Republic of the Philippines DEPARTMENT OF EDCUATION

K to 12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

TEACHERS GUIDE
Exploratory Course on CARPENTRY

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Teachers Guide for TLE Exploratory Course on CARPENTRY Introduction This Teachers Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big picture of the K to 12 curriculum and the teaching of TLE. Some background information is necessary. Background Information 1. The Overall Goal of the K to 12 Curriculum The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is adequately prepared for work, entrepreneurship, middle level skills development and higher education. The over arching goal of the K to 12 curriculum, tells you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE. 2. The Conceptual Framework of the Teaching of TLE Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide you in the teaching of the TLE exploratory courses.

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Figure 1.TLE Framework The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts and ICT. The 24 TLE courses can be categorized under any of these fields. *TWG on K to 12 Curriculum Guide version as of April 10, 2012 4

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 teachinglearning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills and values. 3. The TLE Exploratory Courses TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning Modules have been prepared. 1Your schools 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.

There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.

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

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 Whats new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning outcomes and performance criteria stated on the Training Regulations(TR)from Technical Education and Skills Development Authority (TESDA). They are TRbased. Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC)I, II or even an NC of higher level that is required by industries. This he/she earns after passing an assessment given by TESDA. How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations. Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9 that will lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.
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Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and for maintenance of tools, thus the total is 5 Lessons.

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Students choice of TLE specialization begins in Grades 9.Afterhaving been exposed to an array of TLE courses during the exploratory phase in the first two years, the student will be most benefited, if in Grades 10,11, or 12 he/she continues with a TLE course in which he/she already has a COC. In that way, he/she will get an NC faster.

About the Learning Module 1. Design of the Module a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It explores the course on 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. *TWG on K to 12 Curriculum Guide version as of April 10, 2012 7

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 1. Learning outcomes are what your TLE student is supposed to know and be able to do after using the module. Since our TLE courses are TR-based, all learning outcomes are lifted from the TESDA TR. In the Curriculum Guide (the matrix which contains Content Standard, Performance Standard, Learning Competencies, Projects/Activities, Assessment, Duration), the identified Learning Outcomes are written in the column of Learning Competencies. Performance Standards are referred to as performance criteria in the TESDA TR. They are more specific descriptions of the students behavior that serve as evidence that the expected learning outcomes have been realized with the expected level of proficiency or in accordance with established standards. 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 To teach effectively, you need materials and Get to know the materials. They are part of the Lesson. Prepare the materials you need in advance. For gadget, tool or equipment, it is always wise to 8 Students Task Students acquaint themselves with the learning outcomes and performance standards and make them their personal goals. Teachers Task You introduce the learning outcomes to your students and make sure that they understand them and make these learning targets their own. Make these your goals for instruction.

2.

Students clearly understand the performance standards and make them their own learning goals.

You introduce the performance standards to your students and make sure that they understand them and make these performance standards their own. Let these standards give your lesson its specific direction.

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

references. Materials may include equipment, hand tools or consumables. The references are the books, magazines, articles, websites you yourself and your students will read or refer to in order to gain greater understanding of the lesson. They are either in soft copy or hard copy. prepare, check and try them in advance to ensure that they function when you use them. As the saying goes forewarned is forearmed. Be resourceful in the preparation of materials. You are strongly encouraged to use appropriate local materials as substitute for listed materials that are not available. For effective teaching, your lesson preparation should include reading the list of references. Do not limit yourself to the list of references. If you discover good reference material/s, add to the list of references. Introduce the references to your students. Motivate them to read these references as they go through the module for mastery of the lesson. 4. The definition of terms and acronyms will help you understand the meaning of key words in your lesson. Defining key words as they are used in your lesson will ensure that the key terms in your lesson mean one and the same for everyone in class and so avoid misunderstanding. 5. The section What Do You Already Know is intended to determine entry knowledge and skills of your students to find out if you have to teach the lesson, teach some parts of the Refer to the definition of terms for greater understanding of the lesson. Remind your students to refer to the definition of terms and acronyms for clearer understanding of the lesson.

By all means, read the references for lesson mastery.

Take the test honestly. Check answers against the answer key provided.

Tell your students to accomplish the pretest. Explain that the purpose of the pretest is to find out how much they already know about the lesson in order to determine your next steps. It is, 9

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

lesson or skip it entirely because your students already know it. This is done by way of a pretest. therefore, necessary that they take the test honestly, if they want to learn or want to be helped. Make it clear to them that their scores will not be recorded for grading purposes and will not be taken against them. If you find out that your students already know what you are about to teach, logic dictates that you do not need to teach it anymore. You may as well proceed to the next lesson. If, however, you find out that they do not yet know what you are about to teach, then by all means teach. Or if you discover that your students have some erroneous concepts, then teach and correct their misconceptions. To know what your students already know and do not yet know will guide you in adjusting your instruction. 6. What Do You Need To Know?- This section contains one or more Information Sheets and for some modules an Operation Sheet. These are important notes for the TLE student to read after which he/she is asked to do a Self-check to determine how much he/she has learned. The self-check functions as a pretest. 7. How Do You Apply What You Learned? In this section, you give your student the opportunity to transfer what he/she has learned Read and understand the Information Sheet/s and /or Operation Sheet. Be prepared For a Self-check which serves as a posttest. Correct answers by referring to the answer key. Do the Activity. To determine level of performance, use the 10 Find a way to test real life application of what your students have learned. Make sure students are engaged in reading the Information Sheet/Observation Sheet and in answering the self-check. Give assistance to your students where needed.

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

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

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

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

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

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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. Content Standard Performance Standard Learning Competencies Project/ Activities Assessment Duration

LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS Demonstrate understanding of/on: Types and uses of construction materials Kinds of carpentry tools Description of materials and tools Listing of materials as per company standards. . 1. Tools and materials are identified as per job requirements. 2. Tools are classified according to their functions per job requirements. 3. Materials are classified according to their uses in a specific construction project. 4. Tools and materials are selected per job requirement. 1. Needed materials and tools are listed as per job requirement. 2. Materials and tools are requested according to the list prepared. 3. Requests are done as per companys standard operating procedures (SOP). 4. Materials and tools are LO1. Identify materials and tools applicable for a specific construction job. 1. Enumerating and describing the tools and materials used in carpentry works. Written test Performance test 6 hours

Sample requisition form Requested tools and materials according to list Requisition procedures

LO2. Request appropriate materials and tools.

1. Fill up necessary forms as per job requirement.

Written test Performance test

3 hours

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard

Performance Standard substituted and provided for unavailable ones without sacrificing cost and quality of work.

Project/ Activities

Assessment

Duration

Acquire and inspect materials/tools - Procedures in receiving tools and materials - Proper inspection of tools and materials received. - Proper handling of tools and materials.

1. Materials and tools as per LO3. Receive quantity and specification based and inspect on requisition are received and materials inspected. 2. Tools and materials are checked for damages and manufacturing defects. 3. Materials and tools received are handled with appropriate safety devices. 4. Materials and tools are stored in aside to appropriate locations nearest the workplace.

1. Writing the possible defects and/or damages of materials and tools used in carpentry.

Written test Performance test

2 hours

LESSON 2: MAINTAINING TOOLS AND EQUIPMENT Demonstrate understanding of/on: Classification of hand tools and equipment Procedure in segregating and labeling nonfunctional tools and equipment. Procedure in checking 1. Tools and equipment are identified according to classification/specification and job requirements. 2. Functional andnon-functional tools and equipment are segregated and labeled LO1. Check condition of tools and equipment. 1. Performing the actual segregation of functional and non-functional tools and equipment. Performance test Written test 3 hours

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard condition of Personal Protective Equipment (PPE).

Performance Standard according to classification. 3. Safety of tools and equipment are observed in accordance with manufacturers instructions. 4. Conditions of PPE are checked in accordance with manufacturers instructions. 1. Lubricants are identified according to types of equipment. 2. Tools and equipment are lubricated according to preventive maintenance schedule or manufacturers specifications. 3. Measuring instruments are checked and calibrated in accordance with manufacturers instructions. 4. Tools are cleaned and lubricated according to standard procedures. 5. Defective equipment and tools are inspected and replaced according to manufacturers specification. 6. Work place is cleaned and kept in safe state in line with OSHC regulations

Project/ Activities

Assessment

Duration

Lubricating tools and equipment Preventive maintenance techniques and procedures Steps in filling out inspection report form

LO2. Perform basic preventive maintenance.

1. Performing the proper selection and application of lubricants used for preventive maintenance.

Written test Performance test

4 hours

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard

Performance Standard

Project/ Activities

Assessment

Duration

LESSON 3: PERFORM MENSURATION AND CALCULATION Demonstrate understanding of/on: Types of Measuring tools Proper handling of measuring instruments Linear measurement for 6 faces lumber 1. Measuring tools are selected/identified as per object to be measured or job requirements. 2. Correct specifications are obtained from relevant 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. 6. Accurate measurements are obtained according to job requirements. 7. Work pieces are measured according to job requirements LO1. Select measuring instruments. 1. Demonstrating the proper handling of measuring tools. Actual demonstration Direct observation Written test/questioning 2 hours

Systems of measurement Reading of measuring instrument/tools Converting fraction to decimal Converting units of measure Taking Dimensions Calculating boardfoot of lumber

LO2. Carry out measurement and calculations.

1. Measuring lengths, width, and thickness of pieces of wood.

Written Test Performance Test

4 hours

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard

Performance Standard

Project/ Activities

Assessment

Duration

LESSON 4: INTERPRETING DRAWINGS AND PLANS Demonstrate understanding of/on: Drawing symbols and signs Uses of alphabet of lines 1. Signs, symbols, and data are identified according to job specifications. 2. Signs, symbols, and data are determined according to classification or appropriateness in drawing. 1. Necessary tools, materials, and equipment are identified according to the plan. 2. Components, assemblies or object are recognized as per job requirement. 3. Dimensions and specifications are identified according to job requirements. 4. Correct freehand sketching is produced in accordance with the job requirements LO1. Analyze signs, symbols, and data. 1. Drawing and describing the different signs and symbols used in the project plans. Written test Performance test 4 ho urs

interpret simple isometric drawing of center table

LO2. Interpret technical drawings and plans.

1. Explaining the specific uses of lines in the drawing.

Performance test Written test

2 hours

Procedure in sketching isometric box Steps in sketching orthographic drawing

LO3.Apply freehand sketching

2. Demonstrating freehand sketching

Performance test Written test

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard

Performance Standard

Project/ Activities

Assessment

Duration

LESSON 5: PRACTICING OCCUPATIONAL HEALTH AND SAFETY PROCEDURES Demonstrate understanding of/on: Hazards and risks identification and control Working condition that can produce hazards Signs, signals and barricades Accidents prevention signs and tags 1. Workplace hazards and risks are identified and clearly explained. 2. Hazards/risks and their corresponding indicators are identified in accordance with the company procedures. 3. Contingency measures are recognized and established in accordance with organizational procedures. LO1. Identify hazards and risks. 1. Listing down the possible hazards and risks common in the workplace. Performance test Written test

Safety regulations PPE and uses Occupational health and safety (OHS) procedure in controlling hazards and risks Procedure in dealing with workplace, accidents, fire and emergencies Role playing creating a team and audience judges

1. OHS procedures for controlling hazards and risks are strictly followed. 2. Procedures in dealing with workplace accidents, fire, and emergencies are followed in accordance with the organizations OHS policies. 3. Personal protective equipment (PPE) is correctly used in accordance with organizations

LO2.

Control hazards and risks.

1. Writing the importance of knowing the hazardous and risky objects/fixtures in the workplace.

Written test Performance test

4 hours

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

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K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION INDUSTRIAL ARTS CARPENTRY (Exploratory)

Learning Competencies

Content Standard on planning and controlling risk and hazards

Performance Standard OHS procedures and practices. Procedures in providing appropriate assistance in the event of workplace emergencies are identified in line with the established organizational protocol. Procedures in emergency related drill are strictly followed in line with the established organizational guidelines and procedures. OHS personal records are filled up in accordance with workplace requirement PPEs are maintained in line with organizational guidelines and procedures.

Project/ Activities

Assessment

Duration

4.

What is 5s - How to practice 5s - What an individual gain from 5s - A healthy shop is a safe shop

1.

LO3.

Maintain occupational health and safety awareness.

1. Explain the advantages of practicing safety precautions in the work area.

Written test Performance test

3 hours

2.

3.

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
*TWG on K to 12 Curriculum Guide version as of April 10, 2012 18