K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK INDUSTRIAL ARTS CONSUMER ELECTRONICS SERVICING K to 12 Industrial Arts –Consumer Electronics Servicing Curriculum Guide December 2013*LO–Learning Outcome Page 1of 24These are the list of specializations and their pre-requisites. Specialization Number of Hours Pre-requisite 1.A G R I F I S H E R Y A R T S Animal Production (NC II) 480 hours 2.Aquaculture (NC II) 640 hours 3.Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production 4.Artificial Insemination (Swine) (NC II) 160 hours Animal Production 5.Crop Production (NC I) 320 hours 6.Fish Wharf Operation (NC I) 160 hours Fish or Shrimp Grow Out Operation 7.Food (Fish) Processing (NC II) 640 hours 8.Horticulture (NC II) 640 hours 9.Landscape Installation and Maintenance (NC II) 320 hours Crop Production 10.Organic Agriculture (NC II) 320 hours Crop Production 11.Pest Management (NC II) 320 hours Crop Production 12.Rice Machinery Operation (NC II) 320 hours Crop Production 13.Slaughtering Operation (NC II) 160 hours Animal Production 1.H O M E E C O N O M I C S Beauty/Nail Care (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8 2.Attractions and Theme Parks (NC II) 160 hours 3.Bread and Pastry Production (NC II) 160 hours 4.Caregiving (NC II) 640 hours 40 hours of the subject during exploratory Grade 7/8 5.Cookery (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8 6.Dressmaking (NC II) 320 hours 7.Food and Beverage Services (NC II) 160 hours 8.Front Office Services (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8 9.Hairdressing (NC II) 320 hours 10.Handicraft (Basketry, Macrame) (Non-NC) 160 hours 11.Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours 12.Handicraft (Needlecraft) (Non-NC) 160 hours 13.Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours 14.Housekeeping (NC II) 160 hours 15.Local Guiding Services (NC II) 160 hours 16.Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8 17.Tourism Promotion Services (NC II) 160 hours 18.Travel Services (NC II) 160 hours 19.Wellness Massage (NC II) 160 hours
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JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 3 of 24
Grade 7/Grade 8 (Exploratory)Course Description:This is an exploratory and introductory course which leads to a Consumer Electronics Servicing National Certificate Level II (NCII). It covers five commoncompetencies that the Grade 7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (1) using tools, equipment and paraphernalia; (2)performing mensuration and calculation; (3) practicing Occupational Health and Safety (OHS) procedures; (4) maintaining tools, equipment and paraphernalia; and(5) interpreting technical drawing and plans.
The preliminaries of this exploratory course include the following: (1) discussion on the relevance of the course, 2) explanation of key concepts relative to thecourse, and (3) exploration of career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction1. Basic concepts in
electronics servicing2. Relevance of the course3. Career opportunities
The learner demonstrates anunderstanding of the basicconcepts and underlyingtheories in consumerelectronics servicing.
The learner independentlydemonstrates commoncompetencies in electronicsservicing as prescribed by TESDATraining Regulations.
1. Explain basic concepts inelectronics servicing
2. Discuss the relevance of thecourse
3. Explore career opportunities in
electronics servicing
PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PeCS)
1. Assessment of PersonalEntrepreneurialCompetencies and Skills(PeCS) vis-à-vis apracticingentrepreneur/employee1.1 Characteristics1.2 Attributes
1.3 Lifestyle1.4 Skills1.5 Traits
2. Analysis of one’s PeCS
The learner demonstrates anunderstanding of one’s
Personal EntrepreneurialCompetencies and Skills(PeCS).
The learner recognizes his/herPersonal EntrepreneurialCompetencies and Skills (PeCS)and prepares a list of PeCS of apractitioner/entrepreneur inconsumer electronics servicing.
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 8 of 24
(160 hours)Course Description:This is a standards based curriculum leading to a TESDA Qualification Standard for a Consumer Electronics Servicing National Certificate Level I (N II). Itcovers two (2) core competencies that a high school student should acquire: (1) assembling and disassembling of consumer electronic product and system, and 2)maintaining and repairing electronically controlled domestic appliances.
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and 3)exploration of career opportunities.
CONTENT CONTENT STANDARDPERFORMANCE
STANDARDLEARNING COMPETENCIES CODE
Introduction:
1. Core concepts inElectronics Servicing
2. Relevance of the course3. Employment /Business
opportunities
The learner demonstrates anunderstanding of the basicconcepts and underlyingtheories in consumerElectronics servicing.
The learner independentlydemonstrates anunderstanding of the corecompetencies in electronicsservicing as prescribed byTESDA Training Regulations.
1. Explain core concepts in electronicsservicing.
2. Discuss relevance of the course.3. Explore opportunities for
employment/business.
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of learner’s
Personal Competenciesand Skills (PeCS) vis-à-vis PeCS of a practicingentrepreneur/ employeein locality/town.1.1 Characteristics1.2 Attributes
1.3 Lifestyle1.4 Skills
1.5 Traits2. Analysis of one’s PeCS3. Align, strengthen and
develop one’ s PeCSbased on the results
The learner demonstrates anunderstanding of one’s PeCSin consumer electronicsServicing.
The learner recognizeshis/her PeCS and preparesan activity plan that alignswith the PeCS of apractitioner/entrepreneur inconsumer electronicsServicing.
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 11 of 24
CONTENT CONTENT STANDARDPERFORMANCE
STANDARDLEARNING COMPETENCIES CODE
4.2 Observe safety procedure in assemblingand disassembling boards
4.3 Check assembled product in accordancewith quality standards
5. Techniques on actualproduct assembly basedon service manuals
6. Product qualitystandards based onservice manual
LO 4. Test and inspect assembled
products4.1 Test finished products in accordance with
standard operating procedure
4.2 Document completed work 4.3 Perform proper housekeeping (5S)
TLE_IAES9-12AD-
IIf-j-4
MAINTAIN AND REPAIR ELECTRONICALLY CONTROLLED DOMESTIC APPLIANCES (80) (MR)
Servicing electronically-controlled domestic
appliances with motor
and with heatingelements
1. Electronically-controlleddomestic appliances
2. Service manuals3. Tools, materials and test
instruments
The learner demonstrates anunderstanding of theconcepts in maintaining andrepairing appliances withmotor and with heatingelement:1. blender2. electric fan
The learner independentlymaintains and repairsappliances with motor andwith heating element:1. blender2. electric fan
LO 1. Prepare unit, tools, equipmentand workplace for maintenance/repair
1.1 Prepare necessary tools, test instrumentsand personal protective equipment in linewith job requirements
1.2 Acquire service manuals and serviceinformation required forrepair/maintenance as manufacturer’s
specifications1.3 Conduct complete check-up of
electronically-controlled domesticappliances
1.4 Document the identified defects basedon check-up conducted
TLE_IAES9-12MR-IIIa-j-1
4. Pre-testing procedure inaccordance with themanufacturer’s manual
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 13 of 24
(160 hours)Course Description:
This is a standards based curriculum leading to a TESDA Qualification Standard for a Consumer Electronics Servicing National Certificate Level I (N II). Itcovers the core competency of maintaining and repairing electronically-controlled domestic appliances that a high school student should acquire.
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and (3)exploration of career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction:1. Core concepts in
Electronics Servicing2. Relevance of the course3. Employment /business
opportunities
The learner demonstrates anunderstanding of the basicconcepts and underlyingtheories in consumerelectronics servicing.
The learner independentlydemonstrates an understandingof the core competency inelectronics servicing as prescribedby TESDA Training Regulations.
1. Explain core concepts inelectronics servicing.
2. Discuss relevance of the course.3. Explore opportunities for
employment/business.
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of learner’s
Personal Competenciesand Skills (PeCS) vis-à-vis PeCS of a practicingentrepreneur/employeein a province.1.1 Characteristics1.2 Attributes1.3 Lifestyle
1.4 Skills1.5 Traits
2. Analysis of PeCScompared to the PeCS ofa practitioner
3. Strengthening andfurther development ofone’ s PeCS
The learner demonstrates anunderstanding of one’s
Personal Competencies andSkills (PeCS) in ConsumerElectronics Servicing.
The learner independently createsa plan of action that strengthens/further develops one’s PeCS inConsumer Electronics Servicing.
LO 1. Develop and strengthen
personal competencies and skills
(PeCS) needed Consumer
Electronics Servicing
1.1 Identify areas for improvement,development and growth
1.2 Align one’s PeCS according tohis/her business/career choice
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 17 of 24
(160 hours)
Course Description:
This is a standards based course on Consumer Electronics Servicing leading to a TESDA Qualification Standard for National Certificate Level II (NCII). Itcovers one (1) core competency that a high school student should acquire —namely, that of maintaining and repairing audio –video products and systems
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and (3)exploration of career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Core concepts inelectronics servicing
2. Relevance of the course3. Employment/business
opportunities
The learner demonstrates anunderstanding of the coreconcepts and underlyingtheories in electronics servicing.
The learner independentlydemonstrates the corecompetencies in electronicsservicing as prescribed byTESDA Training Regulations.
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 19 of 24
(160 hours)
Course Description:
This is a standards-based course on Consumer Electronics Servicing leading to a TESDA Qualification Standard for National Certificate Level II (NCII). It coversone (1) core competency that a high school student should acquire —namely, the service and repair cellular phones.
The preliminaries of this course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the course, and (3)exploration of career opportunities.
CONTENT CONTENT STANDARDPERFORMANCE
STANDARDLEARNING COMPETENCIES CODE
Introduction1. Core concepts in electronics
servicing
2.
Relevance of the course3. Employment / Businessopportunities
The learner demonstrates anunderstanding of the coreconcepts and underlying
theories in troubleshooting.
The learner independentlydemonstrates anthe core competencies inelectronics
servicing as prescribed byTESDATraining Regulations.
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING
K to 12 Industrial Arts – Consumer Electronics Servicing Curriculum Guide December 2013 *LO – Learning Outcome Page 23 of 24
Code Book Legend
Sample: TLE_IAES7/8UT-0a-1
LEGEND SAMPLE
First Entry
Learning Area andStrand/ Subject or
Specialization
Technology and LivelihoodEducation_Industrial Arts
Consumer ElectronicsServicing
TLE_IAES7/8
Grade Level Grade 7/8
Uppercase Letter/sDomain/Content/Component/ Topic
Use hand tools UT
-
Roman Numeral
*Zero if no specific quarterQuarter No Specific Quarter 0
Lowercase Letter/s
*Put a hyphen (-) in
between letters to indicatemore than a specific week
Week No Specific Week 0
-
Arabic Number Competency Plan for tasks to beundertaken
1
DOMAIN/ COMPONENT CODE
Personal Entrepreneurial Skills PECS
Environment and Marketing EM
Use Hand Tools UT
Prepare and Interpret Technical Drawings ID
Observe Occupational Health and Safety OS
Maintain Hand Tools and Equipment MT
Assemble and Dissemble Consumer ElectronicProduct and System
AD
Maintain and Repair Electronically ControlledDomestic Appliances
MR
Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per Industrial Arts specialization and those that have pre-requisites. CurriculumMaps may be modified according to specializations offered by a school.