UCM TLE 7 Caregiving

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UNIT CURRICULUM MAP

Subject: TLE
GRADE LEVEL: GRADE 7
DURATION:24 HOURS
QUARTER: SECOND QUARTER

TERM NO. UNIT CONTENT PERFORMANCE PRIORITIZED ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
(1st QUARTER) TOPIC STANDARD STANDARDS COMPETENCES OR CORE VALUES
SKILLS/ AMT
LEARNING GOALS
The learner The learner LO 1. Identify
demonstrates independently caregiving tools,
understandin uses tools, equipment, and
g on the use of equipment and paraphernalia Learning and
tools, paraphernalia in applicable to a Living in the
Kitchen equipment caregiving specific job 21St Century
Tools and and A1. Classify Formative: Individual:
Equipment paraphernalia equipment, tools, Classification Pick and
in caregiving. and paraphernalia Name it-
according to types, Naming
and functions Tools

Sorting and
HOME Classifying
ECONOMICS LO 2. Use caregiving
tools, equipment, and
Cookery paraphernalia Use of
T1. Use equipment, Performance Individual: equipment,
tools and Task Video tools and
paraphernalia viewing paraphernalia
based on the task /teaching https://
requirement Demonstrati www.youtube.
on com/watch?
v=VI_CcUjGG
BQ
Weights,
Measureme The learner The learner LO 1. Perform
nt and demonstrates independently aftercare activities for
Substitutio understandin maintains tools, tools, equipment and
ns g in equipment and paraphernalia
maintaining paraphernalia in T1. Clean tools, Performance Scaffold to
tools, caregiving. equipment and Task Transfer
equipment paraphernalia after
and use To become
paraphernalia A.1 Store tools, Quiz: Demo Christ-like
in caregiving. equipment and Multiple Hands-on
paraphernalia in Choice Modeling
the appropriate To be of Service
area Learning and to Humanity
A2. Check tools, Summative Hands-on Living in the
equipment and Quiz: Modeling 21St Century
paraphernalia Multiple To achieve Excel
regularly for Choice
orderliness/tidiness
T.2 Carry out Video Project
routine Presentation Exercise
maintenance as per
Standard Operating
Procedures (SOP)
Kitchen The learner The learner LO 1. Identify hazards
Arrangeme demonstrates independently and risks
nts and understandin practices
Layouts g on the occupational
A1. Identify Formative: Individual:
practice of health and safety
hazards and risks Identification Identification
occupational procedures in
Enumeration
health and caregiving.
A.2 Determine Quiz: Individual:
safety To become
hazard and risks Identification Pictionary
procedures in Learning and Christ-like
indicators in the
caregiving. Living in the
workplace
21St Century
A3. Determine the Quiz: Multiple Group/Class To be of Service
effects of hazards choice discussion to Humanity
Occupation
al Health Brainstormin
and Safety g To achieve Excel
LO 2. Evaluate and
in the control hazards and
Kitchen risks
A.1 Follow Formative: Demonstrati
Occupational True or False on
Health and Safety
(OHS) procedures
in dealing with and
for controlling
hazards and risks

T1. Establish Performance Hand-on


organizational Task: Video Modelling
protocol in Presentation
providing
appropriate
assistance in
workplace
emergencies

PERFORMANCE TASKS:
The teacher asked the students to educate school children about the value of money and how it should be used through a role play. Plan and stage a short skit
showing one or two competencies in financial literacy and how such competencies are applied in your day-to-day living. Your group’s presentation will be evaluated
based on the following criteria: creativity, content, presentation, and organization.

T1. PERFORMANCE TASK

GOAL: To demonstrate competency in managing financial products and service effectively


ROLES: performer, economist, financial advocate
AUDIENCE:grade school children, high school students, teachers
SITUATION:a teacher is asking students to create a short skit presentation about the value of money to grade school children
PRODUCT: Skit Presentation
STANDARD:Presentation: creativity, content, presentation, and organization.
Criteria 25 15 10
Exceptionally clever and unique in Thoughtfully and uniquely A few original touches enhance the
CREATIVITY (25%) showing deep understanding about presented; clever at times in project to show some understanding
the task. showing understanding of the task. of the task.
Shows a full and clear Shows minimal understanding of Students does not have the enough
CONTENTS (25%) understanding of the task. the task. information about the task.
Engaging, appropriate to the Shows minimal engagement, Lacks on engagement,
PRESENTATION (25%) audience and entertaining. appropriateness to the audience and appropriateness and
slightly entertaining. entertainment .
Presents information in logical, Presents difficulty in presenting There is no sequence of
interesting sequence which information in logical, interesting information.
ORGANIZATION (25%)
audience can clearly follow. sequence which audience can
clearly follow.

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