TVET Templates for Training Sessions

Templates
Sector
TVET
Qualification Title:
Unit of Competency:
Module Title:
CAREGIVING
Respond to emergency
Responding to emergency
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
Plan
Training
Session
Date Developed:
Trainers
Methodology Level I
Templates
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub
Document No.
Issued by:
NTTA
Revision # 01
Page i of vii
Sample Data Gathering Instrument for Trainees

Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy
and numeracy
(LL&N)
Cultural and
language
background
Average grade in:
Average grade in:
English
Math
a. 95 and above
a. 95 and above
b. 90 to 94
b. 90 to 94
c. 85 to 89
c. 85 to 89
d. 80 to 84
d. 80 to 84
a. 75 to 79
e. 75 to 79
Ethnicity/culture:
a. Ifugao
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education &
general
knowledge
Highest Educational Attainment:

a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Masters degree
f. Masteral Graduate
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub
Document No. NTTA-TM1-01

Issued by:
Page 2 of 250
NTTA
Revision # 01
Sex
a. Male
b. Female
Age
Your age: _____
Physical ability
1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Learning styles
a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students with
concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 3 of 250
NTTA
Revision # 01
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs
a.
b.
c.
d.
Trainers
Methodology Level I
Templates
Financially challenged
Working student
Solo parent
Others(please specify)
___________________________
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 4 of 250
NTTA
Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
YES NO
CAN I?
1. Participate in workplace communication
1.1.1 Obtain and convey workplace information
1.1.2
Participate in workplace meeting and discussion
1.1.3Complete relevant work-related document
2. Work in a team environment

2.1.1
Describe and identify team role and responsibility
2.1.2
Describe work as a team member
3. Practice career professionalism

3.1.1 Integrate personal objectives with organizational goals.
3.1.2 Set and meet work priorities.
3.1.3 Maintain professional growth and development.
4. Practice occupational health and safety procedures

4.1.1 Identify hazards and risks.
4.1.2
Evaluate hazards and risks.
4.1.3 Control hazards and risks.
4.1.4 Maintain occupational health and safety awareness.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 5 of 250
NTTA
Revision # 01
COMMON COMPETENCIES
CAN I?
YES NO
1. Implement and monitor infection control policies and procedures

1.1.1 Provide information to the work group about the organizations
infection control policies and procedures
1.1.2 Integrate the organizations infection control policy and procedure
into work practices.
1.1.3 Monitor infection control performance and implement
improvements in practices.
2. Respond effectively to difficult/ challenging behavior

2.1.1
Plan and respond to emergencies
2.1.2
Report and review incidents
3. Apply basic first aid

3.1.1 Assess the situation
3.1.2 Apply basic first aid techniques
3.1.3 Communicate details of the incident
4. Maintain high standard of patient services

4.1.1
Communicate appropriately with patients
4.1.2
Establish and maintain good interpersonal relationship with patients
4.1.3
Act in a respectful manner at all times
4.1.4
Evaluate own work to maintain high standard of patient services
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 6 of 250
NTTA
Revision # 01
CORE COMPETENCIES
YES NO
CAN I?
1. Provide care and support to infants/toddlers
1.1.1
Comfort infants and toddlers
1.1.2
Bath and dress infants and toddlers
1.1.3
Feed infants and toddlers
1.1.4
Put infants and toddlers to sleep
1.1.5 Enhance social, physical, intellectual, creative and emotional

activities of infants and toddlers.
2. Provide care and support to children

2.1.1 Instill personal hygiene practice to children
2.1.2
Bath and dress children
2.1.3
Feed children
3. Foster social, intellectual, creative and emotional development of children

3.1.1
Foster childrens independence and autonomy
3.1.2
Encourage children to express their feelings, ideas and needs
3.1.3 Stimulate childrens awareness and creativity
3.1.2 Foster childrens self esteem and development of self concept
Foster the physical development of children

4.1.1
Enhance physical activities of children
4.1.2
Create opportunities for children to develop a wider range of

physical development
4.1.3 Provide experience to support physical development of children
Provide care and support to elderly

5.1.1. Establish and maintain an appropriate relationship with the elderly
5.1.2. Provide appropriate support to the elderly
Provide assistance with elderlys personal care needs
5.1.3. Provide assistance with elderlys personal care needs
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 7 of 250
NTTA
Revision # 01
CORE COMPETENCIES
YES NO
CAN I?
6. Provide care and support to people with special needs
6.1.1 Establish and maintain appropriate relationship with people with
special needs.
6.1.2
Provide appropriate support to people with special needs
6.1.3
Assist in maintaining well being of people with special needs
6.1.4
Assist people with special needs to identify and meet their needs
6.1.5 Assist people with special needs in maintaining an environment

that enables maximum independent living
7. Maintain a healthy and safe environment
7.1.1 Maintain a clean and hygienic environment
7.1.2 Provide a safe environment
Supervise the safety of clients
7.1.3 Maintain a clean and hygienic environment
8. Respond to emergency
8.1.1
Implement procedure for infection control
8.1.2 Recognize and respond signs of potential illness
8.1.3 Respond to emergencies and accident
8.1.4 Administer medication within guidelines
8.1.5 Respond to threats and situation of danger
9. Clean living room, dining room, bedrooms, toilet and bathroom

9.1.1
Clean surfaces and floors
9.1.2
Clean furnishing and fixtures
9.1.3
Make up beds and cots
9.1.4
Clean toilet and bathroom
9.1.5
Sanitize room
9.1.6
Maintain clean room environment
10. Wash and iron clothes, linen and fabric

10.1.1 Check and sort clothes, linens and fabrics
10.1.2 Remove stains
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 8 of 250
NTTA
Revision # 01
CORE COMPETENCIES
YES NO
CAN I?
10.1.3 Prepare washing equipment and supplies
10.1.4 Perform laundry
10.1.5 Dry clothes, linen and fabric
10.1.6 Iron clothes, linens and fabrics
11. Prepare hot and cold meals

11.1.1 Prepare ingredients according to recipes
11.1.2 Cook meals and dishes according to recipes
11.1.3 Present cooked dishes
11.1.4 Prepare sauces, dressings and garnishes
11.1.5 Prepare Appetizers
11.1.6 Prepare desserts and salads
11.1.7 Prepare sandwiches
11.1.8 Store excess foods and ingredients
11.1.9 Convert unconsumed cooked food
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 9 of 250
NTTA
Revision # 01
Evidences/Proof of Current Competencies(Sample)

Form 1.2:
Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies
Proof/Evidence
Means of Validating
BASIC COMPETENCIES
1. Participate in
workplace
communicati
on
Presented a copy of
Certificate of
Completion an
Certificate of
Employment
Checked the validation of the

authenticated copy of Certificate
of Completion and Employment
2. Work in a Presented a copy of

team
Certificate of
environment
Completion an
Certificate of
Employment

3. Practice
career
professionalis
m
Presented a copy of
Certificate of
Completion an
Certificate of
Employment

4. Practice
occupational
health
and
safety
procedures
Presented a copy of
Certificate of
Completion an
Certificate of
Employment

COMMON COMPETENCIES
Implement and
monitor infection
control policies and
procedures
Presented a copy of
Certificate of
Completion an
Certificate of
Employment

of Completion and Employment;
Oral questioning/ Written exam
Respond effectively
to
Presented a copy of
Certificate of

Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 10 of 250
NTTA
Revision # 01
difficult/challengin
g behavior
Completion an
Certificate of
Employment

Apply basic first aid

operations
Presented a copy of
Certificate of

Completion an
Certificate of
Employment

Presented a copy of
Certificate of
Completion an
Certificate of
Employment

Maintain high
standard of patient
services
CORE COMPETENCIES
1. Provide care Presented a copy of
and support Certificate of
to
Completion
infants/toddl
ers

of Completion

to children
Completion

of Completion
3. Foster social, Presented a copy of

intellectual,
Certificate of
creative and Completion
emotional
development
of children

of Completion
4. Foster
the Presented a copy of
physical
Certificate of
development
Completion
of children

of Completion

to elderly
Completion

of Completion
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 11 of 250
NTTA
Revision # 01

to people with Completion
special needs

of Completion
7. Maintain
Presented a copy of
healthy and Certificate of
safe
Completion
environment

of Completion
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 12 of 250
NTTA
Revision # 01
Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form
1.3
Summary of Current
Competencies (Sample)
Required Units of
Competency/Learning
Outcomes based on CBC
Competencies
Versus
Current Competencies
Required
Training Gaps/
Requirements
BASIC COMPETENCIES
1. Participate in workplace Participate in workplace
communication
communication
1.1.1 Obtain and convey Obtain and convey
workplace information
workplace information
1.1.2 Participate in workplace Participate in workplace
meeting and discussion
meeting and discussion
1.1.3 Complete relevant work- Complete relevant workrelated document
related document
2. Work
in
environment
team Work in a team

environment
1.1.1 Describe and identify Describe and identify

team role and responsibility
team role and
responsibility
1.1.2 Describe work as a team Describe work as a team
member
member
3. Practice career
professionalism
Practice career
professionalism
3.1.1 Integrate personal

objectives with organizational
goals.
Integrate personal
objectives with
organizational goals.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 13 of 250
NTTA
Revision # 01
3.1.2 Set and meet work

priorities.
Set and meet work

priorities.
3.1.3
Maintain
professional growth and
development.
Maintain professional
growth and development.
4. Practice occupational,
health and safety
procedures
Practice occupational,
health and safety
procedures
4.1.1 Identify hazards and

risks.
Identify hazards and

risks.
4.1.2 Evaluate hazards and

risks.
Evaluate hazards and

risks.
4.1.3 Control hazards and

risks.
Control hazards and

risks.
4.1.4 Maintain occupational

health and safety awareness.
Maintain occupational
health and safety
awareness.
COMMON COMPETENCIES
1.Implement and monitor
infection control policies
and procedures
Implement and monitor

infection control
policies and procedures
1.1.1 Provide information to

the work group about the
organizations infection
procedures
Provide information to the

work group about the
procedures
1.1.2 Integrate the

control policy and procedure
into work practices.
Integrate the
control policy and
procedure into work
practices.
1.1.3 Monitor infection

control performance and
implement improvements in
practices.
Monitor infection control

performance and
implement improvements
in practices.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 14 of 250
NTTA
Revision # 01
2. Respond effectively to
difficult/challenging
behavior
Respond effectively to
difficult/challenging
behavior
2.1.1 Plan and respond to

emergencies
Plan and respond to

emergencies
2.1.2 Report and review incidents Report and review incidents

3. Apply basic first-aid
Apply basic first-aid
3.1.1 Assess the situation
Assess the situation
techniques
techniques
3.1.2 Apply basic first aid
Apply basic first aid
3.1.3 Communicate details of

the incident
Communicate details of
the incident
4.Maintain high standard of

patient services
Maintain high standard

of patient services
4.1.1 Communicate
appropriately with
patientsrelationship with
patients
Communicate
appropriately with
patientsrelationship with
patients
4.1.2 Establish and maintain

good interpersonal
Establish and maintain

good interpersonal
4.1.3 Act in a respectful

manner at all times
Act in a respectful
manner at all times
4.1.4 Evaluate own work to

maintain high standard of
patient services
Evaluate own work to

maintain high standard of
patient services
CORE COMPETENCIES
1. Provide care and support to Provide care and support
infants/toddlers
to infants/toddlers
1.1.1 Comfort infants and
toddlers
Comfort infants and

toddlers
1.1.2 Bath and dress infants

and toddlers
1.1.3 Feed infants and
Bath and dress infants

and toddlers
Feed infants and toddlers
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 15 of 250
NTTA
Revision # 01
toddlers
1.1.4 Put infants and toddlers
to sleep
1.1.5 Enhance
social,
physical, intellectual, creative
and emotional activities of
infants and toddlers.
Put infants and toddlers

to sleep
Enhance social, physical,
intellectual, creative and
emotional activities of
infants and toddlers.
2. Provide care and support to Provide care and support

children
to children
2.1.1 Instill personal hygiene
practice to children
Instill personal hygiene

practice to children
2.1.2 Bath and dress children Bath and dress children

2.1.3 Feed children
Feed children
3. Foster social, intellectual,

creative and emotional
development of children
Foster social, intellectual,

3.1.1 Foster childrens

independence and autonomy
Foster childrens
independence and
autonomy
3.1.2 Encourage children to

express their feelings, ideas
and needs
Encourage children to
express their feelings,
ideas and needs
3.1.3 Stimulate childrens

awareness and creativity
Stimulate childrens
awareness and creativity
3.1.4 Foster childrens self

esteem and development of
self concept
Foster childrens self

esteem and development
of self concept
4. Foster the physical

Foster the physical

4.1.1 Enhance physical activities

of children of physical
development
Enhance physical
activities of children of
physical development
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 16 of 250
NTTA
Revision # 01
4.1.2 Create opportunities for

children to develop a wider range
Create opportunities for

children to develop a
wider range
4.1.3 Provide experience to

support physical development of
children
Provide experience to
support physical
5.
Provide care and
support to elderly
Provide care and

support to elderly
5.1.1. Establish and maintain

an appropriate relationship
with the elderly

an appropriate
relationship with the
elderly
5.1.2. Provide appropriate

support to the elderly
Provide appropriate
support to the elderly
5.1.3. Provide assistance with

elderlys personal care needs
Provide assistance with

elderlys personal care
needs
6.
Provide care and
support to people with
special needs
Provide care and

special needs
6.1.1 Establish and maintain

appropriate relationship with
people with special needs.

appropriate relationship
with people with special
needs.
6.1.2 Provide appropriate

support to people with special
needs
Provide
appropriate
special needs
6.1.3 Assist in maintaining

well being of people with
special needs
Assist in maintaining well

being of people with
special needs
6.1.4 Assist people with

special needs to identify and
meet their needs
Assist people with special

needs to identify and meet
their needs
6.1.5 Assist people with

special needs in maintaining
an environment that enables
Assist people with special

needs in maintaining an
environment that enables
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 17 of 250
NTTA
Revision # 01
maximum independent living
maximum
living
independent
7. Maintain a healthy and safe

environment
Maintain a healthy
safe environment
7.1.1 Maintain a clean and

hygienic environment
Maintain a clean and

hygienic environment
7.1.2 Provide a safe

environment
Provide
a
environment
7.1.3 Supervise the safety of

clients
Supervise the safety of

clients
and
safe
8. Respond to emergency
Respond
emergency
to
8.1.1 Implement
procedure for
infection control
8.1.2 Recognize
and respond signs
of potential illness
8.1.3 Respond to
emergencies and
accident
8.1.4 Administer
medication within
guidelines
8.1.5 Respond to
threats and
situation of danger
9. Clean living room, dining
room, bedrooms, toilet and
bathroom
9.1.1 Clean surfaces and floors
Clean living room, dining

room, bedrooms, toilet and
bathroom
9.1.2 Clean furnishing and

fixtures
9.1.3 Make up beds and cots
Clean furnishing and fixtures
9.1.4 Clean toilet and bathroom
Clean toilet and bathroom
Trainers
Methodology Level I
Templates
Clean surfaces and floors
Make up beds and cots
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 18 of 250
NTTA
Revision # 01
9.1.5 Sanitize rooms
Sanitize rooms
9.1.6 Maintain clean room

environment
Maintain
clean
environment
10. Wash and iron clothes,

linen and fabric
10.1.1 Check and sort clothes,
linens and fabrics
Wash and iron clothes,

linen and fabric
10.1.2 Remove stains
Remove stains
10.1.3 Prepare washing

equipment and supplies
Prepare washing equipment

and supplies
10.1.4 Perform laundry
Perform laundry
10.1.5 Dry clothes, linen and

fabric
10.1.6 Iron clothes, linens and
fabrics
Dry clothes, linen and fabric
11. Prepare hot and cold meals
Prepare
meals
11.1.1 Prepare ingredients

according to recipes
Prepare
ingredients
11.1.2 Cook meals and dishes

Cook meals and

11.1.3 Present cooked dishes
Present cooked dishes
11.1.4 Prepare sauces,

dressings and garnishes
Prepare sauces, dressings

and garnishes
11.1.5 Prepare Appetizers
Prepare Appetizers
11.1.6 Prepare desserts and

salads
11.1.7 Prepare sandwiches
Prepare desserts and salads
11.1.8 Store excess foods and

ingredients
Store
excess foods and
ingredients
11.1.9 Convert unconsumed

cooked food
Convert
cooked food
Check and sort

linens and fabrics
Iron clothes,
fabrics
hot
room
clothes,
linens
and
and
cold
dishes
Prepare sandwiches
unconsumed
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 19 of 250
NTTA
Revision # 01
Form No. 1.4: Training Needs (Sample)

Training Needs
(Learning Outcomes)
8.1.1 Implement procedure for infection
control
Module Title/Module of
Instruction
1. Respond to Emergency
8.1.2 Recognize and respond signs of

potential illness
8.1.3 Respond to emergencies and
accident
8.1.4 Administer medication within
guidelines
8.1.5 Respond to threats and situation of
danger
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
Redilyn C. Agub

Issued by:
Page 20 of 250
NTTA
Revision # 01
SESSION PLAN
Sector
Qualification Title
CAREGIVING NC II
Unit of Competency
RESPOND TO EMERGENCY
Module Title
RESPONDING TO EMERGENCY
Learning Outcomes:
LO1. Implement procedure for infection control
LO2. Recognize and respond signs of potential illness
LO3. Respond to emergencies and accident
LO4. Administer medication within guidelines
LO5. Respond to threats and situation of danger
A. INTRODUCTION
This module covers the knowledge, skills and attitudes required to respond to emergencies which includes various
aspects of disease control, prevention and emergency measures that can be administered effectively
Date Developed:
Trainers Methodology Level I

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
NTTA
Revision # 01
Page 21 of 250
B. LEARNING ACTIVITIES
LO 1: Implement procedure for infection control
Learning Content
Guidelines
infection control
Methods
for
Lecture
Self-paced instruction
Group discussion
Disease spread and

transmission
Hand washing
procedures and
techniques
Presentation
Read Information
sheet 8.1-1
Templates
Answer selfcheck 8.1-1
Feedback
Read Information sheet

8.1-2
Task Sheet 8.1-3 on

how to do Handwashing
procedures
and
techniques
Perform Task
Sheet 8.1-3
on how to do
Handwashing
procedures
and
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Check
from the
key 8.1-2
answer
answer
Refer to
performance
criteria checklist
8.1-3

Issued by:
NTTA
Revision # 01
Resourc
es
Check
answer
from
the CBLM
answer key
8.1-1
Date Developed:
Practice
Page 22 of 250
Time
4hrs
techniques
Use of disposable
gloves and protective
aprons

8.1-4
Check
from the
key 8.1-4
answer
answer
Cleaning of utensils
after use

8.1-5
Check
from the
key 8.1-5
answer
answer
Regular disinfecting
of soft toys

8.1-6
Check
from the
key 8.1-6
answer
answer
Removal of body
waste products (eg.
Feces, urine, saliva,
vomitus) disinfection of
affected area.

8.1-7
Check
from the
key 8.1-7
answer
answer

8.1-8
Check
from the
key 8.1-8
answer
answer
Disinfection of nappy
changed area after each
use.
LO2.
RECOGNIZE AND RESPOND TO SIGNS OF POTENTIAL ILLNESS
Learning Content
Methods
Presentation
Date Developed:

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Practice
Feedback

Issued by:
NTTA
Revision # 01
Page 23 of 250
Resourc
Time
es
8.2-1
Check
from the
key 8.2-1
answer CBLM
answer
Writing incident
records

8.2-2
Check
from the
key 8.2-2
answer
answer

8.2-3
Check
from the
key 8.2-3
answer
answer
Common childhood
illnesses-recognition and
management strategies
Lecture - demonstration
Group discussion
Reporting incidents
LO3.
RESPOND TO EMERGENCIES AND ACCIDENTS
Learning Content
Methods
Presentation
Practice
Feedback
Resourc
es

8.3-1
Check
from the
key 8.3-1
answer CBLM
answer
Making decisions
under pressure

8.3-2
Check
from the
key 8.3-2
answer
answer
First aid application

and implementation
Task Sheet 8.3-3 on how Perform Task

to do First aid application Sheet 8.3-3 on
and implementation
how to do First
aid application
and
Organizational
standards, policies,
and procedures
Group discussion
Date Developed:

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Refer to
performance
criteria checklist
8.3-3

Issued by:
NTTA
Revision # 01
Page 24 of 250
Time
implementation
Rescue Transfer
procedures

8.3-4
Immobilization
procedures

to do Immobilizaion Sheet 8.3-5 on
procedures
how to do
Immobilizaion
procedures
Anatomy and
Physiology

8.3-6
Bandaging
Techniques

to perform bandaging Sheet 8.3-7 on
techniques.
how to do
Immobilizaion
procedures
LO4.
Check
from the
key 8.3-4
answer
answer
Refer to
performance
criteria checklist
8.3-5
Check
from the
key 8.3-6
answer
answer
Refer to
performance
criteria checklist
8.3-7
ADMINISTER MEDICATION WITHIN GUIDELINES
Legislative guidelines
as requirement for
storage of medication
Organizational
procedures as
requirement for
storage of medication
Group discussion

8.4-1
Check
from the
key 8.4-1
answer CBLM
answer

8.4-1
Check
from the
key 8.4-2
answer
answer
Date Developed:

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
NTTA
Revision # 01
Page 25 of 250
LO5.
RESPOND TO THREATS AND SITUATION OF DANGERS
Indicators of child
abuse

8.5-1
Different types of
child abuse

8.5-2
Child protection
policy of service
process

8.5-3
State/territory
requirements about
responding to
indication of abuse
and reporting

8.5-4
Group discussion
Role playing
Date Developed:

Templates
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
NTTA
Revision # 01
Page 26 of 250
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module Content
Module Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions.
The next
sections
will
show
you
the
components and features of each part.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
(Qualification Title)
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No.
Unit of Competency
1.
Provide care and support to

infants/toddlers
Providing care and support

to
HCS323301
infants/toddlers
2.
Provide care and support to

children
Providing care and support

to
HCS323302
children
Foster social, intellectual,

Fostering social, intellectual,

creative and emotionalHCS323303
3.
Module Title
4.
Provide care and support to Providing care and support to

HCS323304
elderly
elderly
5.
Provide care and support to Providing care and support to

HCS323305
people with special needs
people with special needs
6.
Maintain healthy and safe Maintaining healthy and safe

HCS323306
environment
environment
7.
Respond to emergency
Responding to emergency
HCS323307
8.
Clean living room, dining Cleaning living room, dining

room, bedrooms, toilet and room, bedrooms, toilet
HCS323308
and
bathroom
bathroom
9.
Wash and iron clothes, linen Washing and iron clothes,

HCS323309
and fabric
linen and fabric
10.
Prepare hot and cold meals
Trainers
Methodology Level I
Templates
Code
Preparing hot and cold meals

HCS3233010
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
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Issued by:
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Revision # 01
MODULE CONTENT
UNIT OF COMPETENCY :
RESPOND TO EMERGENCIES
MODULE TITLE
RESPONDING TO EMERGENCIES
MODULE DESCRIPTOR :
This module covers the knowledge, skills and

attitudes required to respond to emergencies which
includes various aspects of disease control,
prevention and emergency measures that can be
administered effectively
NOMINAL DURATION
40 hours
LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
1. Implement procedure for infection control
2. Recognize and respond signs of potential illness
3. Respond to emergencies and accident
4. Administer medication within guidelines
5. Respond to threats and situation of danger
ASSESSMENT CRITERIA:
1.
The safety of self and others are ensured
2.
Immediate first aid is provided as required
3.
Strategies to calm, reassume and comfort clients are implemented
4.
Details of emergency are recorded and reported accurately
5.
Information is provided to others according to established policies
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
6.
Emergencies and accidents are responded according to the

established guidelines and legislative requirements
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
LEARNING OUTCOME NO. 3

RESPOND TO EMERGENCIES
Contents:
1.
2.
3.
4.
5.
6.
7.
Organizational standards, policies, and procedures

Making decisions under pressure
First aid application and implementation
Rescue Transfer procedures
Immobilization procedures
Anatomy and Physiology
Bandaging Techniques
Assessment Criteria
1.
The safety of self and others are ensured
2.
Immediate first aid is provided as required
3.
Strategies to calm, reassume and comfort clients are implemented
4.
Details of emergency are recorded and reported accurately
5.
Information is provided to others according to established policies
6.
Emergencies and accidents are responded according to the

established guidelines and legislative requirements
Conditions
Students/trainees must be provided with the following:
1.
2.
3.
4.
5.
Dummies (adult and child)

Spine boards, poles and blankets
Bandages (triangular and elastic)
Splints
First aid kit
Assessment Method:
Direct observation
Practical demonstration
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
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Issued by:
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Revision # 01
Oral and written examination
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Learning Experiences
Learning Outcome 1
(LO TITLE)
Learning Activities
Trainers
Methodology Level I
Templates
Special Instructions
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Information Sheet _______

(Title)
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1.
2.
(Introductory Paragraph)
(Body)
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
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Issued by:
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Revision # 01
Self- Check ______

(Type of Test) : (Instruction)
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
ANSWER KEY ____

1.
2.
3.
4.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
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Issued by:
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Revision # 01
TASK SHEET _____

Title:
Performance Objective:
Given (condition), ,you should be able to
(performance) following (standard).
Supplies/Materials
Equipment
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Performance Criteria Checklist ______
Did you.
1.
CRITERIA
YES
NO
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
JOB SHEET _____

Title:
Performance Objective:
Given (condition), ,you should be able to
(performance) following (standard).
Supplies/Materials
Equipment
Steps/Procedure:
5.
6.
7.
8.
Assessment Method:
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Performance Criteria Checklist ______
Did you.
1.
CRITERIA
YES
NO
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Evidence Plan
Competency
standard:
The evidence must show that the trainee
Written
Portfolio
Third party Report
Demonstration & Questioning
Ways in which evidence will be collected:

[tick the column]
Observation & Questioning
Unit of
competency:
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
NOTE: *Critical aspects of competency
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
TABLE OF SPECIFICATION
Objectives/Content
area/Topics
Knowledge
Comprehension
Application
# of
items/
% of test
TOTAL
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Performance Test
Specific Instruction for the Candidate

Qualification
Unit of Competency
General Instruction:
Specific Instruction:
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
QUESTIONING TOOL
Questions to probe the candidates underpinning knowledge
Satisfactory
respon
se
Extension/Reflection Questions
Yes
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Job Role/Environment Questions
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
Safety Questions
Contingency Questions
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
The
candidates
knowledge was:
underpinning Satisfactory
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Not
Satisfactory

Issued by:
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NTTA
Revision # 01
Templates for Inventory of Training Resources

Resources for presenting instruction
Print Resources
As per TR
As per
Inventory
Remarks
Non Print Resources
As per TR
As per
Inventory
Remarks
Resources
for
Skills
______________________________
practice
of
Competency
#1
Supplies and Materials
As per TR
As per
Inventory
Remarks
Tools
As per TR
As per
Inventory
Remarks
Equipment
As per TR
As per
Inventory
Remarks
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
Page 50 of 61
NTTA
Revision # 01
Supervise
Work-Based
Learning
FORM 1.1 SELF-ASSESSMENT CHECK

Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
Page 51 of 61
NTTA
Revision # 01
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I?
YES NO
1.
2.
3.
4.
5.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
Page 52 of 61
NTTA
Revision # 01
Note: In making the Self-Check for your Qualification, all required

competencies should be specified. It is therefore required
of a Trainer to be well- versed of the CBC or TR of the
program qualification he is teaching.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
Page 53 of 61
NTTA
Revision # 01
Evidences/Proof of Current Competencies(Sample)

Form 1.2:
Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies
Proof/Evidence
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Means of validating

Issued by:
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NTTA
Revision # 01
Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form
1.3
Summary of Current
Competencies (Sample)
Required Units of
Competency/Learning
Competencies
Versus
Required
Current
Competencies
Training
Gaps/Requirements
Current
Competencies
Training
Gaps/Requirements
1.
Required Units of
Competency/Learning
2.
3.
4.
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs (Sample)
Module
Title/Module of
Instruction
Gaps
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Duration (hours)

Issued by:
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NTTA
Revision # 01
TRAINING PLAN
Qualification: ____________________________
Trainees
Training
Requirements
Training
Activity/Task
Trainers
Methodology Level I
Templates
Mode of
Training
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA
Staff
Facilities/Tools
and Equipment

Issued by:
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NTTA
Revision # 01
Assessment
Venue
Method
Date
and
Time
Technical Education and Skills Development Authority
TRAINER: __________________________________________________
___(your institution)___
Instructions:
TRAINEES RECORD BOOK
This Trainees Record Book (TRB) is intended to serve as

record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
I.D.
Trainees No._______________
NAME: ___________________________________________________
QUALIFICATION:
PLUMBING NC II_______
The Trainees Record Book contains all the required

competencies in your chosen qualification. All you have to do
is to fill in the column Task Required and Date
Accomplished with all the activities in accordance with the
training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the Instructors Remarks
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
TRAINING DURATION :____________________________
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
It is of great importance that the content should be

written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
This will be collected by your trainer and submit the

same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainees document on file.
THANK YOU.
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
Page 60 of 61
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Revision # 01
Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Instructors
Accomplished
Remarks
Lay out
measurements
Cut pipe
within the
required
length and
according to
job
requirements
Thread pipes
in accordance
with standard
thread
engagement
__________________
___________________
Trainees Signature
Trainers Signature
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Unit of Competency: 2 PERFORM MINOR CONSTRUCTION WORKS

NC Level I
Learning
Outcome
Task/Activity
Required
Date
Instructors
Accomplished
Remarks
Perform
piping lay
outs
Cut pipes
through walls
and floors
____________________
______________________
Trainees Signature
Trainers
Methodology Level I
Templates
Trainers Signature
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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NTTA
Revision # 01
Unit of Competency: 3 MAKE PIPING JOINTS AND CONECTIONS

NC Level I
Learning
Outcome
Task/Activity
Required
Fit-up joints
and fittings
for PVC pipe
Perform
threaded pipe
joints and
connections
Caulk
joints\
_____________________
Date
Instructors
Accomplished
Remarks
______________________
Trainees Signature
Trainers
Methodology Level I
Templates
Trainers Signature
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING

INSTALLATION AND ASSEMBLES
NC Level I
Learning
Outcome
Task/Activity
Required
Date
Accomplishe
d
Instructor
s Remarks
Prepare for
plumbing works
Install pipe and
fittings
Install hot and
cold water supply
Install/assemble
plumbing fixtures
_____________________
____________________
Trainees Signature
Trainers
Methodology Level I
Templates
Trainers Signature
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Trainers
Methodology Level I
Templates
Date Developed:
July 2010
Date Revised:
February 2012
Developed by:
NTTA

Issued by:
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Revision # 01
Unit of Competency: 5 PERFORM PLUMBING REPAIR AND

MAINTENANCE WORKS
NC Level I
Learning
Outcome
Clear clogged
pipes
clear clogged
fixtures
______________________
Trainees Signature
Task/Activity
Required
Date
Instructors
Accomplished
Remarks
____________________
Trainers Signature
TRAINEES PROGRESS SHEET

Name
: JUAN DELA CRUZ
Trainer
Qualification
: Machining NC I
Nominal
Duration
Units of Competency
Training
Activity
Training
Duration
Date
Started
Date
Finished
Rating
Trainees
Initial
Supervisors
Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical
rating or simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a
numerical rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings
Average Ratings
PREPARATION
1. Workshop layout conforms
with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
session is well explained
4. Expected activities/outputs
are clarified
General Average
Average
Facilitate
Learning
Session
Training Activity Matrix
Training Activity
Trainee
Facilities/Tools
and Equipment
Venue
(Workstation/
Area)
Date &
Time
Remarks
Prayer
8:00 AM
to 8:30
AM
Recap of Activities
Unfreezing Activities
All
trainees
Feedback of Training
Rejoinder/Motivation
(Specific Activities of
each Trainee for the
day here)
each Trainee here)
day here)
day here)
(List down all

Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation1
(List down all

Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation 2
(List down all

Facilities/Tools
and Equipment
needed for the
workstation and
activities here)
Name of
Workstation 3
(List down all

Facilities/Tools
and Equipment
needed for the
Name of
Workstation 4
observations
on the
progress of
each trainee
for the day
will be written
here
observations
on the
progress of
each trainee
for the day
will be written
here
observations
on the
progress of
each trainee
for the day
will be written
here
observations
on the
progress of
each trainee
workstation and
activities here)
for the day

will be written
here
Minutes of the Meeting Template
Minutes of the Meeting

Focus Group Discussion
Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1.
2.
3.
4.
____________
____________
____________
____________
CBT Concerns
1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work
area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL
6. Teaching methods
and technique
7. Monitoring of
learning activities
a. Achievement
chart
b. Progress chart
8. Feedback
9. Slow learners
10.
Other
concerns
Training Evaluation Report
1. Title of the Report
2. Executive summary
3. Rationale
4. Objectives
Discussions
Resolutions/Agreement
5. Methodology
6. Results and discussion
This is the body of the report.
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation
It should contain the following
Maintain
Training
Facilities
Template #1
OPERATIONAL PROCEDURE
Equipment Type
Equipment Code
Location
Operation Procedure:
Template #2
HOUSEKEEPING SCHEDULE
Qualification
Station/Bldg
Welding (WAF)
Area/Section
In-Charge
ACTIVITIES
1. Clean and check welding
equipment/ accessories
from dust and oil; dry and
properly laid-out/
secured/stable
2. Clean and free welding
booths and welding
positioners from
dust/rust /gums, used Mig
wire stubs and metal
scraps
3. Clean and arrange working
tables according to floor
plan/lay-out; check
stability
4. Clean and check floor,
walls, windows, ceilings
graffiti/dust/rust
cobwebs and
outdated/unnecessary
objects/items
obstructions
any used
materials/scraps
(slugs, stubs) spilled
liquid
open cracks (floor)
5. Clean and check work shop

ventilation and
illumination by dusting
lamps/bulbs, replacing
non-functional lamps and
keeping exhaust clean
6. Clean and check computer
set -monitor, CPU,
keyboards, mouse free,
unnecessary markings,
dust; cables and plugs are
in order; well-arranged; all
items functional
7. Clean, inspect air
conditioning equipment:
keep screen and filter

free from dust/rust
Check selector knobs if

in normal positions and
are functional
Check if drainage is OK
8. Clean, check and maintain

Tool Room
Free of dust, not damp
Tools in appropriate
positions/locations
With visible
labels/signage
Logbook and forms are

complete, in order and
updated
Responsible
Person
Schedule for the 2nd Semester, 2011

Daily
Every
other
Day
Weekly
Every
15th
Day
Month
ly
Remarks
Template #3
GMAW WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK
YES
NO
YES
NO
Dispose segregated waste; clean garbage cans

Sweep floors; if wet, wipe dry
Wipe and clean whiteboards
Clean and arrange working tables
Clean and check mounting of machines/equipment
Before leaving, collect stubs and other welding wastes.
WEEKLY TASK
Clean posters, visual aids and update accomplishment/Progress Charts

Clean bulbs/lamps/ceilings/walls
Clean/Wash of windows/glasses/mirrors
Clean and check tools, machines, supplies, materials
Sanitize garbage receptacles
Empty water collector; clean body of Water Dispenser
MONTHLY TASK
YES
NO
Conduct inventory
Clean and arrange tool room
Inspect electrical system; clean cables, wires
Clean instructional materials & modules; arrange and put in order
Inspect and clean air-conditioning equipment filter; clean body
Template #4
WELDING EQUIPMENT MAINTENANCE SCHEDULE*
8 HOURS
50 Hours
100 HOURS
Template #5
EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
ACTIVITIES
1. Check panel board, and
circuit breakers
electrical connections,
cables and outlets
Clean and kept dry

Parts are wellsecured/attached
Properly labeled
2. Check Mig gun (nozzle,

contact tip, diffuser)
and ground cable:
Clean and kept dry

Parts are wellsecured/ attached
Inspect for damages
and replace parts if
necessary
3. Check adjustment
levers if functional
(amperages/speed); if
not, calibrate
4. Check Gas cylinder
outfit for any
abnormality
Gate valve
Co2 regulator
Gas hose Fittings
Fittings
5. Check/Clean wire
feeder (rollers, wire
speed/spool
adjustment); remove
used oil, dust; keep
dry.
6. Run the equipment for
5 minutes and observe
for unusual noise or
abnormal operation; if
repair is necessary,
send to technician.
MANPOWER
Daily
Every
Other
Day
Weekly
Every
15th
Day
Monthly
Remarks
Template #6
WORKSHOP INSPECTION CHECKLIST
Qualification
Area/Section
YES
In-Charge
NO
INSPECTION ITEMS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Remarks:
Inspected by:
Date:
Template #7
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type
Property Code/Number
Location
YES
NO
INSPECTION ITEMS
Remarks:
Inspected by:
Date:

TVET Templates for Training Sessions

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Technical Education & Skills Development Authority

Sample Data Gathering Instrument for Trainees

Average grade in:

Average grade in:

Highest Educational Attainment:

Document No. NTTA-TM1-01

Your age: _____

a. Visual - The visual learner takes mental

Document No. NTTA-TM1-01

Document No. NTTA-TM1-01

FORM 1.1 SELF-ASSESSMENT CHECK

Participate in workplace meeting and discussion

1.1.3Complete relevant work-related document

2. Work in a team environment

Describe and identify team role and responsibility

Describe work as a team member

3. Practice career professionalism

3.1.2 Set and meet work priorities.

3.1.3 Maintain professional growth and development.

4. Practice occupational health and safety procedures

Evaluate hazards and risks.

4.1.3 Control hazards and risks.

4.1.4 Maintain occupational health and safety awareness.

Document No. NTTA-TM1-01

1. Implement and monitor infection control policies and procedures

2. Respond effectively to difficult/ challenging behavior

Plan and respond to emergencies

Report and review incidents

3. Apply basic first aid

3.1.2 Apply basic first aid techniques

3.1.3 Communicate details of the incident

4. Maintain high standard of patient services

Communicate appropriately with patients

Establish and maintain good interpersonal relationship with patients

Act in a respectful manner at all times

Evaluate own work to maintain high standard of patient services

Document No. NTTA-TM1-01

Comfort infants and toddlers

Bath and dress infants and toddlers

Feed infants and toddlers

Put infants and toddlers to sleep

1.1.5 Enhance social, physical, intellectual, creative and emotional

2. Provide care and support to children

Bath and dress children

3. Foster social, intellectual, creative and emotional development of children

Foster childrens independence and autonomy

Encourage children to express their feelings, ideas and needs

3.1.3 Stimulate childrens awareness and creativity

3.1.2 Foster childrens self esteem and development of self concept

Foster the physical development of children

Enhance physical activities of children

Create opportunities for children to develop a wider range of

Provide care and support to elderly

5.1.2. Provide appropriate support to the elderly

Provide assistance with elderlys personal care needs

5.1.3. Provide assistance with elderlys personal care needs

Document No. NTTA-TM1-01

Provide appropriate support to people with special needs

Assist in maintaining well being of people with special needs

6.1.5 Assist people with special needs in maintaining an environment

7.1.1 Maintain a clean and hygienic environment

7.1.2 Provide a safe environment