toaz.info-curriculum-map-tle-pr_c81cdc837c59102f190515b5df89ce57.pdf

CG

1. CURRICULUM MAP

SUBJECT: TECHNOLOGY INLIVELIHOOD EDUCATION
GRADE LEVEL: 7
TEACHER(S): CINDERELA G. ROSALES
STRAND(S):

TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES

Quarter 3


Mechanical
Drafting

The learner
demonstrates an
understanding of the
basic concepts and
underlying theories in
Mechanical Drafting


The learner Independently
demonstrate common
competencies:
1. In Mechanical Drafting as
prescribes by TESDA Training
Regulations.
2.In Materials and tools in
drafting , Drawing instruments,
Measuring instruments,
Orthographic and pictorial
drawings and Proper wearing of
PPE.
A.1 Identify materials and
tools/drawing instruments
applicable to specific job.
A.1 -Performance
test
-Written Test

A.1 -Demonstrating the proper
manipulation of drawing
instruments
-Compiling sample picture of the
different sample tools and
drawing materials and classify
them.
A.1
-Pictures
-Textbook

A.2 Request, receive, inspect
and store drafting materials
and tools.
A.2 -Performance
test
Written Test

A.2 -Preparing list of drafting
materials and tools per job
requirement

-Filling up different forms such as
requisition slip, etc.
-Labeling tools and keeping them
properly.
A.2
-Pictures
-Textbook

A.3 Select and use measuring
instruments.
A.3 Self –paced
learning activities
A.3 Identifying the different
measuring instruments
-Observing proper use of
measuring instruments
A.3
-Pictures
-Textbook

A.4 Clean and store measuring
instruments
A.4 Performance Test A.4 Storing, safe keeping
measuring tools properly
A.4
-Pictures
-Textbook

A.5 Identify assembly and
detailed drawing
A.5 Performance Test A.5 Practicing line sketching
-Sketching orthographic views
and pictorial views
A.5 Pictures
-Textbook

A.6 Use personal protective
clothing and devices
A.6 Written Test A.6 Familiarizing oneself with the
different types and uses of
personal protective equipment
(PPE)
A.6 Pictures
-Textbook

2. TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES

Quarter 3











Carpentry










The learner
demonstrates an
understanding of the
basic concepts and
underlying theories in
carpentry.
The learner Independently
demonstrate common
competencies:
1. In Carpentry as prescribed by
TESDA Training Regulations.

2. Preparing carpentry tools and
construction materials ,
maintenance of carpentry tools
and equipment, accurate
measurements and calculation
based on a given task, reads
and interprets simple technical
drawing signs and symbols
based on the standard
specification and prepares an
occupational health and safety
checklist being applied in
carpentry.
B.1 Identify materials and tools
for a task
B.1 -Performance
test
-Written test
B.1 Enumerating and describing
the tools and materials used in
carpentry works.
B.1
-Pictures
-Textbook



B.2 Request appropriate
materials and tools
B.2 -Performance
test
-Written test
B.2 Fill up necessary forms as per
job requirement.
B.2
-Textbook




B.3 Receive and inspect
materials
B.3 -Performance
test
-Written test
B.3 Writing the possible defects
and/or damages of materials and
tools used in carpentry
B.3
-Pictures
-Textbook



B.4 Check the condition of
tools and equipment
B.4 -Performance
test
-Written test
B.4 Performing the actual
segregation of functional and
non-functional tools and
equipment
B.4
-Pictures
-Textbook




B. 5 Perform basic preventive
maintenance
B.5 -Performance
test
-Written test
B.5 Performing the proper
selection and application of
lubricants used for preventive
maintenance
B.5
-Pictures
-Textbook




B. 6 Select measuring
instruments
B.6 -Actual
demonstration
-Direct observation
Written
test/questioning
B.6 Demonstrating the proper
handling of measuring tools.
B.6
-Pictures
-Textbook




B. 7 Carry out
measurements and
calculations



B.7 -Performance
test
-Written test
B.7 Measuring lengths, width,
and thickness of pieces of wood.
B.7
-Pictures
-Textbook

B. 8 Analyze signs, symbols
and data
B.8 -Performance
test
-Written test
B.8 Drawing and describing the
different signs and symbols used
in the project plans.
B.8
-Pictures
-Textbook

B. 9 Interpret technical
drawings and plans
B.9 -Performance
test
-Written test
B.9 Explaining the specific uses of
lines in the drawing
B.9
-Pictures
-Textbook

B. 10 Apply freehand sketching B.10 -Performance
test
-Written test
B.10 Demonstrating freehand
sketching
B.10
-Pictures
-Textbook

3. B. 11 Identify hazards and risks B.11 -Performance
test
-Written test
B.11 Listing down the possible
hazards and risks common in the
workplace.
B.11
-Pictures
-Textbook

B. 12 Control hazards ad risks B.12 -Performance
test
-Written test
B.12 Writing the importance of
knowing the hazardous and risky
objects/fixtures in the workplace.
B.12
-Pictures
-Textbook

B. 13 Maintain occupational
health and safety awareness
B.13 -Performance
test
-Written test
B.13 . Explain the advantages of
practicing safety precautions in
the work area.
B.13
-Pictures
-Textbook


TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES

Quarter
4

Agri-Crop
Production
The learner demonstrate
an understanding of the
basic concepts and
underlying theories and
principles in Agricultural
Crop Production
The learner Independently
demonstrate common
competencies in:
1. Agricultural Crop Production
as prescribes by TESDA Training
Regulations.
2.Uses of farm tools and
equipment in agricultural crop
production, performing
estimation and basic calculation,
Interpreting plans and drawings
relative to agricultural crop
production, applying safety
measures in the farm

A.1 Select and use farm tool

A.1 -Performance
test
-Written test
Observation and inspection
of equipment & tools used
in crop production.
A.1
-Pictures
-Textbook

A.2 Select farm equipment A.2 -Performance
test
-Written test
Identifying equipment and
tools for specific field
activity/job.
A.2
-Textbook


A.3 Perform preventive
maintenance
A.3 -Performance
test
-Written test
Prepare Preventive
Maintenance Chart
A.3
-Pictures
-Textbook

A.4 Perform estimation A.4 -Performance
test
-Written test
Preparing a simple farm
plan and budget for rice,
sugar, corn production and
etc
A.4
-Pictures
-Textbook

A.5 Perform basic workplace
calculation
A.5 -Performance
test
-Written test
Making a manual or
guidebook of units of
measurement and
conversion tables.
A.5
-Pictures
-Textbook

A.6 Layout garden plots





A.6
-Performance test
-Written test
Prepare an ideal farm/field
plan& layout
A.6
-Pictures
-Textbook





A. 7 Apply appropriate safety
measures while working in
A.7 -Performance
test
Simulating first aid A.7
-Pictures

4. farm -Written test procedures -Textbook
A.8 Safety keep tools, materials
and outfit

A.8 -Performance
test
-Written test
Perform proper labeling,
cleaning and, storing of
equipment, tools, materials
and chemical, including
proper waste disposal.
A.8
-Pictures
-Textbook




TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES

Quarter
4

Novelty Craft
The learners
demonstrate an
understanding of
the basic concepts
and underlying
theories and
principles in
Novelty Craft
The learner
1. Independently
demonstrate common
competencies in
2.



1.

1.

5. CURRICULUM MAP

SUBJECT: TECHNOLOGY INLIVELIHOOD EDUCATION
GRADE LEVEL: 8
TEACHER(S): CINDERELA G. ROSALES
STRAND(S):

TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES

Quarter
3























Electrical
Installation and
Maintenance.


















The learners
demonstrate
understanding basic
concepts and underlying
theories and principles in
Electrical Installation and
Maintenance
The learner Independently
demonstrate common
competencies in:
1. Electrical Installation and
Maintenance as prescribes by
TESDA Training Regulations.
2. Measurements and
calculation based on given tasks,
reading and interpreting
specifications of simple
technical drawings and plans,
performing proper
maintenance of electrical tools
and equipment based on
industry standards and
simulating occupational health
and safety procedures.

A.1 Prepare electrical materials
and tools for the task
A.1–Direct
observation
-Written test
-Performance
test
A.1 Skinning wires using the
following tools: a. electricians
knife, b. combination pliers
&side cutting pliers, c. wire
Stripper
A.1
-Pictures
-Textbook

A.2 Request appropriate
electrical supplies materials
and tools applicable to a
specific job
A.2 –Direct
observation
-Written test
-Performance
test
A.2 Identify different types of
forms use in the shop and
explain how it is being used.
A.2
-Textbook


A.3 Receive and inspect
electrical supplies, materials
and tools.

A.3 –Direct
observation
-Written test
-Performance
test
A.3 Simulation: One student
act as a supplier and the other
as the receiver of supplies
A.3
-Pictures
-Textbook

A.4 Select electrical measuring
tools and instruments


A.4 -Actual
demonstration
-Direct observation
-Written test
-Performance test
A.4 measurement of: a.
teachers table, b. the
classroom.
A.4
-Pictures
-Textbook

A.5 Carry out measurements
and calculations
A.5 –Direct
observation
-Written test
-Performance
test
A.5 Take the following
measurements: Teacher’s
Table Length of Eraser
Height of Cabinet
A.5
-Pictures
-Textbook

A.6 Analyze signs, electrical
symbols and data
A.6 –Direct
observation
-Written test
-Performance
test
A.6 Draw the different signs
commonly used in the
industry in illustration board
or any hard carton board
A.6
-Pictures
-Textbook

6. A.7 Interpret technical
drawings and plans
A.7 –Direct
observation
-Written test
-Performance
test
A.7 Draw schematic diagrams
(electrical plan)
A.7
-Pictures
-Textbook

A.8 Check condition of tools
and equipment
A.8 –Direct
observation
-Written test
-Performance
test
A.8 Identify functional and
Non-Functional tools and
Equipment
A.8
-Pictures
-Textbook

A.9 Perform basic maintenance A.9 –Direct
observation
-Written test
-Performance
test
A.9 Perform cleaning and
lubricating of tools
A.9
-Pictures
-Textbook

A.10 Store tools and
equipment
A. –Direct
observation
-Written test
-Performance
test
A.10Preparing inventory of
tools and equipment
A.10
-Pictures
-Textbook

A.11 Identify hazards and risks A.11 Written test A.11 Perform Job Sheet
Making an internet research
on different company hazards
and risks.
A.11
-Pictures
-Textbook

A.12 Control hazards and risks A.12 Written test A.12 Proper waste
management exercises
A.12
-Pictures
-Textbook


TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES
Quarter
4
Aquaculture The learner
demonstrates
understanding of
concepts, underlying
theories and principles in
Aquaculture
The learner Independently
demonstrate common
competencies in:
1. Aquaculture as
prescribes by TESDA
Training Regulations.
2. Performing estimation
and basic calculations
relative to
aquaculture; drawing
A.1 Select and use fishery tools A.1 -Written test
-Performance test
A.1 Using farm/fishery tools,
equipment and facilities
A.1
-Pictures
-Textbook

A.2 Select and operate fishery
equipment
A.2 -Written test
-Performance test
A.2 Checking and reporting for
faults and defects of farm/fishery
tools and equipment
A.2
-Textbook


A.3 Perform preventive
maintenance
A.3 -Written test
-Performance test
A.3 Cleaning, maintenance and
storing of farm/fishery tools and
equipment.
A.3
-Pictures
-Textbook

7. lay-out plans for
ponds, tanks, pens
and cages in
accordance with
established standards;

A.4 Perform estimation A.4 -Written test
-Performance test
A.4 Make a report paper on
estimating cost for the
development of an aquaculture
facility
A.4
-Pictures
-Textbook

A.5 Perform basic calculations A.5 -Written test
-Performance test
A.5 Formulating a fish diet A.5
-Pictures
-Textbook

A.6 Draw layout plans for
ponds
A.6 -Written test
-Performance test
A.6 Draw layout plan of different
fishpond systems, dikes and gates
with support systems; apply ratio
and scaling.
A.6
-Pictures
-Textbook

A.7 Draw layout plans for tanks A.7 -Written test
-Performance test
A.7 Draw layout plan of a fish
tank with its different
components and support system;
apply ratio and scaling.
A.7
-Pictures
-Textbook

A.8 Draw layout plans for pens
and cages
A.8 -Written test
-Performance test
A.8 Draw layout plan of a floating
fish cage with its support system;
apply ratio and scaling.
A.8
-Pictures
-Textbook

A.9 Apply appropriate safety
measures
A.9 -Written test
-Performance test
A.9 Role play on basic first aid
practices in a workplace.
A.9
-Pictures
-Textbook

A.10 Safekeeping/disposal of
tools materials and outfit
A.10 -Written test
-Performance test
A.10 Pictorial report on proper
ways of disposing farm wastes.
A.10
-Pictures
-Textbook

Cookery The learner demonstrates
understanding of
concepts, underlying
theories and principles in
Cookery
The learner Independently
demonstrate common
competencies in:
1. Cookery as prescribes
by TESDA Training
Regulations.
2. using and maintaining
tools, equipment, and
materials in cookery
according to standard
operating procedures;
measuring and
calculate ingredients
in cookery;
interpreting
kitchen/shop layouts
based on gi ven
blueprints; practicing
occupational health
and safety.
B.1 Utilize appropriate kitchen
tools, equipment, and
paraphernalia
B.1 -Written test
-Demonstration
B.1 Students demonstration on
the use of kitchen tools and
equipment
B.1
-Pictures
-Textbook

B.2 Maintain appropriate
kitchen tools, equipment, and
paraphernalia
B.2 -Written test
-Demonstration
B.2 Practical application of basic
maintenance, labeling and storing
of tools and equipment
B.2
-Textbook


B.3 Store and stack kitchen
tools and equipment
B.3 -Written test
-Demonstration
B.3 . Practical application on
proper storing/stacking tools and
equipment
B.3
-Pictures
-Textbook

B.4 Carry out measurements
and calculations in a required
task
B.4 -Written test
-Demonstration
B.4 B.4
-Pictures
-Textbook

B.5 Calculate cost of
production
B.5 -Written test
-Demonstration
B.5 Practice costing based on a
given recipe
B.5
-Pictures
-Textbook

B.6 Read and interpret kitchen
plans
B.6 -Written test
-Demonstration
B.6 Collection of sketches/plans
of the different types of kitchens.
B.6
-Pictures
-Textbook

B.7 Prepare a kitchen layout B.7 -Written test
-Demonstration
B.7 Sketching of kitchen using
signs, symbols and data
accordingly.
B.7
-Pictures
-Textbook

8. B.8 Importance of
Occupational Health and Safety
Procedures
B.8 -Written test
-Demonstration
B.8 Making/drawing signage or
posters appropriate in the
kitchen.
B.8
-Pictures
-Textbook

B.9 Identify Hazards and Risks
in the Workplace
B.9 -Written test
-Demonstration
B.9 Film viewing on hazards/risks
in the workplace
B.9
-Pictures
-Textbook

B.10 Evaluate and Control
Hazards and Risks in the
Workplace
B.10 -Written test
-Demonstration
B.10 Practice emergency drills B.10
-Pictures
-Textbook

9. CURRICULUM MAP

SUBJECT: TECHNOLOGY INLIVELIHOOD EDUCATION
GRADE LEVEL: 9
TEACHER(S): CINDERELA G. ROSALES
STRAND(S):

TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES
Quarter
3
Household
Services
The learner
demonstrates
understanding of
concepts, underlying
theories and principles in
Household Services
The learner Independently
demonstrate common
competencies in:
1. Household Services as
prescribes by TESDA
Training Regulations.
2. Using appropriate
cleaning tools,
equipment, supplies
and materials ;
Maintaining cleaning
equipment;
Identifying hazards
and risks; Controlling
hazards and risks;
Maintaining
occupational health
and safety awareness;
Building credibility to
meet
customers/clients
A.1 Use appropriate cleaning
tools, equipment, supplies and
materials.
A.1 -Written test
-Performance test
A.1 Demonstrate the actual usage
of cleaning tools, equipment,
supplies and materials.
A.1
-Pictures
-Textbook

A.2 Maintain cleaning
equipment.
A.2 -Written test
-Performance test
A.2 Quick writes on safety
measures on performing
household tasks
A.2
-Textbook


A.3 Identify/Evaluate hazards
and risks.
A.3 -Written Test -
Situation
-Analysis
A.3 Present and identify the
different types of hazards either
through pictures or video.
A.3
-Pictures
-Textbook

A.4 Control hazards and risks. A.4 -Written test
-Performance test
A.4 Slogan and Poster making A.4
-Pictures
-Textbook

A.5 Maintain occupational
health and safety awareness.
A.5 -Written test
-Performance test
A.5 Conduct actual drills/
trainings/ first aid.
A.5
-Pictures
-Textbook

A.6 Maintain a professional
image.
A.6-Written test
-Performance test
A.6 Keep an up to date data on
related matters through
Household Tasks Checklist
A.6
-Pictures
-Textbook

A.7 Build credibility to meet
customers/clients
requirements.
A.7 -Written test
-Performance test
A.7 Make a Service Plan based on
Content Standard.
A.7
-Pictures
-Textbook

Quarter
4
Dressmaking The learner
demonstrates
understanding of core
concepts and theories in
Dressmaking.

The learner independently
demonstrates core
competencies in:
1. Dressmaking as
prescribed in the
TESDA Training
Regulation.
2. Explaining core
concepts in
dressmaking; Drafting
and cut pattern for
sleeping garments;
Preparing and cut
A.1 Explain core concepts in
dressmaking
A.1 Written test

A.1 Produce a sewing kit and
compile the tools and materials
properly
A.1
-Pictures
-Textbook

A.2 Draft and cut pattern for
sleeping garments
A.2 -Performance
test
A.2 Plan garment design
-Take client’s body measurement
-Draft basic/ block pattern
-Manipulate Patterns
-Cut final Pattern
A.2
-Textbook


A.3 Prepare and cut materials
for sleeping garments
A.3 -Performance
test
A.3 -Prepare materials
-Lay- out and pin patterns on
fabrics
-Cut fabrics
A.3
-Pictures
-Textbook

A.4 Assemble sleeping A.4 -Performance A.4 -Prepare cut parts A.4

10. materials for sleeping
garments; Assembling
sleeping garments
parts; Applying
finishing touches on
sleeping garments;
Drafting and cutting
pattern for children’s
dress; Preparing and
cutting materials;
Assembling garment
parts for children’s
wear; Applying
finishing touches on
children’s wear
garments parts test -Sew and assemble sleeping
garments parts
-Pictures
-Textbook
A.5 Apply finishing touches on
sleeping garments
A.5 -Performance
test
A.5 -Apply finishing touches
-Alter completed garment
-Press finished garment
-Pack finished garment
A.5
-Pictures
-Textbook

A.6 Draft and cut pattern for
children’s dress
A.6 -Performance
test
A.6 -Plan garment design
-Take client’s body measurement
-Draft basic/ block pattern -
Manipulate Pattern
-Cut final Pattern
A.6
-Pictures
-Textbook

A.7 Prepare and cut materials
for children’s dress
A.7 -Performance
test
A.7 -Prepare materials
-Lay- out and pin pattern on
fabric
-Cut fabric
A.7
-Pictures
-Textbook

A.8 Assemble garment parts
for children’s wear
A.8 -Performance
test
A.8 -Prepare cut parts
-Sew and assemble children’s
wear
A.8
-Pictures
-Textbook

A.9 Apply finishing touches on
children’s wear
A.9 -Performance
test
A.9 -Apply finishing touches
-Alter completed garment
- Press finished garment
-Pack finished garment
A.9
-Pictures
-Textbook

11. CURRICULUM MAP

SUBJECT: TECHNOLOGY INLIVELIHOOD EDUCATION
GRADE LEVEL: 10
TEACHER(S): CINDERELA G. ROSALES
STRAND(S):

TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES
Quarter
3
Caregiving The learner
demonstrates
understanding of core
concepts and principle in
Caregiving
The learner independently
develops the skills in food
processing and demonstrates
the core competencies in:
1. Caregiving prescribed in
TESDA Training Regulation.
A.1 Explain core and principle
concepts in Caregiving
A.1 Written test

A.1 Make concept notes about
the concept of Caregiving
A.1
-Pictures
-Textbook

A. 2 Develop and strengthen
PECs needed in Caregiving
A.2 - Written test A. 2 Make concept notes on hot
to develop and strengthen PECs
needed in Caregiving
A.2
-Textbook


A.3 Select a business idea
based on the criteria and
techniques set
A.3 - Written test A.3 Make concept notes about
selecting a business idea based
on the criteria and techniques set
A.3
-Pictures
-Textbook

A.4 Develop a brand for the
product
A.4 - Written test A.4 Make concept notes on how
to develop a brand for the
product
A.4
-Pictures
-Textbook

2. Creating a plan of action
that strengthens/ further
develops one’s PECs in
Caregiving; Preparing cold
meals (appetizers,
sandwiches, and dessert);
Preparing hot meals (egg
dishes, pasta grain and
farinaceous dishes);
Preparing hot meals
(seafood dishes, soup,
sauces, garnishes and
poultry dishes); Preparing
hot meals (seafood dishes,
soup, sauces, garnishes and
poultry dishes).

A.5 Prepare a range of
appetizers
A.5 -Performance
test
 Prepare variety of appetizers
based on appropriate
techniques
 Present appetizers
attractively using suitable
garnishes, condiments and
service wares
A.5
-Pictures
-Textbook

A.6 Prepare sandwiches A.6 -Performance
test
 Present sandwiches
attractively using suitable
garnishes, condiments and
service wares
 Prepare variety of
sandwiches based on
appropriate techniques
A.6
-Pictures
-Textbook

A.7 Prepare salads and
desserts
A.7 -Performance
test
 Prepare variety of salads and
desserts based on
appropriate techniques
 Present salads and desserts
attractively using suitable
garnishes, condiments and
service wares
A.7
-Pictures
-Textbook

A.8Prepare egg dishes A.8 -Performance
test
 Prepare variety of egg dishes
based on appropriate
A.8
-Pictures

12. techniques
 Present egg dishes
attractively using suitable
garnishes, condiments and
service wares compute for
selling price of egg dishes
and nutrient contents
-Textbook
A.9 Prepare pasta grain and
farinaceous dishes
A.9 Performance test  Prepare variety of pasta
grain and farinaceous dishes
based on appropriate
techniques
 Present pasta grain and
farinaceous dishes
attractively using suitable
garnishes, condiments and
service wares
A.9
-Pictures
-Textbook

A.10 Prepare seafood dishes A.10 Performance
test
 Prepare variety of seafood
dishes based on appropriate
techniques
 -Present seafood dishes
attractively using suitable
garnishes, condiments and
service wares
A.10
-Pictures
-Textbook

A.11 Prepare soup, sauces and
garnishes
A.11 Performance
test
 2 Prepare variety of soup,
sauces and garnishes based
on appropriate techniques
2.3 Present soup, sauces and
garnishes attractively using
suitable garnishes,
condiments and service
wares
A.11
-Pictures
-Textbook

A.12 Prepare poultry dishes A.12 Performance
test
 2 Prepare variety of poultry
dishes based on appropriate
techniques 3.3 Present
poultry dishes attractively
using suitable garnishes,
condiments and service
wares
A.12
-Pictures
-Textbook

A.13 Prepare vegetable dishes A.13 Performance
test
 Prepare variety of vegetable
dishes based on appropriate
techniques 1.4 Present
vegetable dishes attractively
using suitable garnishes,
condiments and service
wares
A.13
-Pictures
-Textbook

A.14 Prepare meat dishes A.15 Performance
test
 Prepare variety of meat
dishes based on appropriate
A.14
-Pictures

13. techniques 2.3 Present meat
dishes 2.4 attractively using
suitable garnishes,
condiments and service
wares
-Textbook

TERM
(NO.)
MONTH
UNIT TOPIC:
CONTENT
CONTENT STANDARD PERFORMANCE STANDARD
(PS)
COMPETENCIES/SKILLS ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES
Quarter
4
Household
Servicing
The learner
demonstrates
understanding of core
concepts and principle in
Household Servicing
The learner independently
develops the skills in food
processing and demonstrates
the core competencies in:
1. Household Servicing
prescribed in TESDA
Training Regulation.
A.1 Explain core HS concepts A.1 Written test A.1 Give the relevance of the
course
A.1
-Pictures
-Textbook

2. Preparing and
cooking quality hot
and cold meals
according to recipe;
Preparing and serving
cooked hot and cold
meals according to
standard procedure;
Storing excess and
unconsumed foods
and ingredients
accordingly; Providing
food and beverage
service according to
standard procedure
A.2 Prepare ingredients
according to recipe
A.2 Performance test A.2 -Determine the food quantity
with the right price of goods
-Develop skills in purchasing
goods and products
A.2
-Textbook


A.3 Cook meals and dishes
according to recipe
A.3 Performance test A.3 Identify some samples of
food using basic cooking
techniques and their procedures
A.3
-Pictures
-Textbook

A.4 Present cooked dishes A.4 Performance test A.4 Demonstrate serving of
quality cooked vegetable,
poultry, and seafood dishes
according to recipe
A.4
-Pictures
-Textbook

A.5 Store excess foods and
ingredients
A.5 Performance test A.5 Follow proper procedures in
storing excess ingredients and
unconsumed cooked food
-Convert unconsumed cooked
food into a new dish
A.5
-Pictures
-Textbook

A.6 Prepare Dining Area A.6Performance test A.6 -Show furniture setup
correctly following standard
-Demonstrate table and table
settings correctly
-Properly use dining equipment
per standard procedure
A.6
-Pictures
-Textbook

A.7Set up Table A.7Performance test A.7 lay out different types of
tablecloth
-Set up table appointments
according to standards
-Demonstrate basic napkin
folding
-Design a creative table
centerpiece
A.7
-Pictures
-Textbook

14. A.8 Serve food and beverage A.8Performance test A.8 -Demonstrate correct table
service procedures and
techniques
-Describe the procedure for
serving food at the table
-Have a working knowledge of
the rules in table service with
regard to order of service,
loading trays, and clearing dishes
-Serve beverage with garnishing
in accordance with standard
procedure
A.8
-Pictures
-Textbook

A.9 Clear the table A.9 Performance test A.9 -Have a working knowledge
of rules and regulations in
clearing the table
-Demonstrate clearing of table
following standard procedure
-Perform cleaning the table and
changing used ashtrays
-Observe table manners and
etiquette
A.9
-Pictures
-Textbook