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Tg in carpentry - n/a

Tle Tvl (Commonwealth High School)

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Republic of the Philippines

DEPARTMENT OF EDCUATION

K to 12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

TEACHER’S GUIDE
Exploratory Course on
CARPENTRY

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

TABLE OF CONTENTS

Introduction.................................................................................................................................................................................................................. 3

Background Information

The Overall Goal of the K to 12 Curriculum ....................................................................................................................................................... 3

The Conceptual Framework of the Teaching of TLE .......................................................................................................................................... 3

The TLE Exploratory Courses ........................................................................................................................................................................... 5

The Learning Modules and Lessons ............................................................................................................................................................................ 6

New Feature of the Teaching of TLE ........................................................................................................................................................................... 6

About the Learning Module

Design of the Module......................................................................................................................................................................................... 7

Parts of the Lesson ........................................................................................................................................................................................... 8

Reflection .................................................................................................................................................................................................................. 11

Curriculum Guide....................................................................................................................................................................................................... 12

*TWG on K to 12 Curriculum Guide – version as of April 10, 2012 2

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Teacher’s Guide for TLE Exploratory Course on CARPENTRY

Introduction

This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the
K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big picture of the K to 12
curriculum and the teaching of TLE. Some background information is necessary.

Background Information

1. The Overall Goal of the K to 12 Curriculum

The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is adequately
prepared for work, entrepreneurship, middle level skills development and higher education. The over arching goal of the K to 12 curriculum, tells
you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate
is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE.

2. The Conceptual Framework of the Teaching of TLE

Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide you in
the teaching of the TLE exploratory courses.

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Figure [Link] Framework

The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts and ICT. The 24
TLE courses can be categorized under any of these fields.
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and life skills. K to 12 TLE is…

a. one that is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills;
b. one that equip students with skills for lifelong learning; and
c. one that is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.

The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,
after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas
of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.

TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teaching-
learning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship
with all the areas of TLE. It integrates concepts, skills and values.

3. The TLE Exploratory Courses

TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning Modules have
been prepared. 1Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local needs and
resources of the community.

The 24 TLE exploratory courses focus on four basic common competencies: 1) use and maintenance of tools and equipment; 2) mensuration and
calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why are these competencies
called basic? Because they are competencies that you must acquire in order that you can do higher level competencies. They are also described
common because these are true to all TR-based TLE courses.

1
There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

The Learning Modules and Lessons

There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands. But
you will use 4 Modules only for the entire year in Grade 7(plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one on
Entrepreneurship).

Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid meaningless repetition of the
teaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you teach “use and maintenance of tools” in
beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and maintenance of tools-in Horticulture but in the
context of Horticulture and so your tools will not be entirely the same.

New Feature on the Teaching of TLE

What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations(TR)from Technical Education and Skills Development Authority (TESDA). They are TR-
based.

Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC)I, II or even an NC of higher
level that is required by industries. This he/she earns after passing an assessment given by TESDA.

How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you
teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.

Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet
qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9 that will
lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.

2
Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and for
maintenance of tools, thus the total is 5 Lessons.
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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Student’s choice of TLE specialization begins in Grades [Link] been exposed to an array of TLE courses during the exploratory phase in the
first two years, the student will be most benefited, if in Grades 10,11, or 12 he/she continues with a TLE course in which he/she already has a COC. In that
way, he/she will get an NC faster.

About the Learning Module

1. Design of the Module

a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Carpentry which helps your student earn a Certificate of Competency in Grade 9which leads to a National Certificate Level I
/ II (NCI / II)in Grades 10, 11 or 12.

b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:
1) Learning Outcomes
2) Performance Standards
3) Materials/Resources
4) Definition of Terms
5) What Do You Already Know?
6) What Do You Need to Know?
7) How Much Have You Learned?
8) How Do You Apply What You Learned?
9) What Is Your Score?
10) References

There are some TLE Modules which have a section on “How Do You Extend Your Learning?”, This section is meant for enrichment. It is usually
given as an assignment for not everything can be taught and done in the classroom given a limited time.

c. The Self-check can also serve as the posttest of the lesson.

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

2. Parts of the Lesson. -The following explain the parts of each Lesson and describe what your students’- as well as your tasks are.

Part of the Lesson Students’ Task Teacher’s Task

1. Learning outcomes are what your TLE Students acquaint themselves with the learning You introduce the learning outcomes to your
student is supposed to know and be able to do outcomes and performance standards and students and make sure that they understand
after using the module. Since our TLE courses make them their personal goals. them and make these learning targets their own.
are TR-based, all learning outcomes are lifted
from the TESDA TR. In the Curriculum Guide Make these your goals for instruction.
(the matrix which contains Content Standard,
Performance Standard, Learning
Competencies, Projects/Activities,
Assessment, Duration), the identified Learning
Outcomes are written in the column of Learning
Competencies.
2. Performance Standards are referred to as Students clearly understand the performance You introduce the performance standards to your
“performance criteria” in the TESDA TR. They standards and make them their own learning students and make sure that they understand
are more specific descriptions of the student’s goals. them and make these performance standards their
behavior that serve as evidence that the own.
expected learning outcomes have been
realized with the expected level of proficiency Let these standards give your lesson its specific
or in accordance with established standards. direction.

The learning outcomes and performance

standards set the direction of your lessons.
These are what you should teach and, in turn,
what you should assess. They are identified
and are written for you in the Curriculum Guide.
3. Materials/Resources and References Get to know the materials. They are part of the Prepare the materials you need in advance. For
To teach effectively, you need materials and Lesson. gadget, tool or equipment, it is always wise to

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

references. Materials may include equipment, prepare, check and try them in advance to ensure
hand tools or consumables. The references By all means, read the references for lesson that they function when you use them. As the
are the books, magazines, articles, websites mastery. saying goes “forewarned is forearmed.”
you yourself and your students will read or
refer to in order to gain greater understanding Be resourceful in the preparation of materials. You
of the lesson. They are either in soft copy or are strongly encouraged to use appropriate local
hard copy. materials as substitute for listed materials that are
not available.

For effective teaching, your lesson preparation

should include reading the list of references.

Do not limit yourself to the list of references. If you

discover good reference material/s, add to the list
of references.

Introduce the references to your students.

Motivate them to read these references as they go
through the module for mastery of the lesson.
4. The definition of terms and acronyms will Refer to the definition of terms for greater Remind your students to refer to the definition of
help you understand the meaning of key words understanding of the lesson. terms and acronyms for clearer understanding of
in your lesson. Defining key words as they are the lesson.
used in your lesson will ensure that the key
terms in your lesson mean one and the same
for everyone in class and so avoid
misunderstanding.
5. The section “What Do You Already Know” is Take the test honestly. Tell your students to accomplish the pretest.
intended to determine entry knowledge and Explain that the purpose of the pretest is to find
skills of your students to find out if you have to Check answers against the answer key out how much they already know about the lesson
teach the lesson, teach some parts of the provided. in order to determine your next steps. It is,

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

lesson or skip it entirely because your students therefore, necessary that they take the test
already know it. This is done by way of a honestly, if they want to learn or want to be
pretest. helped.

Make it clear to them that their scores will not be

recorded for grading purposes and will not be
taken against them.

If you find out that your students already know

what you are about to teach, logic dictates that
you do not need to teach it anymore. You may as
well proceed to the next lesson. If, however, you
find out that they do not yet know what you are
about to teach, then by all means teach. Or if you
discover that your students have some erroneous
concepts, then teach and correct their
misconceptions. To know what your students
already know and do not yet know will guide you
in adjusting your instruction.
6. “What Do You Need To Know?”- This Read and understand the Information Sheet/s Make sure students are engaged in reading the
section contains one or more Information and /or Operation Sheet. Information Sheet/Observation Sheet and in
Sheets and for some modules an Operation answering the self-check.
Sheet. These are important notes for the TLE Be prepared For a Self-check which serves as a
student to read after which he/she is asked to posttest. Give assistance to your students where needed.
do a Self-check to determine how much he/she
has learned. The self-check functions as a Correct answers by referring to the answer key.
pretest.
7. “How Do You Apply What You Learned?” – Do the Activity. Find a way to test real life application of what your
In this section, you give your student the students have learned.
opportunity to transfer what he/she has learned To determine level of performance, use the

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

in another activity or in real life situation. scoring rubrics or check answers against the Do not hesitate to use ways of determining how
Ideally, this should be a performance test, what answer key, which ever is applicable. your students can apply learned facts and
you usually call practical test. If “the proof of concepts which are more authentic and realistic
the pudding is in the eating”, then your student Reflect on assessment results. than that/those given in the Module.
must be able to apply what she/he learned in
real-life setting or must be able to come up with Reflect on assessment results. Use assessment
a product as an evidence of learning. results in planning your instruction.
8. How Do You Extend Your Learning? – As Do the task assigned outside class hours. Motivate the students to do the task by making
the word implies, this activity is done outside clear what the enrichment activity is about –why it
class hours for enrichment purposes. This can is given, how it is done, how it relates to the class
reinforce lesson mastery. lesson .

Reflection

It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’t
work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If you do
this consistently, you will find your delivery improve substantially.

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Curriculum Guide for the Exploratory Course on CARPENTRY

For you to get a complete picture of the complete TLE exploratory course on Carpentry, you are hereby provided with the Curriculum Guide on
Carpentry.

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies

LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS

Demonstrate understanding
of/on:

 Types and uses of 1. Tools and materials are LO1. Identify 1. Enumerating and  Written test 6 hours
construction materials identified as per job materials and describing the tools and  Performance
 Kinds of carpentry tools requirements. tools applicable materials used in test
 Description of materials 2. Tools are classified according for a specific carpentry works.
and tools to their functions per job construction job.
 Listing of materials as requirements.
per company standards. 3. Materials are classified
. according to their uses in a
specific construction project.
4. Tools and materials are
selected per job requirement.

 Sample requisition form 1. Needed materials and tools LO2. Request 1. Fill up necessary forms  Written test 3 hours
 Requested tools and are listed as per job appropriate as per job requirement.  Performance
materials according to list requirement. materials and test
 Requisition procedures 2. Materials and tools are tools.
requested according to the list
prepared.
3. Requests are done as per
company’s standard operating
procedures (SOP).
4. Materials and tools are

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies
substituted and provided for
unavailable ones without
sacrificing cost and quality of
work.

 Acquire and inspect 1. Materials and tools as per LO3. Receive 1. Writing the possible  Written test 2 hours
materials/tools quantity and specification based and inspect defects and/or damages  Performance
- Procedures in on requisition are received and materials of materials and tools test
receiving tools and inspected. used in carpentry.
materials 2. Tools and materials are
- Proper inspection of checked for damages and
tools and materials manufacturing defects.
received. 3. Materials and tools received are
- Proper handling of handled with appropriate safety
tools and materials. devices.
4. Materials and tools are stored in
aside to appropriate locations
nearest the workplace.

LESSON 2: MAINTAINING TOOLS AND EQUIPMENT

Demonstrate understanding
of/on:

 Classification of hand 1. Tools and equipment are LO1. Check condition 1. Performing the actual  Performance 3 hours
tools and equipment identified according to of tools and segregation of functional test
 Procedure in segregating classification/specification and equipment. and non-functional tools  Written test
and labeling non- job requirements. and equipment.
functional tools and 2. Functional andnon-functional
equipment. tools and equipment are
 Procedure in checking segregated and labeled

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies
condition of Personal according to classification.
Protective Equipment 3. Safety of tools and equipment
(PPE). are observed in accordance
with manufacturer’s
instructions.
4. Conditions of PPE are
checked in accordance with
manufacturer’s instructions.

1. Lubricants are identified LO2. Perform basic 1. Performing the proper  Written test 4 hours
 Lubricating tools and according to types of preventive selection and application  Performance
equipment equipment. maintenance. of lubricants used for test
 Preventive maintenance 2. Tools and equipment are preventive maintenance.
techniques and lubricated according to
procedures preventive maintenance
 Steps in filling out schedule or manufacturer’s
inspection report form specifications.
3. Measuring instruments are
checked and calibrated in
accordance with
manufacturer’s instructions.
4. Tools are cleaned and
lubricated according to
standard procedures.
5. Defective equipment and tools
are inspected and replaced
according to manufacturer’s
specification.
6. Work place is cleaned and
kept in safe state in line with
OSHC regulations

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies

LESSON 3: PERFORM MENSURATION AND CALCULATION

Demonstrate understanding
of/on:

 Types of Measuring tools 1. Measuring tools are LO1. Select 1. Demonstrating the proper  Actual 2 hours
 Proper handling of selected/identified as per measuring handling of measuring demonstration
measuring instruments object to be measured or job instruments. tools.  Direct
 Linear measurement for requirements. observation
6 faces lumber 2. Correct specifications are  Written
obtained from relevant test/questioning
sources.
3. Measuring instruments are
selected according to job
requirements.
4. Alternative measuring tools are
used without sacrificing cost
and quality of work.
5. Measurements are obtained
according to job requirements.

 Systems of measurement 6. Accurate measurements are LO2. Carry out 1. Measuring lengths, width,  Written Test 4 hours
 Reading of measuring obtained according to job measurement and thickness of pieces of  Performance
instrument/tools requirements. and calculations. wood. Test
 Converting fraction to 7. Work pieces are measured
decimal according to job requirements
 Converting units of
measure
 Taking Dimensions
 Calculating boardfoot of
lumber

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies

LESSON 4: INTERPRETING DRAWINGS AND PLANS

Demonstrate understanding
of/on:

 Drawing symbols and 1. Signs, symbols, and data are LO1. Analyze signs, 1. Drawing and describing  Written test 4 ho
signs identified according to job symbols, and the different signs and  Performance urs
 Uses of alphabet of lines specifications. data. symbols used in the test
2. Signs, symbols, and data are project plans.
determined according to
classification or
appropriateness in drawing.

 interpret simple isometric 1. Necessary tools, materials, LO2. Interpret 1. Explaining the specific  Performance 2 hours
drawing of center table and equipment are identified technical uses of lines in the test
according to the plan. drawings and drawing.  Written test
2. Components, assemblies or plans.
object are recognized as per
job requirement.
3. Dimensions and
specifications are identified
according to job
requirements.

 Procedure in sketching 4. Correct freehand sketching is [Link] freehand 2. Demonstrating freehand  Performance
isometric box produced in accordance with sketching sketching test
 Steps in sketching the job requirements  Written test
orthographic drawing

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies

LESSON 5: PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

Demonstrate understanding
of/on:

 Hazards and risks 1. Workplace hazards and risks LO1. Identify hazards 1. Listing down the possible  Performance
identification and control are identified and clearly and risks. hazards and risks test
explained. common in the  Written test
- Working condition that 2. Hazards/risks and their workplace.
can produce hazards corresponding indicators are
- Signs, signals and identified in accordance with
barricades the company procedures.
- Accidents prevention 3. Contingency measures are
signs and tags recognized and established in
accordance with organizational
procedures.

 Safety regulations 1. OHS procedures for controlling LO2. Control 1. Writing the importance of  Written test 4 hours
 PPE and uses hazards and risks are strictly hazards and knowing the hazardous  Performance
followed. risks. and risky objects/fixtures test
 Occupational health and in the workplace.
safety (OHS) procedure in 2. Procedures in dealing with
controlling hazards and workplace accidents, fire, and
risks emergencies are followed in
 Procedure in dealing with accordance with the
workplace, accidents, fire organization’s OHS policies.
and emergencies 3. Personal protective equipment
 Role playing creating a (PPE) is correctly used in
team and audience judges accordance with organization’s

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION

INDUSTRIAL ARTS – CARPENTRY

(Exploratory)

Learning
Content Standard Performance Standard Project/ Activities Assessment Duration
Competencies
on planning and OHS procedures and
controlling risk and practices.
hazards 4. Procedures in providing
appropriate assistance in the
event of workplace
emergencies are identified in
line with the established
organizational protocol.
 What is 5’s 1. Procedures in emergency LO3. Maintain 1. Explain the advantages of  Written test 3 hours
- How to practice 5’s related drill are strictly followed occupational practicing safety  Performance
- What an individual in line with the established health and precautions in the work test
gain from 5’s organizational guidelines and safety area.
- A healthy shop is a procedures. awareness.
safe shop 2. OHS personal records are
filled up in accordance with
workplace requirement
3. PPEs are maintained in line
with organizational guidelines
and procedures.

39hours

“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”

- Confucius

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