplace to proper authority. 2.5.1 Report OHS issues and/or concerns to designate personnel in accordance with workplace requirements and relevant workplace OHS legislation. Special Curricular Programs Page 293 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Proper cleaning and storage of PPE Proper storing and labelling of hazardous substance in the fish farm Waste Management - The 3Rs in solid waste management Appropriate disposal of waste in the fish farm LESSON 2: USING AQUACULTURE TOOLS AND EQUIPMENT Aquaculture tools The learner demonstrates Safety practices in farm operation understanding of concepts, underlying theories and Aquaculture equipment Aquaculture facilities principles in the use of tools and equipment in Preventive maintenance aquaculture. Special Curricular Programs The learner independently uses tools and equipment in aquaculture according to standard procedure. LEARNING COMPETENCIES CODE LO 3. Safe keep/dispose tools, materials and outfit 3.1 Clean tools and outfit after use. 3.2 Store tools and outfit in designated areas. 3.3 Properly label unused materials according to manufacturer‘s recommendation and farm requirements. 3.4 Store unused materials according to manufacturer‘s recommendation and farm requirements. 3.5 Dispose Waste materials according to manufacturers, government and farm requirements. STPVE_FISH 8-ASMF-Ic-3 LO 1. Select and use aquaculture tools 1.1 Identify appropriate aquaculture tools according to requirement 1.2 Check for faulty and defective tools in accordance with farm procedures 1.3 Use appropriate tools and equipment LO 2. Select and operate aquaculture equipment 2.1 Use appropriate tools and equipment 2.2 Identify fishery equipment and facilities 2.3 Conduct pre-operation check-up in line with manufacturer‘s manual 2.4 Follow safety precautions 2.4. Identify and report faults and defects of tools 2.5 Use fishery equipment and facilities according to their functions 2.6 Read instructional manuals on farm tools and equipment LO 3. Perform preventive maintenance 3.1 Follow aquaculture procedures in cleaning tools, equipment and facilities after use STPVE_FISH 8-UTEF-Id-4 STPVE_FISH 8-UTEF-Ie-5 STPVE_FISH 8-UTEF-If-6 Page 294 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 3.2 Perform routine check-up and maintenance 3.3 Store tools and equipment in areas in accordance with farm procedures LESSON NO. 3: PERFORMING ESTIMATION AND CALCULATION Problem solving procedures The learner demonstrates understanding of concepts, Cost estimates of facilities Calendar of activities underlying theories and principles in performing Systems of measurement estimation and basic Unit of measurement calculations in aquaculture. Conversion of units Fractions and decimals Percentage and ratios Simple record keeping LESSON 4: APPLYING FOOD SAFETY AND SANITATION PPE used on board The learners demonstrate and understanding of Guidelines on the use of PPE - Proper use various techniques in applying food safety and - Sanitation - Maintenance sanitation - Storage Personal hygiene and good grooming - Definition - Importance Special Curricular Programs The learner independently performs estimation and basic calculations relative to aquaculture. The learners efficiently apply food safety and sanitation LO 1. Perform estimation 1.1 Identify job requirements from oral and written communication 1.2 Estimate quantities of materials and resources required to complete a work/task 1.3 Estimate time needed to complete a work/activity 1.4 Make estimate of work materials and resources LO 2. Perform basic calculations 2.1 Check and complete computed number 2.2 Identify basic calculations to be made according to job requirements 2.3 Ascertain systems and units of measurement to be followed 2.4 Follow the appropriate mathematical operations to comply with the job requirements 2.5 Explain how to review and check results obtained in the computation of mathematical problems 2.6 Calculate whole numbers, fractions, percentages and mixed numbers STPVE_FISH 8-PECA-Ig-7 LO 1. Wear PPE 1.1 Check personal protective equipment according to manufacturer‘s specifications 1.2 Wear PPE according to the job requirement STPVE_FISH 8-AFSS-IIa-9 LO 2. Observe personal hygiene and good grooming 2.1 Practice personal hygiene and good STPVE_FISH 8-AFSS-IIb10 STPVE_FISH 8-PECA-Ih-8 Page 295 of 675 CONTENT - GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Guidelines Principles on food handling - Preparation - Storage Food sanitation practices Safety measures First Aid procedures 5S for effective housekeeping Waste disposal Hazards in the workplace Special Curricular Programs CODE grooming in line with workplace health and safety requirements LESSON 5: PREVENTING AND FIGHTING FIRE Types of fire detection, firefighting, The learners demonstrate an understanding of various life-saving, and safety equipment and systems used on board vessels and techniques in preventing the procedures for their use fire and firefighting Faults that can occur with shipboard fire detection, firefighting, life- saving and safety equipment, and appropriate remedial action and solution Methods of extinguishing fire Procedures on checking and replacing consumable materials in typical ship board fire detection, firefighting, and safety equipment and system LEARNING COMPETENCIES The learners effectively prevent and fight fire LO 3. Implement food sanitation practices 3.1 Implement sanitary food handling practices in line with workplace sanitation regulations 3.2 Observe safety measures in line with workplace safety practices LO 4. Render safety measures and First Aid procedures 4.1 Apply safety measures according to workplace rules and regulations 4.2 Apply First Aid procedures according to workplace standard operating procedures LO 5. Implement housekeeping activities 5.1 Clean work area and surroundings in accordance with workplace health and safety regulations 5.2 Dispose of waste according to organization‘s waste disposal system 5.3 Recognize hazards in the work area according to workplace procedures STPVE_FISH 8-AFSS-IIc11 LO 1. Manage fire prevention procedures 1.1 Identify fire hazards on board a vessel 1.2 Take action to eliminate or minimize fire hazards 1.3 Regularly check fire detection and firefighting equipment and systems to ensure that they are operational 1.4 Organize appropriate educational activities to ensure that on-board personnel are aware of the dangers of fire, how to prevent it, and what to do if a fire is detected 1.5 Orient on-board personnel on emergency procedures to be followed in the event of fire STPVE_FISH 8-PFFI-IIf-14 STPVE_FISH 8-AFSS-IId12 STPVE_FISH 8-AFSS-IIe13 Page 296 of 675 CONTENT Procedures on identifying and evaluating operational and maintenance problems with fire detection, firefighting, life-saving and safety equipment and systems, and determining appropriate courses of action Procedures on identifying and implementing improvements to maintenance toward fire detection and firefighting Classes of fire Fire detection and firefighting equipment and system - Portable fire extinguisher including foam, water, CO2, dry chemical and wet foam - Fire blankets - CO2 fixed system - Foam installation - Sprinkler system - Fire pumps Methods of extinguishing fire Techniques in recharging portable fire extinguisher Procedures for donning and starting SCBA (Self-Contained Breathing Apparatus)/CABA (Compressed Air Breathing Apparatus) Search and rescue operations in a Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Operate portable firefighting equipment 2.1 Identify classes of fires in accordance with accepted firefighting practices 2.2 Select correct portable firefighting equipment to fight a specific class of fire 2.3 Use correct portable firefighting equipment to fight specific classes of fires 2.4 Extinguish Class F fires with a fire blanket in accordance with accepted fire-fighting practice 2.5 Apply methods of extinguishing fire on board a vessel 2.6 Apply correct techniques for the setting up of foam-making equipment to extinguish Class B fires on board vessel 2.7 Use applicable and correct techniques to recharge the various types of portable fire extinguishers 2.8 Confirm, where applicable, portable firefighting equipment as operational following recharging LO 3. Conduct interior search and rescue and fire-fighting operations 3.1 Correctly apply the procedures for donning and starting up SCBA/CABA 3.2 Follow procedures for the logging of STPVE_FISH 8-PFFI-IIg-15 STPVE_FISH 8-PFFI-IIh-16 Page 297 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD smoke-filled environment Techniques in extinguishing interior fire Lifeline signals Procedures on on-board housekeeping LEARNING COMPETENCIES 3.3 3.4 3.5 3.6 LESSON 6. PERFORMING FIRST AID TREATMENT ON BOARD First Aid The learners demonstrate - Definition an understanding of various - Importance principles and techniques in DRABC Action Plan performing First Aid The Expired Air Resuscitation (EAR) treatment on board External Cardiac Compression (ECC) Cardio Pulmonary Resuscitation (CPR) Signs and symptoms of: - Respiratory failure - Poisoning - Bites or sting Possible causes of: - Respiratory failure - Poisoning - Bites or sting Signs and symptoms of: - Respiratory failure - Heart attack - Poisoning Special Curricular Programs The learners competently perform First Aid treatment on board CODE SCBA/CABA operations on a BA Control Board in accordance with vessel‘s procedures and accepted fire-fighting practice Conduct search-and-rescue operations in a smoke-filled environment as a member of a firefighting team in accordance with accepted firefighting practice Extinguish interior fires using appropriate firefighting equipment Use lifeline signals during interior firefighting operations Enter a compartment filled with highexpansion foam as per accepted firefighting practice LO 1. Perform immediate life-saving First Aid pending medical assistance 1.1 Correctly apply First Aid care in real or simulated situation 1.2 Correctly use DRABC Action plan to identify any sign of life 1.3 Appropriately place an unconscious casualty in stable-side position 1.4 Appropriately apply the method of EAR, ECC, and CPR in real or simulated situation LO 2. Act on recognize the symptoms of acute illness and/or injury and take appropriate action 2.1 Correctly identify the conditions requiring special first aid procedures 2.2 Take care of unconscious casualty in real or simulated situation in accordance with established First Aid procedures 2.3 Identify the possible causes of respiratory failure and breathing difficulty 2.4 Provide appropriate care to casualty with respiratory failure or breathing difficulty STPVE_FISH 8-PFAT-IIIa17 STPVE_FISH 8-PFAT-IIIab-18 Page 298 of 675 CONTENT Bites or sting Wounds and Bleeding - Possible causes - First Aid Signs and symptoms of severe internal bleeding Managing casualty with severe internal bleeding Burns - Classification - First Aid - Treatment Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 2.5 Identify the symptoms and signs of casualty having angina pain/heart attack 2.6 Identify the symptoms or signs of poisoning, bites, and stings in real or simulated situation 2.7 Take appropriate action to casualty having signs of poisoning, bites, or sting in real or simulated situation 2.8 Apply appropriate action to conscious casualty with acute illness and/or injury in accordance with established First Aid procedures LO 3. Manage wounds and bleeding 3.1 Control severe external bleeding in real or simulated situation 3.2 Identify symptoms and signs of severe internal bleeding 3.3 Apply appropriate action to casualty with severe internal bleeding in real or simulated situation 3.4 Correctly manage a real or simulated laceration, abrasion, and deep puncture wound in accordance with established First Aid procedures 3.5 Identify the signs of wound infections in real or simulated situation 3.6 Provide appropriate action in managing wound infections in real or simulated situation LO 4. Manage burns 4.1 Apply appropriate First Aid procedures to casualty suffering from burn 4.2 Assess the severity of burn in terms of depth, position, and size in accordance with established procedures 4.3 Apply correct method of treatment for burns in real or simulated situations CODE STPVE_FISH 8- PFAT-IIIb19 STPVE_FISH 8- PFAT-IIIc20 Page 299 of 675 CONTENT Bones, joint, and muscle injuries - Causes - Signs and symptoms - First Aid - Treatment First Aid in remote situations - Resources and equipment - Management Hyperthermia and hypothermia - Prevention - Signs and symptoms - First Aid Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 5. Manage bone, joint, and muscle injuries 5.1 Identify symptoms and signs of fractures (simple and complicated) 5.2 Correctly manage problems and treatment associated with dislocated joints in accordance with established procedures Correctly perform First Aid treatment of pelvic and chest injuries and fractures of limbs, including the immobilization techniques, in accordance with established procedures 5.3 Identify the symptoms and signs of sprains and strains in accordance with established procedures LO 6. Adapt First Aid procedures for remote situations 6.1 Apply safety precautions needed to prevent accidents, illness, and injuries and infection in remote areas 6.2 Identify the factors involving the prevention of heat and cold exposure 6.3 Discuss the factors involving the prevention of heat and cold exposure 6.4 Identify the symptoms and signs of hyperthermia and hypothermia 6.5 Apply appropriate First Aid procedures in hyperthermia and hypothermia 6.6 Apply appropriate care for casualty in remote areas such as monitoring of monitoring of airway, breathing and heartbeat, control of pain, hydration, and maintenance of body temperature 6.7 Manage casualty with severe injuries including transport from remote situation 6.8 Identify the necessary First Aid resources and emergency equipment required for remote areas STPVE_FISH 8- PFAT-IIIcd-21 STPVE_FISH 8- PFAT-IIIde-22 Page 300 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 7: PROTECTING MARINE ENVIRONMENT Guidelines for the implementation of The learners demonstrate The learners able to protect garbage disposal on board an understanding of various marine environment Measures to prevent operational techniques in protecting marine environment pollution by garbage Knowledge on sections of relevant regulation on garbage segregation and disposal Safety, environmental, and hazard control precautions and procedures relevant to MARPOL regulations Storage of non-biodegradable materials on board Relevant ISM regulations Safety, environmental, and hazard control precautions and procedures relevant to MARPOL regulations Storage of non-biodegradable materials onboard Relevant ISM regulations procedures for checking garbage coding on garbage segregation Procedures for the disposal of food waste based on relevant MARPOL regulation Procedures on ship-generated waste on nonbiodegradable materials Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Identify garbage disposal procedures 1.1 Identify relevant guidelines for the implementation of garbage disposal onboard to ensure protection of marine environment 1.2 Apply relevant guidelines for the implementation of garbage disposal on board to ensure protection of marine environment 1.3 Follow relevant company requirements on marine environmental protection as per established practice 1.4 Observe appropriate measures to prevent operational pollution to prevent pollution of the marine environment in accordance with regulations and procedures 1.5 Apply appropriate measures to prevent operational pollution to prevent pollution of the marine environment in accordance with regulations and procedures 1.6 Monitor compliance with state/territory garbage disposal procedures for the protection of the marine environment 1.7 Identify incidents of noncompliance LO 2. Perform garbage segregation 2.1 Follow MARPOL regulations and procedures concerning protection of marine environment regarding segregation of garbage 2.2 Apply marine environment protection programs on board as per established practice 2.3 Identify any breach of regulations and procedures concerning protection of the marine environment 2.4 Take associated actions in accordance with regulatory requirement and procedure STPVE_FISH 8-SPME-IIIde-23 STPVE_FISH 8-SPME-IIIe24 Page 301 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD 2.5 Provide deck rating with necessary information and training to ensure compliance with regulations and procedures for the protection of the marine environment LO 3. Record garbage segregation 3.1 Assist others to observe the garbage segregation policies 3.2 Encourage others to observe the garbage segregation policies 3.3 Observe social responsibilities in garbage disposal to ensure protection of marine environment 3.4 Perform responsibilities in garbage disposal to ensure protection of marine environment 3.5 Adequately fill-up contents of report on garbage segregation and disposal as per established procedures Procedures for the disposal of food waste based on relevant MARPOL regulation Procedures on ship-generated waste on nonbiodegradable materials LESSON 8: COMPLYING WITH EMERGENCY PROCEDURES Identification and recognition of The learners demonstrate emergencies an understanding of various techniques in complying Established vessel‘s emergency response procedures with emergency procedures Maritime communication techniques used during navigational emergencies Emergency plan on board a vessel Relevant maritime regulations in responding emergency on board Navigational emergencies for vessels and appropriate actions and solutions Indications of various types of emergency situations and the action to be followed when various types of Special Curricular Programs LEARNING COMPETENCIES The learners satisfactorily comply with emergency procedures LO 1. Take action on becoming aware of an emergency 1.1 Recognize emergencies correctly 1.2 Identify emergencies correctly 1.3 Response to an emergency situation 1.4 Follow vessel‘s established emergency response procedures 1.5 Take correct action on discovery of an actual or potential emergency in accordance with established vessel procedures 1.6 Give prompt, accurate, and complete information on raising alarm LO 2. Follow established emergency procedures 2.1 Know and implement vessel‘s contingency plans for emergency response in real and simulated emergency situations 2.2 Use escape routes and internal and external communications and alarm systems CODE STPVE_FISH 8-SPME-IIIe24 STPVE_FISH 8-CWEP-IIIf25 STPVE_FISH 8-CWEP-IIIfg-26 Page 302 of 675 CONTENT actual or potential emergency situations are identified Emergency alarm signals and systems in use on vessels and procedures to be followed when an emergency alarm is raised Escape routes and internal and external communications systems and alarms on board a vessel General principles of damage and control and the manner in which watertight integrity of hull is maintained on a vessel, including the importance of preparation, control, and repair Ways of controlling damage during a flooding emergency, including the use of various shipboard items that can be used for damage control purposes such as mattresses, canvas, and clothing Maritime communication techniques used during navigational emergencies Implementing emergency during a real and simulated emergency situation Safety and life-saving precautions and procedures during emergency situations on board Emergency equipment on board Emergency response plans on board Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 2.3 Simulate emergency situations in accordance with regulatory requirements and established procedures 2.4 Understand emergency communications and alarm signals and systems to implement necessary action in accordance with emergency procedures and regulatory requirements 2.5 Implement planned damage controls procedures for dealing with damage to the vessel and its hull in accordance with company procedures and regulatory requirements LO 3. Follow procedures for the use of various life-saving appliances 3.1 Participate in life-saving drills confirms readiness to correctly carry out life- saving procedures and use life-saving appliances 3.2 Use survival equipment in the event of emergencies 3.3 Follow procedures for the use of various shipboard life-saving appliances in accordance with regulatory requirements, manufacturer‘s instruction, and company procedures STPVE_FISH 8-CWEP-IIIgh-27 Page 303 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 9: APPLYING DECKHAND SKILLS ABOARD A FISHING VESSEL Procedures on rope work The learners demonstrate The learners independently Handling ropes and wires an understanding of various apply deckhand skills in a Maintaining different rope types principles and theories in boarding a fishing vessel applying deckhand skills in aboard a fishing vessel Splicing rope Tying knots, bends and hitches Whipping rope Application of common knots, bends and hitches Use of winches, capstans and windlasses Procedures on winch, capstans and windlass operations Codes of safe work practice Procedures on anchor operations Routine and emergency operations anchors Factors affecting anchoring operations Anchor cable markings Types of anchor Operating anchor Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Use and maintain ropes 1.1 Perform rope operations according to established safety rules and regulations. 1.2 Use rope materials, methods of construction and measurement methods according to workplace requirements 1.3 Check ropes for wear and maintained in accordance with enterprise procedures and manufacturers‘ manual. LO 2. Perform basic knots, bends, hitches, splices and common whipping 2.1 Use knots, bends and hitches according to workplace requirement 2.2 Splice rope neatly and securely according to established standards 2.3 Whip rope ends to maintain good condition according to established standards LO 3. Operate winches, capstans and windlasses 3.1 Establish safety rules and regulations operations. 3.2 Select, check and prepare winches, capstans and windlasses appropriately prior to use. 3.3 Operate safely winches, capstans and windlasses to carry out fishing vessel deck operations in accordance with operational requirements and manufacturers‘ instructions. LO 4. Secure the vessel at anchor 4.1 Secure vessel according to established safety rules and regulations. 4.2 Prepare the anchor and equipment prior to letting go is appropriate to the depth of water, weather and sea conditions, and tidal range in area of operation. 4.3 Maintain the control of the cable within safe operating limits during normal operation. STPVE_FISH 8-ADSF-IIIh28 STPVE_FISH 8-ADSF-IVa29 STPVE_FISH 8-ADSF-IVab-30 STPVE_FISH 8-ADSF-IVb31 Page 304 of 675 CONTENT Operations based on established rules and regulations relating to mooring Mooring systems Types of mooring operations Configurations of mooring lines Using and identifying synthetic rope and wire mooring lines Contingency actions in moorings malfunction or problems Procedures on monitoring procedures Watch-keeping instructions Safety and integrity of vessel, equipment, materials, crew Anchoring and mooring winches Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 4.4 Secure the degree of the anchor and equipment appropriate to forecast conditions and complies with orders provided. 4.5 Follow manufacturers‘ recommendations and anchoring requirements during anchor winch operations. 4.6 Anchor the area to keep free of loose ropes, wires and debris throughout all operations. LO 5. Secure and adjust the vessel’s position during mooring operations 5.1 Moor vessel according to established safety rules and regulations. 5.2 Handle mooring lines and associated equipment safely and efficiently at all times. 5.3 Keep mooring area free from loose ropes, wires and debris throughout all operations. 5.4 Maintain tension on mooring lines at appropriate level to the stage and nature of the operation when warping the vessel or maintaining position. 5.5 Report incidents to supervisory personnel complete and at a time design to maximize the mooring security of the vessel. 5.6 Secure mooring lines according to forecast tidal conditions and planned vessel operations. 5.7 Recognize equipment malfunction or problems during operations so appropriate corrective action should be take. 5.8 Communicate clear and concise at all times. LO 6. Monitor the situation of the vessel when moored or anchored 6.1 Monitor operations according to established safety rules and regulations. 6.2 Report incidents to supervisory personnel complete and at a time to maximize the safety and integrity of the vessel. CODE STPVE_FISH 8-ADSF-IVb31 STPVE_FISH 8-ADSF-IVd33 Page 305 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Vessel’s seaworthiness Watertight integrity Signals, flags, lights and shapes display Securing vessel for/at sea Securing equipment and objects LESSSON 10: ASSEMBLING AND REPAIRING DAMAGED NETTING The learners demonstrate The learners independently Netting terms an understanding of various assemble and repair Types of nets principles and theories in damaged netting Types of netting material and tools assembling and repairing Measuring twine, material and tools Measuring twine, material type, mesh damaged netting size Types of repair operation Types and preparation of knots, mesh and points Shaping mesh, points and bars Interpreting gear plan Mending rips and holes Cutting tapers Strengthening netting material Tying of twines using different knots Identifying type of netting Special Curricular Programs LEARNING COMPETENCIES CODE LO 7. Secure the vessel for and at sea 7.1 Check vessel security according to established safety and security rules and regulations. 7.2 Check and inspect on the vessel‘s seaworthiness 7.3 Check watertight integrity and vessel to prepare for prevailing and forecast weather and sea conditions. 7.4 Report to supervisory personnel on irregularities beyond the job holder‘s ability to rectify are made in time to enable remedial action to be taken. STPVE_FISH 8-ADSF-IVde-34 LO 1. Prepare netting material for repair 1.1 Arrange, repair and organize netting material, tools to maximize job efficiency and safety. 1.2 Identify required material for the repair operation by measuring existing material or by reference to a gear plan. 1.3 Remove and dispose damaged netting using network tools to eliminate environmental impact according to enterprise procedures. 1.4 Prepare retained netting for replacement. 1.5 Shape replacement netting with net repair tools. 1.6 Strengthen replacement netting according to the gear plan or supervisor‘s instructions before being added to the net. LO 2. Mend holes and rips using twine 2.1 Identify starting points and secure twine is to the netting according to supervisor‘s instructions. 2.2 Use twine to tie knots that make meshes to resemble original netting. 2.3 Secure Twine at the end of the repair according to supervisor‘s instructions. STPVE_FISH 8-ARDN-IVef-35 STPVE_FISH 8-ARDN-IVfg-36 Page 306 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Designing netting panels Repairing large scale damage Joining panels of netting Lacing techniques GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD FISH PRODUCTION TECHNOLOGY (AQUACULTURE OPERATION) LESSON 11: CONDUCTING PRE - OPERATIONAL AQUACULTURE ACTIVITIES Procedure in preparing aquaculture The learner demonstrates The learner independently tools understanding of concepts, conducts pre-operational Simple repair for aquaculture tools underlying theories and aquaculture activities. principles in conducting pre-operational aquaculture activities. Procedure in Draining the; - Fishpond - Fish tank Procedure in Filling the fishpond with water Patterns of mortality Causes of mortality Computation of mortality rate Special Curricular Programs LEARNING COMPETENCIES LO 3. Mend large scale damage using netting material 3.1 Identify starting points and secure twine to the netting according to supervisors‘ instructions 3.2 Join existing and replacement material according to established standards CODE STPVE_FISH 8-ARDN-IVgh-37 LEARNING COMPETENCIES CODE LO 1. Prepare tools and simple equipment 1.1 Clean tools and equipment. 1.2 Check harvesting tools for damage. 1.3 Perform simple repair if necessary. 1.4 Inspect Aquaculture facilities 1.5 Perform minor repair in aquaculture facilities, if possible. LO 2. Change water in aquaculture facility 2.1 Determine the volume of water to be changed in accordance to organizational standard procedures. 2.2 Select the appropriate method of water exchange in accordance to organizational standards. 2.3 Carry-out water exchange in accordance with supervisor instructions and standard procedures. LO 3. Monitor and collect mortalities 3.1 Determine normal mortality and differentiated from initial disease outbreak. 3.2 Count and document mortalities daily in accordance to organizational standard procedures. SPTVE_AQ UA9-CPOAIa-1 SPTVE_AQ UA9-CPOAIb-c-2 SPTVE_AQ UA9-CPOAId-3 Page 307 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Pond preparation Procedure in cleaning net cages and frames Conducting repair in net cages ad frames Preparation of chlorinated water for disinfecting tanks Predators in the fish farm Bio-security measures in fish farm Procedures in installing preventive structures LESSON 12: PREPARING AND MAINTAINING AQUACULTURE FACILITIES Factors to consider in evaluating site The learner demonstrates The learner independently suitability for fishpond understanding of concepts, prepares and maintains underlying theories and aquaculture facilities. - Source of water - Soil type principles in preparing and - Topography maintaining aquaculture facilities. - Vegetation - Accessibility - Flood protection - Availability of resources and cheap labor Considerations in determining site for fish tanks, fish pens and cages - Source of water - Bottom substrate (for pens and cages) - Water current (for pens and cages) Special Curricular Programs LEARNING COMPETENCIES 3.3 Collect mortalities 3.4 Place in appropriate freezer for post mortem analysis. LO 4. Prepare aquaculture facilities 4.1 Conduct pond preparation in accordance to organizational standard procedures. 4.2 Clean net cages and frames. 4.3 Repair net cages and frames. 4.4 Clean tanks following standard procedures. 4.5 Disinfect fish tanks following the standard procedure. LO 5. Secure facilities 5.1 Check facilities for fish predators and trespassers. 5.2 Prevent fish predators and trespassers to enter the aquaculture facilities. 5.3 Install preventive structures during inclement weather following standard procedures. 5.4 Properly store tools and equipment. LO1. Evaluate site 1.1 Evaluate suitable site for fishpond 1.1.1 Determine a suitable site for a fishpond based on project standard. 1.1.2 Collect soil samples using Eckman Dredge 1.1.3 Analyze soil samples 1.1.4 Determine the type of soil of the chosen site. 1.1.5 Determine the adequacy of water from the source using flow rate meter or by volume calibration technique. 1.1.6 Assess water quality for common physio-chemical parameters based on The Standard Methods in the Analysis of Water and Wastewater. 1.1.7 Measure topography of the site using a transit CODE SPTVE_AQ UA9-CPOAIe-h-IIa-b-4 SPTVE_AQ UA9-CPOAIIc-d-5 SPTVE_AQ UA9-PMAFIIe-g-6 Page 308 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.1.8 Layout plans of fishponds Parts of fish pond - Pond compartments - Accessory units Layout plan of fish tanks - Shapes - Dimension Layout plan of fish pen/fish cage - Shapes - Dimension - parts Special Curricular Programs Establish the zero datum, level for water supply and drainage system. 1.2 Evaluate suitable site for Pens and Cages 1.2.1 Analyze the speed of water current using the water current meter 1.2.2 Determine density natural food by plankton sampling and microscopic examination to establish the feeding requirement. 1.2.3 Measure water transparency using a Secchi disc. 1.2.4 Determine substrate by using the Eckman Dredge. 1.2.5 Read tide level of the area to establish type of material and depth of facilities. 1.3 Evaluate suitable site for fish tank 1.3.1 Determine land area size and project budget to suite the size, shape and materials to be used. 1.3.2 Collect water samples 1.3.3 Analyze water samples using water quality test instruments 1.3.4 Determine water adequacy by water flow rate translated to liters per minute (lpm). LO 2. Draw the lay-out plan 2.1 Draw lay-out plan of a fishpond 2.1.1 Determine the area and depth of pond in conformity with project requirement and species to be cultured. 2.1.2 Determine the number and size of compartments based on the available area of the land. 2.1.3 Determine the ideal height of dikes crown based on the tide level, typhoon and flooding history of the area. 2.1.4 Determine the materials to be used based on production target and capitalization. CODE SPTVE_AQ UA9-PMAFIIh-IIIa-b-7 Page 309 of 675 CONTENT Mobilizing resources in the construction of aquaculture facilities Construction materials for: - Fishpond - Fish tank - Fish pen/cage Life support facilities for aquaculture facilities Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 2.1.5 Place markers and strings as guide to the layout. 2.1.6 Determine the number and location of water pumps to be used 2.1.7 Plan and layout other farm facilities. 2.2 Draw the layout plan of fish tanks 2.2.1 Determine the area and depth of tank in conformance with available site selected and species to be cultured. 2.2.2 Determine the number and size of compartments based on the area of the land. 2.2.3 Determine the materials to be used based on production target and capitalization. 2.2.4 Place markers and strings are as guide to the layout. 2.2.5 Determine number and location of water pump to be used. 2.2.6 Plan and layout other farm facilities. 2.3 Draw the layout plan of Pens/Cages 2.3.1 Determine the area and depth of facilities in conformance with available site selected. 2.3.2 Determine materials for frame and type of net to be used based on the site selected and species to be cultured. 2.3.3 Determine the cost and availability of materials to be used. 2.3.4 Plan and layout other farm facilities. LO 3. Mobilize resources and carry-out installation of facilities 3.1 Mobilize resources for Ponds 3.1.1 Prepare construction resources (materials and manpower) for ponds. 3.1.2 Install major and other support farm facilities. 3.1.3 Position equipment according to CODE SPTVE_AQ UA9-PMAFIIIc-d-8 Page 310 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE enterprise requirement. 3.2 Mobilize resources for Tanks 3.2.1 Adequately prepare construction resources (materials and manpower). 3.2.2 Install other facilities. 3.2.3 Appropriately install Life support system. 3.2.4 Appropriately position equipment. 3.3 Mobilize resources for Pens/Cages 3.3.1 Prepare construction resources including materials and manpower. 3.3.2 Appropriately position posts. 3.3.3 Fabricate netting materials and attach floats and sinkers. 3.3.4 Inspect net for any damage. 3.3.5 Set-up net to fit the frame. 3.3.6 Properly place bottom of net. LESSON 13: OPERATING FISH NURSERY Nursery pond preparation The learner demonstrates - Draining understanding of concepts, - Pesticide application underlying theories and - Drying principles in operating fish nursery. - Harrowing and labelling - Repair of nursery pond - Liming - Initial filling of water - Basal fertilization Lumut, lab-lab, and plankton propagation Water quality parameters Assessing good quality of fry Transporting of fry Special Curricular Programs The learner independently operates fish nursery. LO 1. Prepare nursery ponds 1.1 Dry pond until cracking stage 1.2 Repair the nursery pond 1.3 Plow the soil and dry again 1.4 Compute the amount of lime to be used based on soil pH. 1.5 Select the lime to be used 1.6 Compute the amount of predator control. 1.7 Select the appropriate predator control to be used. 1.8 Appropriately apply predator control into the pond. 1.9 Select the appropriate fertilizer to be applied in the pond 1.10 Compute the amount of fertilizer to be used. 1.11 Allow the natural food to bloom. 1.12 Set-up Aerators/agitators. LO 2. Stock fish in nursery pond 2.1 Determine water quality parameters i.e. D.O., transparency, nitrates, ammonia and SPTVE_AQ UA9-OFNUIIIe-h-9 SPTVE_AQ UA9-OFNUIIIe-h-10 Page 311 of 675 CONTENT Stocking procedure Processing of Feedstuff Feed formulation Feeding management Computation of daily feed ration (DFR) Maintaining good water quality Conducting water exchange Procedure in maintaining the luxuriant growth of natural food Early symptoms of disease occurrence Causes of fish diseases Preservation of fish samples Disease prevention Treatment Harvesting procedures Grading and counting of fingerlings Packaging Transporting Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES temperature prior to stocking of fry. 2.2 Determined number of fry to be stocked. 2.3 Assess fry quality. 2.4 Observe care in handling, transporting and stocking of fishes. LO 3. Perform feeding operations 3.1 Source out possible suppliers of feed ingredients 3.2 Properly process feedstuffs. 3.3 Store feedstuffs properly. 3.4 Conduct sampling of formulated feed for analysis. 3.5 Compute the daily feed ration. LO 4. Monitor good water quality 4.1 Maintain water quality. 4.2 Regularly change water. 4.3 Sustain the growth of natural food. LO 5. Perform common disease monitoring and implement treatment 5.1 Periodically observe/ monitor the occurrence of disease. 5.2 Prevent the occurrence of disease and presence of parasites. 5.3 Properly collect and preserve fish sample for diagnosis. 5.4 Appropriately determine treatment of a particular disease. LO 6. Harvest and post-harvest handling 7.1 Determine the schedule harvesting. 7.2 Prepare supplies and materials required in the harvesting operation. 7.3 Observe proper handling procedure during harvesting to maintain good quality fish fingerlings. 7.4 Initiate proper conditioning, grading, counting, packing and live fish handling/transport. CODE SPTVE_AQ UA9-OFNUIIIe-h-11 SPTVE_AQ UA9-OFNUIIIe-h-12 SPTVE_AQ UA9-OFNUIIIe-h-13 SPTVE_AQ UA9-OFNUIIIe-h-14 Page 312 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 14: PERFORMING FISH OR SHRIMP GROW-OUT OPERATIONS Fish/shrimp grow-out preparation The learner demonstrates The learner independently - Draining understanding of concepts, performs fish/shrimp grow- Pesticide application underlying theories and out operations. principles in performing - Drying - Harrowing and labelling fish/shrimp grow-out - Repair of nursery pond operations. - Liming - Initial filling of water - Basal fertilization Lumut, lab-lab, and plankton propagation Stocking procedures Assessing good quality fingerlings Maintaining the abundant growth of natural food Importance of stock sampling Procedure in stock sampling Computation of survival rate Processing of Feedstuff Feed formulation Feeding management Computation of daily feed ration (DFR) Feeding strategies Monitoring water quality parameters using measuring instruments - pH meter Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare grow-out facilities 1.1 Prepare grow-out Ponds 1.1.1 Dry the pond bottom. 1.1.2 Eliminate predators by applying predator control. 1.1.3 Apply lime to improve soil pH 1.1.4 Apply fertilizer 1.2 Prepare Pens and Cages 1.2.1 Install/set-up frames 1.2.2 Determine the appropriate net to be used in pens and cages 1.2.3 Install net fabrication in pens or cages. 1.3 Tanks 1.3.1 Clean the fish tanks. 1.3.2 Dry the fish tanks. 1.3.3 Disinfect the fish tanks. LO 2. Stocking of fingerlings 2.1 Acclimatize fish/crustacean fingerlings for pH, temperature and salinity. 2.2 Assess quality of fingerling. 2.3 Appropriately release fingerlings into the fishpond. 2.4 Maintain the growth of natural food. LO 3. Stock sampling 3.1 Determine the Average Body Weight (ABW) of fish samples. 3.2 Compute for the survival rate in a given period. 3.3 Undertake stock sampling regularly. LO 4. Perform feeding operations 1.1 Select feeds based size and species of fish 1.2 Analyze the quality of feeds 1.3 Compute the daily feed ration. 1.4 Record feed intake regularly LO 5. Maintain good water quality 5.1 Monitor water quality using appropriate measuring instruments according to the SPTVE_AQ UA9-PFSGIVa-h-15 SPTVE_AQ UA9-PFSGIVa-h-16 SPTVE_AQ UA9-PFSGIVa-h-17 SPTVE_AQ UA9-PFSGIVa-h-18 SPTVE_AQ UA9-PFSGIVa-h-19 Page 313 of 675 CONTENT - refractometer - secchi disc - Dissolved oxygen meter - Thermometer - Others Maintaining water quality in aquaculture facilities Conducting water exchange Early symptoms of disease occurrence Causes of fish diseases Preservation of fish samples Disease prevention Treatment Harvesting procedures Transporting GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD GRADE 10 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD FISH PRODUCTION TECHNOLOGY (SEAWEED PRODUCTION) LESSON 15. OPERATING SEAWEED NURSERY Site selection criteria: The learner demonstrates The learner independently - Bureau of Fisheries and Aquatic understanding of concepts, operates seaweed nursery. Resources - Fisheries Office Order underlying theories and principles in operating (BFAR - FOO) - Fisheries Administrative Order seaweed nursery. (FAO) - SEAFDEC Special Curricular Programs LEARNING COMPETENCIES CODE standard methods in the analysis of water and wastewater. 5.2 Maintain the optimum water quality by water exchange and bio-manipulation. 5.3 Appropriately perform water exchange regularly. LO 6. Perform common disease diagnosis and treatment 6.1 Observe/monitor the occurrence of disease through physical appearance and behavioral patterns. 6.2 Sample infected fish for diagnosis. 6.3 Identify and implement treatment. 6.4 Prevent/safeguard stocks from viral, bacterial, fungal and parasitic diseases. LO 7. Harvest stocks & Post harvest handling 7.1 Seine fishponds and cages 7.2 Lift Cages during harvesting 7.3 Appropriately harvest the fish. 7.4 Follow proper packaging of harvested fish. 7.5 Transport fishes appropriately. SPTVE_AQ UA9-PFSGIVa-h-19 LEARNING COMPETENCIES CODE LO 1. Conduct pre - nursery activities 1.1 Select a feasible nursery site based on industry standards. 1.2 Conduct test planting based on Bureau of Fisheries and Aquatic Resources - Fisheries Office Order (BFAR FOO). 1.3 Secure necessary documents for nursery operation following industry requirements. SPTVE_SW P10-OSWNIa-b-1 SPTVE_AQ UA9-PFSGIVa-h-21 Page 314 of 675 CONTENT University of the Philippines Marine Science Institute (UP - MSI) - Seaweed Industry Association of the Philippines (SIAP) endorsed literature - HACCP - Presence of healthy wild seaweeds and other aquatic plants Test planting Guidelines for test – plot Necessary documents Capital and other resources Components of simple project proposal Different tools, materials and equipment for nursery installation Nursery installation Nursery expansion Occupational Health and Safety Standards Good Aquaculture Practices (GA q P) FAO FOO Personal Protective Equipment (PPEs) Seaweed species Basic seaweed taxonomy Acclimatization method Temperature and salinity requirements Characteristics of healthy seaweeds propagules Cross examination procedures Physical appearance of good quality seedlings Planting schedule Proper use of tools and equipment Basic mathematical computation Knowledge on Republic Act (R.A) 8550 (fisheries code) and local fisheries - Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 1.4 Access capital and other resources based on nursery requirements. 1.5 Prepare a simple project proposal 1.6 Install nursery structure according to plan and design. LO 2. Source out propagules 2.1 Identify seaweed species according to seasonality. 2.2 Acclimatize seaweed propagules for temperature and salinity requirements. 2.3 Acquire healthy seaweed propagules based on cross examination. 2.4 Acquire seaweed propagules according to planting scheduled. 2.5 Check the quantity of delivered seedlings following industry procedures. SPTVE_SW P10-OSWNIc-d-2 Page 315 of 675 CONTENT ordinances OSHS Good Aquaculture Practice Standards (GAqP) Propagules required weight: - 100 grams - 200 grams Cutting techniques Tying techniques Installation of planting lines Weight estimation Boat operation Navigation Kinds of floaters Floaters installation Use of weighing scale GAqP Daily growth rate formula (DGR) and computation Types of foreign materials Water quality Different measuring instruments Seaweed farm patrolling Comply with fisheries and Environmental Laws, Rules and Regulations Monitoring procedures GAQP for seaweeds Harvesting criteria data Pruning techniques Cutting techniques Preparation of harvesting tools, materials and equipment 5.5 Boat operation Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 3. Plant propagules 3.1 Cut propagules according to the required weight. 3.2 Tie seaweed propagules in planting lines based on culture method. 3.3 Install planting lines to nursery structures following GAqP. 3.4 Install required floaters following GAqP. SPTVE_SW P10-OSWNIe-h-3 LO 4. Maintain seaweed nursery 4.1 Compute the weekly growth rate. 4.2 Record the computed growth rate using Daily Growth Rate (DGR) formula. 4.3 Conduct water quality monitoring using the appropriate measuring instrument. 4.4 Remove/dispose foreign materials following GAqP and marine pollution act 4.5 Maintain nursery structures and set-up according to industry practices 4.6 Monitor pests and diseases through ocular and cross examination 4.7 Implement prevention and control measures. LO 5. Harvest propagules 5.1 Record harvesting criteria data based on industry practices. 5.2 Monitor harvesting criteria data based on industry practices. 5.3 Prepare tools, materials and equipment in accordance with industry standards. 5.4 Prune propagules following prescribed cutting SPTVE_SW P10-OSWNIIa-c-4 SPTVE_SW P10-OSWNIId-f-5 Page 316 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD techniques. 5.5 Operate boat based on industry practices. LO 6. Carry - out post - nursery activities 6.1 Pack propagules according to established farm practices. 6.2 Disperse propagules according to seaweed farmer‘s purpose. 6.3 Segregate matured seaweed cut tings for drying. 6.4 Perform handling of propagules during transportation based on industry practices. 6.5 Record propagules production data based on industry requirements. 6.6 Clean tools, materials and equipment in accordance with HACCP and O S H S. 6.7 Store tools, materials and equipment in accordance with HACCP and O S H S. 6.8 Practice waste management in accordance with environmental regulations. Packing techniques for propagules Dispersal of propagules Segregation of matured seaweed Handling and transport of seaweed propagules Propagules production data Waste management Record keeping Codes and regulations relating to seaweeds Solid waste management LESSON 16. PERFORMING GROW-OUT Site selection criteria: - BFAR – FOO - F AO - SEAFDEC - University of the Philippine - Marine Science Institute (UP - MSI) - SIAP endorsed literature - HACCP - Presence of healthy wild seaweeds and other aquatic plants Different tools, materials and equipment for site selection Guidelines for test – plot Capital and other resources Maintenance of linkages/ partnerships Drawing techniques Parts of project proposal Occupational Health and Safety Special Curricular Programs LEARNING COMPETENCIES SEAWEED OPERATION The learner demonstrates understanding of concepts, underlying theories and principles in performing grow-out seaweed operation. The learner independently performs grow-out seaweed operation. LO 1. Conduct pre - cropping activities 1.1 Select feasible grow - out site based on industry standards. 1.2 Conduct test planting based on BFAR FOO. 1.3 Secure necessary documents for seaweed farming following industry requirements. 1.4 Access capital and other resources based on farming requirements 1.5 Prepare simple project proposal for assistance. CODE SPTVE_SW P10-OSWNIIg-h-6 SPTVE_SW P10-PGSOIIIa-7 Page 317 of 675 CONTENT Standards Good Aquaculture Practices (GAqP) Republic Act 8550 Basic inspection procedures for boat and engine: - Gas - Leaks Different types of farm tools, materials and equipment Installation of farm structure Different culture methods Measurement activities Different seaweed grazers Control measures for grazer Acclimatization methods for seaweeds Characteristics of healthy seaweeds propagules Seaweed species Temperature and salinity requirements Cross examination procedures Acquisition of propagules Planting schedule Planting culture method Daily growth rate formula (DGR) and computation Types of foreign materials Water quality Different measuring instruments Seaweed farm patrolling Fisheries and Environmental Laws, Rules and Regulations Monitoring procedures GAQP for seaweeds Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES LO 2. Prepare grow out farm 2.1 Inspect boat and engine for functionality. 2.2 Test boat and engine for functionality. 2.3 Report defective boat to immediate authority following standard workplace procedures. 2.4 Prepare farm tools materials and equipment according to work requirements. 2.5 Install/set-up farm structure in accordance to culture method selected. 2.6 Perform measurement activities according to farm plan. 2.7 Control grazer following established farm practices. LO 3. Plant seaweed propagules 3.1 Identify seaweed species to be planted according to seasonality. 3.2 Acclimatize seaweed propagules for temperature and salinity requirements. 3.3 Acquire healthy seaweeds based on cross examination. 3.4 Acquire seaweed propagules according to planting schedule. 3.5 Plant seaweed propagules in accordance with culture method. LO 4. Maintain seaweed farm 4.1 Monitor growth rate. 4.2 Compute growth rate using Daily Growth Rate (DGR) formula. 4.3 Monitor water quality using the appropriate measuring instrument. 4.4 Protect seaweed farm is through patrolling. 4.5 Remove foreign materials on farm structures and in accordance to the Good Aquaculture Practices (GAQP). CODE SPTVE_SW P10-PGSOIIIb-8 SPTVE_SW P10-PGSOIIIc-9 SPTVE_SW P10-PGSOIIId-h-10 Page 318 of 675 CONTENT Different diseases of seaweeds Disease surveillance, monitoring and reporting Disease investigation protocol Different prevention and control measures against diseases Seaweed sampling methods Harvesting criteria: - Seaweed maturity - Seaweed quality - Weather and tidal conditions - Prevailing prices Decision making for harvesting operation Seaweed species Seaweed diseases Foreign matter attachments Harvesting techniques for grow - outs and nursery farms such as - Untying of cultivation ropes - Pulling of cultivation ropes - Cutting of soft ties - Quality of seaweed crops - Awareness on culturing method - floating long lines - fixed – bottom - raft Handling management - boat capacity - covering of seaweed crop Operation of boat Awareness in navigational lane Recording harvesting criteria data Coordinating skills Interpersonal communication skills First Aid 5S SSOP Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES LO5. Carry out seaweed health management 5.1 Conduct seaweed sample collection for laboratory analysis. 5.2 Monitor disease sign and symptoms through cross examination. 5.3 Implement prevention and control measures based on result of monitoring. LO 6. Harvest mature seaweed 6.1 Monitor harvesting criteria based on industry practices. 6.2 Make decision for harvesting operation based on harvesting criteria. 6.3 Prepare tools, materials and equipment in accordance to industry standards. 6.4 Carry out harvesting techniques according to farming/ culturing methods and GAqP. 6.5 Operate boat based on instructional manual. CODE SPTVE_SW P10-PGSOIIId-h-11 SPTVE_SW P10-PGSOIIId-h-12 Page 319 of 675 CONTENT GAqP BFAR regulations Sanitation Standard Operating Procedure (SSOP) HACCP Different harvesting tools, materials and equipment Handling, preventive maintenance and troubleshooting of tools and equipment against Possible defects and failure Enough fuel Free from foreign materials (e.g. animal wastes, human wastes, greases and oils, earth matter, other metallic, glass and plastic materials) Seaweed farmer‘s beneficiary form (planting and production monitoring) Management of harvested seaweed crop Proper waste disposal Handling of seaweed crops Seaweed production data Labeling of seaweed crops Computation of growth rate Computation of volume of harvest & profit OSHS Good housekeeping 4Rs (reduce, reuse, recycle and recover) HACCP 7.13 BFAR regulations Waste management standards Cleaning and storing tools, materials and equipment Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 7. Complete seaweed grow-out operation 7.1 Manage of harvested seaweed crops in accordance with GAqP and waste management standards. 7.2 Dispose wastes according to environmental procedures. 7.3 Record seaweed production data based on industry practice. 7.4 Label harvested seaweeds based on industry practices. 7.5 Perform handling of seaweed crops during transport based on industry practices. 7.6 Clean tools, materials and in accordance to HACCP and O S HS. 7.7 Store tools, materials and in accordance to HACCP and O S HS. SPTVE_SW P10-PGSOIIId-h-13 Page 320 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 17. PRODUCING RAW DRIED SEAWEED Proper use of tools and equipment The learner demonstrates The learner independently Drying techniques and procedures understanding of concepts, produces raw dried underlying theories and seaweed. Moisture content of seaweeds principles in producing raw Seaweed sampling dried seaweed. PNS - BAFPS 85 – 2010 3R‘s 5S OSHS Proper selection of packing materials Good practices of sorting and packing procedures Proper use and calibration of weighing scale Labeling for traceability Computation of total weight Proper selection of storage area Systems of stacking/piling Proper use of record book Maintenance of storage area Monitoring procedures Major producing and trading areas of seaweeds Seaweed industry stakeholders Seaweed information Supply and demand of seaweed local and international Source of information and sharing of price bulletin (txt, call, tv, e - mail, Special Curricular Programs The learner demonstrates understanding of concepts, underlying theories and principles in marketing seaweed. The learner independently performs marketing of seaweed. LEARNING COMPETENCIES CODE LO 1. Dry the newly harvested seaweeds 1.1 Prepare tools, materials, equipment and facilities following workplace procedures. 1.2 Select appropriate drying techniques based on production requirements. 1.3 Clean and dry harvested seaweeds according to Philippine National Standards (PNS) on dried raw seaweeds. 1.4 Collect seaweeds samples for moisture content analysis. 1.5 Practice housekeeping following 5S of Good housekeeping. LO 2. Pack the dried seaweeds 2.1 Prepare tools, materials and equipment for packing purposes. 2.2 Clean dried seaweeds to remove foreign materials complying with PNS. 2.3 Pack dried seaweeds following PNS. 2.4 Weigh packed seaweeds are weighed according to industry practice. 2.5 Label packed dried seaweeds for traceability. LO 3. Store the dried seaweeds 3.1 Select area for storage of dried seaweeds following industry requirement. 3.2 Properly stack/pile dried seaweeds by species. 3.3 Monitor stacked dried seaweeds following industry standard operating procedures. 3.4 Maintain storage area according to industry standard operating procedures. LO 1. Monitor prevailing seaweed price 1.1 Determine major producing and trading areas of seaweeds. 1.2 Source seaweed information through coordination with other farmers and cooperatives/ associations. 1.3 Monitor seaweed price through the assistance of BFAR and seaweeds industry. SPTVE_SW P10-PRDSIVa-b-14 SPTVE_SW P10-PRDSIVc-15 SPTVE_SW P10-PRDSIVd-16 SPTVE_SW P10-PRDSIVe-h-17 Page 321 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE internet, social media) Monitoring methods of price Logistical handling management Interpersonal communication Recording procedures of prices Communication devices Weighing devices Different buyers of seaweeds List of reputable buyers Cooperative/Associations operations Allowance for moisture content (reseco) Re-drying seaweed Practical methods of moisture content analysis Pricing factors: - Moisture content - Quality - Volume - Location - Selling points - PNS on Seaweed Preparation procedures for seaweeds marketing Simple record keeping Different delivery modes Shipping terms and transport requirements Negotiation procedures Local ordinances and regulations Special Curricular Programs LO 2. Apply marketing strategies 2.1 Determine reputable buyers. 2.2 Use collected information in strategizing to optimize sales and profit. 2.3 Present selling points for seaweed to prospect buyers. 2.4 Establish desired sales terms and conditions. 2.5 Establish alliance with other sellers and cooperatives or associations for volume consolidation. SPTVE_SW P10-PRDSIVe-h-18 LO 3. Sell seaweeds 3.1 Prepare seaweeds for selling purposes. 3.2 Perform negotiation with buyers. 3.3 Deliver seaweeds following marketing agreement. 3.4 Perform simple record keeping following industry practice. SPTVE_SW P10-PRDSIVe-h-19 Page 322 of 675 GLOSSARY & ACRONYM Aquaculture Operation Acclimation - Average Body Weight AD - Libitum AFMA Aquarium Fish or Ornamental fish Artemia BFAR BOD Brackish Water Brachionus Breeder Chlorella Conditioning of Breeders - D.O. (Dissolved Oxygen) - FCR Egg Fertilization Fish Nursery - Fish Pond Seaweed Production Agar - Aquaculture Biennial Bifurcate Brackish Calcareous Dessication Euryhaline Filamentous Galactans Infralittoral - Inflorescence Off-bottom-farming - Special Curricular Programs - refers to adjusting the prevailing water condition of fish in an environment from lower to higher temperature to optimal temperature, from tower or higher salinity to optimal salinity (like from freshwater to salt water environment), etc. is the total weight of fish over the number of fish refers to the mode of providing unlimited fish feeds to fish Agriculture and Fisheries Modernization Act Any fish that can be placed in confinement and with aesthetic value live food commonly used for fish larvae Bureau of Fisheries and Aquatic Resources Biological Oxygen Demand refers to the mixture of freshwater and sea water naturally occurring in estuaries a rotifer used as larval feed for marine & freshwater fish larvae Sexually mature fish that are used for breeding A unicellular green algae cultured to serve as food of the zooplankton, rotifers and fry a method wherein the breeders are pampered by providing them nutritious feeds and optimum water conditions to effect the maturity of the fish refers to a quantity of oxygen mixed with water in the operation of a paddle wheel or the action of air current. The unit of the D.O. is commonly expressed in part per million (ppm). Food Conversion Ratio is the Total amount of Feeds consumed over the Net Weight of Fish. the process of mixing the fish eggs with fish milt either by natural or artificial method. refers to smaller unit areas of confinement wherein small fish larvae or fish fry are reared. It may either be in ponds, cages, tanks, etc. an aquaculture facility with an earthen bottom surrounded by dikes, with water inlets and drain outlets. a gelatinous substance derived from a polysaccharide that accumulates in the cell walls of agarophyte red algae. Used as an ingredient in desserts throughout Asia and also as a solid substrate to contain culture medium for microbiological work regulation and cultivation of water plants and animals for human use or consumption having a period of 2 years, or a lasting or living for 2 years having two branches or peaks; forked somewhat salty, as the water of some marshes near the sea of, like, or containing calcium carbonate, calcium, or lime becoming completely dried out species which can tolerate a wide range of salinity slender and threadlike a class of polysaccharides which includes agar and carrageenan the region of shallow water closest to the shore; in marine environments, usually excluding the intertidal zone; seaweeds here might only be exposed at the lowest tides a group or cluster of flowers arranged on a stem that is composed of a main branch or a complicated arrangement of branches stake - and - line method, usually used for Spinosum and done on tidal flats Page 323 of 675 Predation Salinity Thallus - feeding on other animals level of salt in water the nonvascular plant body of a thallophyte, showing no clear distinction of holdfast, stipe, or blade RESOURCES TOOLS Scoop nets Basins Buckets Glassware Knives/Scissors - Anchor - Stainless steel table knife - 4‖ scissor - Rechargeable flashlight - Battery flashlight Special Curricular Programs EQUIPMENT PPE in Aquaculture Aquaculture equipment - Pumps - Weighing scales - Thermometer Aerators/agitators - Ring/vortex blowers - Roots blower - Paddlewheel aerator - Airo2 Measuring instruments - DO Meter - Thermometer - PH meter - Secchi Disc - Ammonia and Nitrate test Kits - Equipment - Water quality checker - Depth gauge - Global Positioning System (GPS) - 500k capacity hanging weighing scale - 15pax capacity motorized boat - 3pax capacity non - motorized wooden boat with katig - Two - way radio - Transistor radio - PPEs (Gloves, Goggles, Face mask, Snorkel, Boots, Paddle, Flippers, Hat, Life vest) - Calculator - Dummy mobile phone - Motorized and non-motorized boat - MATERIALS Oils and lubricants for engine For Tanks - Cement - Fiberglass - Canvass - Plastic For Pens/Cages Frames - Bamboo - G.I. Pipe - PVC Pipes - Net Mesh - Size 22 - Size 20 - Size 17 - Size 14 For Pond - Cemented Dike - Plastic Lined - Earthen Types of Lime - Agricultural lime - Hydrated lime - Industrial lime Types of Fertilizers - Chicken Manure - Urea - Ammonium phosphate Types of Predator Control - Derris Roots (Tubli) - Tea Seed Cake - Tobacco Dust - Ammonium Sulfate. Seaweed species may include: REFERENCES RA 8550 Fisher folk registration Boat registration Letter of application Site sketch plan Health certificate of transboundary movement of live seaweeds for aquaculture purposes Page 324 of 675 TOOLS EQUIPMENT Two-way radio Radio transistor - Weighing scale - MC Analyzer Facilities o Solar dryer (green house) - Elevated wooden flat form - MATERIALS - Kappaphycus spp. - Eucheuma spp. - Gracilaria spp. Floater may include: - High - density polyethylene (HDPE) plastic floats - Empty pet bottles o Seedling o bond Paper o Pencil o Eraser o Ruler o 100pp record book o Clean sacks o 50k capacity native bags o native baskets o 1000m soft ties o #10 (5mm) utility ropes o 20L capacity pails o ordinary dippers o 5x5m canvass/cover o bamboo o Needle o Ropes o Straws o sacks (Polypropylene sacks) REFERENCES Career/Job Opportunities: Aquaculture Technician Aquaprenuer Special Curricular Programs Page 325 of 675 FISH PRODUCTION TECHNOLOGY (FISH CAPTURE) (960 HOURS) Course Description: This Fish Capture Technology is designed to develop knowledge, skills, and desirable attitudes of an individual in Fish Capture and Fishport Wharf Operations. This course consists of two (2) bundled specializations, namely, Fishport/Wharf Operations and Fish Capture. It covers 8 common competencies that a student ought to learn such as, 1) applying safety measures in fishing operations, 2) using fishing tools and equipment, 3) performing estimation and calculation, 4) applying food safety and sanitation, 5) preventing and fighting fire, 6) providing first aid treatment on board 7) protecting marine environment, and 8) complying with emergency procedures. It also includes 17 core competencies, namely, 1) applying deckhand skills aboard a fishing vessel; 2) assembling and repairing damaged netting; 3) unloading and loading of fish and fish products 4) classify fish and fish products; 5) operating a vessel of up to 3.0 GT; 6) monitoring a vessel‘s condition and seaworthiness; 7) performing routine maintenance tasks on a small coastal vessel; 8) operating and troubleshooting low powered marine engines; 9) applying weather information when navigating a vessel; 10) contributing to safe navigation; 11) applying basic food handling and safety practices; 12) adjusting and positioning beach seines, mesh nets, or gill nets; 13) maintaining, preparing, deploying, and retrieving mesh nets or gill nets to land catch; 14) adjusting and positioning hand-operated lines; 15) maintaining, preparing, deploying, and retrieving handoperated lines to land catch; 16) adjusting and positioning pots and traps; and 17) maintaining, preparing, deploying, and retrieving pots and traps to land catch. GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 1: APPLYING SAFETY MEASURES IN OPERATIONS Areas of concern for safety measures The learners demonstrate The learners efficiently an understanding of apply safety measures in - Place - Time applying safety measures fishing operations - Work tasks in fishing operations Occupational Health and Safety (OHS) Personal Protective Equipment (PPE) Safety measures in using fishing tools, materials and equipment Emergency procedures in fishing operation Ways of identifying hazards in the workplace Guidelines in reporting hazards PPE Proper utilization of tools and materials Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Determine areas of concern for safety measures 1.1 Identify work tasks in line with fishing operations 1.2 Determine place for safety measures in line with fishing operations 1.3 Determine time for safety measures in line with fishing operations 1.4 Prepare appropriate tools, materials, and outfits in line with fishing operations LO 2. Apply appropriate safety measures while working 2.1 Follow emergency procedures to ensure safe work requirement 2.2 Utilize tools and materials in accordance with specification and procedures 2.3 Wear outfit in accordance with fishing requirements 2.4 Check the shelf life and effectiveness of materials against manufacturer‘s specifications 2.5 Identify hazard in the workplace in line with STPVE_FIS H8-ASMFIa-1 STPVE_FIS H8-ASMFIb-2 Page 326 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD fishing guidelines 2.6 Report hazards in the workplace in line with fishing guidelines LO 3. Safe keep/dispose of tools, materials and outfit 3.1 Clean used tools and outfit in line with fishing procedure 3.2 Store used tools and outfit in line with fishing procedure 3.3 Label unused materials according to manufacturer‘s recommendations and fishing requirements 3.4 Store unused materials according to manufacturer‘s recommendation and fishing requirements 3.5 Dispose of waste materials according to manufacturer‘s, government, and fishing requirements Procedure in cleaning and storing tools and outfits Proper storing of materials and chemicals Government requirement regarding waste disposal Waste management system LESSON 2: USING FISHING TOOLS AND EQUIPMENT Fishing equipment The learners demonstrate - Motorized equipment an understanding of the different guidelines in - Electrical equipment Fishing tools using tools and equipment in fish capture operation - Power tools - Handheld tools Safety practices during operations of fishing equipment Fishing equipment Manual of fishing equipment and specifications Parts and functions of fishing gear/tools and equipment Pre-operation and checkup Safety practices in using fishing tools and equipment Calibration and use of fishing Special Curricular Programs LEARNING COMPETENCIES The learners efficiently use tools and equipment in fish capture operation LO 1. Select and use tools 1.1 Identify appropriate tools according to requirements 1.2 Check fishing tools for faults in accordance with industry procedures 1.3 Report defective tools in accordance with the industry procedures 1.4 Safely use appropriate tools and equipment according to job requirement and manufacturer‘s conditions LO 2. Select and operate equipment 2.1 Identify appropriate equipment to be used as per work requirements 2.2 Carefully read instructional manual of the tools and equipment prior to operation 2.3 Conduct pre-operation checkup in line with manufacturer‘s manual 2.4 Identify faults in equipment in line with industry procedures CODE STPVE_FIS H8-ASMFIc-3 STPVE_FIS H8-UTEFId-4 STPVE_FIS H8-UTEFIe-5 Page 327 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD equipment 2.5 Report faults in equipment in line with industry procedures 2.6 Use fishing equipment according to its function 2.7 Follow safety procedures LO 3. Perform preventive maintenance 3.1 Immediately clean tools and equipment after used in line with the industry procedures 3.2 Perform routine checkup and maintenance 3.3 Store tools and equipment in designated areas in line with industry procedures Preventive maintenance Types of fishing gear/tools and equipment Safety measures and practices Upkeep of equipment Proper storage practices LESSON 3: PERFORMING ESTIMATION Basic mathematical operations Work estimation procedures Problem solving procedures Basic mathematical operation Systems of measurement Units of measurement Conversion of units Fractions and decimals Percentages and ratios Basic accounting principles and procedures Special Curricular Programs LEARNING COMPETENCIES AND BASIC CALCULATION The learners demonstrate The learners accurately an understanding of perform estimation and various techniques in calculation performing estimation and calculation LO 1. Perform estimation 1.1 Identify job requirements from written or oral communications 1.2 Estimate quantities of materials and resources required to complete the work task 1.3 Estimate the time needed to complete a work activity 1.3 Make accurate estimation for work completion 1.4 Report estimate of materials and resources to appropriate person LO 2. Perform basic workplace calculation 2.1 Identify calculations to be made according to job requirements 2.2 Determine correct method of calculation 2.3 Ascertain systems and units of measurement to be followed 2.4 Perform calculation needed to complete work task using the four basic mathematical operations (addition, subtraction, multiplication, and division) 2.5 Use appropriate operations to comply with the instruction 2.6 Review obtained result CODE STPVE_FIS H8-UTEFIf-6 STPVE_FIS H8-PECAIg-7 STPVE_FIS H8-PECAIh-8 Page 328 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 4: APPLYING FOOD SAFETY AND SANITATION PPE used on board The learners demonstrate The learners efficiently Guidelines on the use of PPE and understanding of apply food safety and various techniques in sanitation - Proper use applying food safety and - Sanitation - Maintenance sanitation - Storage Personal hygiene and good grooming - Definition - Importance - Guidelines Principles on food handling - Preparation - Storage Food sanitation practices Safety measures First Aid procedures 5S for effective housekeeping Waste disposal Hazards in the workplace LESSON 5: PREVENTING AND FIGHTING FIRE Types of fire detection, firefighting, The learners demonstrate life-saving, and safety equipment and an understanding of various techniques in systems used on board vessels and the procedures for their use preventing fire and Faults that can occur with shipboard firefighting Special Curricular Programs The learners effectively prevent and fight fire LEARNING COMPETENCIES CODE LO 1. Wear PPE 1.3 Check personal protective equipment according to manufacturer‘s specifications 1.4 Wear PPE according to the job requirement STPVE_FIS H8-AFSSIIa-9 LO 2. Observe personal hygiene and good grooming 2.1 Practice personal hygiene and good grooming in line with workplace health and safety requirements LO 3. Implement food sanitation practices 3.1 Implement sanitary food handling practices in line with workplace sanitation regulations 3.2 Observe safety measures in line with workplace safety practices LO 4. Render safety measures and First Aid procedures 4.1 Apply safety measures according to workplace rules and regulations 4.2 Apply First Aid procedures according to workplace standard operating procedures LO 5. Implement housekeeping activities 5.1 Clean work area and surroundings in accordance with workplace health and safety regulations 5.2 Dispose of waste according to organization‘s waste disposal system 5.3 Recognize hazards in the work area according to workplace procedures STPVE_FIS H8-AFSSIIb-10 LO 1. Manage fire prevention procedures 1.1 Identify fire hazards on board a vessel 1.2 Take action to eliminate or minimize fire hazards 1.3 Regularly check fire detection and firefighting STPVE_FIS H8-PFFIIIf-14 STPVE_FIS H8-AFSSIIc-11 STPVE_FIS H8-AFSSIId-12 STPVE_FIS H8-AFSSIIe-13 Page 329 of 675 CONTENT fire detection, firefighting, life- saving and safety equipment, and appropriate remedial action and solution Methods of extinguishing fire Procedures on checking and replacing consumable materials in typical ship board fire detection, firefighting, and safety equipment and system Procedures on identifying and evaluating operational and maintenance problems with fire detection, firefighting, life-saving and safety equipment and systems, and determining appropriate courses of action Procedures on identifying and implementing improvements to maintenance toward fire detection and firefighting Classes of fire Fire detection and firefighting equipment and system - Portable fire extinguisher including foam, water, CO2, dry chemical and wet foam - Fire blankets - CO2 fixed system - Foam installation - Sprinkler system - Fire pumps Methods of extinguishing fire Techniques in recharging portable fire extinguisher Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE equipment and systems to ensure that they are operational 1.4 Organize appropriate educational activities to ensure that on-board personnel are aware of the dangers of fire, how to prevent it, and what to do if a fire is detected 1.5 Orient on-board personnel on emergency procedures to be followed in the event of fire LO 2. Operate portable firefighting equipment 2.1 Identify classes of fires in accordance with accepted firefighting practices 2.2 Select correct portable firefighting equipment to fight a specific class of fire 2.3 Use correct portable firefighting equipment to fight specific classes of fires 2.4 Extinguish Class F fires with a fire blanket in accordance with accepted fire-fighting practice 2.5 Apply methods of extinguishing fire on board a vessel 2.6 Apply correct techniques for the setting up of foam-making equipment to extinguish Class B fires on board vessel 2.7 Use applicable and correct techniques to recharge the various types of portable fire extinguishers 2.9 Confirm, where applicable, portable fire- STPVE_FIS H8-PFFIIIg-15 Page 330 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD fighting equipment as operational following recharging LO 3. Conduct interior search and rescue and fire-fighting operations 3.1 Correctly apply the procedures for donning and starting up SCBA/CABA 3.2 Follow procedures for the logging of SCBA/CABA operations on a BA Control Board in accordance with vessel‘s procedures and accepted fire-fighting practice 3.3 Conduct search-and-rescue operations in a smoke-filled environment as a member of a firefighting team in accordance with accepted firefighting practice 3.4 Extinguish interior fires using appropriate firefighting equipment 3.5 Use lifeline signals during interior firefighting operations 3.6 Enter a compartment filled with highexpansion foam as per accepted firefighting practice Procedures for donning and starting SCBA (Self-Contained Breathing Apparatus)/CABA (Compressed Air Breathing Apparatus) Search and rescue operations in a smoke-filled environment Techniques in extinguishing interior fire Lifeline signals Procedures on on-board housekeeping LESSON 6. PERFORMING FIRST AID TREATMENT ON BOARD First Aid The learners demonstrate - Definition an understanding of various principles and - Importance DRABC Action Plan techniques in performing First Aid treatment on The Expired Air Resuscitation (EAR) External Cardiac Compression (ECC) board Cardio Pulmonary Resuscitation (CPR) Signs and symptoms of: - Respiratory failure - Poisoning - Bites or sting Possible causes of: - Respiratory failure Special Curricular Programs LEARNING COMPETENCIES The learners competently perform First Aid treatment on board LO 1. Perform immediate life-saving First Aid pending medical assistance 1.1 Correctly apply First Aid care in real or simulated situation 1.2 Correctly use DRABC Action plan to identify any sign of life 1.3 Appropriately place an unconscious casualty in stable-side position 1.4 Appropriately apply the method of EAR, ECC, and CPR in real or simulated situation LO 2. Act on recognize the symptoms of acute illness and/or injury and take appropriate action 2.1 Correctly identify the conditions requiring special first aid procedures 2.2 Take care of unconscious casualty in real or CODE STPVE_FIS H8-PFFIIIh-16 STPVE_FIS H8-PFATIIIa-17 STPVE_FIS H8-PFATIIIa-b-18 Page 331 of 675 CONTENT - Poisoning - Bites or sting Signs and symptoms of: - Respiratory failure - Heart attack - Poisoning Bites or sting Wounds and Bleeding - Possible causes - First Aid Signs and symptoms of severe internal bleeding Managing casualty with severe internal bleeding Burns - Classification - First Aid - Treatment Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES simulated situation in accordance with established First Aid procedures 2.3 Identify the possible causes of respiratory failure and breathing difficulty 2.4 Provide appropriate care to casualty with respiratory failure or breathing difficulty 2.5 Identify the symptoms and signs of casualty having angina pain/heart attack 2.6 Identify the symptoms or signs of poisoning, bites, and stings in real or simulated situation 2.7 Take appropriate action to casualty having signs of poisoning, bites, or sting in real or simulated situation 2.8 Apply appropriate action to conscious casualty with acute illness and/or injury in accordance with established First Aid procedures LO 3. Manage wounds and bleeding 3.1 Control severe external bleeding in real or simulated situation 3.2 Identify symptoms and signs of severe internal bleeding 3.3 Apply appropriate action to casualty with severe internal bleeding in real or simulated situation 3.4 Correctly manage a real or simulated laceration, abrasion, and deep puncture wound in accordance with established First Aid procedures 3.5 Identify the signs of wound infections in real or simulated situation 3.6 Provide appropriate action in managing wound infections in real or simulated situation LO 4. Manage burns 4.1 Apply appropriate First Aid procedures to casualty suffering from burn 4.2 Assess the severity of burn in terms of depth, position, and size in accordance with established procedures CODE STPVE_FIS H8- PFATIIIb-19 STPVE_FIS H8- PFATIIIc-20 Page 332 of 675 CONTENT Bones, joint, and muscle injuries - Causes - Signs and symptoms - First Aid - Treatment First Aid in remote situations - Resources and equipment - Management Hyperthermia and hypothermia - Prevention - Signs and symptoms - First Aid Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 4.3 Apply correct method of treatment for burns in real or simulated situations LO 5. Manage bone, joint, and muscle injuries 5.1 Identify symptoms and signs of fractures (simple and complicated) 5.2 Correctly manage problems and treatment associated with dislocated joints in accordance with established procedures Correctly perform First Aid treatment of pelvic and chest injuries and fractures of limbs, including the immobilization techniques, in accordance with established procedures 5.3 Identify the symptoms and signs of sprains and strains in accordance with established procedures LO 6. Adapt First Aid procedures for remote situations 6.1 Apply safety precautions needed to prevent accidents, illness, and injuries and infection in remote areas 6.2 Identify the factors involving the prevention of heat and cold exposure 6.3 Discuss the factors involving the prevention of heat and cold exposure 6.4 Identify the symptoms and signs of hyperthermia and hypothermia 6.5 Apply appropriate First Aid procedures in hyperthermia and hypothermia 6.6 Apply appropriate care for casualty in remote areas such as monitoring of monitoring of airway, breathing and heartbeat, control of pain, hydration, and maintenance of body temperature 6.7 Manage casualty with severe injuries including transport from remote situation 6.8 Identify the necessary First Aid resources and emergency equipment required for remote areas CODE STPVE_FIS H8- PFATIIIc-d-21 STPVE_FIS H8- PFATIIId-e-22 Page 333 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 7: PROTECTING MARINE ENVIRONMENT Guidelines for the implementation of The learners demonstrate The learners able to garbage disposal on board an understanding of protect marine Measures to prevent operational various techniques in environment protecting marine pollution by garbage Knowledge on sections of relevant environment regulation on garbage segregation and disposal Safety, environmental, and hazard control precautions and procedures relevant to MARPOL regulations Storage of non-biodegradable materials on board Relevant ISM regulations Safety, environmental, and hazard control precautions and procedures relevant to MARPOL regulations Storage of non-biodegradable materials onboard Relevant ISM regulations procedures for checking garbage coding on garbage segregation Procedures for the disposal of food waste based on relevant MARPOL regulation Procedures on ship-generated waste on nonbiodegradable materials Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Identify garbage disposal procedures 1.1 Identify relevant guidelines for the implementation of garbage disposal onboard to ensure protection of marine environment 1.2 Apply relevant guidelines for the implementation of garbage disposal on board to ensure protection of marine environment 1.3 Follow relevant company requirements on marine environmental protection as per established practice 1.4 Observe appropriate measures to prevent operational pollution to prevent pollution of the marine environment in accordance with regulations and procedures 1.5 Apply appropriate measures to prevent operational pollution to prevent pollution of the marine environment in accordance with regulations and procedures 1.6 Monitor compliance with state/territory garbage disposal procedures for the protection of the marine environment 1.7 Identify incidents of noncompliance LO 2. Perform garbage segregation 2.1 Follow MARPOL regulations and procedures concerning protection of marine environment regarding segregation of garbage 2.2 Apply marine environment protection programs on board as per established practice 2.3 Identify any breach of regulations and procedures concerning protection of the marine environment 2.4 Take associated actions in accordance with regulatory requirement and procedure 2.5 Provide deck rating with necessary information and training to ensure compliance with regulations and procedures for the protection of the marine environment STPVE_FIS H8-SPMEIIId-e-23 STPVE_FIS H8-SPMEIIIe-24 Page 334 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Procedures for the disposal of food waste based on relevant MARPOL regulation Procedures on ship-generated waste on nonbiodegradable materials LESSON 8: COMPLYING WITH EMERGENCY PROCEDURES Identification and recognition of The learners demonstrate emergencies an understanding of Established vessel‘s emergency various techniques in response procedures complying with emergency Maritime communication techniques procedures used during navigational emergencies Emergency plan on board a vessel Relevant maritime regulations in responding emergency on board Navigational emergencies for vessels and appropriate actions and solutions Indications of various types of emergency situations and the action to be followed when various types of actual or potential emergency situations are identified Emergency alarm signals and systems in use on vessels and procedures to be followed when an emergency Special Curricular Programs The learners satisfactorily comply with emergency procedures LEARNING COMPETENCIES CODE LO 3. Record garbage segregation 3.1 Assist others to observe the garbage segregation policies 3.2 Encourage others to observe the garbage segregation policies 3.3 Observe social responsibilities in garbage disposal to ensure protection of marine environment 3.4 Perform responsibilities in garbage disposal to ensure protection of marine environment 3.5 Adequately fill-up contents of report on garbage segregation and disposal as per established procedures STPVE_FIS H8-SPMEIIIe-24 LO 1. Take action on becoming aware of an emergency 3.1 Recognize emergencies correctly 3.2 Identify emergencies correctly 3.3 Response to an emergency situation 3.4 Follow vessel‘s established emergency response procedures 3.5 Take correct action on discovery of an actual or potential emergency in accordance with established vessel procedures 3.6 Give prompt, accurate, and complete information on raising alarm LO 2. Follow established emergency procedures 2.1 Know and implement vessel‘s contingency plans for emergency response in real and simulated emergency situations 2.2 Use escape routes and internal and external communications and alarm systems 2.3 Simulate emergency situations in accordance with regulatory requirements and established procedures 2.4 Understand emergency communications and alarm signals and systems to implement sTPVE_FIS H8-CWEPIIIf-25 STPVE_FIS H8-CWEPIIIf-g-26 Page 335 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD alarm is raised Escape routes and internal and external communications systems and alarms on board a vessel General principles of damage and control and the manner in which watertight integrity of hull is maintained on a vessel, including the importance of preparation, control, and repair Ways of controlling damage during a flooding emergency, including the use of various shipboard items that can be used for damage control purposes such as mattresses, canvas, and clothing Maritime communication techniques used during navigational emergencies Implementing emergency during a real and simulated emergency situation Safety and life-saving precautions and procedures during emergency situations on board Emergency equipment on board Emergency response plans on board LESSON 9: APPLYING DECKHAND SKILLS ABOARD A FISHING VESSEL Procedures on rope work The learners demonstrate The learners independently Handling ropes and wires an understanding of apply deckhand skills in a Maintaining different rope types various principles and boarding a fishing vessel theories in applying Special Curricular Programs LEARNING COMPETENCIES CODE necessary action in accordance with emergency procedures and regulatory requirements 2.5 Implement planned damage controls procedures for dealing with damage to the vessel and its hull in accordance with company procedures and regulatory requirements LO 3. Follow procedures for the use of various life-saving appliances 3.1 Participate in life-saving drills confirms readiness to correctly carry out life- saving procedures and use life-saving appliances 3.2 Use survival equipment in the event of emergencies 3.3 Follow procedures for the use of various shipboard life-saving appliances in accordance with regulatory requirements, manufacturer‘s instruction, and company procedures STPVE_FIS H8-CWEPIIIg-h-27 LO 1. Use and maintain ropes 1.1 Perform rope operations according to established safety rules and regulations. 1.2 Use rope materials, methods of construction STPVE_FIS H8-ADSFIIIh-28 Page 336 of 675 CONTENT Splicing rope Tying knots, bends and hitches Whipping rope Application of common knots, bends and hitches Use of winches, capstans and windlasses Procedures on winch, capstans and windlass operations Codes of safe work practice Procedures on anchor operations Routine and emergency operations anchors Factors affecting anchoring operations Anchor cable markings Types of anchor Operating anchor Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD deckhand skills in aboard a fishing vessel LEARNING COMPETENCIES and measurement methods according to workplace requirements 1.3 Check ropes for wear and maintained in accordance with enterprise procedures and manufacturers‘ manual. LO 2. Perform basic knots, bends, hitches, splices and common whipping 2.1 Use knots, bends and hitches according to workplace requirement 2.2 Splice rope neatly and securely according to established standards 2.3 Whip rope ends to maintain good condition according to established standards LO 3. Operate winches, capstans and windlasses 3.1 Establish safety rules and regulations operations. 3.2 Select, check and prepare winches, capstans and windlasses appropriately prior to use. 3.3 Operate safely winches, capstans and windlasses to carry out fishing vessel deck operations in accordance with operational requirements and manufacturers‘ instructions. LO 4. Secure the vessel at anchor 4.1 Secure vessel according to established safety rules and regulations. 4.2 Prepare the anchor and equipment prior to letting go is appropriate to the depth of water, weather and sea conditions, and tidal range in area of operation. 4.3 Maintain the control of the cable within safe operating limits during normal operation. 4.4 Secure the degree of the anchor and equipment appropriate to forecast conditions and complies with orders provided. 4.5 Follow manufacturers‘ recommendations and anchoring requirements during anchor winch operations. CODE STPVE_FIS H8-ADSFIVa-29 STPVE_FIS H8-ADSFIVa-b-30 STPVE_FIS H8-ADSFIVb-31 Page 337 of 675 CONTENT Operations based on established rules and regulations relating to mooring Mooring systems Types of mooring operations Configurations of mooring lines Using and identifying synthetic rope and wire mooring lines Contingency actions in moorings malfunction or problems Procedures on monitoring procedures Watch-keeping instructions Safety and integrity of vessel, equipment, materials, crew Anchoring and mooring winches Vessel’s seaworthiness Watertight integrity Signals, flags, lights and shapes display Securing vessel for/at sea Securing equipment and objects Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 4.6 Anchor the area to keep free of loose ropes, wires and debris throughout all operations. LO 5. Secure and adjust the vessel’s position during mooring operations 5.1 Moor vessel according to established safety rules and regulations. 5.2 Handle mooring lines and associated equipment safely and efficiently at all times. 5.3 Keep mooring area free from loose ropes, wires and debris throughout all operations. 5.4 Maintain tension on mooring lines at appropriate level to the stage and nature of the operation when warping the vessel or maintaining position. 5.5 Report incidents to supervisory personnel complete and at a time design to maximize the mooring security of the vessel. 5.6 Secure mooring lines according to forecast tidal conditions and planned vessel operations. 5.7 Recognize equipment malfunction or problems during operations so appropriate corrective action should be take. 5.8 Communicate clear and concise at all times. LO 6. Monitor the situation of the vessel when moored or anchored 6.1 Monitor operations according to established safety rules and regulations. 6.2 Report incidents to supervisory personnel complete and at a time to maximize the safety and integrity of the vessel. LO 7. Secure the vessel for and at sea 7.1 Check vessel security according to established safety and security rules and regulations. 7.2 Check and inspect on the vessel‘s seaworthiness 7.3 Check watertight integrity and vessel to prepare for prevailing and forecast weather and sea conditions. CODE STPVE_FIS H8-ADSFIVb-31 STPVE_FIS H8-ADSFIVd-33 STPVE_FIS H8-ADSFIVd-e-34 Page 338 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 7.4 Report to supervisory personnel on irregularities beyond the job holder‘s ability to rectify are made in time to enable remedial action to be taken. LESSSON 10: ASSEMBLING AND REPAIRING DAMAGED NETTING The learners demonstrate The learners independently Netting terms an understanding of assemble and repair Types of nets various principles and damaged netting Types of netting material and tools theories in assembling and Measuring twine, material and repairing damaged netting tools Measuring twine, material type, mesh size Types of repair operation Types and preparation of knots, mesh and points Shaping mesh, points and bars Interpreting gear plan Mending rips and holes Cutting tapers Strengthening netting material Tying of twines using different knots Identifying type of netting Designing netting panels Repairing large scale damage Joining panels of netting Lacing techniques Special Curricular Programs LO 1. Prepare netting material for repair 1.1 Arrange, repair and organize netting material, tools to maximize job efficiency and safety. 1.2 Identify required material for the repair operation by measuring existing material or by reference to a gear plan. 1.3 Remove and dispose damaged netting using network tools to eliminate environmental impact according to enterprise procedures. 1.4 Prepare retained netting for replacement. 1.5 Shape replacement netting with net repair tools. 1.6 Strengthen replacement netting according to the gear plan or supervisor‘s instructions before being added to the net. LO 2. Mend holes and rips using twine 2.1 Identify starting points and secure twine is to the netting according to supervisor‘s instructions. 2.2 Use twine to tie knots that make meshes to resemble original netting. 2.3 Secure Twine at the end of the repair according to supervisor‘s instructions. LO 3. Mend large scale damage using netting material 3.1 Identify starting points and secure twine to the netting according to supervisors‘ instructions 3.2 Join existing and replacement material according to established standards STPVE_FIS H8-ARDNIVe-f-35 STPVE_FIS H8-ARDNIVf-g-36 STPVE_FIS H8-ARDNIVg-h-37 Page 339 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 11: OPERATING A VESSEL OF UP TO 3.0 GT Procedures in preparing a small The learners demonstrate The learners independently vessel an understanding of prepare a small vessel Factors affecting vessel safety various principles and theories in preparing a Vessel work plan and operation small vessel Vessel safety equipment and spares Pre-operational checks in operating a small vessel Safety practices in preparing a small vessel Factors affecting sea navigation and vessel operation - Sea condition - Wave height - Current direction - Low light condition - Navigational hazards Rules and regulations in operating a small vessel Operating a small vessel Securing and stowing loads Vessel safety limits/ restricted area Maneuvering a small vessel Propulsion techniques Securing a vessel Maintaining a vessel Storing a vessel after use Safety practices in securing a small vessel Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare the small vessel for use 1.1 Plan work activities in accordance with enterprise policies and procedures 1.2 Identify factors that may compromise vessel safety 1.3 Address factors that may compromise vessel safety according to the work plan and operation of the vessel 1.4 Check all essential safety equipment and spares for operation and work in accordance with workplace and regulatory requirements 1.5 Load vessel in accordance with manufacturer‘s specifications and enterprise procedures 1.6 Strictly follow worker safety practices are strictly according to workplace, PPE, and OHS requirements 1.7 Accomplish documentation per government regulations and policies LO 2. Operate and maintain a small vessel 2.1 Maintain vessel stability within safety limits in accordance to established standards 2.2 Operate vessel at all times according to government requirements and enterprise procedures 2.3 Appropriately maneuver vessel in line with workplace and regulatory requirements SPTVE_FCA P9-PSVEIa-b-1 LO 3. Secure and maintain a small vessel and related equipment 3.1 Secure, maintain and keep vessel after use according to enterprise procedure 3.2 Keep fuels away to prevent environmental and SPTVE_FCA P9-PSVEIg-h-3 SPTVE_FCA P9-PSVEIc-f-2 Page 340 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE fire hazards. 3.3 Repair or replace non-serviceable equipment and spares according to enterprise procedure. LESSON 12: MONITORING CONDITION AND SEAWORTHINESS OF A VESSEL UP TO 3.0 GT Procedures on monitoring the The learners demonstrate The learners efficiently an understanding of monitor condition and condition and seaworthiness of the vessel various principles and seaworthiness of a vessel Safety precautions in monitoring theories in monitoring of up to 3.0 GT. condition and sea vessel condition Integrity of a vessel‘s hull worthiness of a vessel of up to 3.0 GT. Structural design of fishing vessel Guidelines on vessel inspection Vessel repairs and maintenance Repair and corrosion control Procedures on manufacturer‘s instruction on vessel problems Vessel condition and watertight integrity LESSON 13: PERFORMING ROUTINE MAINTENANCE TASKS ON A SMALL COASTAL VESSEL Basic deck maintenance The learners demonstrate The learners efficiently perform routine Procedures on minor faults in vessel‘s an understanding of deck surfaces various principles and maintenance tasks on a Special Curricular Programs LO 1. Monitor the vessel’s seaworthiness 1.1 Plan condition and seaworthiness of the vessel in accordance with government and company procedures and safety regulations 1.2 Carry out in accordance with government and company procedures and safety regulations 1.3 Comply with checks and inspections on the vessel in accordance with the standard procedures 1.4 Correctly carry out checks of the integrity of the vessel‘s hull in accordance with established standards 1.5 Take precautions to ensure that vessel‘s powered equipment is operated in accordance with manufacturer's manual LO 2. Rectify identified problems with the condition of the vessel 2.1 Examine, report and record any deterioration of the vessel‘s hull or structure. 2.2 Coordinate repairs and corrosion control accordance with the standard procedure and manufacturer‘s instructions. 2.3 Communicate clearly and concisely with the owners concerning the condition and seaworthiness of the vessel and related action and made at an appropriate time and place. 2.4 Identify problems and take actions to carry out repairs and control corrosion compliant to standard requirements. SPTVE_FCA P9-MSWVIIa-b-4 LO 1. Perform basic deck maintenance 1.1 Carry out deck surfaces checking in accordance with planned maintenance system SPTVE_FCA P9-MSCVIIc-d-6 SPTVE_FCA P9-MSWVIIb-c-5 Page 341 of 675 CONTENT Nature and causes of corrosion Maintenance of corrosion and deterioration of vessel‘s deck surfaces OHS and pollution control requirements Maintenance tools and equipment Types of chemicals, cleaning agents, and equipment in cleaning vessel parts Cleaning activities and procedures Storage principles of chemicals, cleaning agents, and equipment Safety, environmental, and hazard control precautions in maintenance operations Types of marine paints, and painting tools and equipment Procedures in preparation, application, and storage of marine paints and painting equipment Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD theories in performing small coastal vessel routine maintenance tasks on a small coastal vessel LEARNING COMPETENCIES 1.2 Carry out maintenance of vessel‘s deck surfaces in accordance with planned maintenance system 1.3 Repair minor faults and imperfections in painted surfaces in accordance with procedures 1.4 Restore weathered surfaces in accordance with OHS, established standards, and manufacturer‘s guidelines 1.5 Appropriately identify tools and equipment in accordance job requirements 1.6 Use tools and equipment in accordance job requirements 1.7 Prepare marine surfaces for application in accordance to marine coating requirements 1.8 Complete records of maintenance work in accordance with workplace procedure LO 2. Carry out cleaning activities 2.1 Select chemicals, cleaning agents, and equipment to clean vessel according to workplace and manufacturer‘s requirements 2.2 Use chemicals, cleaning agents, and equipment to clean vessel according to workplace and manufacturer‘s requirements 2.3 Store chemicals, cleaning agents, and equipment to clean vessel according to workplace and manufacturer‘s requirements 2.4 Read and understand manufacturer‘s warning and instructions according to workplace requirements 2.5 Apply manufacturer‘s warning and instructions according to workplace requirements 2.6 Complete cleaning tasks in the assigned area in accordance with manufacturer‘s procedures LO 3. Select and apply appropriate paint systems for areas aboard a vessel 3.1 Select paints and painting equipment in accordance with maintenance procedures and the manufacturer‘s manual CODE SPTVE_FCA P9-MSCVIIe-f-7 SPTVE_FCA P9-MSCVIIf-g-8 Page 342 of 675 CONTENT Problems in marine paint application Principles of storing marine paint and painting equipment Use of PPE OHS requirements Safety management system procedures Industry standards and guidelines on safety and hazard control GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LESSON 14: OPERATING AND TROUBLESHOOTING LOW POWERED MARINE ENGINES Operating different speed type of The learners demonstrate The learners independently an understanding of operate and troubleshoot diesel engine Safety rules and regulations on various principles and low- powered marine theories in operating and engines operations of low powered diesel troubleshooting lowengines Preparation of engine and systems powered marine engines Safe and efficient operation requirements Types of engine Engine parameters and instrument readings Special Curricular Programs LEARNING COMPETENCIES 3.2 Apply marine paints in accordance with OHS requirements and manufacturer‘s manual 3.3 Identify problems in the application of paints according to standard operating procedures 3.4 Report problems in the application of paints according to standard operating procedures 3.5 Dispose of debris from maintenance activities in accordance with established procedures 3.6 Properly store paint and painting equipment after use according to workplace requirement LO 4. Follow safety and hazard control procedures 4.1. Use PPE in accordance with regulations PPE and OHS requirements 4.2. Identify maintenance hazards according to established standards 4.3. Follow safety, hazard minimization, and pollution control procedures and regulations in accordance with workplace requirements LO 1. Initiate start-up and shutdown of lowpowered diesel engine 1.1 Plan operations according to established safety rules and regulations 1.2 Carry out operations according to established safety rules and regulations Prepare engine according to the intended operation and comply with standard operating procedures 1.3 Shut down engine according to the established standards 1.4 Maintain engine parameters and instrument readings according to according to manufacturer‘s 1.5 Specifications and workplace requirements. 1.6 Promptly identify deviations from the norm, per standard operating procedures 1.7 Rectify deviations from the norm according to standard operating procedures CODE SPTVE_FCA P9-MSCVIIg-h-9 SPTVE_FCA P9-LPMEIIIa-b-10 Page 343 of 675 CONTENT Aspects of engine and system condition Engine operations in various modes Monitoring engine condition Engine schedules, and operating parameters and instructions Identifying engine deviations Code of safe working practices Principles on marine diesel engine malfunction and corrective action Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.8 Report deviations from the norm according to standard operating procedures 1.9 Carry out operations safely and efficiently according to workplace and environmental requirements Promptly and accurately report inability to start up or shut down engine as required according to workplace requirements LO 2. Maintain output of low- powered diesel engines 2.1 Plan operations according to established safety rules and regulations 2.2 Carry out operations according to established safety rules and regulations 2.3 Use engine according to established standards 2.4 Monitor engine according to established standards 2.5 Assess engine system condition according to manufacturer‘s manual 2.6 Maintain engine parameters according to standard operating procedures 2.7 Strictly follow workers‘ safety practices according to workplace, PPE, and OHS requirements LO 3. Respond to irregularities 3.1 Correctly identify deviations according to workplace requirements 3.2 Rectify deviations according to workplace requirements 3.3 Report deviations according to workplace requirements 3.4 Strictly follow workers‘ safety practices according to workplace, PPE, and OHS requirements 3.5 Take appropriate action in the event of irregularities for safety and efficiency of operations CODE SPTVE_FCA P9-LPMEIIIb-c-11 SPTVE_FCA P9-LPMEIIIc-d-12 Page 344 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Identifying electrical and propulsion faults Troubleshoot engine faults Minor repairs of engine faults Guidelines related to troubleshooting engine faults LESSON 15: APPLYING WEATHER INFORMATION WHEN NAVIGATING A VESSEL Ocean and weather conditions The learners demonstrate The learners accurately use Basic measurements of an understanding of weather information when various principles and navigating a vessel meteorological parameters Weather information and voyage theories in applying weather information when planning documentation navigating vessel Navigational hazards Navigational aids and paraphernalia Special Curricular Programs LEARNING COMPETENCIES CODE LO 4. Troubleshoot engine faults and perform minor repair 4.1 Identify fuel-related difficulties according to troubleshooting guides and manufacturers manual 4.2 Rectify fuel-related difficulties according to troubleshooting guides and manufacturers manual 4.3 Identify electrical faults according to troubleshooting guides and manufacturer‘s manual 4.4 Rectify electrical faults according to troubleshooting guides and manufacturer‘s manual 4.5 Service engines that are immersed according to manufacturer‘s manual 4.6 Identify propulsion according to manufacturer‘s manual 4.7 Repair propulsion according to manufacturer‘s manual 4.8 Strictly follow workers‘ safety practices according to workplace, PPE, and OHS requirements SPTVE_FCA P9-LPMEIIId-e-13 LO 1. Obtain and decipher weather and oceanographic information 1.1 Observe and interpret ocean and weather conditions correctly in accordance with established nautical and meteorological practice 1.2 Make basic measurements of meteorological parameters using established procedures 1.3 Record basic measurements of meteorological parameters using established procedures 1.4 Update, store, and maintain relevant meteorological charts, publications and related SPTVE_FCA P9-UWNVIIIe-f-14 Page 345 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD documentation according to standard operating procedures 1.5 Use relevant navigational charts, nautical publications, and related documentation for voyage planning and identification of navigational hazards in accordance with established procedures LO2.Apply weather and oceanographic data to safe navigation 2.1 Identify weather and ocean condition hazards relevant to a proposed coastal using relevant forecasts based on navigational practice 2.2 Modify the route for a voyage as required to take into account weather and sea condition hazards in accordance with established navigational practice Weather and ocean condition hazards Procedures on navigational practice and operations Principles and procedures of weather forecasting Types of clouds and descriptions Calculating tides Problems of weather forecast Procedures in securing vessel in sea hazards Sources of weather reports Methods of interpreting weather reports Maritime communication techniques Reading and interpreting weather information Company procedures and regulatory requirements related to weather information and forecasts record LESSON 16: CONTRIBUTING TO SAFE NAVIGATION International Regulations for The learners demonstrate Preventing Collisions at Sea (Colregs) an understanding of Watch routines various principles and theories in contributing to Principles and procedures related to safe navigation safe navigation of a vessel Weather watchkeeping and hazards Requirements relating to navigational equipment Monitoring hazards Special Curricular Programs LEARNING COMPETENCIES The learners effectively contribute to safe navigation CODE SPTVE_FCA P9-UWNVIIIf-g-15 LO 3. Maintain records of weather and oceanographic information and forecast 3.1 Record and file meteorological measurements, observations, reports, and forecasts in accordance with company procedures and regulatory requirements SPTVE_FCA P9-UWNVIIIg-h-16 LO 1. Contribute to monitoring and controlling a navigational watch 1.1 Use watch according to the established principles and procedures 1.2 Hand over the watch in conformance with the accepted principles and procedures 1.3 Clarify watch information or instructions using established procedures 1.4 Conform lights, shapes, and sound signals with Colregs requirements SPTVE_FCA P9-SN-IVab-17 Page 346 of 675 CONTENT Maneuvering techniques Types of sea state Procedures on steering modes Vessel steering and engine control systems Procedures on implementing emergency Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 1.5 Maintain lookout at all times based on accepted principles and procedures 1.6 Make reports and exchanges of navigational information in line with accepted principles and procedures 1.7 Monitor traffic, vessel, and weather watchkeeping according to accepted principles and procedures 1.8 Comply with frequency and degrees of performance checks on navigational equipment in line with principles and procedures, and skipper‘s and owner‘s requirements 1.9 Immediately seek advice or clarification from appropriate people when in doubt LO 2. Maneuver the vessel when contributing to the efficient running of watch 2.1 Make maneuvers according to standard operating procedures 2.2 Design engine control systems according to standard operating procedures 2.3 Operate engine control systems according to standard operating procedures 2.4 Steer course according to standard operating procedures 2.5 Smoothen course alterations according to established standards 2.6 Control course alterations according to established standards 2.7 Communication clearly and concisely at all times according to standard principles and procedures 2.8 Acknowledge responses at all times according to standard principles and procedures 2.9 Change steering modes according to operating instructions, marine notices, and established principles and procedures 2.10 Ensure that vessel steering systems comply with safety, workplace, and OHS CODE SPTVE_FCA P9-SN-IVbc-18 Page 347 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE requirements LESSON 17: APPLYING BASIC FOOD HANDLING AND SAFETY PRACTICES Basic food safety principles and The learners demonstrate The learners efficiently requirements an understanding of apply basic food handling various principles and and safety practices Fish handling techniques and procedures theories in applying basic food handling and safety Common hazards and sources of practices contamination Hazards and risk to seafood product handling Types of work area Personal hygiene and conduct OHS and work area requirements Procedures on workplace hygiene Requirements on hygiene and food safety Special Curricular Programs LO 1. Identify hazards and risks to seafood and aquatic product 1.1 Identify key hazards and risks associated with the individual's work area or area of responsibility according to standard workplace procedures 1.2 Assess key hazards and risks associated with the individual's work area or area of responsibility according to standard workplace procedures 1.3 Report key hazards and risks associated with the individual's work area or area of responsibility according to standard workplace procedures 1.4 Control key hazards and risks associated with the individual's work area or area of responsibility according to standard workplace procedures LO 2. Follow enterprise hygiene standards, procedures, and practices 2.1 Comply with personal hygiene in work area and OHS requirements 2.2 Select appropriate personal protective clothing and equipment in accordance with enterprise and OHS requirements 2.3 Check appropriate personal protective clothing and equipment in accordance with enterprise and OHS requirements 2.4 Use appropriate PPE in accordance with enterprise and OHS requirements 2.5 Maintain appropriate PPE in accordance with enterprise and OHS requirements 2.6 Strictly follow hygiene procedures in accordance with enterprise, legislative, and OHS requirements SPTVE_FCA P9-BFHSPIVd-19 SPTVE_FCA P9-BFHSPIVe-f-20 Page 348 of 675 CONTENT Seafood handling and storage Requirements on seafood handling Types Of cross contamination Procedures on food safety program Areas of risk Risk control and management Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 3. Handle and store seafood and aquatic product 3.1 Handle seafood and aquatic products in accordance with enterprise, legislative, and OHS requirements 3.2 Store seafood and aquatic products in accordance with enterprise, legislative, and OHS requirements 3.3 Store seafood and aquatic products at the correct temperature to maintain optimal freshness LO 4. Follow the enterprise food safety program 4.1 Consistently undertake all work activities in conformance with the requirements of an approved enterprise food safety program 4.2 Identify areas of risk in work area according to workplace requirements 4.3 Evaluate areas of risk in work area according to workplace requirements 4.4 Report areas of risk in work area according to workplace requirements 4.5 Control areas of risk in work area according to workplace requirements 4.6 Monitor areas of risk in work area according to workplace requirements 4.7 Take corrective actions within the individual's scope of responsibilities to minimize risk in accordance with the enterprise food safety program 4.8 Report risks promptly according to workplace requirements 4.9 Complete records according to enterprise requirements and work responsibility SPTVE_FCA P9-BFHSPIVf-g-21 SPTVE_FCA P9-BFHSPIVg-h-22 Page 349 of 675 GRADE 10 (320 Hours) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 18: ADJUSTING AND POSITIONING BEACH SEINES, MESH NETS, OR GILL NETS Beach seine The learners demonstrate The learners independently an understanding of adjust and position beach Parts and function Gill nets various principles and seines, mesh nets, or gill theories in adjusting and nets Types Parts positioning beach seines, mesh nets, or gill nets Aspects of work area Guidelines in organizing work area Identifying equipment and tools for adjusting beach seines, mesh nets, or gill nets Techniques for slinging beach seines, mesh nets, or gill nets Adjusting gear components Indicators of sub-optimal performance Factors of optimal gear performance Interpreting gear plans Adjusting beach seines and gill nets before deployment Use and repair of gear - Beach seine - Gill net - Mesh net Fish characteristics Fishing strategy Maintaining, adjusting, and positioning the vessel and gear - Beach seine - Gill net Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Organize a work area for adjusting beach seines, mesh nets, or gill nets 1.1 Identify unsafe and inefficient aspects of the work area according to workplace requirements 1.2 Rectify unsafe and inefficient aspects of the work area according to workplace requirements 1.3 Provide clear instructions in accordance to established standards 1.4 Make all tools and equipment available according to standard operating procedures 1.5 Use appropriate equipment and devises for slinging beach seines, mesh nets, or gill nets in accordance to established standards LO 2. Adjust components of beach seine, mesh net, or gill net to optimize catch 2.1 Assess performance of beach seines, mesh nets, or gill nets according to workplace requirements 2.2 Measure and compare components of beach seine, mesh net, or gill net to confirm symmetry 2.3 Assess the effectiveness of the deployment of beach seine, mesh net, or gill net component in accordance with standard operating procedures 2.4 Adjust components of beach seine, mesh net, or gill net according to established standards 2.5 Recondition or construct components of beach seine, mesh net, or gill net according to established standards LO 3. Position beach seines, mesh nets, or gill nets to optimize catch 3.1 Develop fishing strategy according to workplace requirements 3.2 Assess the quality of catches according to standard procedures SPTVE_FCA P10-APBNIa-1 SPTVE_FCA P10-APBNIa-b-2 SPTVE_FCA P10-APBNIb-d-3 Page 350 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES 3.3 Monitor position of beach seines, mesh nets, or gill nets in accordance with standard operating procedures 3.4 Monitor the vessel position during the deployment and retrieval of beach seines, mesh nets, or gill nets in accordance with successful fishing strategy requirements 3.5 Strictly follow workers‘ safety practices according to workplace requirements LESSON 19. MAINTAINING, PREPARING, DEPLOYING AND RETRIEVING MESH NETS OR GILL NETS TO LAND CATCH Criteria of fishing gear The learners demonstrate The learners efficiently LO 1. Maintain beach Seines, mesh nets, or an understanding of maintain, prepare, deploy, gill nets Components of net Types of net damage various principles and and retrieve mesh nets of 1.1 Check beach seines, mesh nets, or gill in theories in maintaining, gill nets to land catch accordance with standard vessel maintenance Replacing/reconditioning damaged preparing, deploying, and procedures nets retrieving mesh nets, or gill 1.2 Identify damaged beach seine, mesh net, or gill Procedures related to disposing of nets to land catch net components according to established defective net components standards 1.3 Condition or replace damaged beach seine, mesh net, or gill net components according to established standards 1.4 Order replacement beach seine, mesh net, or gill net components according to enterprise procedures 1.5 Dispose of defective beach seine, mesh net, or gill net components according to environmental protection regulations and enterprise procedures Beach seine, mesh net, or gill net LO 2. Deploy beach seines, mesh nets, or gill components nets Assembling and dismantling 2.1 Connect beach seine, mesh net, or gill net connecting devices components in the configuration required according to established fishing methods Deployment of beach seines, mesh nets, or gill nets 2.2 Carry out deployment of beach seines, mesh nets, or gill nets from the vessel according to Procedures relating to hygiene vessel operating and safety procedures requirements and vessel operations 2.3 Ensure accurate deployment of beach seines, Regulations and principles related to mesh nets, or gill nets in accordance with ecologically sustainable development CODE - Mesh net Monitoring deployment, fishing, and retrieval of gear Vessel positions Special Curricular Programs SPTVE_FCA P10-MMGNId-e-4 SPTVE_FCA P10MMGN-If-g5 Page 351 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD Types of deploying/retrieving gear machinery Use of deploying/retrieving gear machinery Beach seine Gill net Mesh net Methods of retrieving and stowing fishing gear Requirements related to crew and workplace safety Containment devices to receive catch Procedures relating to personal and vessel hygiene, safety, and vessel operations Sorting catch Preparation of containers Relevant fisheries regulation LESSON 20: ADJUSTING AND POSITIONING HAND OPERATED LINES Aspects of work area The learners demonstrate The learners independently Tasks and methods in organizing an understanding of adjust and position handvarious principles and operated lines work area Types of hand-operated lines theories in adjusting and positioning hand operated Identifying hand-operated line lines components Special Curricular Programs LEARNING COMPETENCIES established fishing operation 2.4 Deploy devices and systems according to environmental standards 2.5 Clean beach seine, mesh net, or gill net storage area according to hygiene requirements and vessel operating procedures LO 3. Retrieve the beach seine, mesh net or gill net 3.1 Apply beach seines, mesh nets, or gill nets in accordance with vessel operating procedure 3.2 Retrieve beach seines, mesh nets, or gill nets in accordance with vessel operating procedure 3.3 Land catch and remove from beach seines, mesh nets, or gill nets according to established seafood quality standards Disconnect beach seines, mesh nets, or gill nets according to crew and working area safety requirements 3.4 Stow beach seines, mesh nets, or gill nets according to crew and working area safety requirements. LO 4. Land, contain, and sort catch 4.1 Prepare containment devices to receive the catch according to hygiene requirements and vessel operating procedures 4.2 Load catch into containment devices according to vessel hygiene, safety, and operating procedures 4.3 Sort catch to maximize by-catch survival and seafood quality according to vessel operating procedures and fisheries regulations LO 1. Organize a work area to adjust hand operated lines 1.1 Identify unsafe and inefficient aspects of the work area according to workplace requirements 1.2 Rectify unsafe and inefficient aspects of the work area according to workplace requirements 1.3 Provide clear instructions to work teams in CODE SPTVE_FCA P10MMGN-Igh-6 SPTVE_FCA P10MMGN-Ih-7 10 SPTVE_FCA P10- APHOIIa-8 Page 352 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES accordance with established standards 1.4 All tools and equipment are made available according to standard operating procedures Basic operating principles of handLO 2. Adjust hand-operated line components to optimize catch operated lines Indicators of sub-optimal performance 2.1 Assess the performance of hand- operated lines according to workplace requirements. Factors of optimal gear performance Adjusting and positioning hand 2.2 Observe catches in accordance with standard operating procedures operated lines 2.3 Adjust hand-operated line components Using and repairing hand operated according to established standards lines 2.4 Recondition or construct hand- operated line Fish behavior components according to established standards Fishing strategy LO 3. Position hand-operated lines to optimize catch Factors affecting catch Positioning hand-operated lines 3.1 Develop fishing strategy according to workplace requirements Vessel positions in deployment and 3.2 Monitor the position of beach seines, mesh retrieval of gear nets, or gill nets in accordance with standard Environmental and catch operating procedures concentrations information 3.3 Alter the position of beach seines, mesh nets, Characteristics of area of fishing or gill nets according to standard operating operation procedures 3.4 Monitor vessel position during deployment and retrieval of hand- operated lines in accordance with successful fishing strategy requirements 3.5 Strictly follow worker safety practices according to workplace requirements LESSON 21: MAINTAINING, PREPARING, DEPLOYING, AND RETRIEVING HAND OPERATED LINES TO LAND CATCH Criteria of fishing gear based on The learners demonstrate The learners efficiently LO 1. Maintain hand-operated lines vessel maintenance plan an understanding of maintain, prepare, deploy, 1.1 Check hand-operated lines in accordance with various principles and and retrieve hand-operated the standard vessel maintenance procedures Identifying components of hand operated line theories in maintaining, lines to land catch 1.2 Identify damaged hand-operated line preparing, deploying, and components according to established standards Identifying damaged hand-operated line components retrieving hand-operated 1.3 Recondition or replace damaged hand operated lines to land catch line components according to established Replacing/reconditioning damaged standards hand-operated line components 1.4 Order the replacement hand-operated line Environmental protection procedures Special Curricular Programs CODE SPTVE_FCA P10- APHOIIb-c-9 SPTVE_FCA P10- APHOIIb-c-10 SPTVE_FCA P10PDRHOLIIc-e-11 Page 353 of 675 CONTENT related to disposing of defective hand-operated line components Hand operated line components Deploying hand operated line Principles relating to hygiene and vessel operations Principles related to ecologically sustainable development Using equipment to deploy/retrieve gear Coiling and uncoiling lines Types of machinery in deploying/retrieving gear Retrieving fishing gear Stowing hand-operated line fishing gear Requirements related to crew and workplace safety Containment devices to receive catch Procedures relating to personal and vessel hygiene, safety, and vessel operations Sorting catch Preparation of containers Special Curricular Programs GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES components according to enterprise procedures 1.5 Dispose of defective hand-operated line components according to environmental protection regulations and enterprise procedures LO 2. Deploy hand-operated lines 2.1 Connect hand-operated line components in the configuration required according to established fishing methods 2.2 Operate equipment used to deploy handoperated lines from the vessel according to vessel operating and safety procedures 2.3 Deploy hand-operated lines in accordance with established fishing operation 2.4 Deploy devices and systems according to environmental standards 2.5 Clean hand-operated line storage area according to hygiene requirements and vessel operating procedures LO 3. Retrieve hand-operated lines 3.1 Operate equipment used to retrieve the catch to the vessel according to vessel operating and safety procedures 3.2 Guide lines to equipment according to workplace requirements 3.3 Manipulate lines to equipment according to workplace requirements 3.4 Handle traces and line ends in accordance with established operating procedures to maximize seafood quality 3.5 Disconnect and stow hand-operated lines according to safety requirements LO 4. Land, contain, and, sort catch 4.1 Prepare containment devices to receive the catch according to hygiene requirements and vessel operating procedures 4.2 Load catch into containment devices according to vessel hygiene, safety, and operating CODE SPTVE_FCA P10- MRHLIIe-f-12 SPTVE_FCA P10- MRHLIIg-13 SPTVE_FCA P10- MRHL –IIh-14 Page 354 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD Relevant fisheries regulation LESSON 22: ADJUSTING AND POSITIONING POTS AND TRAPS Aspects of work area The learners demonstrate Tasks and methods in organizing an understanding of various principles and work area theories in adjusting and Types of pots and traps Identifying hand-operated line positioning pots and traps. component Basic operating principles of pots and traps Indicators of sub-optimal performance Factors of optimal gear performance Adjusting and positioning pots and traps Using and repairing pots and traps Fish behavior Fishing strategy Factors affecting catch Positioning pots and traps Environmental and catch concentrations information Characteristics of area of fishing operation Special Curricular Programs LEARNING COMPETENCIES CODE procedures 4.3 Sort catch to maximize by-catch survival and seafood quality according to vessel operating procedures and fisheries regulations The learners independently adjust and position pots and traps LO 1. Organize a work area to adjust pots and traps 1.1 Identify unsafe and inefficient aspects of the work area according to workplace requirements 1.2 Rectify unsafe and inefficient aspects of the work area according to workplace requirements 1.3 Provide clear instructions to work teams in accordance to established standards 1.4 Make all tools and equipment available according to standard operating procedures. LO 2. Adjust hand-operated line components to optimize catch 2.1 Assess the performance of pots and traps according to workplace requirements 2.2 Observe catches in accordance with standard operating procedures 2.3 Adjust pots and traps components according to established standards 2.4 Recondition or construct hand- operated line components according to established LO 3. Position pots and traps to optimize catch 3.1 Develop fishing strategy according to workplace requirements 3.2 Monitor position of pots and traps accordance with standard operating procedures 3.3 Alter position of pots and traps in accordance with standard operating procedures 3.4 Monitor vessel position during the Follow workers‘ safety practices according to workplace requirement SPTVE_FCA P10- APPT– IIIa-15 SPTVE_FCA P10- APPT– IIIb-16 SPTVE_FCA P10- APPT– IIIc-17 Page 355 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LESSON 23: MAINTAINING, PREPARING, DEPLOYING AND RETRIEVING POTS AND TRAPS Types of traps and pots The learners demonstrate The learners efficiently Criteria of fishing gear an understanding of maintain, prepare, deploy, Identifying components of trap and various principles and and retrieves pots and theories in maintaining, traps pot Identifying trap and pot damage preparing, deploying, and retrieving pots and traps Replacing/reconditioning damaged gear component Environmental protection procedures related to disposing of defective trap and pot component Trap and pot components Assembling and dismantling connecting devices Proper deployment of traps and pots Principles relating to hygiene and vessel operations Principles related to ecologically sustainable development Using equipment to deploy/retrieve gear Retrieving traps and pots Extracting catch from traps and pots Requirements related to crew and workplace safety Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Maintain traps and pots 1.1 Check traps and pots in accordance with standard vessel maintenance procedures 1.2 Identify damaged trap and pot components according to established standards 1.3 Recondition or replace damaged trap and pot components according to established standards 1.4 Order replacement gear components according to enterprise procedures 1.5 Dispose of defective trap and pot components according to environmental protection regulations and enterprise procedures LO 2. Deploy traps and pots 2.1 Prepare trap and pot components according to workplace requirements 2.2 Prepare trap and pot components according to workplace requirements 2.3 Ensure that trap and pot components are configured according to established fishing methods 2.4 Move traps and pots in accordance with vessel operating procedures, lifting guidelines, and deck team work procedures 2.5 Deploy traps and pots in accordance with established fishing operation 2.6 Deploy devices and systems according to manuals and environmental standards 2.7 Ensure that trap and pot storage area and devices are cleaned according to hygiene requirements and vessel operating procedures LO 3. Retrieve traps and pots 3.1 Operate equipment used to retrieve the catch to the vessel according to vessel operating and safety procedures 3.2 Apply ropes to hauling devices in accordance with supervisor's instructions SPTVE_FCA P10MPPT–IIId18 SPTVE_FCA P10MPPT–IIIef-19 SPTVE_FCA P10MPPT–IIIgh-20 Page 356 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 3.3 Load hauling devices into baskets for stowing in accordance with supervisor's instructions 3.4 Extract catch from traps and pots in accordance with instructions from supervisor and to maximize seafood quality 3.5 Disconnect and stow traps and pots according to safety procedures LESSON 24: UNLOADING AND LOADING FISH AND FISH PRODUCTS Tools, equipment and materials for The learner demonstrates The learner independently fish unloading and loading an understanding of the performs proper operation Personal safety underlying concepts and of a fishport/wharf. principles in the operation Personal hygiene and good grooming of a fishport/wharf Unloading equipment Safe and efficient unloading fish catch Appropriate characteristics of loading and unloading procedure Packing and unpacking fish catch Loading, transporting piling and weighing by fish classification Proper distribution of load within its capacity to ensure safe transport Load safety requirement Health and Safety Regulations Proper maintenance of protective personal equipment Special Curricular Programs LO 1. Prepare for loading and unloading of fish and fish products. 1.1 Prepare tools, equipment and materials for fish loading and unloading in accordance with standard operating procedure 1.2 Wear personal protective equipment (PPE) according to the job requirement 1.3 Practice personal hygiene and good grooming in line with health and safety requirements L O2. Load and unload fish and fish products 2.1 Unloading fish catch in accordance with organization‘s procedures 2.2 Conduct unloading activities in a safe and efficient manner taking SPTVE_FCA P10POFW-IVa21 LO 3. Secure and protect fish and fish product load 3.1 Check distribution of load to ensure that it is even, legal and within safe carrying capacity for transport 3.2 Secure and use the correct load restraint and protection equipment for different loads and storage conditions 3.3 Protect the load in accordance with load safety requirements LO 4. Implement housekeeping activities 4.1 Clean used equipment, work area and surroundings in accordance with health and safety regulations SPTVE_FCA P10POFW-IVc23 SPTVE_FCA P10POFW-IVb22 SPTVE_FCA P10POFW-IVd24 Page 357 of 675 CONTENT GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 4.2 Clean and store PPE in accordance with standard operating procedure LESSON 25: CLASSIFYING FISH AND FISH PRODUCTS Classification of equipment/tools and The learner demonstrates materials an understanding of Prepare conveyor for fish classification underlying concepts and Personal protective equipment (PPE) principles in classifying fish and fish products. according to HACCP requirement Fish classifications according to buyers‘ specifications Remove and place fish damage in separate containers Packing and classifying fish Proper tray loading Weighing and recording fish in tray loads Appropriate segregation and piling of fish trays Appropriate storage conditions of fish loads Health and safety regulations on Special Curricular Programs The learner independently performs proper classification of fish and fish products LO 1. Prepare for fish classification 1.1 Prepare equipment, tools and materials for classifying fish according to standard operation practice 1.2 Clean and prepare the classifying table or conveyor for fish classification in accordance with organization‘s procedure 1.3 Wear PPE according to HACCP requirement 1.4 Practice personal hygiene and good grooming in line with health and safety requirements LO 2. Classify fish and fish products 2.1 Classify fish following buyers‘ specifications 2.2 Remove damaged fish and place in separate containers following standard operating practice 2.3 Preserve and process unsaleable and inconsumable fish and fish products. - Dried fish - Fish paste - Fish sauce 2.4 Pack fish in trays by classification following buyers‘ specifications LO 3. Weigh fish by classification 3.1 Check tray load to ensure that it is even and within safe carrying capacity 3.2 Weigh fish by tray load and record according to standard operating practice or organization‘s procedure LO 4. Segregate, pile and secure fish loads 4.1 Segregate and pile fish trays by orders, following supervisor‘s instructions 4.2 Secure and protect fish loads using appropriate storage conditions and workplace safety requirements LO 5. Implement housekeeping activities SPTVE_FCA P10- PCFPIVd-e-25 SPTVE_FCA P10- PCFPIVe-f-26 SPTVE_FCA P10- PCFPIVf-g-27 SPTVE_FCA P10- PCFPIVg-h-28 SPTVE_FCA Page 358 of 675 GRADE 10 (320 Hours) PERFORMANCE CONTENT STANDARD STANDARD CONTENT equipment and work area Cleaning and storing PPE LEARNING COMPETENCIES 5.1 Clean used equipment, work area and surroundings in accordance with health and safety regulations 5.2 Clean and store PPE in accordance with standard operating procedures CODE P10- PCFPIVh-29 GLOSSARY Accident Anchor - Ballast - Beach seine Bend Bilge Boat - Capstan Deck Deckhand Footbath - Fishport Fish capture - Fishing gear Fish fighting equipment Fish trap - Fish landing - Gill/mesh net - Special Curricular Programs An unwanted incident involving injury or damage to life, the environment, the ship or cargo A heavy forging or casting comprising a shank with shackles or ring at one end and two arms with palms at the other, so shaped as to grip the sea bottom, by means of cable or rope hold a boat / ship regardless of wind and current A quantity of iron, stone, gravel or other weighty substance like (water, oil, etc.) placed in the lower hold of the boat/ship to increase stability by lowering the center of gravity Fishing gear using a seine net and employed along the coastline A knot by which one rope is fastened to another to some object A place in the lower part of the boat / ship where waste water collects and which bilge suctions are placed for pumping out A small open craft propelled by oars sails, or some form of engine. This term also applied to a larger boat built to navigate rivers and inland waters. A machine for moving or raising heavy weights and consist of a vertical drum that can be rotated and around which cable is turned In a ship, a permanent covering over a compartment or a hull A seaman who performs manual and other duties on board a vessel A long shallow tub or depression in the concrete floor where workers walk through a mild solution (usually including chlorine) to promote hygiene. Usually located along the entrance of the fishport Is a fixed platform where ships can tie-up and load or unload fish landings The taking of fishery species by passive or active gear for trade, business, or profit beyond subsistence or sport fishing and classified further as follows: Small-scale commercial fishing - fishing utilizing fishing vessels of 3.1 gross tons (GT) up to 20 GT Medium-scale commercial fishing - fishing utilizing fishing vessels of 20.1 GT up to 150 GT; and Large-scale commercial fishing - fishing utilizing fishing vessel of more than 150 GT Fishing equipment and paraphernalia Equipment used to extinguish fire as per type Locally called panggal, a set trap or enticing device made of bamboo or rattan, usually rectangular, receptacle preventing escape of fishy by means of trap doors or tricky passageways. Trapped fish may be collected at regular intervals, in terms of days or week. The part of the fish catch that is put ashore. Frequently, landings provide the only record of total catch; i.e. the landings plus discards Variously sized entangling net in which capture of fish is by the gilling effected by the actual meshes of the net. With small buoys and small weights, the net is positioned either as bottom set or drifting. This is commonly referred to by locals as pukot-doble, pukot-triple, pukot paapong (with light). Page 359 of 675 Hitch Knot Lifesaving appliances Mooring Municipal Fisherman - Municipal Waters - Netting Seaworthiness Single hook and line - Wharf Winch Windlass - Any of various knots used to form a temporary noose in a line or to secure a line temporarily to an object. The interlacement of the parts of one or more flexible bodies forming an ump or knob. Are outfits designed for life preservation. A act of making fast a boat with lines or anchor. A person who is directly or indirectly engaged in fishing and other related fishing activities within municipal waters using fishing vessels of three (3) gross tons or less. Include not only streams, lakes, inland bodies of water and tidal waters within the municipality which are not included within the protected areas as defined under Republic Act No. 7856 (The NIPAS Law), public forest, timber lands, forest reserves or fishery reserves, but also marine waters included between two (2) lines drawn perpendicular to the general coastline from points where the boundary lines of the municipality touch the sea at low tide and a third line parallel with the general coastline including offshore island and fifteen (15) kilometers from such coastline. Where two (2) municipalities are so situated on opposite shores that there is less than thirty (30) kilometers of marine waters between them, the third line shall be equally distant from the opposite shore of the respective municipalities (RA 8550, Philippine Fisheries Code of 1997) Fishing gear component made of open meshed fabric. Refers to the ability of a boat / ship to withstand the action of the sea, wind and weather. Also called simple hand line or drop line. A single vertical line carrying one or two barbed baited hooks and worked simply by dropping into the water and waiting for a fish to bite. Generic local name is pasol or subid. Also called by various names, most often after the most dominant species in the catch, such as manubid-pamarilis, pambaca, pamirit, pangaraw, palutao (ulang), pamato, pamariles (deep-sea pangtangigue, pawin, subid, undak (with light)). Hook sizes range from #06-#20 to #566-#571 while filament size varies from nylon #8 to #190. Is a large area with a fixed platform where ships can tie-up and load or unload cargoes and passengers. Any of various machines or instruments for pulling or hauling, with one or more drums on which to coil a rope, cable or chain. A steam or electric winch with horizontal or vertical shaft and two drums used to raise a ship‘s anchor. RESOURCES: TOOLS Tire Cutter Scissors Knives Measuring devices Fishing tool Garbage tools Sickle Brush Screw driver Ball hammer Weighing scale Special Curricular Programs EQUIPMENT Generator set/engine Net hauler (power black) Wenches Film viewing/videos T.V. set Projector / videos 2-way radio Pumps Fishing gear Fishing boat Winches Capstan MATERIALS Battery Mouth mask Gloves Safety shoes/rubber boats Head gear/helmet First aid kit Fishing nets Netting needle Manuals Fire extinguisher Fire blanket Fire hose REFERENCES Learning elements Service manual Organizational manual Standard Operating Procedures Manual Company Policies and Procedures Manual Gear plan Page 360 of 675 Wooden mallet Fish tray/tub Bucket/Pai Stainless hook/Ganso Pressurized/ Ordinary Hose Career/Job Opportunity: Fish handler Municipal fisherman Fish dealer Special Curricular Programs Windlass Survival craft Conveyor Cartwheel Classifying table Weighing Scale Personal Protective Equipment - Apron - Gloves - Rubber boots/Winter boots - Head gears - Winter jacket - Hard hat - Long pants - White shirts Mannequin Ropes/chain/twine Anchor Flag (semaphore) Life jacket Soap Chlorine Senior High School: • TVL-Maritime Specialization (Navigational Watch I) Page 361 of 675 Special Curricular Programs Page 362 of 675 BEAUTY CARE AND WELLNESS TECHNOLOGY (960 HOURS) Course Description: This course is a bundled curriculum of different specializations namely: Beauty Care (Nail Care), Beauty Care (Skin Care), and Wellness/Pinoy Hilot. It covers 4 COMMON COMPETECNIES namely: (1) Maintaining Effective Relationship with Clients/Customers, (2) Managing own performance (3) Applying Quality Standards and (4) Maintaining safe, clean and efficient work environment. It also covers 12 CORE COMPETENCIES namely: (5) Performing pre and post beauty care services (6) Performing manicure and pedicure (7) Creating fancy nail designs (8) Performing hand spa (9) Performing foot spa (10) Performing facial treatment (Cleansing, Toning, Moisturising) (11) Performing facial makeup and basic hair styling (12) Performing temporary hair removal (Cold Waxing) (13) Performing body scrub (14) Performing body massage (15) Planning the wellness program of client/s (16) Planning the wellness program of client/s. CONTENT COMMON COMPETENCIES LESSON 1: MAINTAINING EFFECTIVE Maintaining professional image • Posture • Body Language • Grooming • Standing orders • Company policy and procedures Client/customer requirements • Assignment instructions • Reviewing assignment instructions • Discussion techniques with client/customer • Implementing required changes • Referral to appropriate employer/personnel • Clarification of client needs and instructions Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD RELATIONSHIP WITH CLIENTS/CUSTOMERS The learner demonstrates The learner independently an understanding in demonstrates the common maintaining effective competencies in relationship with maintaining effective client/customers. relationship with clients/customers. LEARNING COMPETENCIES LO 1. Maintain a professional image. 1.1 Maintain uniform and personal grooming in accordance with established policies and procedures. 1.2 Maintain posture, body language, and other personal presence according to required standards. 1.3 Keep visible work area tidy and uncluttered. 1.4 Store equipment according to assignment requirements. LO 2. Meet client’s/customer’s requirements. 2.1 Identify and understand assignment instructions and post orders according to standard procedures. 2.2 Accomplish scope to modify instructions/orders in light of changed situations. 2.3 Meet client‘s requirements according to the assignment instructions. 2.4 Monitor changes to client‘s needs and take appropriate action. 2.5 Clear and comply all communication with the client or customer with regard to assignment CODE SPTVE_BECA8MERC-Ia-1 SPTVE_BECA8MERC-Ia-c-2 Page 363 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD requirements LO 3. Build credibility with customers /clients. 3.1 Adhere to client‘s expectations for reliability, punctuality and appearance. 3.2 Identify, deal with, and record possible causes of client‘s/customer‘s dissatisfaction according to employer‘s policy. 3.3 Inform client fully of all relevant security matters in a timely manner and according to agreed reporting procedures. Building credibility with customers/clients • Interpersonal skills • Customer service skills • Telephone etiquette • Maintaining records LESSON 2: MANAGING OWN PERFORMANCE Completion of workload The learner demonstrates Assignment instructions an understanding in Verbal instructions managing own performance. Policy documents Duty statements Self- assessment Daily tasks Weekly tasks Regularly or irregularly occurring tasks Allocating priority and timelines Quality of own performance Monitoring personal performance Determining performance standards Interpreting work standards Quality of work Special Curricular Programs LEARNING COMPETENCIES The learner independently demonstrates the common competencies in managing own performance. CODE SPTVE_BECA8MERC-Ic-d-3 LO 1. Plan completion of own workload. 1.1 Identify tasks accurately according to instructions. 1.2 Develop work plans according to assignment requirements and employer‘s policy. 1.3 Allocate priority and timelines to each task. 1.4 Know tasks‘ deadlines and comply with whenever possible. 1.5 Know and complete work schedule according to agreed time frames. SPTVE_BECA8MOPE-Ie-f-4 LO 2. Maintain quality of own performance. 2.1 Monitor continually personnel performance against agreed performance standards. 2.2 Seek advice and guidance when necessary to achieve or maintain agreed standards. 2.3 Apply guidance from management to achieve or maintain agreed standards. 2.4 Clarify and agree standard of work according to employer policy and procedures. SPTVE_BECA8MOPE-Ig-h-5 Page 364 of 675 CONTENT CONTENT STANDARD LESSON 3: APPLYING QUALITY STANDARDS Client service needs The learner demonstrates Communication skills an understanding in Client relation applying quality standards. Salon services Documentation procedures Handling of complaints Assess own work • Documentation • Workplace quality standards • Feedback • Self-assessment procedures • Job analysis Quality improvement Service processes and procedures Client service Environmental regulations New trends and technology awareness Transparent management Work values Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE STANDARD The learner independently demonstrates the common competencies in applying quality standards. LEARNING COMPETENCIES CODE LO 1. Assess client service needs. 1.1 Obtain work instruction and carry out work in accordance with standard operating Procedures. 1.2 Evaluate client‘s needs based on workplace standards and specifications. 1.3 Analyse salon services against clients‘ needs. 1.4 Explain salon services with the clients. 1.5 Record or report faults on clients and any identified causes to the supervisor concerned in accordance with workplace procedures. 1.6 Document client‘s profile and service extended to them in accordance with workplace procedures. LO 2. Assess own work. 2.1 Identify and use documentation relative to quality within the company. 2.2 Check completed work against workplace standards relevant to the tasks undertaken. 2.3 Identify and improve on errors. 2.4 Record information on the quality and other indicators of individual performance, in accordance with workplace procedures. 2.5 Document and report causes of deviations from specific quality standards, in accordance with the workplace standards operating procedures. 2.6 Collect and analyse feedback based on required quality standards. LO 3. Engage in quality improvement. 3.1 Participate in process improvement procedures relative to workplace assignment. 3.2 Carry out work, in accordance with process improvement procedures. 3.3 Monitor performance of operation or quality of product or service to ensure clients‘ satisfaction. SPTVE_BECA8AQST-IIa-b-6 SPTVE_BECA8AQST-IIb-7 SPTVE_BECA8AQST-IIc-d-8 Page 365 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 4: MAINTAINING SAFE, CLEAN AND EFFICIENT WORK ENVIRONMENT Health regulations The learner demonstrates The learner independently • Government health regulations an understanding in demonstrates the common • Salon standards maintaining a safe, clean competencies in • Laundry and efficient work maintaining a safe, clean • Regular hand washing environment. and efficient work • Appropriate and clean clothing environment. • Safe handling disposal of linen and laundry • Appropriate handling and disposal of garbage • Cleaning and sanitizing procedures • Personal hygiene • Bacterial and other contamination arising from poor handling of salon products • Storage at incorrect temperature • Poor personal hygiene practices • Poor work practice • Inappropriate cleaning practices • Contaminated wastes • Auditing staff skills and providing training • Ensuring policies and procedures • Auditing of incidents • Following up of actions Hygiene risks and maintenance of work area • Types and uses of cleaning materials/solvent • OSHS workplace regulations • Salon policy Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Comply with health regulations. 1.1 Follow workplace hygiene procedures, in accordance with salon standards and legal requirements. 1.2 Handle and store all items according to salon requirements. 1.3 Identify promptly potential hygiene risks. 1.4 Take action to minimize or remove the risk within the scope of individual responsibility, in accordance with salon and legal requirements. 1.5 Report immediately hygiene risks beyond the control of individual staff members to the appropriate person for follow up. SPTVE_BECA8MSCE-IId-f-9 LO 2. Identify and prevent hygiene risks prepare and maintain work area. 2.1 Clean, unclutter and organize reception area according to salon policy. 2.2 Keep and maintain work areas and walkways in safe state and free from spills, food waste, hair or other potential hazards in line with OSHS regulations. 2.3 Store and dispose waste according to OSHS requirements. SPTVE_BECA8MSCE-IIf-g-10 Page 366 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD Maintenance of tools and equipment Local health regulations Different salon services Types of tools and equipment Storage of tools and equipment Uses of personal protective equipment (PPE). Maintenance of stocks Inventory of stocks/supplies Handling stocks – lifting and carrying technique Safe-keeping/storage LESSON 5: PERFORMING PRE AND POST BEAUTY CARE SERVICES Preparing Tools and Equipment The learner demonstrates The learner independently Salon Policies and Procedure understanding of concepts, performs pre and post Proper cleaning and sanitization principle and techniques in beauty care services pre and post beauty care practices Proper setting of tools and equipment services Proper use of supplies and materials Special Curricular Programs LEARNING COMPETENCIES CODE LO 3. Check and maintain tools and equipment. 3.1 Identify tools and equipment according to classification/ specification and job requirements. 3.2 Prepare tools and equipment for specific services as required. 3.3 Check tools and equipment for maintenance and refer it for repair as required. 3.4 Observe safety of tools and equipment, in accordance with manufacturer‘s instructions. 3.5 Store tools and equipment safely, in accordance with salon requirements and local health regulations. LO 4. Check and maintain stocks. 4.1 Follow stock rotation procedures according to salon policy. 4.2 Record stock levels and notify salon supervisor immediately in case of under or over supplied stocks items. 4.3 Refer incorrect deliveries to the supervisor for return to supplier. 4.4 Follow safe lifting and carrying techniques in line with occupational safety and health standards and government legislation. 4.5 Store stocks safely in accordance with manufacturer‘s specifications or company procedures. SPTVE_BECA8MSCE-IIg-h-11 LO 1. Prepare tool and equipment 1.1 Select, check and prepare necessary tools and equipment for the specific treatment activity 1.2 Prepare appropriate supplies and materials according to salon policies and procedures 1.3 Prepare treatment products following salon safety policies and procedures 1.4 Sanitize work station/cubicle thoroughly SPTVE_BECA8PPBC-IIIa-13 SPTVE_BECA8MSCE-IIh-12 Page 367 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD Preparing the Client Different beauty care services and option Correct draping technique Client relation Proper Storing of Tools and Equipment and Waste Disposal Proper storing of tools and equipment Proper way of storing unused products and treatment Waste segregation Proper disposal practices BEAUTY CARE (NAIL CARE) LESSON 6: PERFORMING MANICURE AND PEDICURE 1. Procedures of basic manicure and The learner demonstrates pedicure services. understanding of concepts, Nail structure principle and techniques in Nail diseases and disorders manicure and pedicure Nail shapes services. Safety precautions and sanitation procedures Procedure in cleaning nails Special Curricular Programs The learner independently performs manicure and pedicure services. LEARNING COMPETENCIES CODE LO 2. Prepare the client 2.1 Attend clients‘ special personal needs according to salon policies and procedures 2.2 Provide appropriate protective clothing materials to the client according to OHSC requirements 2.3 Ensure clients‘ safety and comfort during the entire process 2.4 Offer and advice client other beauty care option if client required LO3. Perform storing of tools and equipment and disposing of wastage 3.1 Store tools and equipment used according to salon safety policies and procedures 3.2 Store used treatment products and other chemicals following safety and environment codes and regulations 3.3 Check, clean, sanitize and prepare workstation for succeeding treatment 3.4 Clean and store supplies and materials used according to salon policies and procedures. 3.5 Segregate and dispose materials following DOH and local rules and regulation SPTVE_BECA8PPBC-IIIa-c-14 LO1. Clean finger nails and toe nails 1.1 Consult client on desired nail service activity and specific requirements and consultation record is agreed and signed 1.2 Checked and analysed clients‘ hand nail structure and condition 1.2 Client is provided with protective materials for hygiene purposes 1.3 Recognize nail disorder for prepare nail repair 1.4 Select and prepare appropriate sanitized tools and equipment, supplies and materials are SPTVE_BECA8PMPS-IIId-h16 SPTVE_BECA8PPBC-IIIc-d-15 Page 368 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD according to salon procedures 1.5 Disinfect, sanitize, clean and dry hands and feet 1.6 Clean nails in accordance with the established or acceptable procedures 1.7 Trim and file nails based on client‘s desired shape. 1.8 Massage fingers following prescribed movements 1.9 Ensure client‘s safety and comfort is during the entire process. 1.10 Apply first-aid in case of accidental cuts and wounds LO 2. Perform basic nail designs 2.1 Select color of the nail polish according to customer‘s requirements 2.2 Apply base coat with long strokes starting with the little finger 2.3 Select color of the nail polish as agreed according to customer‘s desire or requirements 2.4 Apply nail polish from the base to the edge of the nail using light sweeping stroked around the cuticle 2.5 Apply top or seal coat with long strokes in the same manner as the base coat 2.6 Check and analyze outcome according to the client‘s nail service requirements. 2.7 Remove excess polish around the cuticle and nail using appropriate tool 2.8 Clean working area according to salon‘s policies and procedures 2.9 Advise client on nail maintenance practices 2. Application of basic nail designs Safety precautions Applying different basic nail designs - Plain - Half –moon - French Tip - Half-moon with tip - Elephant Tusk LESSON 7: CREATING FANCY NAIL DESIGNS Application of Fancy designs on The learner demonstrates finger nails and toenails understanding of concepts, Special Curricular Programs LEARNING COMPETENCIES The learner independently performs creative and LO 1. Perform different fancy designs on finger nails and toe nails CODE SPTVE_BECA8PMPS-IVa-d-17 SPTVE_BECA8PCND-IVe-hPage 369 of 675 CONTENT Types of Fancy nail designs - Free- hand nail art - Use of nail art stickers - Use of nail art stamping - Use of nail accessories - Water marbling Different nail designing tool Procedure in fancy nail designs Different materials in creative nail designs - Traditional nail polishes - Mirror nail polishes - Gel polishes - Acrylic paints CONTENT LESSON 8: PERFORMING HAND SPA Preparing Client Client‘s draping for hand treatment Hand analysis Different hand and nail condition Scrubbing and massaging techniques Benefits of Hand spa treatment Applying Hand Treatment Different hand treatment Different hand treatment products Setting of tools and equipment in hand spa Proper handling, cleaning and storing of tools and equipment in hand treatment Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD principle and techniques in fancy nail designing creative and fancy nail designs CONTENT STANDARD The learner demonstrates understanding of concepts and principles in hand spa. GRADE 9 (320 HOURS) PERFORMANCE STANDARD The learner independently performs hand spa. LEARNING COMPETENCIES CODE 1.1 Prepare nails for cleaning 1.2 Apply nail products according to manufacturer‘s recommendation 1.3 Consult clients from time to time to ensure safety and comfort during the entire process 1.4 Apply fancy nail designs 1.5 Result are checked 1.6 Client is advised on after-nail care service 1.7 Advise client on nail maintenance practices 1.8 Dispose waste properly according to waste environment and safety regulations 1.9 Clean sanitize work station in accordance with OH&S requirements. 18 LEARNING COMPETENCIES CODE LO 1. Prepare client 1.1 Check and analyse condition of hand and nails 1.2 Ensure clients‘ safety and comfort prior start of activity 1.3 Wash hand with warm water and soap before and after scrubbing 1.4 Towel dry and scrub hand with appropriate lotion 1.5 Set hand spa machine to regulate heat to achieve required melting wax LO 2. Apply hand treatment 2.1 Prepare and use necessary tools and supplies/materials according to OHSC requirements 2.2 Determine and test appropriate temperature by client respective heat tolerance 2.3 Submerge hand for 4 seconds for 3 consecutive times SPTVE_BECA9PHSP-Ia-c-1 SPTVE_BECA9PHSP-Ic-g-2 Page 370 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Steps/procedure in giving hand spa treatment 2.4 Wrap hand with plastic gloves and mittens for client requirements 2.5 Remove wax from hand according to manufacturer‘s instruction 2.6 Apply hand with hand softening product and massaged according to prescribed procedures. LO 3. Perform post hand activity 3.1 Dispose waste products including used wax according to OHSC 3.2 Sanitize and store tools and equipment 3.3 Clean and sanitize workstation for next treatment activity 3.4 Confirm desired service outcome with client and recorded Post Hand Treatment Activity Sanitization and Storing tools and equipment in hand treatment Clients‘ record and follow-up Home-based treatment and maintenance program LESSON 9: PERFORMING FOOT SPA Preparing the client Clients‘ foot spa draping Analysing different foot conditions Pre-foot spa treatment Foot bath machine Foot spa tools, supplies and equipment Foot spa treatment Basic foot massage movement/techniques Foot spa products and treatment Steps in giving foot spa treatment Post Spa Activity Foot spa maintenance program Special Curricular Programs LEARNING COMPETENCIES The learner demonstrates understanding of concepts and principles in foot spa. The learner independently performs foot spa. LO 1. Prepare client 1.1 Check and analyses foot condition 1.2 Ensure client safety and comfort during the entire process 1.3 Prepare tools, equipment, supplies and materials according to salon procedures 1.4 Check water temperature against client heat tolerance LO 2. Apply foot spa 2.1 Scrub foot thoroughly using appropriate tools following safety procedures 2.2 Apply foot with treatment product before and soaking in foot spa machine 2.3 Perform treatment within the required salon time frame 2.4 Massage foot following basic foot massage motion movement 2.5 Clean foot thoroughly by soaking in liquid soap and lukewarm water for 10-15 minutes LO 3. Perform post foot spa activity 3.1 Assess outcome of treatment against clients‘ CODE SPTVE_BECA9PHSP-Ig-h-3 SPTVE_BECA9PFSP-IIa-b-4 SPTVE_BECA9PFSP-IIb-h-5 SPTVE_BECA9PFSP-IIh-6 Page 371 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Proper housekeeping of work area BEAUTY CARE (FACIAL CARE) LESSON 10: PERFORMING FACIAL TREATMENT (CLEANSING, TONING, MOISTURISING) Facial Skin Condition The learner demonstrates The learner independently Common Facial Skin Disease and understanding of concepts performs facial Disorders and principles in facial treatment/cleansing Different Facial Skin Care treatment/cleansing Treatment Products Facial wash Facial scrub Facial toner Facial mask Facial Creams - Moisturizer - Bleaching - Sunblock - Hydrants Facial Machine with the Following accessories: Scrubbing brush Galvanic apparatus Vacuum Spray High frequency Facial Steamer Magnifying Lamp Facial Different Strokes Spreading Stroking movement Circular movement Rotary move of cheeks Special Curricular Programs LEARNING COMPETENCIES CODE requirements and recorded following salon procedure 3.2 Recommend after care advice and home care products to client needs LO 1. Assess client needs 1.1 Check and analyses clients‘ facial skin condition 1.2 Advise client on appropriate facial treatment 1.3 Consult client to confirm health condition per instruction if any LO 2. Perform cleansing and actual treatment of the face 2.1 Perform appropriate cleaning product following salon policies 2.2 Massage face thoroughly using different strokes always in upward and outward strokes 2.3 2.3 Check water level of facial steamer according to DOH rules and regulations 2.4 Tone skin with manual or facial machine and applied with appropriate finishing facial products SPTVE_BECA9PFTC-IIIa-7 SPTVE_BECA9PFTC-IIIa-h-8 Page 372 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LO 3. Perform post treatment activity 3.1 Check result through visual or with the use of equipment 3.2 Advise client on post treatment precautions and appropriate maintenance product procedure 3.3 Applied cold compress on treated area following salon policies and procedures SPTVE_BECA9PFTC-IIIh-9 LO 1. Prepare client 1.1 Consult client on specific make-up requirements 1.2 Seat client in a comfortable position during the entire process 1.3 Provide protective clothing to the client LO 2. Perform application of make-up 2.1 Select make-up tools, supplies and materials according to client make-up requirement 2.2 Define eyebrow using appropriate tools 2.3 Apply concealer and foundation to cover dark spots of the face according to clients‘ skin tone 2.4 Select and apply appropriate makeup products and accessories in standard sequence/procedure 2.5 Create special effects makeup using improvise materials SPTVE_BECA9PFMU-IVa-10 Lifting movement Nose and upper cheek movements Criss-cross Facial Post Treatment Clients‘ advise Facial maintenance Program Sterilization of tools and implements (UV) LESSON 11: PERFORMING FACIAL MAKEUP AND BASIC HAIR STYLING Makeup Requirements The learner demonstrates The learner independently Make up tools and implements understanding of concepts performs facial makeup and principles in facial Proper position of client prior to make-up makeup Client proper draping to makeup application Makeup Application Shape of face Skin type or tones Makeup product Make up accessories Makeup application techniques Defining eyebrow Blending of makeup colour Special Effects Make-up Avant-Garde Makeup (Fantasy) Special Curricular Programs SPTVE_BECA9PFMU-IVa-h-11 Page 373 of 675 CONTENT CONTENT STANDARD BEAUTY CARE (SKIN CARE) LESSON 12: PERFORMING TEMPORARY HAIR REMOVAL (COLD Preparing the Client The learner demonstrates Conducting proper skin testing understanding of concepts Client medical restrictions and principles in Using appropriate tools, supplies and temporary hair removal materials GRADE 10 (320 HOURS) PERFORMANCE STANDARD WAXING) The learner independently performs temporary hair removal Skin Area to be shaved eyebrow upper and lower lips armpit cheeks legs arms chest bikini line Skin hair removing method tweezing or plucking threading shaving Cold Waxing Types of Emollient Types of antiseptic lotion Types of waxes Applying correct techniques Applying method of waxes LESSON 13: PERFORMING BODY SCRUB AND BODY MASSAGE Materials and Implements of The learner demonstrates Draping understanding of concepts Towels and principles in body Head cover scrub Special Curricular Programs The learner independently performs body scrub and massage LEARNING COMPETENCIES CODE LO 1. Prepare client 1.1 Consult client on the specific area to be treated and desired hair removing method 1.2 Prepare necessary tools, supplies, materials according to OHSC requirements 1.3 Check skin condition where hair is to be removed thoroughly LO 2. Perform shaving and tweezing 2.1 Sterilize plucking or tweezing and shaving tools used according to OHSC requirements 2.2 Shave hair following direction of the hair strands and growth 2.3 Apply antiseptic on the area to be shaved according to OHSC requirements SPTVE_BECA10PTHR-Ia-1 LO 3. Perform cold waxing 3.1 Check the skin for possible disease and disorder 3.2 Perform skin testing following salon standards and policies 3.3 Follow prescribed timeline according to thickness of hair to be removed 3.4 Use of a strip of cotton cloth or cellophane to firmly press down the wax to adhere correctly SPTVE_BECA10PTHR-Ie-h-3 LO 1. Prepare client prior to body scrub 1.1 Provide client with appropriate clothing materials (proper draping for body scrub) 1.2 Position client lying upside down SPTVE_BECA10PBSM-IIa-b-4 SPTVE_BECA10PTHR-Ia-e-2 Page 374 of 675 CONTENT CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD Bath robe Benefits of Body Scrubbing Tools and Implements of Body Scrub Body Skin type Dry Oily Fine Rough Normal Body Scrub Different Scrubbing Products Apricot Almond Coffee granules Sugar Salt Scrubbing Scales Small scale Medium scale Large scale Types and Consistency of Body Scrubbing Products Liquid type Gel type Lotion type Cream type Different Processes of Body Rinsing Body Draping Size of towels Body positioning Techniques Client’ consultation Different Body Conditions Vital Signs Blood pressure Special Curricular Programs LEARNING COMPETENCIES CODE 1.3 Check work station according to salon procedures and standards 1.4 Prepare necessary tools and equipment according to the service requirements 1.5 Administer skin test to prevent possible contraindication The learner demonstrates understanding of concepts and principles in body massage The learner independently performs body massage LO 2. Scrub body surface 2.1 Bath client in lukewarm water before and after scrubbing the body surface 2.2 Apply skin scrub product thoroughly on the body surface using hand in a to and fro motion 2.3 Ensure client‘ safety and comfort during the entire process 2.4 Perform scrubbing with the timeline and procedure prescribed by salon or industry LO 3. Perform final checking and polish output 3.1 Check result according to the clients desired outcome 3.2 Consult and prepare client for other possible skin enhancement/improvement activity 3.3 Dispose used supplies and materials according to OHSC requirements 3.4 Sanitize and prepare workstation for the next activity LO 4. Prepare client prior to body massage 4.1 Consult client on what type of massage is desired 4.2 Provide client with protective clothing materials (proper draping for body massage) 4.3 Consult client on the type of massage products are to be used SPTVE_BECA10PBSM-IIb-f-5 SPTVE_BECA10PBSM-IIf-g-6 SPTVE_BECA10PBSM-IIg-h-7 Page 375 of 675 CONTENT CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LO 5. Massage body 5.1 Laid client in a position ensuring safety and comfort during the entire process 5.2 Follow correct direction and required movements/strokes in the massage techniques 5.3 Observe appropriate timeline according to salon policies standards 5.4 Spread out body massage product on the area and follow with massage according to salon standards 5.5 Acknowledge any pain/complain made by the client immediately SPTVE_BECA10PBSM-IIIa-g-8 LO 6. Post body massage treatment 6.1 Advice client not to take a bath within 12 hours according to DOH rules 6.2 Record massage activity according to salon policies and procedures SPTVE_BECA10PBSM-IIIg-h-9 LO 1. Assess/Interview client 1.1 Identify vital information of the client 1.2 Explain wellness massage services and SPTVE_BECA10PWPC-IVa-c-10 Respiratory rate Heart rate/pulse rate Body temperature Preliminaries of massage Body raking Warming Types of Massage Swedish Siatzu Reflexology Thai Chair spot Strokes of massage Effleurage Petrissage Tapotement Vibration Friction Critical Body Points’ Massage Products Lotion Powder Oils (herbal, aromatic, mentholated) Massage Techniques Soft pressure Hard pressure Contraindication of Massage Record Keeping WELLNESS/PINOY HILOT LESSON 14: PLANNING THE WELLNESS PROGRAM OF CLIENT/S Identify vital information of the client Relevant information of the Special Curricular Programs Page 376 of 675 CONTENT CONTENT STANDARD Client/s Health History Contra-indications Inter/Intra Personal Relationship Information Gathering Standard Operating Procedures (SOP) Explain wellness massage History and development Massage Framework (Philosophy and Science) Philosophy of wellness massage Universal Laws and Natural Laws Health concepts Harmony of the three faculties (mind, body, emotion) Balance of Four Elements (fire, water, air, earth) balancing of the four elements thru the following healing modalities Herbal Massage, Traditional Massage Pre-wellness massage and postwellness massage services and Products Confirm wellness Program Wellness massage programs variations Client‘s need assessment LESSON 15: APPLYING WELLNESS MASSAGE TECHNIQUES Wellness massage Application of Proper Draping Preparation of wellness massage products, furnishings and paraphernalia Preparing Client for the wellness massage program Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE products 1.3 Explain the philosophy and science of 1.4 wellness massage 1.5 Discuss the health and healing concept of wellness massage 1.6 Discuss the concept of wellness 1.7 Confirm wellness massage program 1.8 Update the clients records and documents 1.9 Evaluate the client satisfaction 1.10 Check workplace qualities and procedure 1.11 Confirm wellness massage program 1.12 Update the clients records and documents 1.13 Evaluate the client‘s satisfaction 1.14 Check workplace policies and procedures LO 1. Apply wellness massage techniques 1.1 Observe health and safety procedures in wellness massage 1.2 Prepare hygiene practices pre-wellness 1.3 Prepare clients for wellness massage techniques, methods, massage pressure areas, duration directions and strokes SPTVE_BECA10PWMT-IVc-g-11 Page 377 of 675 CONTENT Prepare client for wellness massage session Personal hygiene practices Pre-wellness massage procedure Standard operating procedures Perform wellness massage techniques Hygiene and Infection Control Practices Methods of Scanning Wellness massage techniques Methods in locating the imbalances in the body Massage Pressure Areas Strokes long deep stroke (Hagod) short light stroke (Haplos) one finger press (Pindot) two or more finger press (Pisil) grasping (Piga) – optional Customized Amount of Pressure Applied Duration of Application of Pressure Direction of Massage Generally towards the heart hot part of the body to cold (thermal flow) towards the lesser lumps Pre-massage procedure Use of hands and fingers as medium based on massage area/body part, duration, frequency, rhythm, and amount of pressure Perform aftercare service After Care Service Workplace policies and procedures Monitoring Clients Special Curricular Programs CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 1.4 Perform wellness massage technique 1.5 1.5 Perform self - assessment for wellness massage session 1.6 Perform the pre- massage operation through hands and fingers 1.7 Observe policies and standards of the workplace 1.8 Assist the client‘s satisfactory response LO 2. Provide advice on post wellness massage services 2.1 Perform after care service 2.2 Identify and explain the products SPTVE_BECA10PWMT-IVg-h-12 Page 378 of 675 CONTENT CONTENT STANDARD Aftercare products Aftercare services Rebooking Clients Identify and explain the products Wellness massage products Workplace procedures Recommending Products to Client Enumerate and explain other services Product Benefits Other Product Comparisons GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 2.3 Enumerate and explain other services 2.4 Suggest quality and acceptable massage products GLOSSARY Antiseptic Alcohol Alternative medicine Antiseptic Solution Anatomy Apron Assorted Nail Polish Banana-leaf method Base Coat - Benzalconium Chloride Bentosa Bleaching Soap Bevel Beauty care Body scrub Body massage Cling Wrap Cotton Cuticle Oil Cuticle Remover Callous Remover Contaminated wastes - Special Curricular Programs a substance, milder than a disinfectant that prevents the growth and development of micro-organisms. an organic compound used as sanitizer. a non-Western healing therapies. Also called complementary or integrative medicine an agent that reduces or prevents the multiplication of microorganism. the science of the shape and structure of organisms and their parts. an outer protective garment that covers primarily the front of the body to protect clothes from dirt or stains. lacquer applied on fingernails and toenails to decorate and/or protect the nail plate. It is utilized in hilot to assist in determining where the energy block is a clear layer of polish applied to the nail plate before the application of colored polish to smoothen the nail surface and promote healthier nails. yellow-white powder prepared in an aqueous solution and used as surface disinfectant and topical antiseptic. cupping of heated glasses applied on the body surface mainly for cold and wind diseases. a type of soap formulated to whiten the skin. a term in manicuring and pedicuring that means to shape the edge of something. an overall beauty treatment intended to change or Improve a person‘s appearance it exfoliates and hydrates the skin, leaving it smooth and soft. It is the manipulation of soft tissues in the body commonly applied with hands, fingers, elbows, knees, forearms, feet, or a device thin plastic film used for sealing the paraffin during a hand spa. a soft white downy fibre for dubbing or cleaning the nails and removing nail polish a mixture of fats and waxes containing lanolin and petroleum used to soften and lubricate the skin around the nails. a liquid used to soften nail cuticles and prepare them for cutting. a tool designed to strip off calluses and corns. materials which are infected or with some measure of decay Page 379 of 675 Contraindication Cosmetic Cuticle Cuticle Nail Pusher Cuticle Nipper Cuticle Scissor Dasal, bulong, oracion Disinfectant - Draping - Effleurage - Essential oil - Expiration date - Facial makeup Facial cleansing Finger press Foot Spa Machine First Aid Kit Foot Blush Foot Soak Foot Scrub Finger or Manicure Bowl Foot File Foot Spa Foot Spa Basin Foot Spa Tray with Handle Garbage Bags/Bins Hand Spa Hand Spa Machine Hand Towel Hazardous Herbal bath Hilot/wellness Hygiene Implements Infection Lotion - Special Curricular Programs something that makes a particular treatment or procedure inadvisable are substances used to enhance the appearance or odor of the human body the non-living epidermis that surrounds the edges of the fingernail or toenail a tool used to pushback and loosen the cuticles. a tool used to cut the cuticles. a tool used to cut the stubborn cuticles. prayers and chants asking for spiritual blessings and guidance an agent, such as heat, radiation, or a chemical, that destroys, neutralizes, or prevents the growth of disease-carrying microorganisms is the technique of uncovering only the part of the body that is being worked on during massage allows to be undressed in a comfort level underneath a sheet or and feel safe, warm, and unexposed a French word meaning "to skim" or "to touch lightly on", is a series of massage strokes used in Swedish massage to warm up the muscle distilled and purified extracts of flowers, plants, grasses, fruit, leaves, bark, herbs and seeds; said to have healing, oxygenating, purifying and relaxing properties. means the date stated in the label of a drug or device after which the drug is not expected to retain its claimed safety, efficacy and quality or potency or after which it is not permissible to sell the drug or device are used to color and highlight facial features, they can either directly add or alter color care for the face that usually involves cleansing and massage and the application of cosmetic creams to release tight, knotted muscles while encouraging conscious, deep relaxation. an electronic gadget used for soaking, bathing, and massaging the feet during foot spa. a collation of supplies for use in giving first aid. a liquid spray that contains peppermint and alpha hydroxyl acids derived from fruits. an herbal blend to relax, energize, soothe and deodorize the feet. a mixture of natural ingredients to keep feet soft, smooth and moisturized. A small bowl used for soaking the fingers to soften the cuticles a tool made of metal or sandpaper with a rough file on one side to remove calluses and a fine file on the other to smoothen the feet. a beauty care service offered by salons to relax and moisturize the feet a large rectangular container used for bathing and soaking the feet when giving a pedicure. a large rectangular container used for bathing and soaking the feet when giving a pedicure. plastic disposable bags or trash receptacles used to contain rubbish. a beauty care service using natural oils, vitamins and minerals, having curative effect to the body an electronic gadget used to soothe pain from arthritis, and muscle spasms an absorbent cloth for drying the hands. Its means likely to cause harm or injury in certain circumstances a hydrotherapy treatment with the addition of herbal preparations for relaxation and healing. can use/apply massage, herbal treatments, oil and essences, mineral treatments and water treatment. the science concerned with maintaining good health and cleanliness. articles or tools used in manicuring that are durable. a condition caused by a germ or a pathogen. any of various cosmetic preparations that are applied to soften the skin. Page 380 of 675 Materials Manicure Manicure Tray Manicure Nail Brush Manicurist‘s Stool Manicure Pillow Manicure Table Massage Mixing Bowl Moisten Nail Polish Remover Nail Hardener Nail Buffer Nail Cutter/Clipper/Trimmer Nail File Nail structure Orange Stick Palpation - Paraffin wax Pedicure Pedicure Nail Brush Plucking Pumice Stone Polythene Personal Protective Equipment (PPE) Pathogen Pressure Quick Dry Radiation Sauna Shaving Solvent Sterilization Spa Sterilizer Threading Trolleys - Top Coat - Special Curricular Programs - are cosmetics and supplies that are consumed and should be replaced from time to time. They are also called consumables. it came from the latin word ―manus‖ (hand) and ―cura‖ (care) which means the care of the hands and nails a flat container where all the necessary tools and implements are placed for use by the manicurist. a plastic brush with nylon bristles used to clean dirt and cosmetic residue from the nail surface and skin. an adjustable upholstered seat fitted over a piece of metal or chrome. a hand cushion that helps a client to keep her hands steady and relaxed. a table especially designed for giving manicure the rubbing and kneading of muscles and joints of the body with the hands, especially to relieve tension or pain. a small open-top, rounded cup-like container used for mixing the aromatic oils and other fluids for the hand or foot spa. make wet or damp. an organic solvent used to dissolve polish on nails. a liquid applied to the nails to form a protective barrier to prevent chipping, peeling, and splitting of nails. a tool used for smoothening and polishing the nails. A hand tool made of metal used to trim finger nails and toenails an implement used to shape the free edges of the nail with the coarse side and bevel the nail with the finer side. compose of free edge, nail plate, nail walls, lunula, cuticle, hyponychium, nail grove, nail bed, matrix and mantle a wooden implement with pointed and rounded ends to remove excess polish. a method used in locating energy blockages in the body. This is done by palpating the parts of the body where the patient feels pain, discomfort, numbness or tingling sensations. Then the other body areas to determine other areas of energy blockages waxy white or colorless solid hydrocarbon mixture used to make candles. the professional or artful care of the feet and toenails a tool used to remove cosmetics and cleanse nails. the process of removing hair by mechanically pulling the hair from owner‘s body safety a type of volcanic rock that removes dry skin and calluses from the feet. a kind of plastic commonly used for manufacturing grocery bags, shampoo bottles, children‘s toys, among others. Protective clothing designed to protect the wearer‘s body from injury or chemicals or for job-related occupational safety and health purposes a microbe or microorganism such as a virus, bacterium, prion, or fungus that causes disease. It means how much something is pushing on something else a liquid brushed over colored fingernails for the nail polish to dry faster. a process in which energy is transmitted in the form of waves or particles that can be used to destroy micro-organisms. a dry treatment in a very hot, wooden chamber, which cleanses and detoxifies through the body‘s perspiration the removal of hair, by using a razor or any kind of bladed implements, to slice it down to the level of the skin a substance used to thin out the nail polish when it has thickened. any process that eliminates (removes) or kills all forms of microbial life. a beauty care service where curative minerals are present for beautification an equipment in a salon used for sterilizing metal implements to kill microorganisms. a method of hair removal that involves stripping the root out along with the hair using thread a wheeled cart that is pushed by hand and used for transporting manicuring and pedicuring tools and materials. Toe Nail Separator – is a soft material where toes are inserted to keep them apart to prevent a freshly painted toenail form staining another toe. a clear nail polish applied to the nails after the colored polish to protect it from scratches and chips; it makes nails harder and keeps Page 381 of 675 Towel - Timer Waxing Wet Sanitizer - RESOURCES: TOOLS toe nail cuticle nipper finger nail cuticle nipper toe nail cutter finger nail cutter cuticle nail pusher manicurist working stool callus refiner (battery operated) PEDIMATE callus file comedone extractor facial scrubbing brush nail buffers nail file foot stool foot basin 12‖ x 12‖ white semi-bath size towel white bath size towel white hand towel white shoulder towel, white neck shutter white pillow line white pillow cases pillow white bed sheets bolsters bath robe (light color) scrub suits (pants only) finger bowl kabuki make-up brushes face-sized mirror with stand rubber stopper Special Curricular Programs them looking shiny. it is a piece of absorbent fabric or paper used for drying or wiping a body or a surface, it draws moisture through direct contact, often using a blotting or a rubbing motion a device that can be pre-set to start or stop something at a given time. a method of hair removal a substance or preparation for killing germs. EQUIPMENT Paraffin wax machine Foot bath machine Manicure table Electric mittens Electric booties Dermatek 5 – in – 1 Facial Machine Facial Steamer with lights Adjustable Massage bed UV Sterilizer Cabinet Adjustable working stools Ring light Makeup mirror with lights (adjustable to warm light to day light) Magnifying lens with stand Hot stone machine with stone sets MATERIALS Caronia base coat 6o ml Caronia top coat 60ml Caronia coloured nail polishes cuticle softener acetone solvent beauty Touch foot scrub Beauty Touch foot soak Beauty Touch callus remover Beauty Touch foot lotion Beauty touch foot blush paraffin wax hand lotion liquid hand soap hand scrub massage oil cream type body wash cream type body scrub St. Ives facial scrub St. Ives facial cleanser St. Ives clay mask St. Ives Facial moisturizer facial toner sets of Facial Makeup 70% Isopropyl alcohol orange wood stick facial sheets cotton (50 grams) facial tissue facial wipes facial spatula cling wrap REFERENCES TRAINING REGULATIONS OF THE FOLLOWING: Beauty care services (nail care) NC II Beauty care services (skin care) NC II Beauty Care NC II Wellness/Pinoy Hilot NC II Existing CG‘s Page 382 of 675 shower cap toe separator nail brush brush cleaner hair net face surgical mask vinyl hand gloves plastic nail plates dotting tools nail art brushes slippers Career/Job Opportunity: Nail technician Nail art artist Makeup artist Massage therapist Spa practitioner Beauty therapist Freelance beauty care and wellness practitioner Special Curricular Programs Page 383 of 675 FOOD TECHNOLOGY (960 HOURS) Course Description: This Food Technology course is designed to develop knowledge, skills, and desirable attitudes of learners in the areas of Cookery and Bread and Pastry. The student is expected to competently demonstrate common competencies which are to: (1) develop and update industry knowledge, (2) Perform workplace and safety practices, (3) Observe workplace hygiene procedures, (4) Perform computer operations, and (5) Provide effective customer. This course also covers these 17 core competencies: (1) prepare and produce bakery products, (2) prepare and produce pastry products, (3) prepare and display petit fours, (4) prepare and present gateau, tortes and cakes, (5) cleaning and maintaining kitchen premises, (6) packaging prepared foods (7) preparing sandwiches, (8) preparing appetizers, (9) preparing salads and dressings (10) preparing desserts , (11) preparation of egg dishes (12)prepare stock, sauces and soups, (13) preparation of cereals and starch dishes, (14) preparation of vegetable dishes, (15) preparation of poultry and game dishes (16), preparation and cooking of seafood dishes and (17) preparation of and cooking meat. GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 1: DEVELOPING AND UPDATING INDUSTRY KNOWLEDGE Information sources may include but The learners demonstrate The learners are not limited to: an understanding of independently develop - Media concepts and underlying and update industry principles in developing knowledge - reference books - libraries and updating industry - unions knowledge - industry associations - industry journals - internet - personal observation and experience Environmental issue and requirements in the industry Organizational Chart Job Description Information to assist effective work performance - different sectors of the industry and the services available in each sector - relationship between tourism and hospitality - relationship between the industry Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Seek information on the industry 1.1 Identify and access sources of information on the industry correctly. 1.2 Obtain information to assist effective work performance in line with job requirements 1.3 Access and update specific information on sector of work 1.4 Apply day-to-day work activities in industry information correctly. SPTVE_COOK8DUIK-Ia-1 Page 384 of 675 CONTENT and other industries - industry working conditions Develop and update current and emerging information on the hospitality industry Industry structure Current technology and key environment Career opportunities within the industry Work ethic required to work in the industry and industry expectations of staff Quality assurance Discussions with colleagues, management and customers Informal and formal research - Reading internal enterprise material about products and services - Familiarity with customer comments including complaints - Reading and researching product data and information - Conducting internal testing to determine quality and differentials - General media research - Developing and analyzing responses to questionnaires - Reading surveys and ratings Promotional initiatives - Media campaigns - Internal promotions, including static displays, demonstrations, tastings, videos, competitions, packages, events Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LO 2. Update industry knowledge 2.1 Update general knowledge of the industry in informal and/or formal research 2.2 Update knowledge shared with customers and colleagues as appropriate and incorporated into day-to-day working activities SPTVE_COOK8DUIK-Ia-b-2 LO 3. Develop and update local knowledge 3.1 Develop local knowledge to assist queries on local/national tourism industry 3.2 Update local knowledge using informal and/or formal research 3.3 Maintain contact with local communities SPTVE_COOK8DUIK-Ib-c-3 LO 4. Promote products and services to customers 4.1 Describe promotional initiatives that may be used to promote products and services 4.2 Apply selling skills according to customer needs SPTVE_COOK8DUIK-Ic-d-4 Page 385 of 675 CONTENT CONTENT STANDARD LESSON 2: PERFORMING WORKPLACE AND SAFETY PRACTICES Legislations that affects the industry The learners demonstrate - liquor an understanding of - health and safety concepts and underlying principles in performing - hygiene - gaming workplace and safety - workers compensation practices - consumer protection - duty of care - building regulations Breaches of procedure May include but are not limited to: - loss of keys - broken or malfunctioning equipment - loss of property, goods or materials - damaged property or fittings - lack of suitable signage when required - lack of training on health and safety issues - unsafe work practices Health, safety and security procedures may include but are not limited to: - use of personal protective clothing and equipment - safe posture including sitting, standing, bending Health, safety and security procedures may include but are not limited to: - security of documents, cash, equipment, people Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE STANDARD The learners independently perform workplace and safety practices LEARNING COMPETENCIES CODE LO 1. Follow workplace procedures for health, safety and security practices. 1.1 Follow correct health, safety and security procedures in line with legislation, regulations and enterprise procedures 1.2 Identify and report breaches of health, safety and security procedures in line with enterprise procedure 1.3 Report suspicious behavior or unusual occurrence in line with enterprise procedure SPTVE_COOK8PWHS-Id-5 LO 2. Perform child protection duties relevant to the tourism industry. 2.1 Identify issue of sexual exploitation of children by tourist 2.2 Describe national, regional and international actions to prevent the sexual exploitation of children by tourists 2.3 Describe actions that can be taken in the workplace to protect children from sexual exploitation by tourists LO 3. Observe and monitor people 3.1 Prepare areas and people who require observation and monitoring 3.2 Implement observation and monitoring activities SPTVE_COOK8PWHS-Ie-6 SPTVE_COOK8PWHS-Ie-6 Page 386 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD key control systems strange or suspicious persons 3.3 Determine apprehension of offenders 3.4 Arrest offenders according to enterprise procedures 3.5 Fulfil administrative responsibilities LO 4. Deal with emergency situations 4.1 Recognize emergency and potential emergency situations and appropriate action are taken within individual‘s scope of responsibility 4.2 Follow emergency procedures in line with enterprise procedures 4.3 Sought assistance from colleagues to resolve or respond to emergency situations 4.4 Report details of emergency situations in line with enterprise procedures LO 5. Maintain safe personal presentation standards 5.1 Identify and follow safe personal standards in line with enterprise requirements Emergency may include but is not limited to: - personal injuries - fire - electrocution - natural calamity i.e. earthquake/flood - criminal acts i.e. robbery Health, safety and security procedures may include but are not limited to: - emergency fire and accident - hazard identification and control Health, safety and security procedures may include but are not limited to: - manual handling including lifting, transferring - safe work techniques including knives and equipment, handling hot surfaces, computers and electronic equipment - safe handling of chemicals, poisons and dangerous materials - ergonomically sound furniture and work stations LESSON 3: OBSERVING WORKPLACE HYGIENE PROCEDURES Hygiene procedures may include: The learners demonstrate - safe and hygienic handling of food and understanding of and beverage concepts and underlying Special Curricular Programs LEARNING COMPETENCIES The learners independently observe workplace hygiene CODE SPTVE_COOK8PWHS-If-g-7 SPTVE_COOK8PWHS-Ig-h-8 LO 6. Maintain a safe and secure workplace 6.1 Identify workplace health, safety and security responsibilities 6.2 Maintain framework to maintain workplace health, safety and security 6.3 Implement procedures for identifying and assessing health, safety and security hazards and risks 6.4 Investigate injuries, illnesses and incidents 6.5 Evaluate organization's health, safety and security effectiveness SPTVE_COOK8PWHS-Ig-h-8 LO 1. Follow hygiene procedures 1.1 Implement workplace hygiene procedures in line with enterprise and legal requirements SPTVE_COOK8OWHP-IIa-9 Page 387 of 675 CONTENT regular hand washing correct food storage appropriate and clean clothing avoidance of cross-contamination safe handling disposal of linen and laundry - appropriate handling and disposal of garbage - cleaning and sanitizing procedures - personal hygiene Hygiene risk - bacterial and other contamination arising from poor handling of food - inappropriate storage of foods - storage at incorrect temperatures - foods left uncover - poor personal hygiene practices - poor work practices - cleaning - housekeeping - food handling - vermin - airborne dust - cross-contamination through cleaning inappropriate cleaning practice - inappropriate handling of potentially infectious linen - contaminated wastes such as blood and body secretions - disposal of garbage and contaminated or potentially contaminated wastes Minimizing or removing risk - auditing staff skills and providing training - ensuring policies and procedures are followed strictly - Special Curricular Programs CONTENT STANDARD principles in observing workplace hygiene procedures. GRADE 8 (320 HOURS) PERFORMANCE STANDARD procedures. LEARNING COMPETENCIES CODE 1.2 Undertake handling and storage of items in line with enterprise and legal requirements LO 2. Identify and prevent hygiene risks 2.1 Identify potential hygiene risks in line with enterprise procedures 2.2 Take action to minimize and remove risks within scope of individual responsibility of enterprise/legal requirements 2.3 Report hygiene risks beyond the control of individual staff members to the appropriate person for follow up SPTVE_COOK8OWHP-IIa-b-10 Page 388 of 675 CONTENT CONTENT STANDARD audits or incidents with follow up actions LESSON 4: PERFORMING COMPUTER OPERATIONS Hardware and peripheral devices The learners demonstrate - Personal computers and understanding of concepts and underlying - Networked systems - Communication equipment principles in performing - Printers computer operations - Scanners - Keyboard - Mouse OH & S guidelines - OHS guidelines - Enterprise procedures Software Includes the following but not limited to: Word processing packages - Data base packages - Internet - Spreadsheets GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE - The learners independently perform computer operations based on a given tasks Desktop icons include the following but not limited to: - directories/folders - files - network devices - recycle bin LESSON 5: PROVIDING EFFECTIVE CUSTOMER SERVICE Customer may include: The learners demonstrate - Internal and understanding of - External concepts and underlying principles in providing Non-verbal communication may include: effective customer service Special Curricular Programs The learners independently provide effective customer service LO 1. Plan and prepare for task to be undertaken 1.1 Determine requirements of task 1.2 Select appropriate hardware and software according to task assigned and required outcome 1.3 Follow task planning to ensure OH & S guidelines and procedures SPTVE_COOK8PCOP-IIb-c-11 LO 2. Input data into computer 2.1 Enter data into the computer using appropriate program/application in accordance with company procedures 2.2 Check accuracy of information and save in accordance with standard operating procedures 2.3 Store inputted data in storage media according to requirements LO 3. Access information using computer 3.1 Select correct program/application based on job requirements 3.2 Access program/application containing the information required according to company procedures 3.3 Select desktop icons correctly, opened and closed for navigation purposes SPTVE_COOK8PCOP-IIc-12 LO 1. Greet customer 1.1 Greet customers in line with enterprise procedure 1.2 Observe appropriate verbal and non-verbal communications to the given situation SPTVE_COOK8PECS-IId-e-14 SPTVE_COOK8PCOP-IId-13 Page 389 of 675 CONTENT body language dress and accessories gestures and mannerisms voice tonality and volume use of space culturally specific communication customs and practices Cultural and social differences may include: - modes of greeting, farewell and conversation - body language/ use of body gestures - formality of language Interpersonal skills may include: - interactive communication - public relation - good working attitude - sincerity - pleasant disposition - effective communication skills Customer and colleagues need may include: - those with a disability - those with special cultural or language needs - unaccompanied children - parents with young children - pregnant women - single women Enterprise procedure may include: - modes of greeting and farewell - addressing the person by name - time-lapse before a response - style manual requirements - standard letters and format Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 1.3 Observe non-verbal communication when responding to customers 1.4 Demonstrate sensitivity to cultural and social differences LO 2. Identify needs of customers 2.1 Use appropriate interpersonal skills to ensure that customer needs are accurately identified 2.2 Assess customer needs for urgency so that priority for service delivery can be identified 2.3 Provide customers‘ information 2.4 Identify personal limitation in addressing customer needs and where appropriate, assistance is sought from supervisor SPTVE_COOK8PECS-IIe-f-15 LO 3. Deliver service to customer 3.1 Attend promptly customer needs in line with enterprise procedure 3.2 Maintain appropriate rapport with customer to enable high quality service delivery 3.3 Take opportunity to enhance the quality of service and products wherever possible SPTVE_COOK8PECS-IIf-g-16 Page 390 of 675 CONTENT Business tools and technology may include: - telephone - fax machine - computer equipment - internet, email 8Complaint may include: - level of service - product standards - processes - information given - charges and fees Threats to personal safety may include: - violent customers - drug and alcohol affected customers - customers fighting amongst themselves CONTENT STANDARD LESSON 6: PREPARING AND PRODUCING BAKERY PRODUCTS Accurate measurement of ingredients The learners demonstrate Baking ingredients and its substitution an understanding of the core concepts and Types, kinds, and classification of bakery products theories in bread and pastry production Mixing procedures/formulation/ recipes, and desired product characteristics of various bakery products Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE STANDARD The learners independently demonstrate core competencies in preparing and producing bakery products LEARNING COMPETENCIES CODE LO 4. Handle queries through use of common business tools and technology 4.1 Use common business tools and technology efficiently to determine customer requirements 4.2 Record queries/ information in line with enterprise procedure 4.3 Act queries upon promptly and correctly in line with enterprise procedure LO 5. Handle complaints/conflict situations, evaluation and recommendations 5.1 Greet guests with a smile and eye-to-eye contact 5.2 Take responsibility for resolving the complaint within limit of responsibility and according to enterprise policy 5.3 Establish nature and details of complaint and agreed with the customer 5.4 Identified and managed threats to personal safety to personal safety of customers or colleagues and appropriate assistance is organized 5.5 Take appropriate action to resolve the complaint to the customers satisfaction wherever possible 5.6 Resolve conflict situations within scope of individual responsibility by applying effective communication skills and according to enterprise police SPTVE_COOK8PECS-IIg-h-17 LO 1. Prepare bakery products 1.1 Select, measure and weigh required ingredients according to recipe or production requirements and established standards and procedures 1.2 Prepare variety of bakery products according to standard mixing procedures/formulation/ recipes and desired product characteristics SPTVE_COOK8PPBP-IIIa-c-19 SPTVE_COOK8PECS-IIh-18 Page 391 of 675 CONTENT Baking techniques, appropriate conditions and enterprise requirements and standards Temperature ranges in bakery products Bakery products - Yeast- Product types - Quick Bread o Muffins o Shortcakes - Doughnuts, fritters, pancakes and waffles - Cookies Suggested activities, but not limited to: - Yeast bread o Dinner roll o Pan de sal o Cinnamon roll o Ensaymada o Pan de coco - Quick bread o Choco - banana bread o Carrot bread o Sweet potato pecan bread o Apple walnut bread o Black forest bread - Cookies o Chocolate chip cookies o Peanut butter cookies o No baked cookies - Doughnuts, pancakes and waffles Fillings and coating/icing, glazes and decorations may include but are not limited to: - Jellies and glazes - Flowers and leaves - Herbs Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 1.3 Use appropriate equipment according to required bakery products and standard operating procedures 1.4 Bake bakery products according to techniques and appropriate conditions; and enterprise requirement and standards 1.5 Select required oven temperature are to bake goods in accordance with the desired characteristics, standards recipe specifications and enterprise practices LO 2: Decorate and present bakery products 2.1 Prepare a variety of fillings and coating/icing, glazes and decorations for bakery products are according to standard recipes, enterprise standards and/or customer preferences SPTVE_COOK8PPBP-IIIc-e-20 Page 392 of 675 CONTENT CONTENT STANDARD Flavored and colored sugar Fresh and preserved/crystallized fruits - Seeds and nuts - Icings, sprinkled icing sugar or chocolate powder - Butter creams, Ganache, Fondants - Savory fillings Bakery product finishing may include but are not limited to: - Coating - Glazing 8 - Icing Storage conditions may include but are not limited to: - Consideration of temperature, light and air exposure - Use of appropriate containers - Labelling - Display cabinets including temperature- controlled cabinets to cool or warm - Refrigeration, chilling and freezing - Length of time in freezer /cool storage LESSON 7: PREPARING AND PRODUCING PASTRY PRODUCTS Culinary and technical terms related The learner demonstrates to pastry products understanding of the basic concept and Ratio of ingredients required to produce a balance formula underlying theories in preparing and producing Correct proportion control, yields, pastry products weights and sizes for profitability Types, kinds, and classification of pastry products Mixing procedures/formulation/recipes and desired product characteristics of various pastry products GRADE 8 (320 HOURS) PERFORMANCE STANDARD - Special Curricular Programs LEARNING COMPETENCIES CODE 2.2 Fill and decorate bakery products where required and appropriate, in accordance with standard recipes and/or enterprise standards and customer preferences 2.3 Finish bakery items are according to desired product characteristics 2.4 Present baked products are according to established standards and procedure The learner demonstrates competencies in preparing and producing pastry products LO 3: Store bakery products 3.1 Store bakery products are according to established standards and procedures 3.2 Select Packaging appropriate for the preservation of product freshness and eating characteristics SPTVE_COOK8PPBP-IIIe-21 LO 1. Prepare pastry products 1.1 Select, measure and weigh required ingredients according to recipe or production requirements and established standards and procedures 1.2 Prepare variety of pastry products according to standard mixing procedures/formulation/ recipes and desired product characteristics 1.3 Use appropriate equipment according to required pastry products and standard operating procedures 1.4 Bake pastry products according to techniques SPTVE_COOK8PPPP-IIIf-h-22 Page 393 of 675 CONTENT Baking tools, equipment, and their uses and functions Baking techniques appropriate conditions, and enterprise requirements and standards Temperature ranges in baking pastry products Occupational health and safety Suggested activities, but not limited to: - Pies o Pineapple pie o Buko pie o Egg pie - Pizza o Hawaiian pizza o Pepperoni o Shawarma pizza - Empanada o Tuna cheese empanada o Beef/pork empanada o Chicken enchilada empanada - Tart o Lemon tart o Apple walnut tart o Salted caramel tart Types and classifications of fillings, coatings/icing and glazes Regular and special fillings and coating/icing, glazes and decorations Decorative techniques and rules for garnishing The tools and materials in decorating, finishing and presenting Standards and procedures in decorating pastry products Occupational Health and Safety Standards and procedures in finishing Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE and appropriate conditions; and enterprise requirement and standards 1.5 Select required oven temperature to bake goods in accordance with the desired characteristics, standards recipe specifications and enterprise practices LO 2. Decorate and present Pastry products 2.1 Prepare a variety of fillings and coating/icing, glazes and decorations for pastry products according to standard recipes, enterprise standards and/or customer preferences 2.2 Fill and decorate pastry products, where required and appropriate, in accordance with standard recipes and/or enterprise standards and customer preferences 2.3 Finish pastry products according to desired product characteristics 2.4 Present baked pastry products according to SPTVE_COOK8PPPP-IVa-b-23 Page 394 of 675 CONTENT CONTENT STANDARD pastry products Plating and presenting pastry products Shelf-life of pastry products Standards and procedures in storing pastry products Different kinds of packaging materials to be used Standards and procedures in packaging pastry product Evaluation of the finished product using rubrics One crust pie LESSON 8: PREPARING AND DISPLAYING PETITS FOURS Characteristics of classical and The learner demonstrates contemporary petits fours understanding of the Underlying principles in preparing basic concept and underlying theories in petit fours Types and kinds of sponge and bases preparing and displaying petits fours Different kinds of fillings Procedure in making fondant icing Decorations and designs GRADE 8 (320 HOURS) PERFORMANCE STANDARD Kinds of small choux paste Types of sweet paste and fillings Different garnishes, glazes and finishes Standards and operating procedures in preparing fresh petits fours Special Curricular Programs CODE established standards and procedures LEARNING COMPETENCIES The learner demonstrates competencies in preparing and displaying petits fours LO 3. Store pastry products 3.1 Store pastry products according to established standards and procedures 3.2 Select packaging appropriate for the preservation of product freshness and eating characteristics SPTVE_COOK8PPPP-IVb-24 LO 4. Evaluate the finished product 4.1 Rate the finished products using rubrics SPTVE_COOK8PPPP-IVb-24 LO 1. Prepare iced petits fours 1.1 Prepare, cut and assemble sponges and bases according to standard recipes and enterprise requirements and practices 1.2 Prepare fillings with the required flavors and consistency 1.3 Prepare fondant icing following required temperature and standard procedure 1.4 Design and use decorations in accordance with establishment standards and procedures LO 2. Prepare fresh petits fours 2.1 Bake and decorate a selection of small choux paste shapes in accordance with established standards and procedures 2.2 Prepare and blend baked sweet paste in accordance with establishment standards and procedures 2.3 Prepare and use fillings the required flavors and correct consistency 2.4 Use garnishes, glazes and finished in accordance with established standards and procedures SPTVE_COOK8PDPF-IVc-d-25 SPTVE_COOK8PDPF-IVc-d-25 Page 395 of 675 CONTENT Flavor and shape specifications and enterprise standards of quality marzipan Standards and operating procedures in coating marzipan fruit Specifications of fresh fruits needed to caramelized Specifications of dried fruits needed. Kinds of sugar to caramelize Kinds and uses of receptacles for petits fours Tips on how to display petit fours Standards and procedures in displaying petits fours Tips on storing petits fours Temperature requirements in storing petits fours Standards and procedures in storing and packaging petits fours Evaluation of the finished product using rubrics Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LO 3. Prepare marzipan petits fours 3.1 Flavor and shape Quality marzipan to produce mini-sized fruits in accordance with enterprise and client requirements 3.2 Coat Marzipan fruits to preserve desired eating characteristics and softened with egg whites, piped into shapes and sealed/browned with applied heat, according to enterprise practice LO 4. Prepare caramelized petits fours 4.1 Select and coat fresh fruits/fruit segments with pale amber-colored caramel or glazed or any coating specified by the enterprise 4.2 Fill sandwich dried fruits or nuts with flavored marzipan and coated with pale amber-colored caramel according to specifications and enterprise standards LO 5. Display petits fours 5.1 Select and prepare appropriate receptacles for petits fours 5.2 Display petits fours creatively to enhance customer appeal LO 6. Store petits fours 6.1 Store petits fours in proper temperatures and conditions to maintain maximum eating qualities, appearance and freshness 6.2 Package petits fours in accordance with established standards and procedures LO 7. Evaluate the finished product Rate the finished products using rubrics SPTVE_COOK8PDPF-IVd-e-26 SPTVE_COOK8PDPF-IVd-e-26 SPTVE_COOK8PDPF-IVg-h-27 SPTVE_COOK8PDPF-IVh-28 SPTVE_COOK8PDPF-IVh-28 Page 396 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 9: PREPARING AND PRESENTING GATEAUX, TORTES AND CAKES Culinary terms related to sponge and The learner demonstrates The learner demonstrates cakes understanding of the core competencies in preparing How to measure ingredients concept and underlying and presenting gateaux, Correct proportion control, yields, theories in preparing and tortes and cakes presenting gateaux, tortes weights and sizes for profitability and cakes Main ingredients used for variety of sponge and cakes Specific temperature used for different types of sponge and cakes Pre-heating the oven Classification of the different types of sponge and cakes Mixing methods used for variety of sponge and cakes Required equipment and materials for sponge and cakes Recipe specifications, techniques and conditions and desired product characteristics Cooling temperature of sponge and cakes Suggested activities: - different flavors of cupcakes - Batter cake with butter icing - Sponge cake with boiled icing - Chiffon cake with fondant icing Identification of fillings appropriate in a specific cake Identification of the required consistency and appropriate flavor of fillings Filling and assembling cakes according to the standard recipe specifications Classification of coatings and sidings Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare sponge and cakes 1.1 Select, measure and weigh ingredients according to recipe requirements, enterprise practices and customer practices 1.2 Select required oven temperature to bake goods in accordance with desired characteristics, standard recipe specifications and enterprise practices 1.3 Prepare sponges and cakes according to recipe specifications, techniques and conditions and desired product characteristics 1.4 Use appropriate equipment according to required pastry and bakery products and standard operating procedures 1.5 Cool sponges and cakes according to established standards and procedures SPTVE_FOOD9PGTC-Ia-c-1 LO 2. Prepare and use fillings 2.1 Prepare and select fillings in accordance with required consistency and appropriate flavors 2.2 Fill and assemble slice or layer sponges and cakes according to standard recipe specifications, enterprise practice and customer preferences 2.3 Select coatings and sidings according to the product characteristics and required recipe SPTVE_FOOD9PGTC-Id-2 Page 397 of 675 CONTENT based on the required recipe specifications and product characteristics Identification of specific decorations appropriate for sponge and cakes Identification of standard recipes of icings and decorations for sponge and cakes Identification and application of steps and procedure in icing a cake. Types of icing/frosting and their uses - Suggested activities o cupcakes with different frosting o 18th birthday cake o Wedding cake o birthday cake Presenting and plating sponge and cakes Selection and usage of equipment in accordance with service requirements Identification of the product freshness, appearance, characteristics of prepared cakes Cutting portion-controlled to minimize the wastage of cake Standard size and weight per serving Standards and procedures of storing cake products Factors to consider in storing cakes Storage methods for cakes Storage temperature for cakes Special Curricular Programs CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE specification LO 3. Decorate cakes 3.1 Decorate sponges and cakes suited to the product and occasion and in accordance with standard recipes and enterprise practices 3.2 Use suitable icings and decorations according to standard recipes and/or enterprise standards and customer preferences SPTVE_FOOD9PGTC-Id-f-3 LO 4. Present cakes 4.1 Present cakes in accordance with equipment in accordance with customer‘s expectations and 4.2 established standards and procedures 4.3 Select and use equipment in accordance with service requirements 4.4 Maintain product freshness, appearances and eating qualities in accordance with the established standards and procedures 4.5 Marked cakes or cut portion controlled to minimize wastage and in accordance with enterprise specifications and customer preferences LO 5. Store cakes 5.1 Store cakes in accordance with establishment‘s standards and procedures 5.2 Identify storage methods in accordance with product specifications and established standards and procedures SPTVE_FOOD9PGTC-If-g-4 SPTVE_FOOD9PGTC-Ih-5 Page 398 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES Evaluation of the finished product LO 6. Evaluate the finished product using rubrics 6.1 Rate the finished products using rubrics LESSON 10: CLEANING AND MAINTAINING KITCHEN TOOLS, EQUIPMENT, AND PREMISES Kitchen tools and equipment to be The learners demonstrate The learners LO 1. Clean, sanitize, and store kitchen cleaned, sanitized, and stored an understanding the independently clean and tools and equipment - cutting tools and equipment knowledge, skills, and maintain kitchen tools, 1.1 Recognize kitchen tools and equipment to be - measuring tools and equipment attitudes required in equipment, and premises. cleaned and sanitized maintaining kitchen tools, 1.2 Identify the chemicals to be utilized in - top-of-the-range equipment - baking tools and equipment equipment, and work cleaning and sanitizing kitchen tools and Types of chemicals used in cleaning premises. equipment 1.3 Prepare cleaning agents in accordance with and sanitizing kitchen tools and equipment manufacturer‘s instructions 1.4 Clean and sanitize kitchen tools in Methods of cleaning and sanitizing accordance with prescribed standards kitchen tools and equipment Proper dishwashing techniques 1.5 Store cleaned kitchen tools and equipment safely in the designated space Techniques in storing cleaned kitchen tools and equipment Surfaces to be cleaned LO 2. Clean and sanitize kitchen premises - walls 2.1 Recognize kitchen premises to be cleaned - floors and sanitized - shelves 2.2 Classify and describe the uses of cleaning - benches and work surfaces agents - cold storage equipment 2.3 Clean the kitchen area hygienically in - storerooms and cupboards accordance with food safety and occupational Types and uses of cleaning agents health regulations 2.4 Clean surfaces without damaging property - specifications - usage instructions and adversely affecting health 2.5 Use cleaning agents in sanitizing kitchen - methods of mixing premises safely - precautionary measures Sanitation procedures 2.6 Follow cleaning schedule based on enterprise procedures Cleaning schedules 2.7 Follow safety and first aid procedures LESSON 11: PACKAGING PREPARED FOOD STUFF (PF) Functions of food packaging and its The learner demonstrates The learner demonstrates LO 1. Select packaging materials understanding on independently the 1.1 Define packaging, its importance and importance Types of packaging materials packaging prepared food procedures on packaging functions stuff prepared food stuff 1.2 Select packaging materials in accordance Special Curricular Programs CODE SPTVE_FOOD9PGTC-Ih-6 SPTVE_FOOD9CKTE-IIa-7 SPTVE_FOOD9CKTE-IIa-b-8 SPTVE_FOOD9PPFF-IIb-9 Page 399 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD with enterprise standards LO 2. Package food items 2.1 Package food items in compliance with Occupational Health and Safety Procedures 2.2 Adopt appropriate packaging method according to enterprise standards 2.3 Label food according to industry standards LO 3. Evaluate the finished product 3.1 Rate the finished products using rubrics Safety procedures in packaging food Methods of food packaging\ Labelling of packaged food Evaluation of the finished product using rubrics LESSON 12: PREPARING SANDWICHES (SW) Tools, equipment, and utensils The learners demonstrate needed in preparing sandwiches an understanding on how Variety of ingredients in preparing to prepare sandwiches sandwiches Common culinary/industry terms used with regard to sandwiches Classification of sandwiches Components of the sandwich Types of bread suited for sandwiches Suitable filling and spreads for each type of sandwich Methods of preparing sandwiches Suggested activities but not limited to: - Hot sandwich o Grilled cheese sandwich o Barbecue chicken sliders o Sun dried tomato grilled sandwich - Cold sandwich o chicken waldorf sandwich o Shrimp salad sandwich o Parmesan tuna sandwich - Open-faced sandwiches o cream cheese and strawberry toast o avocado chicken toast Special Curricular Programs LEARNING COMPETENCIES The learners independently prepare sandwiches LO 1. Perform mise en place 1.1 Clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks 1.2 Identify ingredients according to the given recipe 1.3 Identify culinary terms related to sandwiches identify type/classification of sandwiches LO 2. Prepare a variety of sandwiches 2.1 Identify sandwich component 2.2 Identify bread suited for sandwich making suitable filling and spreads 2.3 Select and prepare glazes/sweet sauces Prepare sandwiches using sanitary practices CODE SPTVE_FOOD9PPFF-IIb-c-10 SPTVE_FOOD9PPFF-IIc-d-11 SPTVE_FOOD9PSDW-IId-12 SPTVE_FOOD9PPFF-IIb-c-10 Page 400 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD o open faced tuna melts Rolled sandwiches/Stuffed sandwich o ham and cheese roll up sandwich o BLT wrap sandwich Portion control of sandwich and its ingredients Creative sandwich preparation - Balance - Height - Texture - Flavor - Color Safe and hygienic practices in storing sandwiches Required temperature in storing sandwiches LEARNING COMPETENCIES CODE - Evaluation of the finished product using rubrics LESSON 13: PREPARING APPETIZERS Identification of tools and equipment needed Tools, equipment, and utensils needed in preparing appetizers Cleaning, sanitizing, and preparing tools and utensils to be used Classification of appetizers Variety of ingredients in preparing appetizers Nutritional value of appetizer Varieties of hot and cold appetizers Methods of preparing appetizers Suggested activities: - Canapés Special Curricular Programs The learners demonstrate an understanding the knowledge, skills, and attitudes required in preparing appetizers The learners independently prepare appetizers LO 3. Present a variety of sandwiches 3.1 Portion and control of sandwiches and their ingredients 3.2 Present sandwiches attractively SPTVE_FOOD9PSDW-IIe-g-13 LO 4. Storing sandwiches 4.1 Store sandwiches properly 4.2 Keep sandwiches in appropriate conditions to maintain their quality and taste LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD9PSDW-IIh-15 LO 1. Perform mise en place 1.1 Identify tools and equipment needed in the preparation of appetizers 1.2 Clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks 1.3 Classify appetizers according to ingredients 1.4 Identify ingredients according to the given recipe SPTVE_FOOD9PAPZ-IIIa-17 LO 2. Prepare a range of appetizers 2.1 Differentiate between hot and cold appetizers 2.2 Prepare a variety of appetizers 2.3 Follow workplace safety procedures SPTVE_FOOD9PAPZ-IIIa-c-18 SPTVE_FOOD9PSDW-IIh-16 Page 401 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD - Hot Hors d‘oeuvres - Cold Hors d‘oeuvres - Fruit appetizers - Vegetable appetizers Occupational Health and Safety (OHS) Fundamentals of plating Accompaniments of appetizers Occupational Health and Safety (OHS) Principles and techniques in storing appetizers Safety and hygienic practices Evaluation of the finished product using rubrics LESSON 14: PREPARING SALAD AND DRESSING Tools, equipment, and utensils The learners demonstrate needed in preparing salad and an understanding he dressing knowledge, skills, and attitudes required in Classification of salads according to ingredients preparing appetizers. Classification of salads according to place in the meal Nutritional values of salad and dressing Special Curricular Programs The learners independently prepare salad and dressing. LEARNING COMPETENCIES CODE LO 3. Present a range of appetizers 3.1 Identify the fundamental of plating 3.2 Identify the accompaniments of appetizers 3.3 Present appetizers attractively 3.4 Observe sanitary practices in presenting appetizers LO 4. Store appetizers 4.1 Utilize quality trimmings 4.2 Keep appetizers in appropriate conditions to maintain their freshness, quality, and taste LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD9PAPZ-IIIc-d-19 LO 1. Perform mise en place 1.1 Identify tools and equipment needed in the preparation of salad and dressing 1.2 Clean, sanitize, and prepare tools, utensils, and equipment based on the required tasks 1.3 Identify ingredients according to the given recipe 1.4 Prepare ingredients based on the required form and time frame SPTVE_FOOD9PSDR-IIIe-22 SPTVE_FOOD9PAPZ-IIId-20 SPTVE_FOOD9PAPZ-IIId-21 Page 402 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Components of salads Important considerations in salad preparation Tools and equipment needed in salad making Methods of preparing salad Kinds of salad dressing and their ingredients Suggested activities: - Green salad - Composed salad - Fruit salad - Bound salad - Gelatin salad Factors and techniques in presenting salads and dressings Factors to consider in plating and presenting salads - Balance - Harmony - Height - Color Accompaniments of salads Safe and hygienic practices in storing salads and dressings Temperature required in storing salads and dressings Evaluation of the finished product using rubrics LESSON 15: PREPARING DESSERTS Tools, equipment, and utensils needed in preparing deserts Importance of desserts Classifications of dessert and their characteristics Special Curricular Programs The learners demonstrate an understanding on how to prepare desserts The learners independently prepare desserts LEARNING COMPETENCIES CODE LO 2. Prepare a variety of salads and dressings 2.1 Identify the components of a salad 2.2 Identify the factors to consider in salad preparation 2.3 Select and use correct equipment in preparing salads and dressings 2.4 Prepare a variety of salad 2.5 Identify the different kinds of salad dressings and their ingredients 2.6 Prepare salad dressings 2.7 Follow workplace safety procedures SPTVE_FOOD9PSDR-IIIe-g-23 LO 3. Present a variety of salads and dressings 3.1 Present salads and dressings attractively 3.2 Observe sanitary practices in presenting salad and dressing 3.3 Identify the accompaniments of salads and dressings 3.4 Rate the finished products using rubrics SPTVE_FOOD9PSDR-IIIg-h-24 LO 4. Store salad and dressing 4.1 Utilize quality trimmings 4.2 Store appetizers in appropriate conditions to maintain their freshness, quality, and taste LO 5. Evaluate the finished product 5.1 rate the finished products using rubrics SPTVE_FOOD9PSDR-IIIh-25 LO 1. Perform mise en place 1.1 Identify tools and equipment needed in preparing desserts 1.2 Importance of dessert in a meal 1.3 Classify desserts according to types of ingredients used 1.4 Identify characteristics of desserts SPTVE_FOOD9PDES-IVa-27 SPTVE_FOOD9PSDR-IIIh-26 Page 403 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Varieties of ingredients in preparing desserts Methods of preparing desserts Sauces for desserts Suggested Activities: - Fruit dessert - Cream dessert - Hot dessert Accompaniments for desserts Factors and techniques in plating and presenting deserts - Color - Texture - Height - Flavor - Balance Safety and hygienic practices in storing desserts Required temperature in storing dessert Evaluation of the finished product using rubrics LESSON 16: PREPARING EGG DISHES Tools, utensils, and equipment needed in egg preparation Cleaning and sanitizing tools and equipment Nutritional value and Characteristics of quality fresh eggs Ingredients for egg dishes Market forms of egg Uses of eggs in culinary arts Varieties of egg dishes Suggested activities: Various egg dishes Special Curricular Programs The learners demonstrate an understanding concepts and principles in preparing egg dishes The learners independently demonstrate competencies in preparing egg dishes LEARNING COMPETENCIES CODE LO 2. Prepare desserts 2.1 Identify ingredients for desserts 2.2 Select and prepare sweet sauces 2.3 Prepare variety of desserts and sauces using sanitary practices 2.4 Follow workplace safety procedures SPTVE_FOOD9PDES-IVa-c-28 LO 3. Plate/Present desserts 3.1 Identify dessert accompaniments and hygienic procedures 3.2 Present desserts attractively 3.3 Identify factors in plating and presenting desserts SPTVE_FOOD9c-d-29 LO 4. Storing desserts 4.1 Keep desserts in appropriate conditions to maintain their quality and taste SPTVE_FOOD9PDES-IVd-30 LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD9PDES-IVd-31 LO 1. Perform mise en pl ace 1.1 Clean, sanitize, and prepare tools, utensils, and equipment needed in preparing egg dished 1.2 Identify an egg‘s components and its nutritive value 1.3 Identify and prepare ingredients according to standard recipes LO 2. Prepare and cook egg dishes 2.1 Identify the market forms of eggs 2.2 Explain the uses of eggs in culinary arts 2.3 Cook egg dishes in accordance with the prescribed salad SPTVE_FOOD9PEGG-IVe-32 SPTVE_FOOD9PEGG-IVe-g-33 Page 404 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Factors for consideration in presenting egg dishes: - Plating - Garnishing - Side dishes OHS Evaluation of the finished product using rubrics CONTENT CONTENT STANDARD LESSON 17: PREPARING STOCKS, SAUCES AND SOUPS Principles of preparing stocks The learners demonstrate an understanding basic Classifications of stocks Ingredients in preparing stocks concepts and underlying theories in preparing Types and uses of convenience stocks, sauces, and soups products Methods of preparing stocks Suggested activities: - White stock - Brown stock - Fish stock Classifications of soups Ingredients in preparing soups Techniques in presenting and evaluating soups Suggested soup recipes Garnishes for the presentation of soups Techniques in presenting and evaluating soups Criteria in presenting and evaluating soup recipes (e.g. right flavor, color, temperature, service ware, and suitable garnishes and accompaniments Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE STANDARD The learners prepare a variety of stocks, sauces, and soups used in different cultures LEARNING COMPETENCIES CODE LO 3. Present egg dishes 3.1 Select suitable plates according to standards 3.2 Present egg dishes hygienically and attractively using suitable garnishing and side dishes sequentially within the required time frame LO 4. Evaluate the finished product 4.1 Rate the finished products using rubrics SPTVE_FOOD9PEGG-IVg-h-34 SPTVE_FOOD9PEGG-IVh-35 LEARNING COMPETENCIES CODE LO 1. Prepare stocks and soup required for menu items 1.1 Use ingredients and flavoring according to enterprise standards 1.2 Produce variety of stocks according to enterprise standards 1.3 Select and assemble correct ingredients in preparing soups, including stocks and garnishes 1.4 Prepare variety soup recipes according to enterprise standards 1.5 Present and evaluate soup recipes in accordance with the criteria SPTVE_FOOD10SSSC-Ia-b-1 Page 405 of 675 CONTENT Suggested activities: Prepare soup using prepared stock. o Clear soup o Puree soup o Cream Soup o Dessert soup Classification of Sauces Ingredients in preparing sauces Methods of preparing sauces Types of thickening agents and convenience products used in preparing sauces Role of thickening agents Criteria for evaluating sauces Common problem in the preparation of sauces Suggested activities: - Hollandaise - Tomato - Espagnole - Veloute - Bechamel Methods of storing and reheating stocks, sauces, and soups OHS CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE - The learners demonstrate an understanding concepts and principles in storing and reheating stocks, sauces, and soups The learners independently demonstrate competencies in storing and reheating stocks, sauces, and soups Evaluation of the finished product using rubrics LESSON 18: PREPARING CEREALS and STARCH DISHES Tools and equipment needed The learners demonstrate Quality of cereals and starch dishes an understanding preparing and cooking Nutritional value and components of cereals and starch dishes cereals and starch Food sources and kinds of starch and Special Curricular Programs The learners independently prepare and cook cereals and starch dishes LO 2. Prepare sauces required for menu items 3.1 Classify various types of sauces and their corresponding 3.2 Prepare a variety of hot and cold sauces based on the required menu items 3.3 Identify the types of thickening agents and convenience products used in preparing sauces 3.4 Use thickening agents and convenience products appropriately 3.5 Evaluate sauces for flavor, color, and consistency 3.6 Identify and deal with problems in the preparation of sauces SPTVE_FOOD10SSSC-Ib-c-2 LO 3. Store and reconstitute stocks, sauces, and soups 3.1 Maintain optimum quality and freshness of stocks, sauces, and soups 3.2 Reconstitute stocks, sauces, and soups SPTVE_FOOD10SRSS-Id-3 LO 4. Evaluate the finished product 4.1 Rate the finished products using rubrics SPTVE_FOOD10SRSS-Id-4 LO1. Perform mise en place 1.1 Prepare the tools, equipment, and ingredients based on prescribed standards 1.2 Determine the sources and kinds of starch and cereals SPTVE_FOOD10CCSD-Ie-5 Page 406 of 675 CONTENT CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD cereals - Ingredients for starch and cereal dishes Methods of cooking starch and cereal dishes Preparation of sauces and accompaniments for starch and cereal dishes Safety and hygienic practices in the kitchen Suggested activities: - Cereal - Pasta - Potatoes - Rice Factors to consider in presenting starch and cereal dishes Plating Garnishing Sauces Accompaniments Techniques for storing starch and cereal dishes FIFO Market forms of vegetables Factors in the selection of Special Curricular Programs CODE 1.1 Identify the ingredients in the preparation of various types of starch and cereal dishes Evaluation of the finished product using rubrics LESSON 19: PREPARING VEGETABLES DISHES Principles of preparing vegetables The learners demonstrate Characteristics of quality vegetables an understanding Thawing frozen vegetables preparing and cooking vegetable dishes LEARNING COMPETENCIES The learners independently prepare and cook vegetable dishes LO2. Prepare starch and cereal dishes 2.1 cook various types of starch and cereal dishes 2.2 prepare sauces and accompaniments of selected starch and cereal products 2.1 follow safety and hygienic practices while working in the kitchen SPTVE_FOOD10CCSD-Ie-g-6 LO 3. Present starch and cereal dishes 3.1 Present starch dishes with suitable plating and garnishing according to standards SPTVE_FOOD10CCSD-Ig-h-7 LO4. Storing starch and cereal dishes 4.1 Store starch and cereal at appropriate temperature 4.2 Maintain optimum freshness and quality LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD10CCSD-Ih-8 LO 1. Perform mise en place 1.1 Identify ingredients according to standard recipe 1.2 Prepare ingredients according to a given recipe, required form, and timeframe 1.3 Thaw frozen ingredients and wash raw vegetables following standard procedures LO 2. Prepare vegetable dishes 2.1 Identify market forms of vegetables SPTVE_FOOD10PCVD-IIa-10 SPTVE_FOOD10CCSD-Ih-9 SPTVE_FOOD10PCVD-IIa-c-11 Page 407 of 675 CONTENT CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD vegetables used for culinary arts Methods of cooking vegetables dishes Preparation of sauces and accompaniment for serving vegetable dishes Suggested projects: - Various vegetable dishes Presentation of prepared vegetables dishes Factors in plating vegetable dishes Techniques in storing and vegetables FIFO Safety and hygienic practices in the laboratory kitchen Special Curricular Programs CODE 2.2 Select various kinds of vegetables according to a given menu 2.3 Cook variety of vegetable dishes following appropriate cooking methods to preserve optimum quality and nutrition 2.4 Prepare suitable sauces and accompaniment in serving vegetable dishes Evaluation of the finished product using rubrics LESSON 20: PREPARING POULTRY AND GAME DISHES Preparation of poultry for cooking The learners demonstrate - Slaughter and bleeding an understanding basic - Scalding concepts and underlying - Defeathering theories in preparing poultry and game dishes - Evisceration - Deboning Market forms of poultry Poultry cuts Types and causes of food spoilage and cross- contamination Methods of cooking poultry and game birds - Dry-heat cookery - Moist-heat cookery Nutritional value of poultry and game bird dishes LEARNING COMPETENCIES The learners prepare a variety of poultry and game dishes found in different cultures LO 3. Present vegetable dishes 3.1 Present vegetable recipes with appropriate sauces and accompaniments LO 4. Store vegetables 4.1 Store vegetables based on the prescribed location and temperature 4.2 Demonstrate vegetable storage in accordance with FIFO operating procedures 4.3 Follow standard safety and hygiene procedures LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD10PCVD-IIc-12 LO 1. Performs mise en place 1.1 Prepare the tools, equipment, and ingredients based on standards 1.2 Identify the market forms of poultry 1.3 Determine poultry cuts in accordance with prescribed dish SPTVE_FOOD10VPGD-IIe-15 LO 2. Cook poultry and game bird dishes 2.1 Prepare poultry and game birds hygienically to minimize risk of food spoilage and crosscontamination 2.2 Cook various poultry and game bird dishes appropriately SPTVE_FOOD10VPGD-IIe-g-16 SPTVE_FOOD10PCVD-IId-13 SPTVE_FOOD10PCVD-IId-14 Page 408 of 675 CONTENT CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD Suggested activities: - Various poultry dishes using different cooking methods Factors in presenting/plating poultry and game-bird dishes Plating Garnishing Sauces Accompaniment Techniques in storing poultry and game bird Evaluation of the finished product using rubrics LESSON 21: PREPARING AND COOK SEAFOOD DISHES (PC) Types of Seafood The learners demonstrate an understanding - Shellfish - Others 2 preparing and cooking Varieties of Fish seafood dishes - Structure - Body shape - Market forms - Fat contents - Water source - Processed fish - Others Market forms of fish and fish products Fish cuts Composition and nutritive value of fish Processing Fish - Scaling - Cutting of tails and fins - Eviscerating Special Curricular Programs The learners independently prepare and cooks seafood dishes LEARNING COMPETENCIES CODE LO 3. Plate/present poultry and game bird dishes 3.1 Identify the type of service ware to be utilized in serving poultry and game bird dishes 3.2 Present plated poultry and game-bird dishes with appropriate sauces, garnishes, and accompaniments LO 4. Store poultry and game bird 4.1 Store and maintain poultry and game bird according to standards LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics SPTVE_FOOD10VPGD-IIg-h-17 LO 1. Perform Mise en Place 1.1 Prepare the kitchen tools, equipment, and ingredients based on required standards 1.2 Identify types, varieties, market forms, nutritive value, and composition of fish and seafood 1.3 Assemble ingredients according to recipes, recipe card, or enterprise standard 1.4 Identify steps in processing fish SPTVE_FOOD10PCSD-IIIa-b-20 SPTVE_FOOD10VPGD-IIh-18 SPTVE_FOOD10VPGD-IIh-19 Page 409 of 675 CONTENT - Cleansing - Canning Methods in thawing frozen ingredients OHS Principles of cooking fish and sea food dishes Dry-heat cookery Moist-heat cookery Variety of shellfish and fish dishes Suggested activities - Various fish recipe (fresh water fish) - Various fish recipe (salt water fish) - Various crustaceans‘ recipe - Various mollusk recipe - Various cephalopods recipe Presentation of fish and seafood dishes Plating Garnishing Guidelines in serving fish and seafood dishes Factors in storing and handling seafood Storage requirements for fish Minimization techniques in relation to seafood Evaluation of the finished product Special Curricular Programs CONTENT STANDARD GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LO 2. Handle fish and seafood 2.1 Handle seafood hygienically 2.2 Thaw frozen seafood correctly to ensure maximum quality and maintain nutritional value LO 3. Cook fish and shellfish 3.1 Clean, cut, and fillet seafood 3.2 Prepare ingredients according to a given recipe 3.3 Demonstrate various methods of cooking fish and shellfish SPTVE_FOOD10VPGD-IIIb-c-21 LO 4. Plate/Present fish and seafood 4.1 Prepare and present fish and seafood dishes 4.2 Perform guidelines in serving fish and seafood dishes SPTVE_FOOD10VPGD-IIIf-g-23 LO 5. Store fish and seafood 5.1 Ensure that trimmings, fish, and seafood are stored hygienically 5.2 Check date stamps and codes where applicable to ensure quality control 5.3 Store seafood in accordance with FIFO operating procedures and standard storage requirements LO 6. Evaluate the finished product 6.1 Rate the finished products using rubrics SPTVE_FOOD10VPGD-IIIg-h-24 SPTVE_FOOD10VPGD-IIIc-f-22 SPTVE_FOOD10VPGD-IIIh-25 Page 410 of 675 CONTENT CONTENT STANDARD LESSON 22: PREPARING AND COOKING MEAT Principles in meat preparation The learners demonstrate Market forms of meat an understanding Different kinds of meat preparing and cooking meat dishes - Beef - Pork - Carabeef - Others Different types of meat cuts Tools, utensils, and equipment for meat preparation Techniques in meat tenderizing Variety of meat dishes Methods of cooking meat - Dry-heat cooking - Moist-heat cooking Cooking specialty cuts Cooking frozen meat Types of marinades Suggested activities: - Various pork dishes using different cooking methods - Various beef dishes using different cooking methods Methods of presenting meat dishes Plating Garnishing Portion control for cooked meat Techniques in storing meat - Types of containers - Temperature - FIFO requirements Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE STANDARD The learners independently prepare and cook meat dishes LEARNING COMPETENCIES CODE LO 1. Perform mise en place 1.1 Prepare the tools, equipment, ingredients, and other supplies based on the given recipe 1.2 Prepare the tools, equipment, ingredients, and other supplies based on the given recipe SPTVE_FOOD10PCMD-IVa-b-26 LO 2. Cook meat cuts 2.1 Identify the market forms and cuts of meat 2.2 Prepare meat cuts according to the given recipe 2.3 Prepare and use suitable marinades for a variety of meat cuts 2.4 Identify appropriate cooking methods for meat cuts 2.5 Apply the different techniques in meat preparation 2.6 Cook meat-cut dishes according to the given recipe LO3. Present meat dishes 3.1 Present meat dishes aesthetically, based on classical and cultural standards 3.2 Select suitable plate according to standard in serving meat dishes 3.3 Present meat dishes hygienically and sequentially within the required timeframe LO4. Store meat 4.1 Utilize quality trimmings and leftovers in storing meat 4.2 Store fresh and cryovac packed meat according to health regulations SPTVE_FOOD10PCMD-IVb-e-27 SPTVE_FOOD10PCMD-IVe-g-28 SPTVE_FOOD10PCMD-IVg-h-29 Page 411 of 675 CONTENT CONTENT STANDARD Evaluation of the finished product using rubrics GRADE 10 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES 4.3 Use required containers and store meat in proper temperature to maintain quality and freshness 4.4 Store meat in accordance with FIFO operating procedures and meat storage requirements LO 5. Evaluate the finished product 5.1 Rate the finished products using rubrics CODE SPTVE_FOOD10PCMD-IVh-30 GLOSSARY: Abrasive cleaner - Acid cleaner - Aluminum - Appropriate Assembling Bacteria Baster Blender Boiled icing - Boning knife Butcher knife Cast Iron - Ceramic and heat-proof glass - Characteristic Choux pastry or pâte à choux - Citrus knife Cleaning - Special Curricular Programs A cleaner that comes in powder and liquid form and contains a kind of built-in elbow grease, which helps cut down on the hard rubbing required to remove soil. A detergent that partially or totally consists of one or more acids; it is used periodically on mineral deposits and other soils that detergents cannot remove; it is also often used to remove scale in ware washing machines and steam tables. A silvery white, soft, ductile metal; it is the best kitchen utensil for all-around use, also the most popular, lightweight, attractive and less expensive Suitable or proper under the given circumstances. Fitting together the component parts of a certain dish or food. A simple, single-celled microorganism which needs moisture and warmth in order to thrive. A handy kitchen tool used for returning some of the meat or poultry juices from the pan, back to the food. A kitchen appliance that is used to chop, blend, mix, whip, puree, grate, and liquefy all kinds of food. A sugar and egg white icing for cakes. Sugar is first cooked on the stovetop to form syrup, and then the hot syrup is beaten into whipped egg whites. As the mixture is beaten it becomes smooth, fluffy, and glossy. A tool used to fillet fish and to remove raw meat from its bone. A tool used to section raw meat, poultry, and fish. It can be used as a cleaver to separate A ferrous alloy which has been heated until it liquefies, and is then poured into a mould to solidify a material used for making pots and pans. A material of which baking dishes, casseroles, and measuring cups are made; Glass and ceramic conduct heat slowly and evenly; it may be decorated and can go from stove or oven to the dining table. A feature or quality belonging to a person, place, or thing and which serves to identify it A light pastry dough for making profiteroles, croquembouches, éclairs, French crullers, beignets, St. Honoré cake, Indonesian kue sus, and gougères. A tool with a blade that has a two-sided, serrated edge and is used to section citrus fruits. The process of removing food and other types of soil from a surface, surfaces, and equipment such as a dish, glass, or cutting board; a physical removal of visible soil and food. Page 412 of 675 Commis Concentration - Consistency Contact time - Colander - Condition Culinary Detergent - Disinfectant Double boiler - Dredger Electroshock - Emery board/sharpening steel Exterminate Filth Filling, coating, topping Flipper Fondant/ Fondant Icing - F o r c e Maje u r e French knife or chef‘s knife Fruit and salad knife or lettuce knife Funnel - Garlic Press Garnishing Gateau, torte Glass - Glaze Grater Grate - Special Curricular Programs - A junior chef. The amount of a substance in a specific space or substance. (Example: The presence of too little sanitizer will result in an inadequate reduction of harmful microorganisms while too much can be toxic.) (1) The way in which a certain substance, typically liquid, holds together; (2) thickness or viscosity. The recommended length of time by which a sanitizer (either heat or approved chemical) kills harmful microorganisms the cleaned item must be in contact with the sanitizer Also called a vegetable strainer; a perforated bowl used to strain off liquid from food, used in cleaning vegetables or straining pasta or canned food. The state of something, especially with regard to its appearance, quality, or working order. Of or relating to a kitchen or to cookery. A water-soluble cleansing agent that combines with impurities and dirt to make them more soluble and differs from soap in not forming a scum with the salts in hard water A substance used to destroy germs and diseases. A type of cooker used when the temperature must be kept below boiling, such as for egg sauce and puddings; it is also used to keep foods warm without overcooking. A tool used to shake flour, salt, and pepper on meat, poultry, and fish. The passage of electric current through the body; it may be caused by touching exposed electrical wire or a piece of electrical equipment which is not grounded properly. A thing used to sharpen cooking knives. To destroy totally Dirt; grime; mud etcetera A quantity of material that fills or is used to fill something, or is used to coat, or is used to design the top of food. A cooking tool used for turning hamburgers and other food items. A thick paste that is made of sugar and water and is often flavored and/or colored; it is used for making candy and icing in cake decorating. Fondant is one of several kinds of icing-like substances used to decorate or sculpt pastries. The word, in French, means "melting", coming from the same root as "foundry" in English. A foundry is a workshop or factory for casting metal. A calamity caused by nature e.g. storm, flood, earthquake; an unexpected or unforeseeable event; a great and uncontrollable force. A cutting tool used to chop, dice, or mince food. A utensil that has a serrated blade and is used to prepare salad greens, vegetables, and fruits. A pipe with a wide and often conical mouth and a narrow stem, used to fill jars, bottles and other things which have a small opening. A kitchen tool which is specifically designed for the purpose of pulping garlic for cooking. To decorate or embellish something, especially food. A rich cake, typically one containing layers of cream or fruit. A hard, brittle substance, typically transparent or translucent, made by fusing sand with soda, lime, etc. and cooling rapidly; it is good for baking but not practical on top or surface cooking. An overlay or cover (food, fabric, etc.) with a smooth and shiny coating or finish. A kitchen tool used to grate, shred or slice food into smaller pieces. To rub food against the rough surface of a metal device having holes through which small pieces of the food fall as they break off. Page 413 of 675 Grounded Handy Poultry & Roasting Tool Hazard Infestation Island - Kitchen Knife - Kitchen Shears - Microorganism - Microwave Oven - Molds Paring knife Parts per million (PPM) - Pasta Spoon or Server Plastic and Hard Rubber - Pedestal Petit four Potato Masher Product Product characteristic Proportion control Refrigerator/Freezer - Rotary eggbeater Sanitation - Sanitizer Sanitizing Scraper Seafood Serving Tool Serving spoon Serving Tongs - Special Curricular Programs Occurs when the electrical conductor is connected to the ground, which becomes part of the electrical circuit. Tools that make it easier to lift a hot roasted turkey or other poultry from the roaster to the serving platter, without it falling apart. A thing or situation that could be dangerous to people in the workplace. The state of being infested as with parasites or vermin. An indispensable food preparation station which can act as a butcher block area. It is also an ideal place to add an extra sink or an island grill, A room especially set apart to contain the necessary utensils and equipment for cooking food. A cook's or chef's tool, that is used for all types of kitchen tasks, from peeling an onion and slicing carrots, to carving a roast or turkey. A tool that is practical for opening food packages, cutting tape or string to package foods or simply to remove labels or tags from items. Living cells so small that they can only be seen through a microscope. They are commonly found to contaminate food. Examples include bacteria, molds, and yeast. A kitchen appliance whereby food can be prepared ahead of time, frozen or refrigerated and cooked or heated quickly using such appliance. A microorganism that has ―furry‖ growth and is often found on spoiled food. A tool used to core, peel, and section fruits and vegetables; it has blades that are short and concave with hollow ground. The mass ratio between the pollutant component and the solution; it is a measure of small levels of pollutants in air, water, body fluids, etc.; it usually describes the concentration of something in water or soil. One ppm is equivalent to 1 milligram of something per liter of water (mg/l) or 1 milligram of something per kilogram soil (mg/kg). A utensil that is used to transfer a little or much cooked pasta to a waiting plate, without mess. The material used for making cutting and chopping boards, table tops, bowls, trays, garbage pails and canisters. They are much less dulling to knives than metal and more sanitary than wood. Plastics are greatly durable and cheap but may not last long. A base or support. A small confectionery or savory appetizer means ―small oven‖ in French. A tool used for mashing cooked potatoes, turnips, carrots or other soft cooked vegetables. An article or substance that is manufactured or refined for sale. An element that defines a product's character, such as size, shape, weight, etcetera. Control in which the amount of corrective action is proportional to the amount of error An appliance that is necessary for the prevention of bacterial growth in food. Roast beef slicer A tool used to slice roasts, ham, and thick, solid cuts of meats. A tool used for beating small amounts of eggs or batter; it is usually made of stainless steel and a gear driven for easy rotation. The science and practice of maintaining clean and healthy conditions for food production so that the food served will not any person ill. A chemical agent used for cleansing and sanitizing surfaces and equipment. The process of reducing number of harmful organisms to safe level on food contact services. A rubber or silicone tool used in blending or scraping food from a bowl; metal, silicone or plastic egg turners or flippers Things that make the task of cleaning seafood and removing the shell much easier. A utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food. A tool that enables grabbing and transferring larger food items, poultry or meat portions to a serving platter, to a hot skillet or deep fryer, or to a plate more easily. Page 414 of 675 Shelf-life Siding Solvent cleaner or degreaser Soup Ladle Spatula Spoon Stack Stainless Steel - Sweet paste Teflon - Temperature scale/s Toxin Two-tine fork Vegetable peeler Whisk Wooden spoon Work Center - Workflow Work Simplification Work Station Work Triangle - The length of time for which an item remains usable, fit for consumption, or saleable. Food on the side of a main dish; often eaten before eating the main dish. Something used periodically on surfaces where grease has been burned. A utensil that is used for serving soup or stews, but can also be used for gravy, dessert sauces or another dish. A utensil used to level off ingredients when measuring and to spread frostings and sandwich fillings A utensil consisting of a small shallow bowl, oval or round, at the end of a handle. A case composed of several rows of shelves. The most popular material used for tools and equipment, and is also more expensive. It is easier to clean and shine and does not wear out easily. A sweet doughy candy or confection. A special coating applied to the inside of some aluminum or steel pots and pans. It helps food from not sticking to the pan and is easier to wash and clean. A tool used to measure heat intensity. A poisonous substance that makes a person sick. A utensil used to hold meat while slicing, and to turn solid pieces of meat while browning or cooking A tool used to scrape vegetables such as carrots and potatoes, and to peel fruits. A tool used for whipping eggs or batter, and for blending gravies, sauces, and soups. A utensil that is made of wood and is essential because of its usefulness for creaming, stirring, and mixing. The space in a kitchen which focuses around major appliances such as the refrigerator-freezer, range, or sink. These centers make possible an orderly flow of activities connected with food storage, preparation, cooking serving, and clean-up. How work is done most efficiently as when it flows in a natural progression, either from left to right or right to left. Doing the job in the easiest, simplest and quickest way. A specific work area where a particular kind of food is prepared or where a specific job is done. An imaginary line drawn from each of the three primary work stations, which helps to avoid traffic flow problems in the kitchen. RESOURCES: TOOLS Different kinds of knife Tenderizer Skimmer Strainer Turner Wooden spoon Zester Strainer Funnel Measuring tools Tongs Cheese Cloth Special Curricular Programs EQUIPMENT Electric mixer Blender Oven Gas range Dough mixer Electric fan First aid cabinet Filing cabinet 3 Layers compartment TV Video player Fire extinguisher MATERIALS Beef Pork Chicken SEAFOOD Vegetables Fruits Dairy products Processed food DRY GOODS (GROCERIES) Sauces Spices and herbs Seasoning REFERENCES Training Regulations Curriculum Guide Books Electronic References Magazines Recipe book Page 415 of 675 Serving spoon Pepper and salt mill Weighing scale Wire whisk Can opener Kitchen scissors Soup Ladle Kitchen spoon Kitchen fork thermometer Peelers Stock pot Frying pan Colander Cutting board Fish poacher Casserole Wok Double Boiler Paellara Roasting pan Baking tray Baking pan Muffin pan Baking sheet Dough cutter Pastry blender Rolling pin Rubber scraper Spatula Mixing bowl Piping bag Pastry tubes Career/Job Opportunity: Baker Cook/Chef Special Curricular Programs Canned fruits Canned vegetables Noodles Pasta Rice Flour Sugar Beans Toothpicks Aluminum foil Wax paper Cling wrap Tissue paper Paper towel Liquid soap Different kinds of flour Eggs Baking soda Baking powder Yeast Entrepreneur o Own bakery / food establishment/ selling preserved foods o Catering o Online selling Page 416 of 675 GARMENTS TECHNOLOGY (320 Hours) Course Description: This Garments Technology course consists of (3) bundled specialization namely: Dressmaking, Tailoring and Fashion Designing and Accessories. It covers the common competencies of Dressmaking and Tailoring (1) carry out measurements and calculation, (2) set up and operate machine/s, (3) perform basic maintenance, (4) apply quality standards ; core competencies of Dressmaking and Tailoring (1) draft and cut pattern of men‘s and women‘s casual apparel, (2) prepare and cut materials of men‘s and women‘s casual apparel, (3) sew men‘s and women‘s casual apparel, and (4) apply finishing touches on men‘s and women‘s casual apparel; It also covers the common competencies in Fashion Design and Accessories (1) maintain an effective relationship with client‘s/customers , (2) manage own performance; and core competencies (1) create garment designs, calculate and procure garment materials ; core competencies in Handicrafts ( fashion accessories) (1) create fashion accessories, (2) calculate and produce accessory materials, (3) preparation and production of fashion accessories, and (4) evaluate finished product. GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 1: CARRYING OUT MEASUREMENTS AND CALCULATIONS Measuring devices and their uses The learner demonstrates The learner independently understanding concepts, carries out measurements Reading of tape measure Steps in taking body measurements theories and principles in and calculation based on Body types & Standard measurements carrying out measurements job requirements Draft basic pattern on household linen in garment. (selected items) Draft block bodice pattern (Front, Back, Skirt & Sleeve) Four fundamental operation used in simple calculation Convent English system to Metric system Identify measurements needs a computation Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Obtain measurements 1.1 Select appropriate measuring tools based on job description 1.2 Take body measurements based on required procedures 1.3 Read and record required measurements based on job specification 1.4 Identify standard measurement based on individual body measurements chart 1.5 Draft basic pattern on household linen on selected items based on job specification 1.6 Draft block bodice pattern on front, back, skirt and sleeve based on given procedures LO 2. Perform simple calculations 2.1 Apply and convert the systems of measurements based on mathematical operation 2.2 Perform simple calculations based on the mathematical operation 2.3 Demonstrate accurate reading and 2.4 recording of measurements based on required tasks SPTVE_GAR M8-CAMCIa-c-1 SPTVE_GAR M8-CAMCId-2 Page 417 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Estimating of materials for project or output Costing of materials needed in project Fabric Terms Garments terminologies Shapes of necklines Dart manipulation Types of Facings, tucks and pleats LESSON 2: SETTING UP AND OPERATING SEWING MACHINE/S Types of sewing machines The learner demonstrates Parts and functions of sewing machine an understanding of the Parts & Function of sewing machine common concepts, theories and principles in setting up needle Setting and threading the sewing and operating sewing machine/s machine/s Materials used for sample run Sewing machine operation Test sewing machine output Sewing safety tips and practices Characteristics of good stitches Special Curricular Programs The learners independently demonstrate and perform setting up and operating sewing machine/s LEARNING COMPETENCIES CODE LO 3. Estimate appropriate qualities 3.1 Estimate measurements or qualities based on requirements 3.2 Calculate qualities of materials according to job instructions 3.3 Identify fabric terms according to job requirement 3.4 Identify garment terminologies based on specification 3.5 Recognize shape of necklines according to description 3.6 Distinguish dart manipulation based on specification 3.7 Identify facings, tucks and pleats according to types SPTVE_GAR M8-CAMCIe-h-3 LO 1. Set up the machines. 3.1 Identify type of sewing machine to be set up in accordance with the job requirement. 3.2 Identify parts and functions of sewing machine and needle according to manual procedures 3.3 Set machine in accordance with product specification‘s, machine manufacturer‘s instructions LO 2. Conduct sample run. 2.1 Obtain materials to be used for sampling based on job requirement 2.2 Operate machine in accordance with instruction procedure and a specified sample LO 3. Test machine output 3.1 Test machine outputs in accordance with Instruction procedures to ensure required standards of quality are met. 3.2 Apply safety practices in accordance to health and safety practices 3.3 Differentiate good stitches in accordance to sewing manual operation. SPTVE_GAR M8-PSOSIIa-4 SPTVE_GAR M8-PSOSIIb-c-5 SPTVE_GAR M8-PSOSIIc-6 Page 418 of 675 CONTENT Make adjustment on the machine performance Adjustment and changes made on machine performance Sew sewing machine exercises - straight stitches - Straight stitches with verse stitch - corner stitch - curve stitch Seams and seam finishes Sew under stitch, topstitch and hem Sew tucks - Pin tucks - Space tucks - Blind tucks Sew facings - Fitted facing - Extended facing - Bias facing Types of pleats - Side pleats - Box pleats - Inverted pleats - Accordion pleats Produce garterized skirt Importance of recording Record matrix form Fault analysis card Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 4. Re-adjust machine setting to meet requirements. 4.1 Interpret test results to determine adjustment requirement base on job requirement 4.2 Assess adjustments and changes in accordance with product and machine specifications. LO. 5. Produce sewing project 5.1 Produce sewing exercises such as straight stitches, stitches with verse stitch, corner stitch & curve stitch based on job specification 5.2 Sew Seams and seam finishes based on job description 5.3 Sew under stitch, topstitch and hem in accordance to required stitches 5.4 Sew facing based on job requirement 5.5 Sew tucks based on job specification 5.6 Identify & execute pleats in accordance to job requirement 5.7 Produce garterized skirt in accordance to set rubrics SPTVE_GAR M8-PSOSIIc-7 LO 6. Maintain records. 5.1 Maintain records and reports prepared in accordance with the required procedure 5.2 Accomplish records form in accordance with required procedure SPTVE_GAR M8-PSOSIIIh-9 SPTVE_GAR M8-PSOSIIIa-h-8 Page 419 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 3: PERFORMING BASIC MAINTENANCE Standards for sewing machine operations/precautions Checklist for machine maintenance- safety rules Classifications of sewing machine troubles Common sewing machine troubles and their causes Sewing machine troubles and remedies Care of sewing machine Cleaning materials needed Procedure in general cleaning and lubricating the sewing machine Sewing machine operating procedures Accomplish report card, monitoring record Sew garterized walking short Types of plackets - Fitted facing placket - Continuous placket - Lapped zipper - Invisible zipper - Centered zipper Sew simple sleeveless blouse Types of pockets - Patch pocket - In-seam pocket Special Curricular Programs The learner demonstrates an understanding of common concepts, theories and principles in performing basic maintenance The learner independently demonstrates and performs basic maintenance LEARNING COMPETENCIES CODE LO 1. Operate machine and assess its performance. 1.1 Start machine and stop in accordance with manufacturer‘s manual 1.2 Monitor machine operation to ensure quality in accordance with manufacture‘s manual 1.3 Identify problem or troubles with machine and report in accordance with standard procedures. 1.4 Apply sewing machine remedies based on suggested manual operation LO 2. Clean and lubricate machine. 2.1 Identify cleaning materials and tools based on job requirement 2.2 Clean machine and lubricate in accordance with workplace requirements and manufacturer‘s cleaning and lubricating instructions. 2.3 Monitor machine operation to ensure correct procedures are carried out based on work quality standards LO 3. Check machine operation 3.1 Ensure the correct operation of sewing machine based on manufacture‘s manual 3.2 Observe and document problems encountered that will serves as references based on suggested manual operation LO4. Produce sewing projects 1.1 Produce garterized walking short based on given rubrics 1.2 Identify different types of plackets based on specification 1.3 Sew fitted facing placket, continuous placket, lapped zipper, invisible zipper, centered zipper application in accordance to assembling procedures 1.4 Identify different kinds of pockets in accordance to specification SPTVE_GAR M8-PBMTIVa-10 SPTVE_GAR M8-PBMTIVa-b-11 SPTVE_GAR M8-PBMTIVb-12 SPTVE_GAR M8-DAQSIVc-h-18 Page 420 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Front hip pocket - False pocket Sew simple dress LESSON 4: APPLYING QUALITY STANDARD Relevant quality standards, policies The learner demonstrates and procedures an understanding of the Relevant measurement techniques and concepts and principles in applying quality standards. quality checking procedures Work instructions and standard in assessing work Identify components parts Reporting and recording procedures Preventive action Recommendation causes of quality deviation Special Curricular Programs LEARNING COMPETENCIES CODE 1.5 Sew patch pocket, in-seam pocket, front hip pocket, false pocket based on sewing specification 1.6 Produce simple sleeveless blouse based on given rubrics 1.7 Produce simple dress in accordance to set rubrics The learner independently demonstrates common competency in applying quality standards. LO 1. Assess own work. 1.1 check complete work against set quality standards 1.2 Demonstrate the work activities and complete work relate to next process based on final appearance of the product 1.3 Identify faults pieces of final products in accordance policies and procedures LO 2. Assess quality of received component parts 2.1 Check the received materials, components parts or final product based on set specification 2.2 Identify causes and corrective actions taken in accordance with workplace procedures LO 3. Measure parts 3.1 Measure materials, components parts of the product using the appropriate measuring instruments LO 4. Record information 4.1 Record basic information on the quality performance based on required procedure 4.2 Maintain records of work quality according to requirements LO 5. Study causes of quality deviations 5.1 Investigate and report causes of deviation in accordance with workplace procedure 5.2 Identify suitable preventive action recommended based on set quality standard SPTVE_GAR M8-DAQSIVb-13 SPTVE_GAR M8-DAQSIVb-14 SPTVE_GAR M8-DAQSIVc-15 SPTVE_GAR M8-DAQSIVc-16 SPTVE_GAR M8-DAQSIVc-17 Page 421 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 5: DRAFTING AND CUTTING PATTERN OF WOMEN’S CASUAL APPAREL Types and Kinds of Women‘s apparel The learners demonstrate The learners plans, for production the outcomes required in designs, takes body drafting and cutting measurements, drafts - School uniform - Sunday Dresses basic/block patterns for basic/block pattern and - Trousers casual apparel. cuts final patterns for - Active wear/ sportswear casual apparel. - Semi-formal garments Principles and elements of Design Garments special needs for women‘s casual apparel - Pocket - Stitch/Seams/Seam Finishes - Collar - Sleeve - Skirt - Cut Fabric Selection for women‘s casual apparel - Commercial names of fabrics - Fabric Designs - Fabric Properties - Characteristics of fabrics Project Plan in making women‘s casual apparel - Setting the objectives of the Project - Detailing of the project anatomy/parts - Listing of the necessary tools, materials and equipment for the project - Presenting a simple market analysis of the project Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Plan garment design 1.1 Determine customer‘s job requirements in accordance with company‘s practice 1.2 Prepare garment design in accordance with the client‘s requirements 1.3 Discuss design and select fabric according to client‘s specifications 1.4 Incorporate special needs of the client into the design based on procedures SPTVE_GAR M9-DBMPIa-b-1 Page 422 of 675 CONTENT - Preparing the Personal Measurement Chart Taking clients body measurements for the job requirements Pointers in Taking body measurements Standard body measurements Size chart o Women‘s o Misses o Juniors o Petites Procedure in drafting basic/block pattern - Bodice - Skirt - Trousers Manipulating basic/block pattern - Making a style pattern from basic o Bodice o Skirt o Trousers - Application of Dart manipulation o Bodices o Skirt o sleeve Preparing the Final patterns Applying Pattern Symbols Guidelines in Cutting Final Patterns - With seam allowance - Without seam allowance Parts of Fabrics Fabric Preparation - Drip-drying - Straightening - Pressing folds Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Take client’s body measurement 2.1 Prepares measuring tools in accordance with job requirements. 2.2 Takes body measurements based on procedures 2.3 Takes body measurements of client in sequence according to job requirements and standard body measurement 2.4 Record body measurements in line with company requirements/practice SPTVE_GAR M9-DBMPIb-2 LO 3. Draft basic/block pattern 3.1 Select drafting pattern tools in accordance with job requirements 3.2 Draft basic/block pattern using appropriate equipment and customer‘s specifications 3.3 Check drafted basic/block pattern for accuracy based on customer‘s specification LO 4. Manipulate pattern 4.1 Lay out block pattern in accordance with standard procedures 4.2 Manipulate block pattern in accordance with customer‘s specifications 4.3 Label, fill and secure final pattern as per standard operating procedures (SOPs) SPTVE_GAR M9-DBMPIc-3 LO 5. Cut final pattern 5.1 Select tools for cutting pattern in accordance with job requirements 5.2 Cut pattern in accordance with customer‘s specifications/measurements LO 6. Prepare materials 6.1 Collect and check fabric in accordance with job specification 6.2 Check fabric width and quality according to instructions and if needed appropriate action is SPTVE_GAR M9-DBMPId-e-5 SPTVE_GAR M9-DBMPId-4 SPTVE_GAR M9-DBMPIf-g-6 Page 423 of 675 CONTENT Fabric Defects Standard Fabric Care - Dry cleaning - Soaking and drying - Machine washed - Tumble - dried Tools and equipment in laying and cutting materials Marking Tools and its uses Standard folds for layout Cutting layout plan for different garments Procedures in laying out patterns on fabrics Transferring pattern marks to the fabrics - Darts - Pleats - Seamlines - Pocket location - Buttonhole location - Button location - Pocket location - Center lines - Placket location Standards in cutting fabrics Cutting garment components - Bodices - Trousers - Skirt - Dress - Sleeves Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES taken in accordance with work requirements 6.3 Check fabric is for quality, faults, width, selvedges, dye lot and marking requirement according to workplace procedures 6.4 Soak/drip dry fabric and press in accordance with standard fabric care 6.5 Select and prepare accessories and accents in accordance with specified garment style/design 6.6 Prepare measuring tools in accordance with job requirements 6.7 Prepare equipment and tools according to procedure LO 7. Lay out and pin pattern pieces on the fabric 7.1 Prepare and set-up cutting table in accordance with company procedures 7.2 Prepare and check patterns in accordance with company‘s specifications 7.3 Lay out patterns and pin on the fabric in accordance with fabric grain line 7.4 Lay-up and check fabric alignment with pattern as per procedure 7.5 Position pattern pieces manually in accordance with company‘s procedures 7.6 Mark seam allowances on the fabric in accordance with job requirements 7.7 Trace/mark darts and pocket locations on the fabric in accordance with specified garment style or design 7.8 Place markings in accordance with company‘s procedures LO 8. Cut fabric 8.1 Interpret garment style or design in accordance with customer‘s specification 8.2 Cut fabric to meet design requirements and measurements of the pattern 8.3 Check garment parts for completeness in accordance with specified garment design or CODE SPTVE_GAR M9-DBMPIg-h-7 SPTVE_GAR M9-DBMPIh-8 Page 424 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Pockets - Collar - Interfacing - Lining - Facings - Bias tapes LESSON 6: SEWING WOMEN’S CASUAL APPAREL Pre-assembling Procedure - Fusing facings - Fusing pocket hems - Preparing single and double fold - Preparing bias tapes Unit method of assembling garments - Sewing Darts - Assembling Collars - Sewing Pockets - Preparing Facings - Preparing Bias tapes - Making the zippers plackets - Sewing non-zipper plackets - Making waistband - Preparing sleeves - Joining cuffs - Making/folding pleats Standards in preparing and sewing garment components - Darts and pleats - Collar - Pockets - Facings - Bias tape - Zipper application - Non-zipper placket - Waistband - Set- in Sleeves - Cuffs Procedure in assembling garments Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare cut parts 1.1 Prepare cut parts in accordance with the specified garment design/style 1.2 Press cut parts in accordance with fabric specifications 1.3 Pin cut parts together in accordance with garment design or style 1.4 Prepare accessories and accents in accordance with garment design or style SPTVE_GAR M9-CSWAIIa-b-9 LO 2. Sew and assemble casual garments 2.1 Assemble garment parts in accordance with garment assembly instructions and pattern specifications 2.2 Sew garments in conformance with sewing standard procedures and company‘s timeframes 2.3 Identify and sew sleeves, collars and pockets according to customer‘s specification 2.4 Sewn pocket flaps with clean corners and no raw raveling edges 2.5 Sewn zipper without puckered according to sewing instructions 2.6 Finish seams edges in accordance with job SPTVE_GAR M9-CSWAIIb-c-10 style Page 425 of 675 CONTENT - Blouse o Blouse with rolled collar o Blouse with flat collar o Blouse with standing collar - Skirt o Pencil Cut o Pleated o Circular o Semi-circular o Yoke skirt o Culottes - Women‘s Trousers - Sportswear** Fitting problems and defects - Blouse o Uneven Collar o Puckered Sleeves o Uneven Pocket o Uneven Hems o Unconcealed and puckered Placket - Skirt o Twisted Waistband o Puckered Side seams o Puckered Kick pleats/slit o Unconcealed Placket o Uneven Pockets o Uneven Hems - Pants o Puckered, longer, shorter crotch o Unconcealed, puckered Placket o Uneven, puckered front pocket o Uneven pocket lips o Uneven hems o Puckered inseams and out seams Procedure in altering identified Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE requirements 2.7 Sew waistband width evenly from end to end according to standard operating procedure (SOPs) LO 3. Alter completed garment 3.1 Alter/modify completed garments in accordance with the client‘s specifications 3.2 Conduct final fitting to ensure client‘s satisfaction 3.3 Complete garment alteration as per client‘s satisfaction SPTVE_GAR M9-CSWAIIc-d-11 Page 426 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD garment defects (remedies for each fault/defect) LESSON 7: APPLYING FINISHING TOUCHES ON WOMEN’S CASUAL APPAREL Kinds and types of garments finishing touches - Closures/fasteners - Hemming - Accessories and accents - Decorative Stitches Standards in applying fasteners and accents Application of different fasteners and accents - Buttons - Cords - Self-gripping tape/ Velcro - Snaps Tools in trimmings threads on finished garments Procedure in Trimmings threads on finished garments Pressing tools, materials and equipment Procedure in pressing completed/finished garment Application of heat and pressure on garments Kinds of packaging materials Labeling of garments Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Apply finishing touches 1.1 Check finishing touches in accordance with garment design/style specifications 1.2 Mark and attach accessories‘ and accents‘ positions in accordance with garment design/style specification 1.3 Sew accessories and accents by hand or by machine in accordance with garment design/style specifications 1.4 Perform finishing operations in accordance with customer‘s specifications and procedures 1.5 Check garment for loose threads, missing buttons and attachments. 1.6 Fold and pin bodice hem allowances and sleeves are in accordance with customer‘s specifications. 1.7 Sew hemline allowances in accordance with the given stitch/seam specifications LO 2. Trim Excess Thread 2.1 Prepare trimming tools in accordance with company‘s procedures 2.2 Trim garments of excess threads in accordance with sewing procedures 2.3 Reverse and hang Garments in accordance with company‘s procedures LO 3. Press finished garment 3.1 Prepare fabric and pressing tools according to standard operating procedures 3.2 Setup, clean and check pressing machines in accordance with company‘s procedures 3.3 Identify faults, spots and marks and take appropriate actions in accordance with company‘s procedures 3.4 Apply heat/pressure in accordance with product requirements, fabric specifications and SPTVE_GAR M9-CSWAIId-e-12 SPTVE_GAR M9-CSWAIIf-13 SPTVE_GAR M9-CSWAIIf-g-14 Page 427 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Types of packaging - Merchandising Packaging - Vacuum packaging - Carton packaging Materials used in packaging finished garments Functions of packaging Standards in Garment Packaging Procedures in packaging finished garments - Folding a blouse - Folding a skirt - Pants folded from side to side Evaluating a packaged garment. LESSON 8: DRAFTING AND CUTTING PATTERN OF MEN’S CASUAL APPAREL Types and Kinds of men‘s garments for production - Polo - Trousers - Trade uniforms - Active wear/ sportswear - Semi-formal garments Principles and elements of design for men‘s apparel Garments special needs for men‘s casual apparel - Pocket - Stitch/Seams/Seam Finishes - Collar - Sleeve - Cut Fabric Selection for men‘s apparel - Commercial names of fabrics - Fabric Designs - Fabric Properties Special Curricular Programs LEARNING COMPETENCIES company‘s procedures 3.5 Sequence pressing in accordance with work specifications and company‘s procedures LO 4. Package finished garment 4.1 Pack finished garments in accordance with packaging standards/procedures 4.2 Label garment packages in accordance with company‘s requirements LO 1. Plan garment design 1.1 Determine customer‘s job requirements in accordance with company‘s practice 1.2 Prepare garment design in accordance with the client‘s requirements 1.3 Discuss design and select fabric according to client‘s specifications 1.4 Incorporate special needs of the client into the design based on procedures CODE SPTVE_GAR M9-CSWAIIh-15 SPTVE_GAR M9-CSMAIIIa-b-16 Page 428 of 675 CONTENT - Characteristics of fabrics Project plan in making men‘s casual apparel - Short sleeve polo - Long sleeve polo - Trousers - Trade uniforms Preparing the Personal Measurement Chart (PMC) - Taking clients body measurements for the job requirements - Pointers in Taking body measurements for men - Standard body measurements for men - Size chart Tools, materials and equipment in pattern drafting Procedure in drafting the basic/block pattern - Polo - Trousers - Other projects Manipulating basic/block pattern - Polo - Trousers - Other planned projects Preparing the Final patterns Applying Pattern Symbols Tools, materials and equipment in cutting final patterns Guidelines in Cutting Final Patterns - With seam allowance - Without seam allowance Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Take client’s body measurement 2.1 Prepares measuring tools in accordance with job requirements. 2.2 Takes body measurements based on procedures 2.3 Takes body measurements of client in sequence according to job requirements and standard body measurement 2.4 Record body measurements in line with company requirements/practice LO 3. Draft basic/block pattern 3.1 Select drafting pattern tools in accordance with job requirements 3.2 Draft basic/block pattern using appropriate equipment and customer‘s specifications 3.3 Check drafted basic/block pattern for accuracy based on customer‘s specification LO 4. Manipulate pattern 4.1 Lay out block pattern in accordance with company procedures 4.2 Manipulate block pattern in accordance with customer‘s specifications 4.3 Label, fill and secure final pattern as per standard operating procedures (SOPs) LO 5. Cut final pattern 5.1 Select tools for cutting pattern in accordance with job requirements 5.2 Cut pattern in accordance with customer‘s specifications/measurements SPTVE_GAR M9-CSMAIIIb-17 SPTVE_GAR M9-CSMAIIIc-18 SPTVE_GAR M9-CSMAIIId-19 SPTVE_GAR M9-CSMAIIId-e-20 Page 429 of 675 GRADE 9 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 9: PREPARING AND CUTTING MATERIALS OF MEN CASUAL APPAREL Parts of Fabrics Fabric Preparation - Drip-drying - Straightening - Pressing folds Fabric Defects Standard Fabric Care - Dry cleaning - Soaking and drying - Machine washed - Tumble - dried Tools and equipment in laying and cutting materials Marking Tools and its uses Standard folds for layout Cutting layout plan for different garments Procedures in laying out patterns on fabrics Transferring pattern marks to the fabrics - Seamlines - Pocket location - Buttonhole location - Button location - Pocket location - Center lines - Placket location Standards in cutting fabrics Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare materials 1.1 Collect and check fabric in accordance with job specification 1.2 Check fabric width and quality according to instructions and if needed appropriate action is taken in accordance with work requirements 1.3 Check fabric for quality, faults, width, selvedges, dye lot and marking requirement according to workplace procedures 1.4 Soak/drip dry fabric and press in accordance with standard fabric care 1.5 Select and prepare accessories and accents in accordance with specified garment style/design 1.6 Prepare measuring tools in accordance with job requirements 1.7 Prepare equipment and tools according to procedure LO 2. Lay out and pin pattern pieces on the fabric 2.1 Prepare and set-up cutting table in accordance with company procedures 2.2 Prepare and check patterns in accordance with company‘s specifications 2.3 Lay out patterns and pin on the fabric in accordance with fabric grain line 2.4 Lay-up and check fabric alignment with pattern as per procedure 2.5 Position pattern pieces manually in accordance with company‘s procedures 2.6 Mark seam allowances on the fabric in accordance with job requirements 2.7 Trace/mark darts and pocket locations on the fabric in accordance with specified garment style or design 2.8 Place markings in accordance with company‘s procedures LO 3. Cut fabric SPTVE_GAR M9-CSMAIIIf-21 SPTVE_GAR M9-CSMAIIIg-22 SPTVE_GAR Page 430 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Cutting garment components - Bodices - Trousers - Sleeves - Pockets - Collar - Interfacing - Lining - Facings - Bias tapes LESSON 10: SEWING MEN’S CASUAL APPAREL Pre-assembling Procedure - Fusing facings - Fusing pocket hems - Sewing placket facings - Preparing welt - Preparing pocket pouch Unit method of assembling garments - Sewing Darts - Assembling Collars - Sewing Pockets - Preparing Facings - Preparing Bias tapes - Making the zippers plackets - Sewing non-zipper plackets - Making waistband - Preparing sleeves - Joining cuffs - Making/folding pleats Standards in preparing and sewing garment components - Darts - Collar - Sleeves - Pockets - Facings - Bias tape - Zipper application Special Curricular Programs LEARNING COMPETENCIES CODE 3.1 Interpret garment style or design in accordance with customer‘s specification 3.2 Cut fabric to meet design requirements and measurements of the pattern 3.3 Check garment parts for completeness in accordance with specified garment design or styles M9-CSMAIIIh-23 LO 1. Prepare cut parts 1.1 Prepare cut parts in accordance with the specified garment design/style 1.2 Press cut parts in accordance with fabric specifications 1.3 Pin cut parts together in accordance with garment design or style 1.4 Prepare accessories and accents in accordance with garment design or style SPTVE_GAR M9-CSMAIVa-24 Page 431 of 675 CONTENT - Non-zipper placket - Waistband - Cuffs Procedure in assembling garments - Polo with tailored collar and short sleeves - Polo with tailored collar and long sleeves - Long Trousers with slide pocket - Other projects ** o Chef uniform o Food service uniform o Cover-all o Jumpsuit a Sportswear Fitting problems and defects on garment parts Types of alterations - Polo o Adjusting Collars to be identical o Adjusting and re-stitching sleeves o Making pocket inconspicuous o Making hems even o Re-stitching placket - Pants o Re-stitching pants crotch o Re-stitching and concealing zipper placket o Making front pocket even o Making welt pocket finish inconspicuous o Making hems even Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE LO 2. Sew and assemble casual garments 2.1 Assemble garment parts in accordance with garment assembly instructions and pattern specifications 2.2 Sew garments in conformance with sewing standard procedures and company‘s timeframes 2.3 Identify and sew sleeves, collars and pockets according to customer‘s specification 2.4 Sewn pocket flaps with clean corners and no raw raveling edges 2.5 Sewn zipper without puckered according to sewing instructions 2.6 Finish seams edges in accordance with job requirements 2.7 Sew waistband width evenly from end to end according to standard operating procedure (SOPs) LO 3. Alter completed garment 3.1 Alter/modify completed garments in accordance with the client‘s specifications 3.2 Conduct final fitting to ensure client‘s satisfaction 3.3 Complete garment alteration as per client‘s satisfaction SPTVE_GAR M9-CSMAIVb-25 SPTVE_GAR M9-CSMAIVc-26 Page 432 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD o Re-stitching inseams and outseams Evaluating the completed parts LESSON 11: APPLYING FINISHING TOUCHES ON MEN’S CASUAL APPAREL Kinds and types of garments finishing touches - Closures/fasteners - Hemming - Accessories and accents - Decorative Stitches Standards in applying fasteners and accents Application of different fasteners and accents - Buttons - Cords - Self-gripping tape/Velcro - Snaps Tools in trimmings threads on finished garments Procedure in Trimmings threads on finished garments Pressing tools, materials and equipment Procedure in pressing completed/finished garment Application of heat and pressure on garments Kinds of packaging materials Labeling of garments Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Apply finishing touches 1.1 Check finishing touches in accordance with garment design/style specifications 1.2 Mark and attach accessories‘ and accents‘ positions in accordance with garment design/style specification 1.3 Sew accessories and accents by hand or by machine in accordance with garment design/style specifications 1.4 Perform finishing operations in accordance with customer‘s specifications 1.5 Check garment for loose threads, missing buttons and attachments. 1.6 Fold and pin bodice hem allowances and sleeves are in accordance with customer‘s specifications. 1.7 Sew hemline allowances in accordance with the given stitch/seam specifications LO 2. Trim Excess Thread 2.1 Prepare trimming tools in accordance with company‘s procedures 2.2 Trim garments of excess threads in accordance with sewing procedures 2.3 Reverse and hang Garments in accordance with company‘s procedures LO 3. Press finished garment 3.1 Prepare fabric and pressing tools according to standard operating procedures 3.2 Setup, clean and check pressing machines in accordance with company‘s procedures 3.3 Identify faults, spots and marks and take appropriate actions in accordance with company‘s procedures 3.4 Apply heat/pressure in accordance with product SPTVE_GAR M9-CSMAIVd-e-27 SPTVE_GAR M9-CSMAIVe-f-28 14 SPTVE_GAR M9-CSMAIIIf-g-29 Page 433 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Types of packaging - Merchandising Packaging - Vacuum packaging - Carton packaging Materials used in packaging finished garments Functions of packaging Standards in Garment Packaging Procedures in packaging finished garments - Folding a basic polo - Folding a long sleeve polo - Pants folded from side to side Evaluating a packaged garment. GRADE 10 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 12: MAINTAINING AN EFFECTIVE RELATIONSHIP WITH CLIENT/CUSTOMER Maintaining good customer The learner demonstrates The learner independently relationship in general an understanding of the performs the common common concepts in competencies in Maintaining professional image Elements of professional image maintaining effective maintaining an effective relationship with relationship with Three goals in efficient material and client/customers. clients/customers handling Rules for efficient materials In storage and handling Assignment instructions Dealing with people Special Curricular Programs LEARNING COMPETENCIES requirements, fabric specifications and company‘s procedures 3.5 Sequence pressing in accordance with work specifications and company‘s procedures LO 4. Package finished garment 4.1 Pack finished garments in accordance with packaging standards/procedures 4.2 Label garment packages in accordance with company‘s requirements LEARNING COMPETENCIES LO 1. Maintain a professional image. 1.1 Maintain uniform and personal grooming in accordance with established policies and procedures. 1.2 Maintain stance, posture, body language, and other personal presence according to required standards. 1.3 Keep visible work area tidy and uncluttered in accordance to required standard 1.4 Store materials according to assignment requirements. LO 2. Meet client/customer requirements. 2.1 Identify and understand assignment CODE SPTVE_GAR M9-CSMAIIIh-30 CODE SPTVE_GAR M10-MERCIa-b-1 SPTVE_GAR M10-MERCPage 434 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Standard operating procedure Discussion techniques with clients/customers Request and inquiries Purpose of clarifications for client needs and instructions LEARNING COMPETENCIES 2.2 2.3 2.4 2.5 LESSON 13: MANAGING OWN PERFORMANCE Verbal instructions The learner demonstrates Workplace solutions and adjustments an understanding in managing own Policy documents performance Duty statement The learner independently performs the common competencies in managing own performance. Monitoring personal performance Determining performance standards Interpreting work standards Quality of work Self- assessment Daily/weekly tasks Priority and timelines LESSON 14: CREATING GARMENT DESIGN Design in clothing The learner demonstrates - Women‘s formal garments an understanding of the o Graduation dresses core concepts, theories and principles in creating o Cocktail gowns o Corporate attire garments design. Special Curricular Programs The learner independently demonstrates and performs the creation of garment design. instructions and post orders according to standard procedures. Accomplish scope to modify instructions/orders in light of changed situations based on set form Meet client requirements according to the assignment instructions. Monitor changes and take appropriate action based on client needs Clear and comply all communication based on client needs CODE Ic-d-2 LO 1. Plan completion of own work load. 1.1 Identify tasks accurately according to instructions. 1.2 Develop work plans according to assignment requirements 1.3 Allocate priority and timelines to each task based on requirements 1.4 Know tasks deadlines and comply with them whenever possible based on needs 1.5 Know and complete work schedules according to agreed time frames LO 2. Maintain quality of own performance. 2.1 Monitor continually personal performance against agreed performance standards. 2.2 Seek advice and guidance when necessary to achieve or maintain based on agreed standards 2.3 Apply guidance to achieve or maintain based on agreed standards 2.4 Clarify and agree on standard of work according to policy and procedures. SPTVE_GAR M10-MOPEIe-f-3 LO 1. Determine client requirements. 1.1 Establish rapport with clients in accordance with standard procedures 1.2 Gather, verify and confirm client‘s needs and requirements. SPTVE_GAR M10-PCGDIIa-b-5 SPTVE_GAR M10MOPE-Ig-h4 Page 435 of 675 CONTENT o Costumes (National costumes, International costumes, fancy costumes - Men‘s formal garments o Coats (Lined/unlined) o Trousers (Lined/unlined) o Barong (Trubenized/Chinese collar) Principles and elements of design in clothing Body analysis Color theory Basic etiquette Fashion Designer Textiles History of costumes/fashions Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 1.3 Provide suggestions/inputs based on client requirements LO 2. Research fashion trends and theme analysis. 2.1 Analyze principles and elements of design in accordance with agreed design. 2.2 Gather references appropriate to illustration specifications in accordance with client‘s requirements. 2.3 Sketch design based on client‘s figure details. 2.4 Evaluate design based on client‘s figure details. SPTVE_GAR M10-PCGDIIb-c-6 Page 436 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE Presentation skills - different body measurement - actual prototype Methods in fashion illustrations - artistic stylized - detailed flat sketching - computer-aided design - croquis Fabric selection for design Trimmings Accessories Environment-friendly materials Waste management Environmental and economic benefits of garment recycling Fashion terminologies Producing Apparel - Women‘s formal garments o Graduation dresses o Cocktail gowns o Corporate attire o Costumes (National costumes, International costumes, fancy costumes - Men‘s formal garments o Coats (Lined/unlined) o Trousers (Lined/unlined) o Barong (Trubenized/Chinese collar) LESSON 15: CALCULATING AND PROCURING GARMENT MATERIALS LO 3. Produce designs. 3.1 Take body measurement accurately based on job requirement 3.2 Prepare initial designs based on gathered information. 3.3 Present initial designs or prototype based on gathered information. 3.4 Explain initial designs based on gathered information. 3.5 Present sample materials for approval in accordance with client‘s specifications. 3.6 Integrate revisions in the design in accordance with client‘s specifications. 3.7 Present final sketch to client based on the noted revisions. 3.8 Construct and sew the planned sketch designs 3.9 File sketches and designs in accordance with company procedure. 3.10 Demonstrate knowledge of environmental protection measures according to the different environmental issues/concerns. SPTVE_GAR M10-PCGDIIc-e-7 LO 1. Source garment materials. 1.1 Identity suppliers in accordance with the required material to be purchased. 1.2 Perform canvassing of materials considering the price, availability and quality based on job requirements. 1.3 Select best supplier based on canvass results SPTVE_GAR M10-PCPGIIIe-f-8 Standards for costing specification Quality standards and practices Recording and reporting practices Methods of canvassing Business etiquette Purchasing procedures Policy objectives Special Curricular Programs The learner demonstrates an understanding of concepts, theories and principles in calculating and procuring garment product. The learner independently performs calculating and procuring garment product. Page 437 of 675 CONTENT Fabric properties How to calculate raw material cost for requirements Prepare material requirement sheet Material price listing Fabric cost Fabric consumption Prepare material cost sheet Garment production cost Actual cost per garments Cost per SAM (Standard Time) Methods of production How to calculate cost of manufacturing apparel products Garment costing sheet Different modes or types of payment Quality of garment materials based on delivery Quality check The specification Kinds of inventory Merchandise Manufacturing Special Curricular Programs GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE and client requirements. LO 2. Identify garment cost components. 2.1 Estimate costs of fabric, supplies and trimmings for sample garments and production in accordance with the agreed design. 2.2 Identify costs based on sample product. 2.3 Determine differences in costs for single and bulk based on production garments LO 3. Calculate production costs. 3.1 Identify labor costs in production based on the garment design. 3.2 Calculate labor costs in production based on the garment design. 3.3 Identify and calculate other production cost/additional expenses in running based on garment design 3.4 Identify different methods of production in fashion industry for costs and benefits based on product design 3.5 Compare different methods of production in fashion industry for costs and benefits based on garment design 3.6 Select optimum production plan and costs based on cost estimates and delivery dates. 3.7 Record components of costing sheets in accordance with the standard. 3.8 Complete costing sheet for a commissioned garment based on set form LO 4. Purchase garment materials. 4.1 Place order and coordinate with selected supplier based on agreed mode of payment and delivery date. 4.2 Check quantity and quality of garment materials based on delivery receipt and actual delivered materials. 4.3 Report out-of-specification materials to the supplier for replacement/refund based SPTVE_GAR M10-PCPGIIIf-9 SPTVE_GAR M10-PCPGIIIf-g-10 SPTVE_GAR M10-PCPGIIIg-h-11 Page 438 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE specification 4.4 Return out-of-specification materials to the supplier for replacement/refund based on set forms 4.5 Select substitute materials/colors and refer them to client for approval when necessary based on job specification 4.6 Maintain garment material inventories in accordance with company procedures. LESSON 16: CREATING FASHION ACCESSORIES (CFA) History of Fashion Accessory Kinds of Fashion Accessory products/projects: o Earrings o Necklace o Ring o Hand and head bands o Brooch o Belts o Skirt Classification of materials, tools and equipment in making fashion accessories Use of tools, materials and equipment in fashion accessory projects / products Special Curricular Programs The learner demonstrates an understanding of concepts, theories and principles in making fashion accessories The learner independently performs and making fashion accessories LO 1. Trace the history & development of fashion accessory production 1.1 Discuss history and development of Fashion Accessory based on manual 1.2 Analyze relevance of Fashion Accessory products based on requirement LO 2. Enumerate different kinds of fashion accessory projects / products 2.1 Enumerate kinds of fashion accessory projects / products based on garment design 2.2 Discuss different kinds of fashion accessory projects / products based on garment design LO 3. Select materials tools and equipment in making fashion accessories 3.1 Identify materials tools and equipment in making fashion accessories on product specification 3.2 Describe each material, tools equipment for making Fashion Accessories in accordance to required design LO 4. Use basic tools in fashion accessory 4.1 Discuss the functions and uses of each materials, tools and equipment based on job requirement 4.2 Demonstrate techniques and procedures in using the tools in making fashion accessory based on job description SPTVE_GAR M10-PMFAIIIa-d-12 SPTVE_GAR M10-PMFAIIIe-13 SPTVE_GAR M10-PMFAIIIf-g-14 Page 439 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 17: CALCULATING AND PRODUCING ACCESSORY MATERIALS LEARNING COMPETENCIES CODE Cost of materials for fashion accessories Buying fashion accessory The learner demonstrates The learner independently an understanding of performs calculating and concepts, theories and procuring accessory principles in calculating and materials procuring accessory materials LESSON 18: PREPARING AND PRODUCING OF FASHION ACCESSORIES LO 1. Identify Fashion Accessory cost component 1.1 Compute production cost based on product design 1.2 Purchase fashion accessory materials based on product design SPTVE_GAR M10-PCPAIIIh-15 Methods and procedures / techniques in making fashion accessory projects / products - Cutting - Pasting - Varnishing - Embroidery - Beads work - Cloth painting - Cloth dyeing Preparing a project plan for a fashion accessory - Objectives of the project - Detailed sketch of the project - Bill of materials in making the fashion accessory - Project market analysis and costing - Procedures in making the selected fashion accessory Characteristics of quality fashion accessories LO 1. Follow methods and procedures in making fashion accessory 1.1 Discuss different methods, techniques and procedures in making Fashion Accessory projects / products in accordance to product design 1.2 Follow procedures and techniques in making Fashion Accessory projects / products based on given procedure 1.3 Demonstrate methods / procedures in making Fashion Accessory projects / products based on set rubrics SPTVE_GAR M10-PPFAIVa-e-16 LO 2. Describe quality projects / products of Fashion Accessory 2.1 Discuss the different characteristics of a quality fashion accessory projects / products based on product design 2.2 Explain importance of a quality projects / products of fashion accessory based on product design 2.3 Formulate criteria for evaluating quality projects / products of fashion accessory in SPTVE_GAR M10-PPFAIVe-17 Special Curricular Programs The learner demonstrates an understanding of concepts, theories and principles in preparing and producing fashion accessories The learner independently performs how to prepare and produce fashion accessories Page 440 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES accordance to product design 2.4 Apply elements of arts and principles of design in fashion accessory projects / products based on product design 2.5 Select quality supply and materials for fashion accessory based on product design LO 3. Prepare packaging of finished Fashion Accessory 3.1 Select appropriate quality packaging materials for fashion accessory in accordance product design 3.2 Apply creativity in packaging based on product 3.3 Arrange projects in packaging based on product 3.4 Hands-on packaging based on set procedure Packaging and dispatching of finished fashion accessory CODE SPTVE_GAR M10-PPFAIVe-f-18 LESSON 19: EVALUTING FINISHED PRODUCT Evaluate final products General appearance Strengths and weaknesses of the final products Comparison and planning Issues in fashion industry Actual garment production cost Four fundamentals of business math Special Curricular Programs The learner demonstrates an understanding of concepts, theories and principles in evaluating finished product. The learner independently performs evaluation on finished product. LO 1. Evaluate final product 1.1 Apply information on development process based on product 1.2 Evaluate information on development process based on product design 1.3 Assess product as to specifications for quality output. 1.4 Identify issues and consult with others if necessary, and use this to draft plans for future reference. 1.5 Discuss production outcomes to review strengths and weaknesses based on findings 1.6 Determine the standard finished garment for alteration based on suggested output LO 2. Cost outcome 2.1 Determine the actual cost of production based on product 2.2 Compare actual costs based on budget estimates to identify the inconsistencies 2.3 Conduct evaluation in costing for product sale cost based on product cost SPTVE_GAR M10-PEFPIVf-h-19 SPTVE_GAR M10-PEFPIVh-20 Page 441 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CONTENT Necessary production reports of a garment factory Operator attendance report Hourly/Daily production report Efficiency and productivity Manpower and machine utilization Garment inspection Repair and rejection Material inventory LEARNING COMPETENCIES CODE LO 3. Maintain records 3.1 Record product reports based on specifications 3.2 Provide document for pattern and design production and make recommendations on findings in accordance to set forms 3.3 Update records periodically or as needed in accordance with procedure. SPTVE_GAR M10-PEFPIVh-21 GLOSSARY Accessories Accuracy Athletic jacket Athletic shirt Altering Apparel Bar tacking machine Barong Tagalog/ Barong - Balance wheel Band wheel crank Basic block pattern Belt Belt guide Belt shifter Bias Bobbin Blazer Bobbin case Bobbin winder Bust Bust to bust Button attachment machine Button holer machine Cabinet - Special Curricular Programs articles of clothing worn to complete or to complement one‘s outfit. the exactness of a measured distance or circumference A man's informal jacket, made especially of tweed: it is worn with trousers of different material. A formal shirt worn for sports changing portion of a garment so that it fits the body clothing or dress This is used in reinforcing the opening and closing of pockets An embroidered format shirt from the Philippines. It is very lightweight and worn untucked (similar to coat/dress shirt), over an undershirt sets the mechanism in motion. leads the balance wheel through the belt connection. Band wheel crank moves the band wheel. A repeated decorative design which large particles of color connects the balance wheel to the drive wheel. holds the belt to its place. removes the belt from the wheel. cloth that us cut slantwise across the grain is a metal spool for winding thread. A type of jacket resembling a suit coat cut more casually, typically with metal buttons holds the bobbin. controls the bobbin while winding thread. lift your arms to the side. measure from your one nipple to your other nipple. This is used in attaching buttons to the garments. This is used in making buttonholes on garments. holds the head of the machine by interlocking screw on the hinges. Page 442 of 675 Calculation Calculator Construction mark Conversion Cost Cutting tools Design Double needle machine Dressmaker‘s carbon paper Dress guard Dress form Embroidery machine - Fabric Fabric fold Facing Fastener Feed dog Figure details Firm weave Finishing touch Flax French curve Garment Grain line Hand needle Hands-on - Hemline Hemming stitch Hi-speed lockstitch sewing machine Hips Household fabrics IMC Interfacing Jogging pants - Knit Label (for clothes) Lecture/Demonstration - Special Curricular Programs - the process or an act of calculating an electronic device used for speed computation A thin line or arc that is drawn in preparation for locating necessary points in a figure a change of figures like changing from centimetres to inches and vice versa the amount paid or charge for something that is acquired a cutting implement; a tool for cutting. the arrangement of parts, details, forms, and colours to produce something new This is used in the construction of the different kinds of clothing especially for the inseam, out seam and side seam. also called dressmaker‘s tracing paper is a specially waxed carbon paper that transfers the tracing wheels markings to the fabric. protects the dress from the wheel. A tool view, the 3-dimensional parts of a garment being sewn This is used in making fancy stitches and in making different kinds of embroidery stitches on fabrics for the barong tagalog, pillow cases, linen, and other novelty items. the cloth used in making garments. A wrinkle in the fabric usually caused by over-sized clothing A lining applied to the edge of the garment for ornamentation or strengthening. A restraint that attaches to something or holds something in place moves the fabric while sewing. Refers to full partial body drawings a weave in which the yarns or threads are tightly twisted and placed close together A final touch, a crowning achievement, a culmination a plant which produces linen fiber This is used to shape the depth of the neckhole and armhole of the pattern. any article of clothing the direction in which the yarns or threads are woven used in making temporary stitches and buttonholes. Sizes of 7 to 10 are for general hand sewing. A form of experiential learning that offers students the total environment in which they are expected to learn the content. It involves directly observing and practicing the ins and outs of a particular industry in real time. the marked line at the bottom of the garment where the hem is turned A kind of stitch that is used in sewing hems on shirt and dresses This is sometimes called „straight stitching machine‖ or industrial sewing machine. It has automatic lubrication and is used by tailors and Dressmakers. measure around the fullest part of your hips. curtains, carpets, bed linen, etc. Individual Measurement Chart A layer of fabric inserted between other layers of a garment to provide stiffing Tracksuit bottoms, sweatpants are a casual variety of soft trousers intended for comport or athletic purposes, although they are now worn in many different occasions. connected loops of yarn with big needles to form a fabric a card, fabric or paper marked and attached to an object to indicate its contents, manufacturer, care, and origin A teaching procedure that consists of conveying content of the course to the students through disclosure, including explanation and Page 443 of 675 Legs Length Lingerie (lohn-zhu-ray) Lockstitch sewing machine - Lower bust I-square/ tailor square or ―I‖ - Mark Measuring tools Measurement Men‘s trousers - Metric system Mood Board Needle Needle bar Needle clamp Neutral colour Over edging machine Pattern Packaging Pinning Pincushion Pitman rod Polo shirt Plaid Presser bar lifter Presser foot Print Prototype Ravel Ric-rac Rulers - Scissor Seam Seam Finishes Selvage Sewing gauge - Special Curricular Programs clarification of major idea. It also involves the teacher performing various procedures that the student shall observe., support the cabinet of the machine. the longer or longest dimension of an object to measure Girls and women‘s under-clothing such as slips, panties, bras, girdles, robes, pajamas, and nightgowns. This is usually used in homes and sometimes in school. This is also called ―domestic sewing machine‖. It is run by foot and may also be converted to electric power machine. measure around the torso directly under the bust line. is used to transfer measurements to the draft pattern. It also divides the garment into the desired measurement. It has perfect squares and is useful in making straight lines and numbers. It can also function as a tape measure. A visible indication made on a surface an instrument used for obtaining quantities, dimensions or forces of real-world objects. a systematic procedure of determining the quantity or extent of the entire measurable dimension An item of clothing worn from the waist to the ankles, covering both legs separately (rather than with cloth extending across both legs as in skirt and dresses) a decimal system of physical units based on a unit of length known as the meter (Greek metron, ―measure‖) Is a collation of images, texts & samples wherein the design inspiration is derived A slender tool attached in the needle clamp used for sewing. holds the needle in place. holds and tightens the needle. a ―dim‖ tone, made by mixing complementary colours Other companies call it―small machine‖. It finishes the raw edges of the pattern for construction. a piece of paper usually one-half of the body parts used as a guide in cutting the garments Describe as a coordinated system of preparing goods for transport, warehousing, logistic, sale and end use. Attach or fasten with a pin or pins in a specified position a pincushion holds the straight pins and needles while working to prevent accidents. holds the treadle to band wheel crank. A shirt with short sleeve designed for comfort and casual wear a pattern consisting of coloured bars or stripes which cross each other to form squares, repeated on the fabric moves the presser foot. holds the fabric in place while sewing. to stamp or press a design onto a fabric surface; fabric printed with a surface design (not dyed) A preliminary model or an early sample to test a design to become unwoven; to separate or untwist threads or yarns A flat narrow braid woven in zigzag from used as trimming in clothing a ruler measuring 12 inches or even 18 inches, either clear or solid used for measuring and drawing straight seam lines and cutting lines. It also aids in connecting lines. a cross-blade cutting instrument about 5 inches 6 inches long with two small looped handles any stitching or sealing of two pieces at the edges Made up of open plain seam each side of a woven fabric, finished with a woven edge a small ruler with a sliding guide and is about six inches long. This gauge is used for measurements at hem lines, button holes and Page 444 of 675 Sewing machine Sewing needle threader Sewing tools Shears Sheer Sleeve board Shoulder to bust Slide plate System Shuttle Specification sheet Spool pin Standard of measurement Stitch regulator Stop motion screw Style Scoutache Tailoring Swatch Tailor‘s chalk Tape measure Thimble Thread guide Thread take up lever Treadle Tension Texture Tint Tracing wheel - Trimmings Trousers Upper bust Upholstery Waist Warp yarn Wax chalk Well-tailored Weaving - Special Curricular Programs areas where other small measurements require checking, such as pleats and tucks. a textile machine used to stitch fabric, cards and other material with thread. it aids in putting the thread to the needle. instruments that aid in accomplishing a sewing task scissor-type cutting device with one large handle, one small very thin or transparent fabrics Tools used for pressing garment parts of a garment being sewn measure from tip of the shoulder to the centre of bust (nipple). is a movable plate that covers the shuttle and bobbin case. the English system has inches for its basic unit holds the bobbin case while sewing. Refers to data containing the final instruction regarding sizes, stitches, etc. is the thread holder. The accepted or approved instance or example of quantity or quality against which others are judged or measured or compared checks the length of the stitches. hinders moving when loosened and start. a quality or type of clothing A narrow flat ornamental decorative braid used in the trimming of drapery or clothing The occupation of a tailor A sample strip cut from a piece of materials This is essential as a marker for use on materials. Tailor‘s chalk is available in a range of colours and is removed by brushing. a flexible measuring device used in taking body measurements. a small hard pitted cup worn for protection on the finger that pushes the needle in sewing. keeps the thread in position. releases the thread and interlocks with the bobbin thread. is where the feet are stationed to drive the band wheel through the pitman rod. controls the looseness and tightness of stitches. the surface characteristics of a fabric, which can be seen or felt whitened colour there are two types of tracing wheels, those with a serrated edge and those with a smooth edge. The serrated edge wheel produces dots on the fabric and is suitable for most types of fabrics. The smooth edge wheel is best for delicate fabrics and unlike the serrated edge will not pierce more delicate fabrics. The smooth edge wheel creates a solid line. A decoration or demonstration on a garment A garment extending from the waist to the ankles, covering each leg separately measure around the torso directly above the bust line. plastic or fabric coverings for furniture, usually more durable than fabric for clothing measure around the waist. lengthwise (up-and-down) yarn or thread in a woven fabric this is available in black or white and is used for woven fabrics. Wax can be removed by pressing. Finely-trimmed operation with no distortion. process of forming a fabric on a loom by interlacing the warp and the filling (crosswise) yarns with each other Page 445 of 675 Width Yardstick Yarn TOOLS Cutting shears Scissors Pinking shears Thread clip scissors Tablet Camera USB drive White board eraser Tape measure Metal hip curve Metal L-square Wood meter stick Metal French curve Plastic triangle Transparent ruler Sewing box Metal tracing wheel Screw driver flat Metal seam ripper Emery bag Bobbin and bobbin case Zipper foot Shirring foot Water hand spray Round plastic basin Plastic pail Special Curricular Programs - measurement taken at the shortest dimension of the object to measure a graduated measuring stick one yard in length. a continuous strand of twisted threads of natural or synthetic material, such as wool or nylon, used in weaving or knitting RESOURCES EQUIPMENT Cutting Tables and chairs Stool chairs Calculator Laptop/desktop with internet connection Printer Single-needle industrial lockstitch sewing machine and accessories Ordinary sewing machine Overlock sewing machine Buttonholer attachment Paper weights Machine portable lamps Iron and ironing board, press cloth press weight Steam press Sleeve board/ham Filing cabinet Display cabinet White board/marker Hanger rack/hanger MATERIALS Handouts Modules Instruction sheets and templates Fashion Catalogues/ magazines Books/textbooks Posters/visual aids Multi-media presentation E-books materials Color wheel posters Swatches Fitting forms 9 different sizes) Drawing materials Pencil Sketching/illustration paper Colored pencil Water color Paint brush Fabric paint White board marker Note book Record book Pattern paper Tailors chalk Dressmaker‘s tracing paper Threads assorted colors Buttons Zipper Hook and eye Sewing machine oil Needle Different Fabric METHODOLOGIES Demonstration Lecture Simulation Hands-on Study tour Role playing Group discussion Practical exercises Interaction Direct observation Self –paced learning Brain storming ASSESSMENT METHOD Interviews/Questioning Direct observation Demonstration Written examination Demonstration with oral questioning Portfolio Written report Performance test Observation Case studies Page 446 of 675 Career/Job Opportunity: Dressmaker Tailor Couturier Garment Sewer Merchandizer Fashion designer Fashion illustrator (Apparel) Fashion Stylist (Apparel) Patternmaker Master cutter Special Curricular Programs Career Opportunity: BSIT- Fashion Apparel Technology BTTE Page 447 of 675 Special Curricular Programs Page 448 of 675 BUILDING CONSTRUCTION TECHNOLOGY (960 HOURS) Course Description: This bundled course leads to the full qualifications of Masonry NC II and Carpentry NC II to fulfil the required learning competencies in Construction Technology. It covers competencies from staking building lines to plaster finishing in constructing a building structure. It also includes selected competencies from Plumbing NC II, Tile Setting NC II and Electrical Installation and Maintenance (EIM) NC II. The curriculum guide includes five common competencies that a techvooc student should acquire: (1) Read and interpret drawing and plans; (2) Prepare construction materials; (3) Observe procedures, specifications and manuals of instructions; (4) Perform mensuration and calculation; and (5) Maintain tools and equipment. GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE STANDARD Introduction 1. Basic concepts in Construction The learner demonstrates The learner independently 1. Explain basic concepts in construction Technology an understanding of the demonstrates common technology 2. Relevance of the course basic concepts and competencies in 2. Discuss the relevance of the course in the 3. Career opportunities underlying theories in construction technology as construction sector Construction Technology prescribed by TESDA 3. Explore career opportunities in construction Training Regulations and technology in both wage employment and industry standards as entrepreneurial activities prescribed by the international and local building codes. COMMON COMPETENCIES LESSON 1: READING AND INTERPRETING DRAWINGS AND PLANS Types of drawings The learner demonstrates The learner independently LO 1. Analyze signs, symbols and data on SPTVE_CO Views an understanding of interprets and applies drawings NS8-SPRIconcepts in plan reading concepts in construction 1.1 Identify the different types of construction Ia-1 Technical symbols and abbreviations Alphabet of lines and interpreting technical and structural plan reading drawing drawings. and interpretation using 1.2 Explain data based on plane views‘ presentation the different types of 1.3 Interpret data based on signs, symbols and drawings based on industry data in interpreting a work plan standards 1.4 Determine appropriate signs and symbols needed in the plan Site plan key features LO 2. Interpret technical drawings and plans SPTVE_CO Work Plan specifications 2.1 Read working plan based on manual of NS8-SPRI Work Plan amendments instruction and site operation standards Ia-b-2 2.2 Interpret working plan observing work plan Environmental Management Special Curricular Programs Page 449 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD amendments 2.3 interpret plan for work/task considering environmental consideration LO 3. Apply freehand sketching 3.1 Perform freehand sketching 3.2 Draw simple carpentry plans based on given tasks As built work plans On site amendments LESSON 2: PERFORMING MENSURATION AND CALCULATION Visualizing objects and shapes The learner demonstrates specifically geometric shapes an understanding of the Interpreting formulas for: concepts and underlying - Volume principles in performing measurements and - Mass - Areas calculations. - Space - Perimeters o Planes o Geometrical figures Pythagorean theorem Electricity consumption & electrical supply Quantity surveying of: - Construction materials - Man hour - Equipment operations LESSON 3: PEFORMING BENCHWORK OPERATIONS Basic bench work operation tools and The learner demonstrates equipment an understanding on the basic concepts and underlying technical and scientific principles in performing basic bench work operations. Special Curricular Programs LEARNING COMPETENCIES The learner independently performs accurate measurements and calculation based on given tasks. The learner independently performs basic bench work operations following task specifications, job requirements and safety procedures. CODE SPTVE_CO NS8-SPRIIb-c-3 LO 1. Interpret formulas for measuring and calculating 1.1 Identify object or material to be measured 1.2 Choose measuring tools to be used for specific tasks 1.3 Identify alternative measuring tools without sacrificing cost and quality of work 1.4 Calculate measurements according to given task and work project SPTVE_CO NS8-MECAIc-e-4 LO 2. Carry out measurements and calculations 2.1 Use appropriate measuring devices for specific tasks 2.2 Compute for required data 2.3 Convert data to its equivalent measure SPTVE_CO NS8-MECAIc-e-4 LO 1. Identify the different basic bench work operations for construction technology 1.1 Explain the different basic bench work operation. 1.2 Identify the different tools and equipment needed for specific bench work operation. 1.3 Perform basic maintenance of hands tools and basic equipment 1.4 Observe and practice Occupational Health and SPTVE_CO NS8-BBWOIe-5 Page 450 of 675 CONTENT Measuring Operations Cutting operations Boring operations Grinding and Shaping operations Bending operations Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES Safety LO 2. Perform material measuring and measuring alternatives 2.1 Read and interpret plans and instructions. 2.2 Prepare materials needed for measuring operations 2.3 Perform mensuration operations for; linear measurements angle measurements volume measurements mass measurements diameters LO 3. Perform cutting operations 3.1 Read and interpret plans and instructions. 3.2 Prepare materials needed for cutting operations 3.3 Perform cutting operations for lumber, metal, ceramics, PVC and plywood 3.4 Cut materials using hand tools and power tools LO 4. Perform boring operations 4.1 Read and interpret plans and instructions. 4.2 Prepare materials needed for boring or holing operations 4.3 Perform boring operations for lumber, metal, ceramics, PVC and plywood 4.4 Bore materials using hand tools and power tools LO 5. Perform grinding and shaping operations 5.1 Read and interpret plans and instructions. 5.2 Prepare materials needed for grinding and shaping operations 5.3 Perform grinding and shaping operations for lumber, metal, ceramic, PVC and plywood 5.4 Grind and shape materials using hand tools and power tools LO 6. Perform bending operations 4.1 Read and interpret plans and instructions. CODE SPTVE_CO NS-BBWOIf-6 SPTVE_CO NS8-BBWOIf-7 SPTVE_CO NS8-BBWOIg-8 SPTVE_CO NS8-BBWOIg-9 SPTVE_CO NS8-BBWOPage 451 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LESSON 4: MAINTAINING TOOLS AND EQUIPMENT Preventive Maintenance The learner demonstrates an understanding of the underlying principles in the maintenance of construction technology tools and equipment. Corrective Maintenance Housekeeping Operations (5S principles) The learner independently performs proper maintenance of basic hand tools and equipment based on industry standards and manufacturer‘s manual LESSON 5: OBSERVING PROCEDURES, SPECIFICATIONS AND MANUAL OF INSTRUCTIONS Types of manuals used in construction The learner demonstrates The learner independently an understanding of the performs proper sector Different types of signs, symbols and underlying principles in data/information manual reading and interpretation, validation codes. interpretation and verification Accessing information and data. Special Curricular Programs LEARNING COMPETENCIES CODE 4.2 Prepare materials needed for bending operations 4.3 Perform bending operations for metal and PVC 4.4 Bend materials using hand tools and power tools Ih-10 LO 1: Identify schedules of periodic preventive maintenance 1.1 Read manufacturer‘s manual 1.2 Identify required maintenance procedures 1.3 Prepare maintenance schedule per tool and equipment 1.4 Prepare checklist of maintenance tasks 1.5 Perform preventive maintenance tasks Oiling Insulating Sharpening Cleaning LO 2: Perform corrective maintenance 2.1 Check/inspect condition of tools and equipment 2.2 Identify required maintenance procedures 2.3 Repair tools and equipment 2.4 Replace parts of tools and equipment LO 3: Store tools and equipment 3.1 Sort Tools and equipment 3.2 Identify functionality of tools 3.3 Store tools and equipment in specific places and storage area 3.4 Prepare inventory of tools and equipment SPTVE_CO NS8-MBTEIIa-11 LO 1: Identify and access specification/manual 1.1 Identify the different manuals used in the construction sector 1.2 Identify symbols and codes used in each type of manual 1.3 Read and interpret information and data in the SPTVE_CO NS8-DIVVIIb-14 SPTVE_CO NS8-MBTEIIa-12 SPTVE_CO NS8-MBTEIIb-13 Page 452 of 675 CONTENT Manual/specification application Interpreting specifications Manual handling and storing procedure GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD manual 1.4 Validate and verify information gathered through persons in authority LO 2: Apply information in manual 2.1 Interpret and explain manual specification‘s application 2.2 Apply specifications and manual details on tasks at hand LO 3: Store manuals 3.1 Store in appropriate and proper places 3.2 Protect and safe keep manuals according to industry standards LESSON 6: PREPARING CONSTRUCTION MATERIALS AND TOOLS Carpentry tools and construction The learner demonstrates an understanding of the materials underlying principles in the preparation of carpentry Requisition procedure tools and construction materials. The learner independently prepares carpentry tools and construction materials based on industry standards. Inventory of tools and materials LESSON 7: PREPARING/STAKING-OUT Tools, materials and equipment for staking out building lines Materials estimates Properties of wood for staking-out building lines Economic use of materials Basic geometrical construction Board foot computation Job documentation preparation Concepts of setting batter boards Work inspection procedure Types and uses of materials and tools Special Curricular Programs LEARNING COMPETENCIES BUILDING LINES The learner demonstrates an understanding in staking out building lines. The learner independently prepares materials and stakes out building lines in carpentry based on construction standards CODE SPTVE_CO NS8-DIVVIIb-15 SPTVE_CO NS8-DIVVIIb-16 LO 1. Identify materials and tools for a task 1.1 Describe tools and materials used in carpentry 1.2 Prepare tools and materials for a task LO 2. Request appropriate materials and tools 2.1 Fill out forms in requesting for carpentry tools and materials as required for a task LO 3. Receive and inspect materials 3.1 Check requested tools and materials in accordance with request form SPTVE_CO NS8-CTCMIIc-17 SPTVE_CO NS8-CTCMIIc-d-18 LO 1. Prepare tools, equipment and materials for staking out building lines 1.1 Identify tools and materials for staking out building lines 1.2 Prepare tools and materials for staking out building lines 1.3 Select appropriate Personal Protective Equipment (PPE) SPTVE_CO NS8-SBLCIIe-20 LO 2. Stake out and set batter boards 2.1 Set out stakes from predetermined building lines 2.2 Measure, lay out and cut batter board SPTVE_CO NS8-SBLCIIe-g-21 SPTVE_CO NS8-CTCMIId-e-19 Page 453 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD according to specifications 2.3 Set stakes at 0.75-1.00 meter away from the predetermined building lines 2.4 Secure batter boards with tolerance for dimensions at +/- 5 mm, and levelness of +/- 3 mm 2.5 Use PPE according to job requirements LO 3. Fix building lines 3.1 Square building lines with end tolerance of +/3 mm 3.2 Measure and set building lines 3.3 Use PPE according to job requirements Types and functions of testing tools Occupational health and safety procedures in the workplace Work inspection procedure LESSON 8: PREPARING MASONRY MATERIALS Types of concrete blocks, bricks, The learner demonstrates cement and aggregates an understanding of the underlying principles in Types of mixture Types of masonry anchors, ties and preparing masonry materials. reinforcements Form works and platforms Scaffoldings, construction elements and materials Properties of masonry materials Types and uses of hauling tools, equipment and PPE Filling-up of forms Mixture and proportion Mixture ratio of concrete consistency requirement Procedures in handling construction materials Storage of construction materials Special Curricular Programs LEARNING COMPETENCIES The learner independently prepares masonry materials according to workplace practices. LO 1. Select tools, equipment and materials needed in hauling and mixing 1.1 Identify tools, materials and equipment used in hauling according to work requirements 1.2 Identify tools, materials and equipment used in mixing according to work requirements 1.3 Determine quantity and quality of material to be hauled according to the job requirement 1.4 Inspect materials to be used in accordance with the job requirement LO 2. Haul materials 2.1 Check availability and serviceability of hauling equipment 2.2 Haul construction materials 2.3 Stockpile required construction materials based on standard operating procedure 2.4 Observe safe handling of construction materials 2.5 Use appropriate PPE LO 3. Mix mortar/concrete 3.1 Check mixing tools and equipment 3.2 Determine quantity of construction aggregates 3.3 Mix mortar/concrete based on proportion and consistency 3.4 Observe the proper procedure in mixing CODE SPTVE_CO NS8-SBLCIIg-h-22 SPTVE_CO NS8-MASMIIh-23 SPTVE_CO NS8-MASMIIh-24 SPTVE_CO NS8-MASMIIh-25 Page 454 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE mortar/concrete 3.5 Use appropriate PPE LESSON 9: PERFORMING BASIC MASONRY WORKS Classification of masonry anchors, ties The learner demonstrates and reinforcement an understanding of the concepts and underlying Fabrication procedures of reinforcement bars principles in performing basic masonry works. Properties of metal Common reinforcement bar specifications Base reinforcement bar Installation procedures Rebar safety requirements Components of steel/wooden scaffoldings Advantages and disadvantages of steel/wooden scaffoldings Procedures in erecting and dismantling scaffoldings Scaffolding safety practices Safekeeping of scaffoldings Characteristics of steel and lumber Types, parts, shape and uses of formworks Proper stockpiling of formworks Formwork fabrication procedures Techniques in installing formworks Procedures in stripping formworks Formworks preservation Mensuration and calculation procedures of formworks Plan interpretation of formworks Preparing inventory reports for formworks Special Curricular Programs The learner independently performs basic masonry works based on job description. LO 1. Perform reinforcement bar fabrication and installation 1.1 Identify steel bars to be used in base re-bar fabrication and installation of vertical & horizontal reinforcements 1.2 Measure steel bar according to given task 1.3 Cut and bend steel bars according to given task 1.4 Fabricate base reinforcement bar according on job requirement 1.5 Install fabricated reinforcement bars based on job requirement 1.6 Observe safety precautions LO 2. Erect and dismantle scaffoldings (1.8 m and below) 2.1 Check components of scaffolding based on job requirement 2.2 Erect scaffolding based on job requirements 2.3 Dismantle scaffolding in accordance with safety practices 2.4 Stockpile components of scaffolding 2.5 Observe safety precaution 2.6 Use appropriate PPE LO 3. Perform fabrication, installation and stripping of formworks 3.1 Identify fabrication and installation of formworks materials 3.2 Measure formworks materials 3.3 Cut materials according to specified requirement 3.4 Perform fabrication of materials into forms or stiffener columns and lintel beams 3.5 Install formworks 3.6 Observe safety precaution 3.7 Use appropriate PPE SPTVE_CO NS8PBMW-IIIad-26 SPTVE_CO NS8PBMW-IIIdg-27 SPTVE_CO NS8PBMWIIIgh-IVa-e-28 Page 455 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Procedures in excavating and backfilling Types of soil Characteristics of soil Types and composition of soil Layers of soil Slump test requirements Types of filling materials Concrete pouring procedure Curing of concrete and mortar Pressure/Breaking strength Ratio and proportion of aggregates requirement Material retrieval and stocking procedure CONTENT LO 4. Perform excavation and basic filling/compaction 4.1 Prepare area for excavation according to the job requirement 4.2 Perform excavation according to the required width and depth 4.3 Perform backfilling and compaction after concreting of wall footing and blocks installed up to ground level 4.4 Observe safety precaution 4.5 Use appropriate PPE LO 5. Perform concreting work 5.1 Perform concreting of wall footing, stiffener, columns and lintel beams based on line and grade 5.2 Perform consolidation of concrete 5.3 Observe safety precaution 5.4 Use appropriate PPE LO 6. Perform housekeeping 6.1 Recover materials such as excess re-bars, scaffoldings and formworks 6.2 Stockpile recovered materials 6.3 Perform housekeeping 6.4 Use appropriate PPE GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD MASONRY & CARPENTRY LESSON 10: LAYING BRICK BLOCK FOR STRUCTURE Brick/block laying plan interpretation The learner demonstrates Brick/block laying tools and equipment an understanding of the concepts and underlying selection Proper storing and stock piling of principles in laying brick/block for structure. masonry materials Composition of bricks/block Special Curricular Programs LEARNING COMPETENCIES The learner independently lays brick/block for structure based on job requirements. LEARNING COMPETENCIES LO 1. Prepare for laying brick/block for structure 1.1 Interpret plan of a brick/block structure 1.2 Select tools, materials and equipment 1.3 Stockpile materials for laying brick/block structure CODE SPTVE_CO NS8PBMW-IVef-29 SPTVE_CO NS8PBMW-IVfh-30 SPTVE_CO NS8PBMW-IVh31 CODE SPTVE_CO NS9- LBBS– Ia-1 Page 456 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Reference building lines Brick/block laying tolerances Basic structural bonds and Joints Classification of concrete masonry units Geographical orientation and Topographical conditions Selection and use of appropriate PPE. Procedures in installing horizontal/vertical guide for brick/block Reinforcement bars/dowel Sizes Brick/block laying procedures Geographical orientation Standard operating procedures in brick/block laying Preliminary Inspection procedures LESSON 11: LAYING-OUT AND PERFORM CAVITY WORKS FOR PIPES Laying-out procedures The learner demonstrates The learner independently Cavity preparation procedure for pipe an understanding of the lays-out and prepared concepts and underlying cavity for pipelines for installation Building codes of the locality and principles in laying-out pipe waterlines and electrical line and creating cavity for conduits based on job national codes pipelines for waterline and requirements. electrical conduits. Special Curricular Programs LEARNING COMPETENCIES CODE LO 2. Lay-out/establish brick/block structure location 2.1 Identify reference building lines 2.2 Establish location of brick/block structure based on reference building lines 2.3 Lay-out brick/block structure according to job specifications LO 3. Perform laying brick/block for structure 3.1 Install horizontal/vertical guide for brick/block structure 3.2 Install reinforcing bar/dowel 3.3 Spread mortars on the base edge of brick/block 3.4 Position brick/block according to design/specification/location 3.5 Check levelness both horizontal and vertical during brick/block laying 3.6 Perform housekeeping 3.7 Use appropriate PPE LO 4. Complete laying of brick/block for structure 4.1 Cast-in place concrete structures are constructed according to design and job specifications 4.2 Inspect the work to ensure conformity with requirements 4.3 Perform housekeeping 4.4 Use appropriate PPE SPTVE_CO NS9- LBBS– Ia-b-2 LO 1. Lay-out pipeline cavity for waterlines and electrical conduits 1.1 Observe lay-out procedures for waterlines and electrical conduits 1.2 Follow building codes in waterline installation for cavity preparation 1.3 Follow building codes in electrical conduit installation for proper cavity preparation SPTVE_ CONS9LCPW–IIf-5 SPTVE_ CONS9LBBS–Ib-h3 SPTVE_ CONS9LBBS–IIae-4 Page 457 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Industry/company standard Inspection procedures LESSON 12: PREPARE PIPES FOR WATERLINE AND ELECTRICAL SYSTEMS Interpretation of plans for installing The learner demonstrates The learner independently pipes and conduits an understanding of the prepares pipes and Tools and equipment for a specific underlying principles of conduits for waterlines, preparing pipes and waste water and electrical task conduits for waterlines, conduits preparatory for waste water and electrical plastering and plastering conduits preparatory for processes plastering and flooring Procedure in preparing pipes and processes conduits preparatory for plastering process Procedure in preparing drain pipes and vents preparatory for flooring and tiling processes Special Curricular Programs LEARNING COMPETENCIES LO 2. Make cavity works for pipeline of waterlines and electrical conduits 2.1 Chip off blocks and bricks for pipeline cavity 2.2 Check depth and width of cavity based on building code standards 2.3 Apply temporary clips of clamps for pipeline installation 2.4 Observe building codes for waterlines and electrical conduits 2.5 Check necessary amendments to the original plan 2.6 Follow building codes in electrical conduit installation for proper cavity preparation LO 1: Prepare for plumbing works 1.1 Read and interpret and interpret in accordance with the job requirements 1.2 Selected and prepared tools and equipment according to job requirements 1.3 Appropriate PPE are selected according to job requirements LO 2: Fix pipes and electrical conduits 2.1 Install and fix pipes for waterline and conduit in the cavity in accordance to pipe laying procedures (Revised National Plumbing Code of the Philippines (RNPCP) and Building Electrical Code) 2.2 Install and fix Drainage/sewer/vent piping system aligned with water supply 2.3 Use approved fittings and connectors 2.4 Use appropriate tools and equipment for the job 2.5 Clip and clamp pipes and conduits 2.6 Cover cavity for electrical and waterline fixtures CODE SPTVE_ CONS9LCPW–IIgh-6 SPTVE_ CONS9PCWW– IIIa-7 SPTVE_ CONS9PCWW– IIIb-c-8 Page 458 of 675 CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LESSON 13: INSTALLING PRE-CAST BALUSTERS AND HANDRAIL Interpretation of plans and details for The learner demonstrates balusters and handrails an understanding of the Preparing and Selecting Materials underlying principles of installing pre-cast balusters Tools and Equipment as per standard Mixing Proportion of Materials and handrail. The learner independently installs pre-cast balusters and handrail based on job requirements. Laying out and marking of baluster positions Procedures of various baluster and handrail types installation Checking and inspection of baluster and handrail positions procedure Proper housekeeping practices LESSON 14: PLASTERING CONCRETE/MASONRY WALL SURFACE Preparation and selection of tools, The learner demonstrates The learner independently equipment and materials an understanding of the plasters wall surfaces underlying principles in based on job requirements. Preparation of wall surface for plastering plastering wall surface. Composition and properties of concrete/masonry materials Climatic conditions Interpretation of plans and details Selection and preparation of materials and tools for plastering Mixing proportion of plaster mortar Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare for installing pre-cast balusters and handrails 1.1 Interpret plans and drawings 1.2 Select tools, materials and equipment 1.3 Stockpile materials 1.4 Establish location of pre-cast balusters based on a given task LO 2. Perform pre-cast baluster and handrail installation 2.1 Lay-out and mark pre-cast baluster according to job requirements 2.2 Align precast baluster and handrail according to job requirements 2.3 Apply mortar to pre-cast baluster and handrails 2.4 Use appropriate PPE 2.5 Perform housekeeping LO 3. Complete installation of pre-cast baluster and handrail 3.1 Conduct final checking to ensure conformity with job requirements 3.2 Conduct final installation of pre-cast baluster and handrail 3.3 Perform housekeeping SPTVE_ CONS9IPBH–IIId9 LO 1. Prepare concrete/masonry surfaces for plastering 1.1 Select tool, materials and equipment 1.2 Perform wall surface preparations SPTVE_ CONS9PWSU–IVa12 LO 2. Prepare for plastering concrete 2.1 Interpret plans and details 2.2 Select tools, materials and equipment in line with job requirements SPTVE_ CONS9PWSU–IVbc-13 SPTVE_ CONS9IPBH–IIIeg-10 SPTVE_ CONS9IPBH–IIIh11 Page 459 of 675 CONTENT Texture of concrete and masonry surfaces Procedures of plastering Plastering techniques Climatic conditions Health hazards Plastering of wall surfaces preparatory for tiling techniques Plastering of floors preparatory for tiling CONTENT GRADE 9 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD 2.3 Identify surface condition of concrete and masonry substrates 2.4 Plan work/ tasks to be done LO 3. Perform plastering work 3.1 Determine the required thickness, plumbness, squareness, levelness and alignment of structure. 3.2 Distribute mortar/coating on the wall surface 3.3 Plaster wall and floor preparatory for tiling 3.4 Use appropriate PPE 3.5 Observe safety precaution GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CARPENTRY & TILE-SETTING LESSON 15: INSTALLING FRAMING WORKS Interpreting framing work plans The learner demonstrates an understanding of the underlying principles in framing works using wooden and metallic materials. Floor Joist Installation: - standard floor joist on-center spacing. - procedures in installing floor joist - positioning of floor joist - floor joist bridging - Floor joist cutting Wall Frame Installation: - wall requirements Special Curricular Programs LEARNING COMPETENCIES The learner independently constructs, fabricate and install framing works based on job requirements. CODE SPTVE_ CONS9PWSU–IVdH-14 LEARNING COMPETENCIES CODE LO 1: Select and prepare tools, materials and equipment for framing works. 1.1 Identify tools and equipment needed for the job based on instruction and plan 1.2 Identify materials need for the job based on plan and instruction LO 2. Install floor joist 2.1 Identify standard floor joist on-center spacing 2.2 Demonstrate proper procedures in installing floor joist. 2.3 Lay-out and mark position of floor joist on the girders in line with plans and details. 2.4 Lay-out floor joist and nail into position according to job requirements. 2.5 Bridge floor joist perpendicularly in accordance with working drawings and specifications. 2.6 Cut floor joist according to job requirements. LO3: Install wall frames 3.1 Identify wall requirements according to working SPTVE_ CONS10CFIF-Ia-1 SPTVE_ CONS10CFIF-Ia-h-2 SPTVE_ CONS10Page 460 of 675 CONTENT - GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD procedures installing sole and top plate procedures in installing wall studs Trusses - Trusses Fabrication procedures - Trusses installation procedures Purlin installation Facia board installation Ceilings - Ceiling requirements - Ceiling installation procedures LESSON 16: LAYING AND REPAIRING FLOOR AND WALL TILE Technical drawing and specifications The learner demonstrates Materials identifications and an understanding of the underlying principles in classifications laying and repairing wall Tools and equipment and floor tiles. Manufacturer‘s product specifications and instructions Types of tiles and adhesives Tile surface cleaning and cutting procedures Adhesive and grout mixing procedures Tile lay-out designing Tile laying procedures and techniques Special Curricular Programs The learner independently lays and repairs wall and floor tiles based on job requirements. LEARNING COMPETENCIES CODE drawings and details. 3.2 Lay-out and install sole plate and top plate according to job requirements. 3.3 Lay-out and install wall studs according to working drawings and specifications. LO 4. Fabricate Trusses 4.1 Fabricate trusses according to job requirements. 4.2 Lay-out and install trusses according plans and specifications. LO 5. Install Roofing Components 5.1 Install purlins according to wording drawing and details. 5.2 Lay-out and install fascia board according to job requirements LO 6. Install Ceiling 6.1 Identify ceiling requirements such as manhole, electrical outlets, ventilations, etc. according to job requirements. 6.2 Install ceilings based on job requirements CFIF-IIa-h3 SPTVE_ CONS10CFIF-IIIad-4 SPTVE_ CONS10CFIF-IIIeg-5 SPTVE_ CONS10CFIF-IIIh-6 LO 1. Plan for tiling works 1.1 Secure work instruction and interpret in line with job requirement 1.2 Identify tools, materials and equipment for tiling works SPTVE_ CONS10LRWFTIVa-7 LO 2. Lay floor tiles 2.1 Check area(s) to be tiled based on job requirement. 2.2 Select adhesive based on specifications, tile type and climatic condition 2.3 Clean surface from residue and protrusions 2.4 Cut tiles according to required specifications 2.5 Mix adhesives following manufacturer's instructions. 2.6 Lay-out tiles according to specifications. SPTVE_ CONS10LRWFTIVb-d-8 Page 461 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CONTENT Procedure in installing wall tiles Tile alignment techniques Cement and grout mixing preparation and application Tile finishing procedures Procedure in installing wall tiles Tile alignment techniques Cement and grout mixing preparation and application Procedures in removing old tiles Procedures in fitting new tiles Housekeeping practices LEARNING COMPETENCIES 2.7 Mix and apply grout to clean joints and surface according to instructions 2.8 2.8. Clean finished tile work according to instructions 2.9 Perform proper housekeeping (5S) 2.10 Observe safety precautions LO 3. INSTALL WALL TILES 3.1 Apply cement or cement-based adhesive to tile / wall surface according to instructions 3.2 Install tiles to set level alignment 3.3 Check joint alignment and surface for straightness and flatness 3.4 Cut tiles according to required specifications 3.5 Install special pre-cut tile to create a square corner in accordance with specifications 3.6 Lay-out vertical tiles according to squareness 3.7 Fix paper-faced or mesh-backed mosaic tiles to background with tile adhesive 3.8 Maintain grout spaces in straight and uniform width 3.9 Maintain expansion gaps following specifications 3.10 Clean tiled surface 3.11 Perform Housekeeping CODE SPTVE_ CONS10LRWFTIVe-h-9 GLOSSARY Building Code - Carpentry Carpenter - Manual of Operation - Manual of Specification - Special Curricular Programs A building code (also building control or building regulations) is a set of rules that specify the standards for constructed objects such as buildings and non-building structures. Codes regulate the design and construction of structures where adopted into law, both in local and national laws An activity or occupation of making or repairing things in wood basically used for structural and construction works Persons who worked with natural wood and did the rougher work such as framing, but today many other materials are also used like metal parings The operations manual is the documentation by which workers are being provided for guidance to perform their functions correctly and reasonably efficiently. It documents the approved standard procedures for performing operations safely to produce goods and provide services A set of documented requirements to be satisfied by a material, design, product, or service. A specification is often a type of technical standard, it is a common early part of engineering design and product development processes, in many fields. This manual is also known Page 462 of 675 as manufacturer‘s manual along with the products being delivered for maintenance and servicing and proper use of the material. Mason - Masonry Plumbing Plumber Standards Tiler Tiling Trade Level Workshop Calculation Quantity Surveying - EIM OSHS PPE PVC RNPCP TESDA TR 5S - The workers that are specialized in concrete and aggregates or cemented works. These concrete tasks are identified as block and brick laying and plastering. In the Philippine setting even dry masonry is included. Any task that involves concrete and aggregates The system of pipes, tanks, fittings, and other apparatus required for the water supply, heating, and sanitation in a building. A person who installs and repairs the pipes and fittings of water supply, sanitation, or heating systems. A is a technical term used as a rule, guideline or specification in an industry also known as industry requirement. A person who lays tiles. A way of arranging identical plane shapes so that they completely cover an area without overlapping. Refers to the National Certification level of TESDA Any mathematical and scientific calculation specifically used for industry work applications. A construction industry practice or work that calculates construction costs and contracts. Similar to estimation, but quantity surveying is using a scientific application or principle Electrical Installation maintenance Occupational Safety and Health Standards Personal protective Equipment Polyvinyl chloride (synthetic plastic polymer) Revised National Plumbing Code of the Philippines Technical Education and Skills Development Authority Training Regulations – TESDA Document that specifies the industry requirements and practices of an occupation or trade Five S is a Japanese principle applied by industries in terms of maintenance and quality controlling (SEIRI, SEISO, SEITON, SEIKETSU, SHITSUKE) LEARNING RESOURCES: TOOLS 25 pcs 25 pcs 25 pcs 25 pcs 25 pcs 25 set 25 pcs 5 pcs 25 pcs 25 pcs Cross cut saw Claw hammer 8 oz Claw hammer 16 oz Chalk line reel Pencil Nylon string Pull-push rule, 15 meters Crow bar Framing square Try square Special Curricular Programs EQUIPMENT 5 sets 5 sets 2 unit 2 unit H-frame scaffolds Portable electric drill Portable planer Portable Circular saw MATERIALS 25 pcs 25 pcs 50 pcs 25 pcs 25 pcs 25 pcs 50 pcs 50 pcs 2 kg 2 kg Lumber, 2”x6”x8’, kiln dried Lumber, 2”x6”x12’, kiln dried Lumber, 2”x2”x12’, kiln dried Wood molding, 1”x4”x8’Ogee Wood molding, 1”x1”x8’, quarter round Wood molding, 1”x1”x8’, cove rough lumber 2”x2”x12’ Loose pin hinges, 4” Finishing wire nail, 1” Finishing wire nail, 1½ “ REFERENCES Carpentry NCII Learning Module, DepEd Masonry NCII Learning Module, DepEd Tiling NCII Learning Module, DepEd EIM NCII Learning Module, DepEd Page 463 of 675 5 pcs 1 pcs 25 pcs 25 set 12 pcs 12 pcs 12 pcs 12 pcs 6 pcs 6 pcs 1 set 12 m 12 m 1 pc 25 pcs 25 set 25 pcs 25 pcs Spirit level, 36 in. Automatic level Nail pouch Nail set Chisel, ¼” Chisel, ½ ” Chisel, ¾ ” Chisel, 2” Adjustable wrench, 8” Adjustable wrench, 12” Combination spanner, 8 to 24mm transparent hose, white, 3/8 ø Transparent hose, white, ¼ ø Hard hat, white Hard hat, yellow Gloves, knitted Goggles Clear Goggles, yellow 2 kg 2 kg 2 kg 2 kg 4 kg 4 kg 25 pcs 5 liters 10 pcs 100pcs. 25 pcs Finishing wire nail, 2” Finishing wire nail, 3 inches Common wire nail, 1” Common wire nail, 1½ ” Common wire nail, 2” Common wire nail, 3” Plywood,1/4”x4’x8’ White glue Piano hinges Butt hinge assorted sizes Concealed hinge 25 pcs Double-action hinge CAREER/JOB OPPORTUNITY: Career Tertiary Civil Engineering Architecture Construction Management Construction Maintenance Management Industrial Engineering Special Curricular Programs Middle Level Training Civil Technology Tiling Job Opportunity Wage Employment Entrepreneurial/Self-Employment Carpenter Repair Shop Owner Mason Contractor (Sub-Con) Plumbing helper Construction Services Tiling Helper Maintenance technician Page 464 of 675 FURNITURE MAKING TECHNOLOGY (960 HOURS) Course Description: This course is designed to develop knowledge, skills, and desirable attitudes of an individual in the field of Furniture Making Technology. The learners are expected to demonstrate common competencies in: 1) performing mensuration and calculations; 2) interpreting technical drawings and plans; 3) observing procedures, specifications, and manuals of instruction; 4) complying with occupational health and safety (OHS) practices and 5S in the workplace; 5) maintaining tools and equipment; and 6) using hand tools. It also includes the development of core competencies such as being able to 1) operate woodworking machine, 2) apply quality standards, 3) prepare surface for final coating, 4) apply final coating using spray gun system, 5) perform basic preventive maintenance servicing for spray-gun, equipment, and booth,6) construct furniture product made of wood, 7)construct furniture product made from different materials e.g. metal, bamboo, plastic etc.,8)perform simple welding operation, 9)perform drilling and countersinking operation, 10)perform disc grinding operation and 11)assemble with bolts and nuts and other metal fasteners. CONTENT CONTENT STANDARD COMMON COMPETENCIES LESSON 1: PEFORMING MENSURATION AND CALCULATIONS Visualizing objects and shapes, The learners demonstrate specifically the geometrical shapes an understanding of the Obtain the formulas for correct concepts and underlying specifications of: principles in performing - Circumference, perimeter, and measurements and calculations areas of plane figures - Surface areas and volume of solids or space figures Measuring instruments/ tools Taking out of accurate measurements (linear measurement) Four fundamental operations Trade mathematics/ mensuration - Dimensions - Percentage - Ratio and proportion - Algebraic equations Conversion of Fractions to decimals and vice versa Reading of measurements Systems of measurements - English and metric Computing board foot of a lumber Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE STANDARD The learners shall be able to perform accurate measurements and calculation based on a given task LEARNING COMPETENCIES TIME LO 1. Select measuring instruments 1.1 Identify object or component to be measured 1.2 Obtain correct specifications from relevant source 1.3 Select appropriate measuring instrument according to job requirements SPTVE_FUR M8-PMACIa-1 LO 2. Carry out measurements and calculation 2.1 Select measuring tools in line with job requirements 2.2 Obtain accurate measurements to job 2.3 Perform calculation needed to complete work tasks using the four-basic process of addition (+), subtraction (-), multiplication (x) and division (÷). 2.4 Use calculations involving fractions, percentages, and mixed numbers to complete workplace tasks 2.5 Read correct numerical computation for accuracy instruments to the limit of accuracy of the tool SPTVE_FUR M8-PMACIa-d-2 Page 465 of 675 CONTENT CONTENT STANDARD Proper maintenance of measuring instruments Safe handling of measuring instruments Cleaning and Calibrating of measuring instruments LESSON 2: INTERPRETING TECHNICAL DRAWING AND PLANS Technical plans The learners demonstrate Drawing symbols, signs, and data an understanding of the concepts in reading, Classification of Drawing analyzing, and interpreting - Perspective drawing technical drawings and - Orthographic views Isometric drawing plans in furniture making (finishing) Technical plans and schematic diagram of a certain furniture product/s - Tools, equipment, and materials list - Cutting list Working drawing of specific furniture product/s (e.g., mini-cabinet) organizer - Perspective drawing - Isometric w/dimension - Isometric w/complete details of parts and joints Orthographic drawing Freehand sketching Procedure on freehand sketching Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE STANDARD The learner independently reads and interprets simple technical plans, signs and symbols based on standard specifications. LEARNING COMPETENCIES TIME LO 3. Maintain measuring instruments 3.1 Kept measuring instruments free from corrosion 3.2 Do not drop measuring instruments not to avoid damage 3.3 3.3Clean measuring instruments before SPTVE_FUR M8-PMACId-3 LO1. Analyze signs, symbols, and data 1.1 Obtain technical plans according to job requirements 1.2 Identify signs, symbols, and data according to job specifications 1.3 Determine signs symbols and data according to classification or as appropriate in drawing LO 2. Interpret technical drawings and plans 2.1 Identify necessary tools, materials, and equipment according to the plan 2.2 List supplies and materials according to specifications 2.3 Recognize components, assemblies, or objects as required 2.4 Identify dimensions as appropriate to the plan 2.5 Match specification details with existing/available resources and in line with job requirementS 2.6 Draw work plan following specifications SPTVE_FUR M8-ITDP-Ie4 LO 3. Apply freehand sketching 3.1 Produce applicable and correct freehand sketching in accordance with job requirements SPTVE_FUR M8-ITDP-Igh-6 SPTVE_FUR M8-ITDP-Ieg-5 Page 466 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 3: OBSERVING PROCEDURES, SPECIFICATIONS, AND MANUALS OF INSTRUCTIONS Kinds of manuals The learners demonstrate The learners shall be able LO 1. Identify and access specification/ Accessing information and data of an understanding of to observe procedures and manuals concepts and underlying specifications, and 1.1 Identify and access appropriate manuals as per manuals principles in observing comprehend manuals of job requirements procedures, specifications, instruction 1.2 Check and identify version and date of manual and manuals of instruction to ensure the correct specification and procedures Sections, procedures, specifications and manuals of instructions LO 2. Interpret manuals 2.1 Locate relevant sections, chapters of specifications/ manuals in relation to the work at hand 2.2 Identify information and procedure in the manual in accordance with industry practices Manual/specification application LO 3. Apply information in manuals Manual data of the given task 3.1 Interpret manual according to job requirements 3.2 Identify work steps in accordance with Interpreting specifications manufacturer's specification 3.3 Apply manual data according to the given task 3.4 Interpret all correct sequencing and adjustments in accordance with information contained on the manual or specifications LO 4. Store manuals Proper storing of manuals in 4.1 Store manual or specification appropriately to accordance with shop rules prevent damage, ready access, and updating of information when required in accordance with company requirements LESSON 4: COMPLYING WITH OCCUPATIONAL HEALTH AND SAFETY(OHS) PRACTICES ANS 5S IN THE WORKPLACE General Occupational Health & Safety The learners demonstrate The learners shall be able LO 1. Follow safe workplace procedures for an understanding of to apply OHS practices and hazard identification and risk control (OHS) principles, responsibilities, legislation, and requirements underlying principles in 5S in the workplace 1.1 Recognize and report hazards in the work area Types of workplace hazards applying occupational to the designated personnel according to health and safety practices workplace procedures Workplace procedures First Aid/remedial procedures and 5S in the workplace 1.2 Follow workplace procedures and work instructions for controlling risks accurately Occupational Health and Safety (OHS) 1.3 Follow workplace procedures for dealing with procedures for controlling hazards and emergencies whenever necessary within the risk in the workplace Special Curricular Programs TIME SPTVE_FUR M8-PSMIIIa-7 SPTVE_FUR M8-PSMI-IIa-b-8 SPTVE_FUR M8-PSMI-IIb-d-9 SPTVE_FUR M8-PSMI-IId-10 SPTVE_FUR M8-OHSPIIe-h-11 Page 467 of 675 CONTENT Emergency protocol on workplace Personal Protective Equipment (PPE) 5‘S Hazard warning and safety signs General ergonomic principles Types and effects of hazards Safe handling of tools, equipment, and materials Workplace safety Potential hazards in the workplace Workplace accidents and emergency First Aid/remedial procedures Safety devices Accident records and reports Special Curricular Programs CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES scope of responsibilities and competencies 1.3.1 Follow consistently the Occupational Health and Safety (OHS) procedures for controlling hazards and risk in the workplace 1.3.2 Provide appropriate assistance in the event of workplace emergency in accordance with the established organization protocol 1.4 Know and keep clean all work areas, and clear all obstacles and emergency exits at all times 1.5 Use all equipment and safety devices according to company or manufacturer‘s procedures 1.5.1 Use correctly personal protective equipment (PPE) in accordance with organization OHS procedures and practices. 1.6 Apply OHS standards at all times in daily work routines LO 2. Employ safe working practices 2.1 Recognize hazard warnings and safety signs at all times 2.1.1 Effects of the hazards are determined 2.2 Conduct work within ergonomic guidelines 2.3 Handle all hazardous materials and equipment in accordance with manufacturer‘s guidelines and specify safe handling guidelines 2.4 Employ safe manual handling techniques and equipment operation techniques at all times 2.5 Immediately report potential hazardous situations, including faulty and dangerous equipment LO 3. Respond to accidents 3.1 Identify workplace accidents and emergency 3.2 Follow workplace procedures 3.2.1 *Follow the procedures for dealing with workplace accident, fires and emergencies in accordance with organization OHS policies LO 4. Maintain accident records and statistics TIME SPTVE_FUR M8-OHSPIIh-12 SPTVE_FUR M8-OHSPIIIa-13 SPTVE_FUR Page 468 of 675 CONTENT CONTENT STANDARD GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES TIME 4.1 Maintain record accident/incident in accordance with standard operating procedures 4.1.1 *Recognize and establish emergency M8-OHSPIIIa-b-14 measures during workplace accidents, fires and other emergencies in accordance with organizational procedures 4.1.2 *Complete and update OHS personal records in accordance with workplace requirements 4.2 Analyze/record trends or particular problem areas LESSON 5: MAINTAINING TOOLS AND EQUIPMENT Types and classification of materials, The learners demonstrate an understanding of the tools, and equipment Classification of nonfunctioning tools underlying principles in the maintenance of furnitureand equipment Uses of Personal protective Equipment making tools and equipment (PPE) Types and uses of lubricants Lubricating tools and equipment Procedure in lubricating tools and equipment Preventive maintenance techniques and procedures Occupational Health and Safety Administration (OSHA) workplace regulations Special Curricular Programs The learners shall be able to perform maintenance of furniture- making tools and equipment based on industry standards LO 1. Check condition of tools and equipment 1.1 Identify materials, tools, and equipment according to classification and job requirements 1.2 Segregate/label nonfunctioning tools and equipment according to classification 1.3 Observe safety of tools and equipment in accordance with manufacturer's instructions 1.4 Check condition of PPE in accordance with manufacturer's instructions LO 2. Perform basic preventive maintenance 2.1 Identify appropriate lubricants according to types of equipment 2.2 Lubricate tools and equipment according to preventive maintenance schedule or manufacturer's specifications 2.3 Check and calibrate measuring instruments in accordance with manufacturer‘s instructions 2.4 Clean and lubricate tools according to standard procedures 2.5 Inspect and replace defective instruments, equipment, and accessories according to manufacturer‘s specifications 2.6 Inspect, repair, and replace tools after use 2.7 Keep workplace clean and safe in line with OSHA regulations SPTVE_FUR M8-MTAEIIIb-c-15 SPTVE_FUR M8-IIIc-g16 Page 469 of 675 CONTENT CONTENT STANDARD Procedure in conducting inventory of tools and equipment Inventory form Tools and equipment safekeeping/storage LESSON 6: USING HAND TOOLS Sample task: - Squaring stock to dimension Types and uses of hand tools and equipment Safe and unsafe condition of tools Shop policies/ procedures Safety procedures in using hand tools and equipment - Common wood joints and splices - Reporting malfunctions or unusual events for tools and equipment Maintenance of tools Sharpening of edge-cutting and tooth cutting tools Storage of tools Special Curricular Programs The learners demonstrate an understanding of underlying principles in the use of furniture- making tools and equipment GRADE 8 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES TIME LO 3. Store tools and equipment 3.1 Conduct inventory of tools, instruments, and equipment as per company practices 3.2 Store tools and equipment safely in appropriate locations in accordance with manufacturer's specifications or company procedures SPTVE_FUR M8-III-h-17 The learners shall be able LO 1. Plan and prepare for tasks to be to use furniture-making undertaken tools and equipment based 1.1 Properly identify the tasks to be undertaken on industry standards 1.2 Identify and select appropriate hand tools according to the task requirements LO 2. Prepare hand tools 2.1 Check appropriate hand tools for proper operation and safety 2.2 Identify unsafe or faulty tools and mark for repair according to standard company procedure LO 3. Use appropriate hand tools and test equipment 3.1 Use tools according to tasks undertaken 3.2 Use appropriately the tools following all safety procedures with personal protective equipment at all time 3.3 Report malfunctions, unplanned, or unusual events to the supervisor LO 4. Maintain hand tools 4.1 Tools are not dropped to avoid damage 4.2 Routine maintenance of tools undertaken according to standard operational procedures, principles, and techniques 4.3 Store tools safely in appropriate locations in accordance with manufacturer‘s specifications or standard operating procedures SPTVE_FUR M8-UHATIva-18 SPTVE_FUR M8-UHATIV-a-c-19 SPTVE_FUR M8-UHATIVc-g-20 SPTVE_FUR M8-UHATIVg-h-21 Page 470 of 675 CONTENT CONTENT STANDARD FURNITURE AND CABINET MAKING LESSON 7: OPERATING WOODWORKING MACHINES Work instruction on standard The learners demonstrate understanding of operating procedure Construct and interpret project plan underlying principles in operating woodworking of: machine/s (Suggested projects) - Wall frame - Medicine cabinet - Center table - Dining chair - Others ● Parts of project plan I. Name of the Project II. Purpose of the Project III. Working Drawing a. Perspective drawing b. Isometric drawing with dimension c. Isometric drawing with complete details of parts and joints d. Orthographic drawing IV. Cutting List V. Bill of Materials VI. Tools and Equipment Needed VII. Procedure VIII. Evaluation Criteria for performance Criteria for output/project Career development opportunities *Company recognition and incentives *Information on relevant licenses and or certifications Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE STANDARD The learners shall be able to operate woodworking machine/s based on industry standards LEARNING COMPETENCIES LO 1. Determine job requirements 1.1 Secure work instruction following standard operating procedure 1.2 Determine work instruction on the basis of job requirements 1.3 Construct/interpret woodworking plans and drawings TIME SPTVE_FUR M9-OWWMIa-d-1 *LO 2. Maintain professional growth and development 2.1 Identify trainings and career opportunities and avail of based on job requirements 2.2 Sought/receive recognitions and demonstrate as proof of career advancement 2. 3 Obtain and renew licenses and/or certifications relevant to job and career Page 471 of 675 CONTENT Different types of woodworking machines - Cutting machines - Planing machines - Sanding machines - Boring machines Kinds of personal protective equipment in operating woodworking machine Working plan - Materials specifications - Cutting list Materials and tools use in machine operation Wood defects Report form for defective materials Machine parameters Cutting machines Planing machines Sanding machines Boring machines Memorandum Circulars Notices Job specifications Kinds/types of abnormalities in operating woodworking machine Machine-setting procedure Record for machine abnormalities CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES TIME LO 2. Prepare materials and tools 2.1 Identify/use woodworking machines based on job requirements 2.2 Use personal protective equipment per job requirements 2.3 Prepare materials and tools per job requirements 2.4 Report the defects on materials to the appropriate personnel following standard operating procedure SPTVE_FUR M9-OWWMId-2 LO 3. Set up machine 3.1 Identify machine parameters and set following standard operating procedure SPTVE_FUR M9-OWWMIe-h-IIa-h-3 3.1.1. *Use effective questioning, active listening and speaking skills to gather and convey information 3.1.2 *Use appropriate medium to transfer information and ideas 3.1.3 *Use appropriate non-verbal communication 3.1.4 *Conduct workplace interactions in courteous manner 3.1.5 *Personal interactions are carried-out clearly and concisely 3.2 Perform trial run machine operation based on job specification 3.3 Compare outputs of trial run operation against job specification 3.4 Readjust machine parameters based on findings and as per job requirements 3.5 Report machine abnormalities to appropriate personnel Special Curricular Programs Page 472 of 675 CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD Woodworking techniques and procedures Quantity and quality of materials Segregation process Perform woodworking operations Procedure in constructing the sample project/s Machine shutdown Shop management and practice Perform good housekeeping LESSON 8: APPLY QUALITY STANDARDS Work instruction with standard The learners demonstrate operating procedure an understanding of the underlying principles in Forms for checking the received materials and components applying quality standards of a furniture product/s Company standard operating procedures Protocol in reporting The learners shall be able to apply quality standards on raw or finished furniture products, components, and finishing materials based on job requirements LEARNING COMPETENCIES TIME LO 4. Perform woodworking machine operation 4.1 Perform woodworking machine according to job requirements 4.2 Check for quantity and quality of materials based on job requirements 4.3 Segregate defective cut materials and report these to appropriate personnel based on standard operating procedure 4.4 Transfer pieces of stock into high- quality products following standard operating procedure LO 5. Perform workplace organization 5.1 Shutdown machines following recommended procedures 5.2 Clean the machine and work area following standard operating procedure 5.3 Collect/store materials that can be reused as per company rules and regulations 5.4 Return/arrange tools in proper places based on company rules and regulations SPTVE_FUR M9-OWWMIIa-h-4 LO 1. Assess quality of received materials or components 1.1 Obtain work instruction and carry out work in accordance with standard operating procedures SPTVE_FUR M9-AQSFIIIa-c-6 SPTVE_FUR M9-OWWMIIa-h-5 1.1.1 * Identify individual role and responsibilities within the team environment 1.1.2 * Identify and recognize roles and responsibilities of other team members 1.1.3 * Observe protocols in reporting using standard operating procedures 1.2 Check received materials or component parts against workplace standards and specifications 1.3 Identify faulty material or components related to work 1.4 Record/report faults and any identified causes Special Curricular Programs Page 473 of 675 CONTENT Documentation relative to quality Check completed works Faulty pieces Indicator of production performance Document/record in case of deviations Process improvement procedure Ensure customer satisfaction CONTENT STANDARD LESSON 9: PREPARING SURFACE FOR FINAL COATING OSHS The learners demonstrate PPE appropriate for the task an understanding of the underlying principles in Surface preparation materials, tools, preparing surface for final and equipment types and uses Job specifications or work requirement coating Special Curricular Programs GRADE 9 (320 HOURS) PERFORMANCE STANDARD LEARNING COMPETENCIES to the supervisor concerned in accordance with workplace procedures 1.5 Replace faulty materials or components in accordance with workplace procedures LO 2. Assess own work 2.1 Use documentation relative to quality within the company 2.2 Check completed work against workplace standards relevant to the task undertaken 2.3 Identify faulty pieces 2.4 Record information on the quality and other indicators of production performance in accordance with workplace procedures 2.5 Document/record in cases of deviations from specified quality standards in accordance with workplace standard operating procedures LO 3. Engage in quality improvement 3.1 Participate in process improvement procedures in relation to workplace assignment 3.2 Carry out work in accordance with process improvement procedures 3.3 Monitor performance of operation or quality of product or service to ensure customer satisfaction The learners shall be able to prepare surface for final coating LO 1. Prepare materials, tools, and equipment 1.1 Comply with occupational safety and health requirements 1.2 Use PPE following occupational health and safety requirements 1.3 Secure work instruction from appropriate personnel following workplace rules and regulations 1.4 Prepare materials, tools, and equipment following job specifications and manufacturer‘s recommendations TIME SPTVE_FUR M9-AQSFIIIc-e-7 SPTVE_FUR M9-AQSFIIIf-h-8 SPTVE_FUR M9-PSFCIVa-h-9 Page 474 of 675 CONTENT Type of surface preparation procedures Procedure on surface preparation Process on stacking prepared items Put-away procedures Completion report Housekeeping procedures CONTENT CONTENT STANDARD GRADE 9 (320 HOURS) PERFORMANCE STANDARD GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD FURNITURE AND CABINET MAKING LESSON 10: APPLYING FINAL COATING USING SPRAY GUN SYSTEM Work instruction in applying surface The learners demonstrate The learners shall be able an understanding of the to apply final coating using coating Types of coating materials, tools, and underlying principles in spray gun system applying final coating using equipment and their uses spray gun system Interpret manufacturer‘s recommendations Coating defects Procedures and techniques in applying surface coating Transferring and safe handling procedure Special Curricular Programs LEARNING COMPETENCIES TIME LO 2. Prepare surface 2.1 Perform surface preparation procedure following job requirements 2.2 Stack prepared items following company standard operating procedure LO 3. Perform good housekeeping 3.1 Perform put-away procedure following company regulations 3.1 Prepared completion report and submit to appropriate personnel following company standard operating procedure 3.3. Clean work area following company standard operating procedure SPTVE_FUR M9-PSFCIVa-h-10 LEARNING COMPETENCIES TIME LO 1. Prepare materials, tools, and equipment 1.1 Comply with OSH requirements 1.2 Select personal protective equipment and use following occupational health and safety requirements 1.3 Secure work instruction from appropriate personnel following company rules and regulations 1.4 Prepare materials, tools, and equipment following job specifications and manufacturer‘s recommendations LO 2. Apply surface coating 2.1 Test tools and equipment to conform with job specifications 2.2 Spray gun system is activated according to manufacturer‘s recommendations SPTVE_FUR M10-AFCGIa-d-1 SPTVE_FUR M9-PSFCIVa-h-11 SPTVE_FUR M10-AFCGId-g-2 Page 475 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES TIME 2.3 Finished items are moved following safe handling procedure Put-away procedure Materials economy Preparing reports Housekeeping procedure work area and equipment LO 3. Perform good housekeeping 3.1 Perform put-away procedure following company regulations 3.2 Prepare completion report and submit to appropriate personnel following company standard operating procedure 3.3 Clean work areas following company standard operating procedure LESSON 11: PERFORM BASIC PREVENTIVE MAINTENANCE ON SPRAY EQUIPMENT AND BOOTH Coating equipment components The learners demonstrate The learners shall be able LO 1. Identify defects Minor and major defects on spray gun an understanding of the to perform basic preventive 1.1 Comply with OHS requirements parts and booth concepts and underlying maintenance on spray 1.2 Use PPE following OHS requirements principles in performing equipment and booth 1.3 Identify minor defects on spray gun equipment Types of coating tools, booth, and equipment defects basic preventive and booth following company standard maintenance on spray operating procedure equipment and booth 1.4 Report major defects on spray gun equipment and booth following standard operating procedure Basic coating tools and repair kit LO 2. Perform basic preventive maintenance servicing Basic preventive maintenance servicing procedure for minor defects 2.1 Prepare basic hand tools and repair kit - Spray booth according to job requirements 2.2 Perform basic preventive maintenance servicing - Air compressor - Spray gun for spray gun equipment and booth according to job requirements Start-up inspection, operation, and post-operation inspection of air compressor Handling spray gun Maintenance report LO 3. Prepare maintenance report 3.1 Accomplish maintenance report to appropriate personnel following company standard operating procedure 3.2 Submit maintenance report to appropriate personnel following company standard Special Curricular Programs SPTVE_FUR M10-AFCGIg-h-3 SPTVE_FUR M10-PMSEIh-4 SPTVE_FUR M10-PMSEIIa-d-5 SPTVE_FUR M10-PMSEIId-e-6 Page 476 of 675 CONTENT GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES TIME operating procedure LESSON 12: PERFORM SIMPLE WELDING OPERATIONS Welding machine operations The learners demonstrate Electrodes an understanding of the concepts and underlying Working drawing PPE principles in performing simple welding operation Safety practices The learners shall be able to perform simple welding operation LESSON 13: PERFORM DRILLING AND COUNTERSINKING OPERATIONS Drilling machine and drill tool kit The learners demonstrate The learners shall be able an understanding of the to perform drilling and Drilling and countersinking procedures/operations concepts and underlying countersinking operation principles in performing Safety practices drilling and countersinking operation LESSON 14: PERFORM DISC GRINDING OPERATIONS Grinding disc part and functions The learners demonstrate The learners shall be able an understanding of the to perform disc grinding Disc grinding procedures/operations Safety precautions concepts and underlying operations principles in performing disc grinding operation LESSON 15: ASSEMBLE WITH BOLTS AND NUTS AND OTHER METAL FASTENERS Common types of metal fasteners The learners demonstrate The learners shall be able to assemble with bolts and Procedure in assembling with bots and an understanding of the nuts and other metal fasteners concepts and underlying nuts and other metal principles in assembling fasteners with bolts and nuts and other metal fasteners LESSON 16: CONSTRUCTION OF FURNITURE PRODUCT USING WOOD Types of wood for furniture The learners demonstrate The learners shall be able Characteristic of wood for furniture an understanding of the to construct furniture concepts and underlying product using wood Working drawing principles in constructing furniture product using wood Special Curricular Programs LO 1. Perform simple welding operations 1.1 Prepare tools, materials and, equipment 1.2 Interpret plans or working drawings 1.3 Perform simple welding operation 1.4 Observe safety procedures in performing simple welding operation SPTVE_FUR M10-PSWOIIe-7 LO 1. Perform drilling and countersinking operation 1.1 Prepare tools, materials and, equipment 1.2 Perform drilling and countersinking operation 1.3 Observe safety practice in drilling and countersinking operation SPTVE_FUR M10-PDCOIIh-8 LO 1. Perform disc grinding operation 1.1 Prepare tools and materials 1.2 Perform disc grinding operation 1. 3 Observe safety precautions in disc grinding operation SPTVE_FUR M10-PDGOIIIa-9 LO 1. Perform assembling with bots and nuts and other metal fasteners 1.1 Prepare tools and materials 1.2 Perform assembling with bots and nuts and other metal fasteners SPTVE_FUR M10-ABNMIIIa-b-10 LO 1. Perform in the constructing furniture product using wood 1.1 Prepare tools and materials 1.2 Identify the types of furniture wood 1.3 Interpret working drawing/plan SPTVE_FUR M10-CFPWIIb-h-IVa-11 Page 477 of 675 GRADE 10 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD CONTENT LEARNING COMPETENCIES LESSON 17: CONSTRUCT FURNITURE PRODUCT USING DIFFERENT MATERIALS (e.g. METAL, BAMBOO, PLASTIC etc.) Commonly used metal for furniture The learners demonstrate The learners shall be able LO 1. Perform in the constructing furniture making an understanding of the to construct furniture product using wood Types of bamboo for furniture making concepts and underlying product using different 1.1 Prepare tools and materials principles in constructing materials e.g. metal, 1.2 Identify common metal used for furniture Other materials commonly used for furniture making furniture product using bamboo, plastic etc. 1.3 Identify common types of bamboo for furniture different materials e.g. 1.4 Interpret working drawing/plans Working drawing metal, bamboo, plastic etc. Construct furniture product that is made of other materials (e.g. metal bamboo, plastic) TIME SPTVE_FUR M10-CFPDIVa-h-12 GLOSSARY Competency Certification Element - Evidence guide - Philippine TVET qualification Framework Qualification - Range of variables Unit of competency - Special Curricular Programs - The application of knowledge, skills, and attitudes in the performance of work activities to the standard expected in the workplace The process of verifying and validating competencies of a person through assessment The building blocks of a unit of competency; it describes in outcome terms the functions that a person who works in a particular area of work is able to perform A guide for assessment that provides information on critical aspects of competency, underpinning knowledge, underpinning skills, resource implications, context of assessment, and assessment method A comprehensive, nationally consistent framework for qualifications in the TVET sector; it also provides the parameters for the integration of learning and assessment in middle-skills development The national certificate issued by the Technical Education and Skills Development Authority (TESDA) or its accredited industry organizations to recognize achievement of competencies relevant to a trade or industry Describes the circumstances or context in which the work is to be performed A discrete aspect of work, which would normally be performed by only one person Page 478 of 675 RESOURCES TOOLS Crosscut saw Claw hammers Chalk line Pencil Pull-push rule Bar clamp C-clamp Crow bar Framing square Try square Spirit level Automatic level Nail pouch Nail set Chisel Adjustable wrench Combination spanner Transparent hose Miter box Keyhole saw Screwdriver (Phillips or flat) Plane Staple gun Viscosity cup Special Curricular Programs Wet and/or dry thermometer Spray gun wrenches Cleaning brushes Pallet knife Sanding block Brushes EQUIPMENT Portable power tools & Drill press equipment Welding machine Portable electric drill Radial arm saw with bits Wood lathe Portable planer Air compressor Portable circular saw Router with bits Personal Protective Nail gun Equipment Jigsaw Hardhat Trolley Mask Racks Goggles Ladder Gloves Smooth sander Safety shoes Router Earmuff Palm trimmer Apron Nail gun Spray gun Learning Equipment Disc grinder Spray booth Cordless screw driver LCD Projector Computer unit Woodworking machine Television Circular saw Laptop Jointer planer Projector Band saw Thickness planer MATERIALS Materials Glaze Lumber Rags Plyboard/ Gypsum Steel wool Plywood/Hardiflex Grinding disc Laminated veneer Paint remover Wood molding/cornice Filler Formica Learning materials Wood filler Plan and working Tape Drawing Polyurethane/polyvinyl Bond paper Paints Pencil Thinner Ball pen Sealer Whiteboard marker CDs Varnish Coating board Drawing instruments Putty Calculator Nails Screws Bolts Adhesive Sandpaper Page 479 of 675 AUTOMOTIVE TECHNOLOGY (960 HOURS) Course Description: This Automotive Technology course covers twelve (12) common competencies namely 1) Applying appropriate sealant and adhesives, Moving and positioning vehicle, Performing measurement and calculation, Reading, interpreting and applying specifications and manuals, Using and applying lubricant/coolant, Performing shop maintenance, Preparing job estimate/costing, Interpreting / drawing technical drawing, Practicing health, safety, and environmental procedure, Inspecting technical quality of work, Maintaining quality system, Identifying and selecting original automotive parts, and thirty-five (35) core competencies that the students should possess namely Removing and replacing electrical/electronic units/assemblies, Removing and tagging engine system components, Removing and tagging steering, suspension, and brake system component, Removing and tagging transmission system and components, Servicing automotive battery, Servicing charging system, Servicing starting system, Testing and repairing wiring/lighting system, Testing and repairing electrical security system components, Servicing electronic body management system, Performing gas engine tune up, Servicing ignition system, Servicing mechanical system-gasoline fuel system, Servicing mechanical system-air induction system, Servicing electronic engine management system, Performing diesel engine tune up, Servicing mechanical system-diesel fuel injector, Servicing diesel fuel injection system components, Servicing diesel engine management system and components, Servicing mechanical system-cooling system, Servicing mechanical system-lubricating system, Servicing clutch system, Overhauling manual transmission, Servicing differential and front axle, Servicing steering system, Servicing electronically controlled steering system, Servicing manual brake system, Servicing ABS brake system, Overhauling brake system, Servicing suspension system, Servicing electronically controlled suspension system, Performing underchassis preventive maintenance, Obeying and observing traffic rules and regulations, Driving light vehicle and Implementing and coordinating accident emergency procedures. The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities. CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD COMMON COMPETENCIES LESSON 1: APPLYING APPROPRIATE SEALANT/ADHESIVE Use of sealant and adhesive The learners demonstrate Types and classification of sealant and an understanding of adhesives concepts and underlying principles in applying Procedure in checking sealant / adhesive appropriate sealant/adhesive Safety work procedures Types of surface material and appropriate sealant/adhesive to be used Techniques and procedures in preparing surfaces for sealant/adhesive Safety in preparing different surfaces Special Curricular Programs The learners independently apply appropriate sealant/ adhesive based on industry standards LEARNING COMPETENCIES CODE LO 1. Identify appropriate sealant/adhesive 1.1 Select sealant/adhesive in line with job requirements and manufacturer‘s specifications 1.2 Perform sealant/adhesive checking to ensure the product is fit for use SPTVE_AUT O8-AASAIa-1 LO 2. Prepare surface for sealant/ adhesive application 2.1 Identify the types of sealant and adhesives according to surface 2.2 Clean surface free of moisture, dust, and other foreign matters to ensure maximum adhesion or seal SPTVE_AUT O8-AASAIa-2 Page 480 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Applying sealant/adhesive in line with manufacturer‘s specifications Removing excess sealant/adhesive by sanding or scraping Techniques in applying sealant/adhesive Safety requirements in applying sealant/adhesive Hazards and risk associated with the use of sealant/adhesive Sealant/adhesive storing procedures Waste disposal standard procedures Hazards associated with environment due to improper waste disposal LESSON 2: MOVING AND POSITIONING VEHICLE Checkup procedures The learners demonstrate - Oil level an understanding of concepts and underlying - Brake fluid - Clutch fluid principles in moving and - Coolant level positioning vehicle - Battery (electrolyte) - Tire pressure - Position of driving gear - Lighting and warning devices Types of vehicles Driving procedures and technique - manual transmission - automatic transmission Safety signs and symbols in driving Drivers code and conduct Driving skills - Starting an engine - Shifting gears - Steering vehicle - Brake application Special Curricular Programs The learners independently move and position vehicle based on industry standards LEARNING COMPETENCIES CODE LO 3. Apply sealant/adhesive evenly 3.1 Apply sealant/adhesive evenly on the surface in line with manufacturer‘s specifications 3.2 Removed excess sealant/adhesive by sanding or scrapping 3.3 Apply sealant/adhesive using tools and equipment appropriate to job requirements 3.4 Observe safety and wear Personal Protective Equipment (PPE) in accordance with industry standard operating procedure (SOP). 3.5 Identify hazards associated with the use of sealant and adhesives. LO 4. Store/dispose sealant 4.1 Store sealant/adhesive as per prescribed procedure 4.2 Dispose of waste as per workshop SOP SPTVE_AUT O8-AASAIa-3 LO 1. Prepare the vehicle for driving 1.1 Perform correct checkup procedures of engine system SPTVE_AUT O8-MPVEIb-5 LO 2. Move and position vehicle 2.1 Identify or select vehicle to be moved or repositioned as per job requirement 2.2 Drive vehicle safely to the designated location according to job specification 2.3 Park vehicle properly following safety procedures and techniques SPTVE_AUT O8-MPVEIb-6 SPTVE_AUT O8-AASAIa-b-4 Page 481 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD - Parking safety and technique - engaging of park brake - vehicle parking position - front wheel position Checking procedure of vehicle safe position Checkup procedures upon parking - BLOWBAG Types of vehicle external damages LESSON 3: PERFORMING MEASUREMENT AND CALCULATION Types of measuring instruments and The learners demonstrate applications an understanding of Reading scales of measuring concepts and underlying theories and principles in instruments Techniques in measuring performing measurements and calculations parts/components. Conversion of units of measurement from English metric system and vice versa Techniques in determining tolerance/allowance of parts/components Calibration and using testing instruments Solving problems using formulas Finding areas of different geometrical figure Cleaning of measuring instrument Storing of measuring instruments Techniques in using precise instrument Safe handling of and caring for Special Curricular Programs The learners perform mensuration and calculation with accuracy based on job requirements LEARNING COMPETENCIES CODE LO 3. Check the vehicle 3.1 Check vehicle position as per requirement 3.2 Perform checkup procedures upon parking 3.3 Check vehicle for external damage SPTVE_AUT O8-MPVEIc-7 LO 1. Select Measuring Instrument 1.1 Identify object or component to be measured 1.2 Obtain correct specifications from relevant source 1.3 Select appropriate measuring instrument as per job requirement LO 2. Carry out measurement and calculation 21. Select measuring tools in line with job requirements 2.2 Obtain accurate measurements with job requirements 2.3 Perform calculations needed to complete work/task using fundamental operation of mathematics 2.4 Use calculations involving fractions, percentage, and mixed numbers to complete workplace tasks 2.5 Check correct and accurate numerical computation 2.6 Read instruments to the limit of accuracy of the tool SPTVE_AUT O8-PMCAIc-8 LO 3. Maintain measuring instrument 3.1 Keep measuring instruments free from corrosion 3.2. Do not drop measuring instrument to avoid damage SPTVE_AUT O8-PMCAId-10 SPTVE_AUT O8-PMCAIc-d-9 Page 482 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD measuring instruments LESSON 4: READING, INTERPRETING, Types of manuals used in automotive industry Identifying appropriate manuals Knowledge and techniques in accessing data and specification as per job requirement AND APPLYING SPECIFICATION AND MANUAL The learners demonstrate The learners independently an understanding of read and interpret concepts and underlying specification and manual theories and principles in with interpreting manuals of specifications in automotive servicing Techniques in storing manuals Procedures in maintaining manuals LESSON 5: USING AND APPLYING LUBRICANT/COOLANT Lubrication schedules The learners demonstrate Uses of coolants an understanding of using and applying Properties of lubricant and coolant lubricant/coolant Types of lubricant and application Special Curricular Programs CODE 3.3 Clean measuring instrument before and after using Procedure / techniques in interpreting data and specifications Identification of symbols used in the manuals Identification of units of measurements Interpreting appropriate data and specifications Applying data and specification accessed from the manuals as required in the given task LEARNING COMPETENCIES The learners independently apply lubricant/coolant based on service manuals LO 1. Identify and access manual/ specifications 1.1 Identify and access appropriate manuals as per job requirement 1.2 Check version and date of manual to ensure correct specification and identify procedures SPTVE_AUT O8-RISMIe-11 LO 2. Interpret manuals 2.1 Locate relevant sections, chapters of manuals/ specifications in relations to the work to be conducted 2.2 Interpret information and procedure in the manual in accordance to industry practices LO 3. Apply information accessed in the manual 3.1 Interpret data and specification according to job requirement 3.2 Identify work steps correctly in accordance with manufacturer‘s specification 3.3 Apply manual data according to the given task 3.4 Interpret all correct sequence and adjustment in accordance with information contained on the manual or specification LO 4. Store manual 4.1 Store manuals or specification appropriately to prevent damage 4.2 Store manuals properly for easy access especially when updating information required in the given task SPTVE_AUT O8-RISMIe-12 LO 1. Identify types of lubricants/coolant 1.1 Access and interpret correct information on lubrication schedule from appropriate manufacturer‘s specifications manual SPTVE_AUT O8-ALSMIf-15 SPTVE_AUT O8-RISMIe-13 SPTVE_AUT O8-RISMIe-14 Page 483 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Hazards associated with lubricants Techniques in applying coolant and lubricant Changing procedure of changing lubricant - Hazards associated with lubricant Use and care of tools and equipment Tools of coolant and lubricant application Lubrication procedure Hazards of coolant and lubricant in the environment Proper disposal of coolant and lubricant Techniques in handling lubricants Personal safety procedures Safe storage of tools and equipment Storage and disposal of hazardous/flammable tools/materials Special Curricular Programs CODE 1.2 Identify type and quantity of lubricants/coolant as per job requirements Workshop policy and procedure Maintenance and storage of shop cleaning equipment Use and storage of cleaning chemicals Shop safety practices Housekeeping practices 5S LESSON 6: PERFORMING SHOP MAINTENANCE Types and usage of cleaning The learners demonstrate chemicals/agents an understanding of Safe handling of equipment and tools concepts and underlying principles in performing Service procedures Equipment maintenance standards shop maintenance Procedures and techniques in cleaning work area LEARNING COMPETENCIES The learners independently perform shop maintenance in accordance with OHS (occupational health and safety) procedures LO 2. Use and apply lubricants/coolant 2.1 Identify correct procedure for change of lubricant following manufacturer‘s specification or manual 2.2 Select and use correct tools and equipment in line with job requirements 2.3 Remove and replaced existing lubricants with specified types and quantity of new materials in line with manufacturer‘s specification 2.4 Observe safe procedure and use of PPE when removing or replacing lubricant 2.5 Dispose of used lubricants in accordance with environmental guidelines 2. 6Check work in line with company SOP LO 3. Perform housekeeping activities 3.1 Store tools, equipment, and materials properly as per company SOP 3.2 Free workplace from waste materials SPTVE_AUT O8-ALSMIf-16 LO 1. Inspect and clean tools, equipment and work area 1.1 Inspect and clean tools, equipment, and work to ensure that they are free from dust, grease, and other substances 1.2 Observe cleaning solvent used as per workshop cleaning requirements 1. 3Check and clean work area 1.4 Keep dry wet surface or spot in the work area LO 2. Store/arrange tools and shop equipment. 2.1 Arrange and store tools and equipment in their SPTVE_AUT O8-PSMOIg-18 SPTVE_AUT O8-ALSMIf-17 SPTVE_AUT O8-PSMOIg-19 Page 484 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Personal safety procedures Relevant technical information for tools and equipment Labeling procedures Principles of total quality management (TQM) and 5S Effects of automotive waste on people men and the environment Waste management and disposal Cleaning chemicals for grease and lubricants Labeling procedures and techniques Special Curricular Programs CODE respective shelves/location 2.2 Post visible corresponding labels 2.3 Secure and log tools in the record book Conducting inventory and preparing records Maintenance and safe handling of tools and equipment Maintenance and updating of records and reports LESSON 7: PREPARING JOB ESTIMATE/COSTING Types of jobs procedures in preparing The learners demonstrate job estimates an understanding of concepts and underlying Automotive repair procedures and techniques principles of preparing job estimate/costing Honesty, perseverance, patience, and attention to detail Effective communication Replaceable and fabricated materials or spare parts in a vehicle Procedures and techniques in estimating repair works and activities Consumer mathematics Computing using the four fundamental operations Techniques in presenting estimates to the customer LEARNING COMPETENCIES The learners independently perform job estimating/costing LO 3. Dispose of waste and used lubricants 3.1 Dispose of waste and used lubricants in accordance with SOP and environmental regulations 3.2 Label containers for waste and used lubricants properly 3.3 Observe personal safety in disposal of waste and used lubricants LO 4. Report damaged tools/equipment 4.1 Maintain complete inventory of tools and equipment 4.2 Identify damaged tools/equipment with repair recommendation 4.3 Prepare reports on damaged tools/equipment SPTVE_AUT O8-PSMOIg-20 LO 1. Identify the nature and scope of work 1.1 Determine the nature and scope of work to be undertaken 1.2 Determine the extent of service to be undertaken in line with SOP SPTVE_AUT O8-PJECIh-22 LO 2. Prepare and present estimate/costing 2.1 Identify the types and quantity of supplies, materials, and labor required to perform work in line with job requirements 2.2 Obtain cost of supplies and materials from the suppliers 2.3 Calculate total cost of required services in line with standard operating procedures 2.4 Present estimate to customer in line with SOP SPTVE_AUT O8-PJECIh-23 SPTVE_AUT O8-PSMOIh-21 Page 485 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 8: INTERPRETING/DRAWING TECHNICAL DRAWING Safe handling of tools and The learners demonstrate The learners independently consumables an understanding of interpret/execute technical Technical drawing details concepts and underlying drawing principles of Drawing symbols interpreting/drawing technical drawings Manufacturer‘s schematic diagram Technical drawing manual Freehand sketching techniques Draw and interpret orthographic drawing Draw and interpret pictorial drawing LESSON 9: PRACTICING HEALTH, SAFETY, AND ENVIRONMENT PROCEDURES Implications of Occupational Health The learners demonstrate The learner independently and Safety (OHS) on efficiency, an understanding of perform job in practicing morale, and customer relations concepts and underlying health, safety, and OHS regulations /requirements, principles of practicing environment procedures equipment, materials, and personal health, safety, and environment procedures safety requirements Worksite policy Breakdown report Fire and safety hazards and precautions Selection and application of firefighting equipment Dangerous goods and hazardous chemicals handling process Proper handling of hazardous substances Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Interpret technical drawing 1.1 Recognize components and assemblies of objects 1.2 Recognize and interpret symbols 1.3 Identify appropriate dimensions 1.4 Follow instructions 1.5 Identify required materials and other consumables LO 2. Select correct technical drawing 2.1 Validate drawings against job requirements and manuals 2.2 Check and validate drawing version according to manual LO 3. Apply freehand sketching 3.1 Produce correct freehand sketches using the necessary tools and materials SPTVE_AUT O8-IETDIIa-24 LO 1. Apply basic safety procedures 1.1 Maintain policies and procedures to achieve a safe working environment in line with OHS 1.2 Report all unsafe situations according to worksite policy 1.3 Report all machinery and equipment breakdown to supervisor and/or to person in charge 1.4 Identify fire and safety hazards and precautions 1.5 Identify dangerous goods and substances 1.6 Follow worksite policy regarding manual handling of hazardous substances 1.7 Participate in consultative arrangements established by company SPTVE_AUT O8-PJPHIIc-27 SPTVE_AUT O8-IETDIIa-b-25 SPTVE_AUT O8-IETDIIb-26 Page 486 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Emergency procedures in case of: - Fire - Flood - Earthquake - Typhoon - Tsunami - Accidents - Sickness Communicate ideas and information to reporting procedures Techniques to document and report numbers for emergency procedures Accident details documentations Evacuation plan Worksite evacuation procedures Qualified person to be contacted in case of accident or sickness LESSON 10: INSPECTING TECHNICAL QUALITY OF WORK OH&S regulations/ requirements, The learners demonstrate equipment, material and personal an understanding of concepts and underlying safety requirements Quality systems in a workplace principles of inspecting Common automotive inspection technical quality of work method Vehicle manual of specifications Technical data calibration requirement for automotive Work planning process Company quality systems and procedures Worksite environmental control measures Vehicle safety requirements Quality inspection procedure Quality standards Coordinating work activity Work quality documentation Special Curricular Programs The learners competently inspect technical quality of work LEARNING COMPETENCIES CODE LO 2. Apply emergency procedures 2.1 Identify worksite policies and emergency procedures regarding illness or accidents 2.2 Identify safety alarm 2.3 Contact qualified persons in the event of accident or sickness of customers or staff, and document accident details according to worksite procedures 2.4 Identify worksite evacuation procedures SPTVE_AUT O8-PJPHIIc-28 LO 1. Gather information to carry out inspection 1.1 Observe OHS requirements, including company regulatory requirements and personal protection needs, throughout the work 1.2 Source pertinent information 1.3 Analyze different methods appropriate to the circumstances 1.4 Identify technical and/or calibration requirements for inspection LO 2. Inspect and apply quality standards to work 2.1 Identify work for inspection in accordance with company quality procedures 2.2 Conduct quality inspections throughout the course of the work to ensure that quality standards are maintained 2.3 Apply quality standards during work completion to ensure customer‘s satisfaction based on industry and / or company policies and SPTVE_AUT O8-ETQWIId-29 SPTVE_AUT O8-ETQWIId-30 Page 487 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD guidelines 2.4 Coordinate activities throughout the workplace in accordance with company procedures 2.5 Maintain documents of work quality according to company requirements LO 3. Achieve quality work outcomes. 3.1 Avoid damage to customer property by ensuring staff adherence to quality procedures and use of protective materials at all stages of repair or service 3.2 Create excellent communication procedures pertaining to quality improvements and recommendations in accordance with company requirements Quality system in the workplace Communication skills LESSON 11: MAINTAINING QUALITY SYSTEM Quality system procedures and needs The learners demonstrate Shop performance indicators an understanding of Quality systems application techniques concepts and underlying principles of maintaining in work environment Workshop documentation on process quality system and work outcomes Employee performance feedback system Worksite information management system Enterprise quality system and procedures Workers performance indicators Special Curricular Programs LEARNING COMPETENCIES The learners efficiently maintain quality system LO 1. Conduct final quality checks on completed work/order 1.1 Check completed work / orders for compliance with supplier, company, or customer specifications 1.2 Conduct level of inspection appropriate to the size and importance of the job 1.3 Authorize documentation in accordance with company requirements 1.4 Provide feedback to staff on the quality of their work, with equal emphasis on strengths and weaknesses and opportunities for development LO 2. Report on the quality of processes and work outcome 2.1 Keep documents according to company quality procedures on outcomes of quality checks 2.2 Identify quality problems that are in accordance to company performance indicators 2.3 Provide information relating to the quality of processes and work outcomes appropriate to persons on a regular basis CODE SPTVE_AUT O8-ETQWIId-31 SPTVE_AUT O8-EMQSIIe-32 SPTVE_AUT O8-EMQSIIe-33 Page 488 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES Methods of generating inputs relevant LO 3. Implement improvement to work to solving problem processes. 3.1 Encourage staff input to generate possible OHS requirement, equipment, material, and personal safety solutions to quality problems requirements 3.2 Generate options for solving quality problems and evaluate costs and benefits of each option Research and interpretive skills to locate, interpret, and apply quality 3.3 Discuss recommended solutions to quality problems with management audit policies and procedures 3.4 Implement improvements to work processes Effective shop communication skills according to company policies and procedures Leadership skills in organizing, implementing, and promoting worksite quality systems and measures Quality procedure LESSON 12: IDENTIFYING AND SELECTING ORIGINAL AUTOMOTIVE PARTS AND PRODUCTS Manufacturer/component supplier The learners demonstrate The learners independently LO 1. Identify the part/product and its end an understanding of select automotive parts use specifications and technical documentation concepts and underlying and products 1.1 Gather available part/product information and Company procedures and principles of identifying and confirm with customer all available selecting original parts/product documentation Company or industry specifications, automotive parts and 1.2 Establish information gathering techniques for products proper identification of part/product diagrams, sketches 1.3 Establish end-user or host for the part/product, Product information gathering method i.e., vehicle/unit assembly or vehicle/unit Verbal descriptions and physical and assembly options from an analysis of available visual evidence information Brochures and catalogues presentations Parts/Product catalogue system, both LO 2. Identify details of the part/product 2.1 Access parts/product cataloguing system brand-specific and general options Company quality system 2.2 Match accurately part/product with cataloguing information by accessing and using the Legal issues associated with the supply and use of nonconforming catalogue system 2.3 Document details of identity of the part/product parts, components, and accessories Interpreting parts book Communication skills in dealing with LO 3. Part/product is supplied or ordered for customers customers Identifying equipment and selecting 3.1 Customer accepts process used 3.2 Order part/product for customers automotive parts and products Special Curricular Programs CODE SPTVE_AUT O8-EMQSIIe-34 SPTVE_AUT O8-SAPPIIe-f-35 SPTVE_AUT O8-SAPPIIf-36 SPTVE_AUT O8-SAPPIIf-37 Page 489 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD Workplace technology related to customer services Effective feedback system Records management system AUTOMOTIVE SERVICING I LESSON 13: REMOVING AND REPLACING ELECTRICAL/ELECTRONICS UNITS/ASSEMBLIES OHS –interpreting work instruction The learners demonstrate The learners independently regulations/requirements, equipment, an understanding of remove and replace concepts and underlying electrical/ electronic material, and personal safety requirements principles of removing and units/assemblies Types, applications and external replacing electrical/electronic specifications of electrical/electronic units/assemblies units/assemblies Use of tooling and equipment Type of materials tools and equipment Materials economy Electrical / electronic units / assemblies Removal procedures for electrical /electronic units/ assemblies Material relevant to removal and of electrical and electronic units/assemblies Specifications and work instructions Equipment, hand, and power tooling appropriate to removal of electrical / electronic units / assemblies Special Curricular Programs LEARNING COMPETENCIES CODE 3.3 Update customer records LO 4. Review personal training performance and finalize documentation 4.1 Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement 4.2 Store learner records according to organizational and legal requirements SPTVE_AUT O8-SAPPIIf-h-38 LO 1. Prepare for work 1.1 Use work instruction to determine job requirements, including method, material, and equipment 1.2 Read and interpret job specifications 1.3 Observe OHS requirements throughout the work 1.4 Select material for work appropriate to application 1.5 Identify equipment and tooling for safe and effective operation 1.6 Check equipment and tooling for safe and effective operation 1.7 Determine procedures to minimize waste material and to maximize energy efficiency LO 2. Remove electrical /electronic units assemblies 2.1 Access correct information from manufacturer/component supplier specifications 2.2 Interpret correct information from manufacturer/component supplier specifications 2.3 Remove electrical / electronic units / assemblies using approved methods, tooling, and equipment 2.4 Seek assistance from a licensed person in relation to air conditioning and LPG/NGV SPTVE_AUT O8-RREEIIIa-39 SPTVE_AUT O8-RREEIIIa-40 Page 490 of 675 CONTENT Procedures in removing electrical and electronic units and assemblies Safe handling of electrical/ electronic units/assemblies Procedures in working with airconditioning units, liquefied petroleum gas, compressed natural gas, and similar technologies Replacement procedures for electrical/electronic units/assemblies Material relevant to replacement of electrical and electronic units/assemblies Equipment, hand, and power tooling appropriate to replacement of electrical / electronic units / assemblies Procedures in working with airconditioning units, liquefied petroleum gas, and compressed natural gas components Environmental-conservation procedures, e.g., 3R (reduce, reuse, recycle) Company quality processes Quality procedures, e.g., 5S Safe handling of tools and consumables Maintaining safe working area Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES system/ components removal 2.5 Complete the removal without causing damage to component or system 2.6 Carry out removal activities according to company procedures/policies 2.7 Handled units/assemblies in accordance with manufacturer/component supplier requirements 2. 8Store units/assemblies in accordance with manufacturer/component supplier requirements LO 3. Replace electrical/electronic units/assemblies 3.1 Replace electrical units/assemblies using approved methods, tooling and equipment 3.2 Seek assistance from a licensed person in relation to air conditioning and LPG/NGV system/ components removal 3.3 Complete the replacement without causing damage to component or system 3.4 Carry out replacement activities in accordance with company procedures/policies LO 4. Clean up work area and maintain equipment 4.1 Collect and store materials that can be reused 4.2 Removed waste and scrap following workplace and environmental procedures 4.3 Clean equipment and work area for serviceable condition in accordance with workplace procedures 4.4 Clean and inspect equipment and work area for serviceable condition in accordance with workplace procedures 4.5 Complete operator maintenance in accordance with manufacturer/component supplier specifications and site procedures 4.6 Maintain tooling in accordance with workplace procedures CODE SPTVE_AUT O8-RREEIIIa-b-41 SPTVE_AUT O8-RREEIIIb-42 Page 491 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD STANDARD LESSON 14: REMOVING AND TAGGING ENGINE SYSTEM COMPONENTS Engine system terminology and The learners demonstrate The independently remove function of each component an understanding of and tag engine system Plan work activities concepts and underlying components principles of removing and Removal procedures tagging engine system OHS regulations/requirements, components equipment, material, and personal safety requirements Work procedures and specifications Methods and options available in performing the job/work Safety practices Engine system components Methods for the removal and tagging Inspection of components Relationship of components to each other Documenting work activities Tagging procedures Tagging materials Quality procedures, e.g., 5S Support equipment for tagging Safety procedures Special Curricular Programs LEARNING COMPETENCIES CODE LO 1. Prepare to remove and tag engine system components 1.1 Identify and confirm the nature and scope of work requirements 1.2 Observe OHS requirements, including individual national / local / territorial regulatory requirements and personal protection needs throughout the work 1.3 Source out procedures and information such as workshop manuals and specifications, and required tools and equipment 1.4 Analyze method options and ensure that those most appropriate to the circumstances are selected and prepared 1.5 Observe dangers associated with working on the removal and tagging of engine components LO 2. Remove engine system components 2.1 Identify engine system components 2.2 Implement methods for the removal and tagging in accordance with manufacturer / component supplier specifications 2.3 Remove components without damage 2.4 Carry out inspection of components 2.5 Process report in accordance with workplace procedures on communication LO 3. Tag engine system components 3.1 Identify tagging procedures 3.2 Identify material requirements for tagging and prepare support equipment 3.3 Tag components without damage SPTVE_AUT O8-RETSIIIb-43 SPTVE_AUT O8-RETSIIIc-44 SPTVE_AUT O8-RETSIIIc-45 Page 492 of 675 GRADE 8 (320 HOURS) PERFORMANCE CONTENT CONTENT STANDARD LEARNING COMPETENCIES STANDARD LESSON 15: REMOVING AND TAGGING STEERING, SUSPENSION AND BRAKE SYSTEM COMPONENTS OHS requirements The learners demonstrate The learner independently LO 1. Prepare to remove and tag steering, PPE an understanding of remove and tag steering, suspension, and brake system components concepts and underlying suspension, and brake 1.1 Identify and confirm the nature and scope of Workshop manuals principles of removing and system work requirements Parts catalogue tagging steering, 1.2 Observe OHS requirements, including individual Customer orders and suspension, and brake national / local / territorial regulatory industry/workplace codes of practice system requirements and personal protection needs Company operating procedures 1.3 Sources of procedures and information such as Tagging procedures workshop manuals and specifications, and Methods in removing tag required tools and equipment - steering system 1.4 Selects methods and techniques most - suspension system appropriate to the circumstances - brake system 1.5 Observe dangers associated working with the Safe work practices removal and tagging of steering, suspension, and brake system components Steering system LO 2. Remove steering, suspension and brake - Types system components. - Parts 2.1 Identify steering, suspension, and brake system - Power steering components for removal Brake system 2.2 Implement methods for the removal and - Types tagging in accordance with manufacturer / component supplier specifications - Parts Suspension system 2.3 Remove components without damage 2.4 Carry out inspection of components I Types Parts 2. 5Process report in accordance with workplace Macpherson procedures on communication Double wishbone Material safety data sheets Safe work procedures related to removing and tagging engine system components Parts catalogues Materials safely data sheets 5S LO 3. Tag steering, suspension, and brake system components Company operating procedures for tagging components 3.1 Identify tagging procedures 3.2 Identify material requirements for tagging and Methods for tagging steering, suspension, and brake system prepare support equipment Special Curricular Programs CODE SPTVE_AUT O8-RTSBIIIc-d-46 SPTVE_AUT O8-RTSBIIId-47 SPTVE_AUT O8-RTSBIIId-48 Page 493 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD LEARNING COMPETENCIES CODE 3.3 Tag components without damage LESSON 16: REMOVING AND TAGGING TRANSMISSION SYSTEM COMPONENTS Types of transmission The learners demonstrate The learners independently OHS requirements an understanding of remove and tag PPE concepts and underlying transmission system principles of removing and components Workshop manuals tagging transmission Parts catalogue system components Customer orders and industry/workplace codes of practice Company operating procedures Tagging procedures Methods of removing transmission Manual transmission system types, parts Automatic transmission types and parts Drivelines components Rear axle/final drive Material safety data sheets Safe work procedures related to removing and tagging engine system components Parts catalogues Inspecting transmission components Procedures in removing transmission 5S Company operating procedures for tagging components Safe working practices Special Curricular Programs LO 1. Prepare to remove and tag transmission components 1.1 Identify and confirm nature and scope of work requirements 1.2 Observe OHS requirements, including individual national / local / territorial regulatory requirements and personal protection needs 1.3 Sources of procedures and information such as workshop manuals and specifications, and required tools and equipment 1.4 Select method and techniques most appropriate to the circumstances 1.5 Be aware of dangers associated working with the removal and tagging of transmission components LO 2. Remove transmission system components 2.1 Identify transmission components for removal 2.2 Implement methods for the removal and tagging in accordance with manufacturer / component supplier specifications 2.3 Remove components without damage 2.4 Carry out inspection of components 2.5 Process report in accordance with workplace procedures on communication SPTVE_AUT O8-RTTSIIIe-49 LO 3. Tag transmission components 3.1 Identify tagging procedures 3.2 Identify material requirements for tagging and prepare support equipment 3.3 Tag components without damage SPTVE_AUT O8-RTTSIIIe-f-51 SPTVE_AUT O8-RTTSIIIe-50 Page 494 of 675 CONTENT LESSON 17: SERVICING AUTOMOTIVE Components of batteries Types of batteries Classification of batteries Charging and discharging processes Hazards associated with use of batteries Safe handling of batteries Different types of battery testing - Procedures in testing - Hydrometer - Cell tester Load tester/multi-tester Testing tools and equipment Personal safety in testing battery Oral and written communication Science and math: solution, electrolyte, ratio and proportion, temperature Safety procedures in removing/replacing battery Correct tools and equipment in removing/replacing battery Hazards in removing/replacing battery Procedure in removing/replacing battery - Conventional - Electronic control Parts and functions of battery charger Repairing/cleaning and replacing Special Curricular Programs GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD BATTERY The learner demonstrates an understanding of the principles in servicing the automotive battery. The learner independently performs servicing an automotive battery. LEARNING COMPETENCIES CODE LO 1. Explain the operation and safe handling of different types of batteries. 1.1 Identify main components of batteries. 1.2 Classify types of batteries. 1.3 Observe proper safe handling of batteries. 1.4 Identify hazards associated with batteries. 1.5 Identify proper and safe disposal of discarded battery materials like solutions and components. LO 2. Demonstrate the testing of an automotive battery. 2.1 Select appropriate test equipment. 2.2 Test different types of batteries. 2.3 Analyze test results. 2.4 Compare battery test result based manufacturer‘s specification. 2.5 Observe safety at all times while doing battery test. 2.6 Report findings of test results. SPTVE_AUT O8-PSABIIIf-52 LO 3. Demonstrate the procedure in removing and replacing batteries. 3.1 Remove battery without causing damage to workplace, property or vehicle. 3.2 Follow the proper procedure in replacing battery. 3.3 Follow the proper procedure to prevent loss of vehicle‘s electronic memory as per manufacturer‘s standard. 3.4 Select appropriate tools and equipment. 3.5 Observe personal safety in removing and replacing batteries. 3.6 Use appropriate PPE. LO 4. Demonstrate the procedures in servicing the battery. SPTVE_AUT O8-PSABIIIg-54 SPTVE_AUT O8-PSABIIIf-53 SPTVE_AUT O8-PSABPage 495 of 675 CONTENT GRADE 8 (320 HOURS) PERFORMANCE CONTENT STANDARD STANDARD connectors Topping, filling electrolyte/distilled water Procedures in battery charging - Fast - Slow Manual/automatic battery cleaning Proper connection of battery terminals PPE/safety practices Jump starting procedures PPE/safety precautions Polarity connection Jump starting Connection LESSON 18: SERVICING CHARGING SYSTEM Charging system purpose and principle The learner demonstrates operation an understanding of concepts and underlying Parts and functions of alternator Types of alternator principles in servicing the charging system. Procedure in disconnecting different wire terminals Observing safety measures Testing charging system component parts Identifying faults and faulty parts Voltage regulator purpose and operation Types of voltage regulator Safety precautions on charging system servicing Procedures in disassembling alternator Observing safety measures Identifying defective alternator parts Special Curricular Programs The learners independently perform servicing the charging system based on industry standard. LEARNING COMPETENCIES CODE 4. 1Charge the battery using the appropriate battery charger. 4.2 Check electrolyte levels and fill up if necessary. 4.3 Clean battery terminals and its connectors. 4.4 Connect and disconnect battery clamps in sequence as indicated in the manual. 4.5 Observe personal safety in servicing the battery. IIIg-55 LO 5. Demonstrate the procedures in jump starting. 5.1 Jump starts the battery without causing damage to workplace and property. 5.2 Select appropriate jumper leads. 5.3 Connect and disconnect battery clamps in sequence as indicated in the manual. 5.4 Observe personal safety in jump starting. SPTVE_AUT O8-PSABIIIh-56 LO 1. Test charging system component and identify faults. 1.1 Identify charging system components. 1.2 Identify charging system faults. 1.3 Determine possi
