K to12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
These are the list of specializations and their pre-requisites.
Specialization Number of Hours Pre-requisite
1. Animal Production (NC II) 480 hours
2. Aquaculture (NC II) 320 hours
3. Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production
4. Artificial Insemination (Swine) (NC II) 160 hours Animal Production
AGRI-FISHERY ARTS

5. Crop Production (NC I) 320 hours

6. Fish Nursery Operation (NC II) 160 hours
7. Fish or Shrimp Grow Out Operation (Non NC) 160 hours Aquaculture
8. Fish Wharf Operation (NC I) 160 hours Fish or Shrimp Grow Out Operation
9. Food (Fish) Processing (NC II) 640 hours
10. Horticulture (NC II) 640 hours
11. Landscape Installation and Maintenance (NC II) 320 hours Crop Production
12. Organic Agriculture (NC II) 320 hours Crop Production
13. Pest Management (NC II) 320 hours Crop Production
14. Rice Machinery Operation (NC II) 320 hours Crop Production
15. Slaughtering Operation (NC II) 160 hours Animal Production
1. 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
HOME ECONOMICS

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. Household Services (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
15. Housekeeping (NC II) 160 hours
16. Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
17. Tour Guiding Services (NC II) 160 hours
18. Tourism Promotion Services (NC II) 160 hours
19. Travel Services (NC II) 160 hours
20. Wellness Massage (NC II) 160 hours

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY

Specialization Number of Hours Pre-requisite

1. Computer Hardware Servicing (NC II) 320 hours
2. Animation (NC II) 320 hours
3. Computer Programming (NC IV) 320 hours
ICT

4. Contact Center Services (NC II) 320 hours

5. Illustration (NC II) 320 hours
6. Medical Transcription (NC II) 320 hours
7. Technical Drafting (NC II) 320 hours
1. Automotive Servicing (NC I) 640 hours
2. Carpentry (NC II) 640 hours
3. Consumer Electronics Servicing (NC II) 640 hours
INDUSTRIAL ARTS

4. Electrical Installation and Maintenance (NC II) 640 hours

5. Masonry (NC II) 320 hours
6. Plumbing (NC I) 320 hours
7. Plumbing (NC II) 320 hours Plumbing (NC I)
8. Refrigeration and Airconditioning Servicing (NC II) 640 hours
9. Shielded Metal Arc Welding (NC I) 320 hours
10. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)
11. Tile Setting (NC II) 320 hours

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 2 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
Grade 7/ 8 (Exploratory)
Course Description:
This is an exploratory and introductory course which leads to Carpentry National Certificate Level II (NC II). It covers five common competencies 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 the course, and
(3) exploration of career opportunities.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction The learner demonstrates an The learner independently 1. Explain basic concepts in carpentry
1. Basic concepts in understanding of the basic demonstrates common 2. Discuss the relevance of the course
carpentry concepts and underlying competencies in carpentry as 3. Explore career opportunities in
2. Relevance of the course theories in carpentry. prescribed by TESDA Training carpentry
3. Career opportunities Regulations.

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal TLE_PECS7/8-00-1
Entrepreneurial understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and
Competencies and Skills Personal Entrepreneurial Competencies and Skills (PeCS) Skills (PeCS) needed in carpentry
(PeCS) vis-à-vis a Competencies and Skills and prepares a list of PeCS of a 1.1 Assess one’s PeCS: characteristics,
practicing (PeCS). practitioner/entrepreneur in attributes, lifestyle, skills, traits
entrepreneur/employee carpentry. 1.2 Assess practitioner’s: characteristics,
1.1 Characteristics attributes, lifestyle, skills, traits
1.2 Attributes 1.3 Compare one’s PeCS with that of a
1.3 Lifestyle practitioner /entrepreneur
1.4 Skills
1.5 Traits
2. Analysis of one’s PeCS

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 3 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ENVIRONMENT AND MARKET (EM)

1. Key concepts of The learner demonstrates an The learner independently LO 1. Generate a business idea that TLE_EM7/8-00-1
Environment and Market understanding of the concepts generates a business idea based relates with a career choice in
2. Products & services environment and market and on the analysis of environment carpentry
available in the market how they relate to a career and market in carpentry. 1.1 Conduct SWOT analysis
3. Differentiation of products choice in carpentry. 1.2 Identify the different
and services products/services available in the
4. Customers and their market
buying habits 1.3 Compare different products/services
5. Competition in the market in the carpentry business
6. SWOT Analysis 1.4 Determine profile of potential
customers
1.5 Determine profile of potential
competitors
1.6 Generate potential business ideas
based on the SWOT analysis
LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS (UT)

1. Carpentry tools and The learner demonstrates an The learner independently LO 1. Identify materials and tools for TLE_IACP7/8UT-0a-1
construction materials understanding of the prepares carpentry tools and a task
2. Requisition procedure underlying principles in the construction materials based on 1.1 Describe tools and materials used in
3. Inventory of tools and preparation of carpentry tools industry standards. carpentry
materials and construction materials. 1.2 Prepare tools and materials for a task
3.1 receiving
3.2 inspecting
3.3 recording
LO 2. Request appropriate materials TLE_IACP7/8UT-0b-2
and tools
2.1. Fill out forms in requesting for
carpentry tools and materials as
required for a task

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 4 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

LO 3. Receive and inspect materials TLE_IACP7/8UT-0b-3

3.1 Check requested tools and materials
in accordance with request form

LESSON 2: MAINTAIN TOOLS AND EQUIPMENT (MT)

1. Hand tools and The learner demonstrates an The learner independently LO 1. Check condition of tools and TLE_IACP7/8MT-0c-1
equipment understanding of the performs maintenance of equipment
underlying principles in the carpentry tools and equipment 1.1 Segregate defective tool from
maintenance of carpentry based on industry standards. functional ones
tools and equipment. 1.2 Label defective tool
1.3 Report the list of defective tools

LO 2. Perform basic preventive TLE_IACP7/8MT-0c-2

maintenance
2.1 Repair defective tools
2.2 Conduct preventive maintenance of
carpentry tools

LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)

1. Measuring tools and The learner demonstrates an The learner independently LO 1. Select measuring instruments TLE_IACP7/8MC-0d-1
equipment understanding of the concepts performs accurate 1.1 Identify linear measuring instrument
2. Systems of measurement and underlying principles in measurements and calculation appropriate for a given task
performing measurements based on a given task.
and calculations.

LO 2. Carry out measurements and TLE_IACP7/8MC-0d-e-

calculations 2
2.1. Measure given materials
2.2. Convert measurements to its
equivalent unit/system
2.3. Calculate amount of materials for a
specific task

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 5 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

LESSON 4: INTERPRET DRAWINGS AND PLANS (ID)

1. Alphabet of lines The learner demonstrates an The learner independently reads LO 1. Analyze signs, symbols and data TLE_IACP7/8ID-0f-1
2. Isometric and understanding of the concepts and interprets simple technical 1.1 Explain the importance of signs,
orthographic drawings. in interpreting technical drawing signs and symbols symbols and data in interpreting a
3. Drawing symbols and drawing signs and symbols in based on standard work plan
signs carpentry. specifications. 1.2 Determine appropriate signs and
symbols needed in the plan

LO 2. Interpret technical drawings TLE_IACP7/8ID-0f-2

and plans
2.1 Read working plan
2.2 Interpret working plan

LO 3. Apply freehand sketching TLE_IACP7/8ID-0g-h-3

3.1 Perform freehand sketching exercises
3.2 Draw simple carpentry plans based on
given tasks

LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)

1. Hazards and risks. The learner demonstrates an The learner independently LO 1. Identify hazards and risks TLE_IACP7/8ID-0i-1
2. Safety Regulations. understanding of the concepts prepares an occupational health 1.1 List down the different health hazards
3. 5S (Seiri, Seiso, Seiton, of occupational health and and safety checklist being and risks found in the workplace
Seiketsu and Shitsuke) safety procedures. applied in carpentry. 1.2 Discuss the effects of health hazards
and occupational risks

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 6 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

LO 2. Control hazards and risks TLE_IACP7/8ID-0i-2

2.1 Formulate safety nets to control
hazards and risks in the work place

LO 3. Maintain occupational health TLE_IACP7/8ID-0j-3

and safety awareness
3.1 Explain the advantages and
disadvantages of practicing OHS in
the work
3.2 Develop checklist on maintaining OHS

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 7 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
(160 hours)
Course Description:
This is a specialized course which leads to a Carpentry National Certificate Level II (NCII). It covers three core competencies that a high school student ought to possess:
(1) preparing/staking out building lines, 2) fabricating formworks, and (3) installing formworks components.

The preliminaries of this specialized course include: (1) discussion on the core concepts in carpentry, and (2) explanation and observation of key concepts relative to the
course.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction The learner demonstrates an The learner independently 1. Explain core concepts in carpentry
1. Core concepts in understanding of the core demonstrates the core 2. Discuss the relevance of the course
carpentry concept and underlying competencies in carpentry as 3. Explore career opportunities in carpentry
2. Relevance of the course theories in carpentry. prescribed by TESDA Training
3. Career opportunities Regulations.

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

1. Assessment of Personal The learner demonstrates an The learner recognizes his/her LO 1. Recognize Personal Entrepreneurial TLE_PECS9-12-I0-
Competencies and Skills understanding of one’s Personal Entrepreneurial Competencies and Skills (PeCS) needed 1
(PeCS) vis-à-vis a Personal Competencies and Competencies and Skills (PeCS) in carpentry
practicing entrepreneur/ Skills (PeCS) in carpentry. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics,
employee in locality/town. that aligns with that of a attributes, lifestyle, skills, traits
1.1 Characteristics practitioner/entrepreneur in 1.2 Assess practitioner’s: characteristics,
1.2 Attributes carpentry. attributes, lifestyle, skills, traits
1.3 Lifestyle 1.3 Compare one’s PECSS with that of a
1.4 Skills practitioner /entrepreneur
1.5 Traits 1.4 Align one’s PECSS with that of a
2. Analysis of PeCS in practitioner/entrepreneur
relation to a practitioner
3. Align, strengthen and
develop ones PeCS based
on the results
ENVIRONMENT AND MARKET (EM)

Market (Town) The learner demonstrates an The learner independently LO 1. Recognize and understand the TLE_EM9-12-I0-1
1. Key concepts of understanding of the concepts creates a business vicinity map market in Carpentry
Environment and Market environment and market in the reflective of the potential 1.1 Identify the players/ competitors within
K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 8 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2. Players in the Market field of carpentry, particularly carpentry market within the the town
(Competitors) in one’s town/municipality. locality/town. 1.2 Identify the different products/services
3. Products & services available in the market
available in the market

Market (Customer) LO 2. Recognize the potential TLE_EM9-12-II0-2

4. Key concepts in customer/market in Carpentry
Identifying and 2.1 Identify the profile of potential customers
Understanding the 2.2 Identify the customer’s needs and wants
Consumer through consumer analysis
5. Consumer Analysis 2.3 Conduct consumer/market analysis
through:
5.1 Observation
5.2 Interviews
5.3 Focus group
discussion (FGD)
5.4 Survey

6. Generating Business LO 3. Create new business ideas in the TLE_EM9-12-III0-

Ideas carpentry business by using various IV0-3
6.1 Key concepts in techniques
generating business 3.1 Explore ways of generating business idea
ideas from one’s own characteristics/attributes
6.2 Knowledge, skills, 3.2 Generate business ideas using product
passions and interests innovation from irritants, trends and
6.3 new application emerging needs
6.4 Irritants 3.3 Generate business ideas using Serendipity
6.5 Striking ideas (new Walk
concept)
6.6 Serendipity Walk

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 9 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
PREPARE / STAKEOUT BUILDING LINES (BL)

1. Tools, materials and The learner demonstrates an The learner independently LO 1. Prepare tools, equipment and TLE_IACP9-12BL-
equipment for staking out understanding in staking out prepares materials and stakes materials for staking out building lines Ia-h-1
building lines building lines. out building lines in carpentry 1.1 Identify tools and materials for staking out
2. Materials estimates based on construction building lines
3. Properties of wood for standards. 1.2 Prepare tools and materials for staking
staking-out building lines out building lines
4. Economic use of materials 1.3 Select appropriate Personal Protective
5. Basic geometrical Equipment (PPE)
construction
6. Board foot computation
7. Job documentation
preparation

8. Concepts of setting batter LO 2. Stake out and set batter boards TLE_IACP9-12BL-
boards Ii-IIb-2
2.1 Set out stakes from pre-determined
9. Work inspection
building lines
procedure
2.2 Measure, lay out and cut batter board
10. Types and uses of
according to specifications
materials and tools
2.3 Set stakes at 0.75-1.00 meter away from
the pre-determined building lines
2.4 Secure batter boards with tolerance for
dimensions at +/- 5 mm, and levelness of
+/- 3 mm
2.5 Use PPE according to job requirements

11. Types and functions of LO 3. Fix building lines TLE_IACP9-12BL-

testing tools 3.1 Square building lines with end tolerance IIc-h-3
12. Occupational health and of +/- 3 mm
safety procedures in the 3.2 Measure and set building lines
workplace 3.3 Use PPE according to job requirements
13. Work inspection
procedure

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 10 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Lesson 2 : FABRICATE FORMWORKS (FW)

1. Tools, materials and The learner demonstrates an The learner independently LO 1. Prepare tools, equipment and TLE_IACP9-12FW-
equipment for fabricating understanding of the concepts fabricates formworks based on materials for fabricating formworks IIi-IIId-1
formworks and underlying principles in construction standards. according to job requirements
2. Materials estimates fabricating formworks. 1.1 Identify tools and materials for fabricating
3. Properties of wood for formworks
fabricating formworks 1.2 Prepare tools and materials for fabricating
4. Economic use of materials formworks
5. Linear measurement 1.3 Select appropriate PPE
6. Board foot computation
7. Job documentation
preparation

8. Woodworking processes LO 2. Lay-out and cut to dimension of TLE_IACP9-12FW-

9. Procedure in laying out form sheathing and stiffeners IIIe-j-2
and cutting of formworks 2.1 Lay out form sheathing and stiffeners with
10. Linear tolerances of +3 mm for all
measurement/board foot measurements and for squareness
measure 2.2 Mark form sheathing and stiffeners
11. Job documentation according to job requirements
preparation 2.3 Cut form sheathing and stiffeners
according to dimension
2.4 Use appropriate PPE

12. Procedure in laying out of LO 3. Assemble form panels TLE_IACP9-12FW-

formworks 3.1 Lay out form panels and stiffeners for pre- IVa-j-3
13. Standards spacing of assembly
stiffeners 3.2 Pre-assemble form panels and stiffeners
14. Procedure in assembling 3.3 Check form panels and stiffeners for
form panels and stiffeners squareness according to job requirements
15. Practical solutions to 3.4 Assemble form panels and stiffeners
problems encountered 3.5 Use appropriate PPE

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 11 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
(160 hours)
Course Description:

This is a specialized course which leads to a Carpentry, National Certificate Level II (NCII). It covers one (1) core competency that a high school student ought to possess—
namely, installing formworks components.

The preliminaries of this specialized course include the following: (1) discussion on the core concept in Carpentry, (2) explanation and observation of key concepts relative to
the course.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction The learner demonstrates an The learner independently 1. Explain core concepts in carpentry
1. Core concepts in understanding of the core demonstrates the core 2. Discuss the relevance of the course
carpentry concepts and underlying competency in carpentry as 3. Explore career opportunities in carpentry
2. Relevance of the course theories in carpentry. prescribed by TESDA Training
3. Career opportunities Regulations.

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

1. Assessment of Personal The learner demonstrates an The learner independently LO 1. Develop and strengthen personal TLE_PECS9-12-
Competencies and Skills understanding of one’s creates a plan of action that competencies and skills (PeCS) needed in I0-1
(PeCS) vis-à-vis a Personal Competencies and strengthens/ further develops carpentry
practicing Skills (PeCS) in carpentry. one’s PeCS in carpentry. 1.1 Identify areas for improvement, development
entrepreneur/employee and growth
in a province. 1.2 Align one’s PeCS according to his/her
1.1 Characteristics business/career choice
1.2 Attributes 1.3 Create a plan of action that ensures success of
1.3 Lifestyle his/her business/career choice
1.4 Skills
1.5 Traits
2. Analysis of PeCS in
relation to a practitioner
3. Strengthening and
further development of
one’s PeCS

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 12 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ENVIRONMENT AND MARKET (EM)

1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service in Carpentry TLE_EM9-12-I0-
2. Key concepts in understanding of the concepts creates a business vicinity map 1.1 Identify what is of “Value” to the customer II0-1
developing a product environment and market in reflective of the potential 1.2 Identify the customer
3. Finding Value the field of carpentry, carpentry market within the 1.3 Explain what makes a product unique and
4. Innovation particularly in one’s locality/town. competitive
5. Unique Selling town/municipality. 1.4 Apply creative and innovative techniques to
5.1 Proposition (USP) develop marketable product
1.5 Employ a Unique Selling Proposition (USP) to
the product/service

6. Selecting a Business LO 2. Select a business idea based on the TLE_EM9-12-

Idea criteria and techniques set III0-2
7. Key concepts in 2.1 Enumerate various criteria and steps in
selecting a business selecting a business idea
idea 2.2 Apply the criteria/steps in selecting a viable
7.1 Criteria business idea
7.2 Techniques 2.3 Determine a business idea based on the
criteria/techniques set

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 13 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

8. Branding LO 3. Develop a brand for the product TLE_EM9-12-

3.1 Identify the benefits of having a good brand IV0-3
3.2 Enumerate recognizable brands in the
town/province
3.3 Enumerate the criteria for developing a brand
3.4 Generate a clear appealing product brand

INSTALL FORMWORKS COMPONENTS (IF)

1. Materials, power The learner demonstrates an The learner independently LO 1. Prepare tools and materials for TLE_IACP9-
and hand tools and understanding of the concepts installs formwork components installing formworks components/form panels 12IF-Ia-j-1
equipment uses and and underlying principles in based on construction 1.1 Identify tools, equipment and materials for job
specifications installing formwork standards. requirements
2. Properties of wood components. 1.2 Prepare tools, equipment and materials job
and other materials requirements
1.3 Select appropriate PPE

3. Assembling and LO 2. Lay-out/assemble scaffolds and braces TLE_IACP9-

disassembling 2.1 Prepare work areas for safe laying out and 12IF-IIa-IVj-2
scaffolding assembling of scaffolds and braces
4. Different scaffold 2.2 Assemble scaffolds and braces safely and
locks, connectors securely:
and their uses 2.2.1 free of interference
5. Equilibrium and 2.2.2 properly balanced
stability of a 2.3 Secure connectors, locks and screws
structure 2.4 Select appropriate PPE

6. Steps in setting and LO 3. Set/fix formworks components/form TLE_IACP9-

fixing formwork panels 12IF-IIa-IVj-3
/components 3.1 Lay out formworks components/form panels
assembly with tolerance of +3 mm for measurement,

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 14 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
7. Proper use of alignment, levelness and plumbness
leveling instruments 3.2 Set/fix formworks/form panel according to
8. Stress on materials required job
9. Flexibility 3.3 Install braces to support the formworks
10. Elasticity 3.4 Apply form oil to the formworks
11. Axial forces 3.5 Re-check formworks components/form panels
12. Shear forces for squareness, levelness and plumbness
3.6 Use appropriate PPE

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 15 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
(160 hours)
Course Description:
This is a specialization course which leads to a Carpentry National Certificate Level II (NC II). It covers two core competencies that a high school student ought to possess:
(1) stripping formwork components, and (2) installing framing works. The preliminaries of this specialized course include the following: (1) discussion on the relevance of the
course, (2) explanation of key concepts relative to the course, and (3) exploration on career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction The learner demonstrates an The learner independently
1. Core concepts in understanding of the core demonstrates the core 1. Explain the core concepts in carpentry
carpentry concepts and underlying theories competencies in carpentry as 2. Discuss the relevance of the course
2. Relevance of the course in carpentry. prescribed by TESDA Training 3. Explore career opportunities in carpentry
3. Career opportunities Regulations.

STRIPPING FORMWORK COMPONENTS (SF)

1. Interpreting working The learner demonstrates an The learner independently strips LO 1. PREPARE STAGING AREA, TOOLS TLE_IACP9-
drawings/plans understanding of the underlying formwork components in AND EQUIPMENT 12SF-Ia-j-1
2. Proper storage and principles in stripping formwork carpentry based on industry 1.1. Identify formwork components and
inventory of formwork components. standards. staging area
components 1.2. Select formwork components power
3. Types/kinds of power and tools, hand tools and equipment
hand tools/equipment 1.3. Prepare formwork components based on
4. Selection and preparation job requirements
of power and hand
tools/equipment
consistent with job
requirement
5. Necessary action to be
taken in response to
actual situation
6. Safe practices in the job
site
6. Types of PPE
7. OHS specification relevant
to job requirement
8. Basic oral
communication/ writing
memos and letters
9. Preparing job
documentation

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 16 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
10. Following instructions
11. Filling-out forms
12. Reading and interpreting
plans
13. Cement curing LO 2. STRIP FORMWORKS OF BUILDING TLE_IACP9-
14. Procedure in stripping COMPONENTS 12SF-IIa-j-2
formworks 2.1. Remove formwork components and
15. Storage and inventory of accessories safely and sequentially after
formwork components curing period
16. Different types and uses 2.2. Sort, arrange and stage formwork
of cleaning materials and components and accessories according to
equipment standard operating procedure
17. Safety procedures 2.3. Clean, oil and store formwork
18. OHS regulations components and accessories according to
19. Lever/simple machine standard operating procedure
20. Effect of moisture on 2.4. Repair or discard formwork components
wood quality and accessories
21. Deforming forces on 2.5. Perform proper housekeeping (5S)
wood
22. Proper waste disposal
23. Basic oral
communication/ writing
LO 3. SHORE AND RE-SHORE BUILDING
memos and letters TLE_IACP9-
COMPONENTS
24. Preparing job 12SF-IIIa-IVj-3
3.1. Shore and re-shore formworks
documentation
components in accordance with stripping
25. Following instructions
procedures
26. Filling-out forms
3.2. Remove shores in accordance with
27. Reading and interpreting
standard dismantling procedures
plans
3.3. Clean, maintain and store shores, tools,
28. Steps in shoring and re-
equipment according to company rules
shoring
and regulations
29. Storage & inventory of
3.4. Perform proper housekeeping (5S)
tools & equipment
3.5. Use appropriate PPE
30. Necessary action to be
taken in response to
actual situation
31. Safety practices observed
in the jobsite

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 17 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
32. Lever/simple machines
33. Basic oral
communication/ writing
memos and letters
34. Reading and interpreting
brochures and manuals

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 18 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
(160 hours)
Course Description:
This is a specialization course which leads to a Carpentry National Certificate Level II (NC II). It covers two (2) core competencies that a high school student ought to
possess: 1) stripping formwork components and 2) installing framing works. The preliminaries of this specialized course include the following: (1) discussion on the relevance
of the course, (2) explanation of key concepts relative to the course, and (3) exploration on career opportunities
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction The learner demonstrates an The learner independently
1. Core concepts in understanding of the core demonstrates the core 1. Explain the core concepts in carpentry
carpentry concepts and underlying theories competencies in carpentry as 2. Discuss the relevance of the course
2. Relevance of the course in carpentry. prescribed by TESDA Training 3. Explore career opportunities in carpentry
3. Career opportunities Regulations.
INSTALLING FRAMING WORKS (IF)

1. Classification of Philippine The learner demonstrates an The learner independently LO 1. PREPARE APPROPRIATE TOOLS, TLE_IACP9-12IF-
lumber understanding of the underlying installs framing works based on EQUIPMENT AND MATERIALS FOR Ia-h-1
2. Different materials, sizes, principles in installing framing industry standards. INSTALLING FRAMING WORKS
grades and uses works. 1.1. Identify tools, equipment and materials
for job requirements
1.2. Prepare tools, equipment and materials
in accordance with the job requirement
1.3. Select appropriate PPE.

3. Procedure in erecting LO 2. LAY-OUT/ERECT AND ASSEMBLE TLE_IACP9-12IF-

posts, installing girts and POST AND GIRTS Ii-IId-2
girders 2.1. Lay out, mark and cut posts and girts
according to working drawings and
specifications with tolerance of +3mm on
all measurements, plumbness, and
levelness

2.2. Erect posts vertically based on plans and

specifications with a tolerance of +3mm
on all measurements
2.3. Attach girts and girders to posts
horizontally according to plans and
specifications

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 19 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
2.4. Perform proper housekeeping (5S)
2.5. Use appropriate PPE

4. Procedure in installing LO 3. LAY-OUT/INSTALL FLOOR JOISTS TLE_IACP9-12IF-

floor joists 3.1. Measure and cut lateral support of floor IIe-j-3
5. Procedure in cutting joist
materials 3.2. Lay out and fix lateral support of floor
6. Standard size of floor joists at +3mm on all measurements and
openings/manhole levelness in accordance with working
drawings and specifications
3.3. Trim joists for openings and fixed with
fastenings according to the requirements
of the working drawings and
specifications
3.4. Perform proper housekeeping (5S)
3.5. Use appropriate PPE

7. Procedure in installing LO 4. LAY OUT/INSTALL WALL STUDS TLE_IACP9-12IF-

vertical/horizontal wall 4.1. Measure and cut wall studs based on IIIa-h-4
studs working drawings and specifications with
tolerance of + 3mm maximum on all
measurements
4.2. Lay out horizontal studs
4.3. Install horizontal studs with specification
of +3mm maximum tolerance on all
measurements based on job
requirements
4.4. Perform proper housekeeping (5S)
4.5. Use appropriate PPE

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 20 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

8. Different types of roof LO 5. LAY-OUT/FABRICATE/INSTALL TLE_IACP9-12IF-

designs ROOF FRAMES IIIi-IVd-5
9. Procedures in fabricating 5.1. Layout and fabricate roof components
and installing roof frames according to working drawings and
10. Parts of a roof specifications with tolerance of + 3mm
11. Stress in a structure on all measurements, plumbness,
12. Tension and compression levelness and squareness
of parts 5.2. Install roof components according to
working drawings and specifications
5.3. Perform housekeeping
5.4. Use appropriate PPE

13. Procedures in installing LO 6. LAY-OUT/INSTALL CEILING JOIST TLE_IACP9-12IF-

ceiling joists 6.1. Measure, and cut ceiling joists according IVe-j-6
to working drawings and specifications
with a tolerance of + 3mm on all
measurements, levelness and squareness
6.2. Lay out and install ceiling joists according
to working drawings and specifications
with a tolerance of + 3mm on all
measurements, levelness and squareness

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 21 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
GLOSSARY

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 22 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY
Code Book Legend

Sample: TLE_IACP9-12IF-IIa-IVj-2

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Technology and Livelihood Personal Entrepreneurial Skills PECS
Strand/ Subject or Education_Industrial Arts
Specialization Carpentry TLE_IA
First Entry CP Environment and Marketing EM
9-12
Grade Level Grade 9/10/11/12 Prepare Construction Materials and Tools UT

Perform Mensuration Calculation MC

Domain/Content/ Install Formworks
Uppercase Letter/s
Component/ Topic Components
IF
Interpret Drawings and Plans ID
-
Practice Occupational Health and Safety
Roman Numeral OS
Quarter Second to Fourth Quarter II-IV Procedure
*Zero if no specific quarter
Prepare/ Stakeout Building Lines BL
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week One to Ten a-j
Fabricate Formworks FW
specific week
- Install Formworks Components IF

Lay-out/ Assemble
Arabic Number Competency
scaffolds and braces
2

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. Curriculum
Maps may be modified according to specializations offered by a school.
K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 23 of 24
 K to12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INDUSTRIAL ARTS – CARPENTRY

SAMPLE INDUSTRIAL ARTS CURRICULUM MAP

No. Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12

1 *Automotive Servicing (NC I)

8 sems

2 *Carpentry (NC II)

8 sems

3 *Consumer Electronics Servicing (NC II)

8 sems

4 *Electrical Installation and Maintenance (NC II)

8 sems
5 EXPLORATORY
**Plumbing (NC I) **Plumbing (NC II)
6 4 sems 4 sems

7 *Refrigeration and Airconditioning (NC II)

8 sems
8 **Shielded Metal Arc Welding (NC I) **Shielded Metal Arc Welding (NC II)

9 4 sems 4 sems
10
4 **Masonry (NC II) **Tile Setting (NC II)
11 sems 4 sems 4 sems

* Students must complete four years to take the NC Exam.

** Students must complete two years to take the NC Exam.

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 24 of 24