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) 640 hours
3. Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production
AGRI-FISHERY ARTS

4. Artificial Insemination (Swine) (NC II) 160 hours Animal Production

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

7. Food and Beverage Services (NC II) 160 hours

8. Front Office Services (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8
9. Hairdressing (NC II) 320 hours
10. Handicraft (Basketry, Macrame) (Non-NC) 160 hours
11. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
12. Handicraft (Needlecraft) (Non-NC) 160 hours
13. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
14. Housekeeping (NC II) 160 hours
15. Local Guiding Services (NC II) 160 hours
16. Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
17. Tourism Promotion Services (NC II) 160 hours
18. Travel Services (NC II) 160 hours
19. Wellness Massage (NC II) 160 hours

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 25
 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
INDUSTRIAL ARTS

3. Consumer Electronics Servicing (NC II) 640 hours

4. Domestic Refrigeration and Airconditioning Servicing (NC II) 640 hours
5. Electrical Installation and Maintenance (NC II) 640 hours
6. Masonry (NC II) 320 hours
7. Plumbing (NC I) 320 hours
8. Plumbing (NC II) 320 hours Plumbing (NC I)
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 25
 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 The learner independently 1. Explain basic concepts in
1. Basic concepts in an understanding of the demonstrates common carpentry
carpentry basic concepts and competencies in carpentry as 2. Discuss the relevance of the
2. Relevance of the course underlying theories in prescribed by TESDA Training course
3. Career opportunities carpentry. Regulations. 3. Explore career opportunities in
carpentry

PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)

1. Assessment of Personal The learner demonstrates The learner recognizes his/her LO 1. Recognize Personal TLE_PECS7/8-00-1
Entrepreneurial an 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:
1.1 Characteristics characteristics, attributes, lifestyle,
1.2 Attributes skills, traits
1.3 Lifestyle 1.3 Compare one’s PeCS with that of a
1.4 Skills practitioner /entrepreneur
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 25
 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 The learner independently LO 1. Generate a business idea TLE_EM7/8-00-1
Environment and Market an understanding of the generates a business idea that relates with a career choice in
2. Products & services concepts environment and based on the analysis of carpentry
available in the market market and how they relate environment and market in 1.1 Conduct SWOT analysis
3. Differentiation of to a career choice in carpentry. 1.2 Identify the different
products and services carpentry. products/services available in the
4. Customers and their market
buying habits 1.3 Compare different
5. Competition in the market products/services in the carpentry
6. SWOT Analysis business
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 The learner independently LO 1. Identify materials and tools TLE_IACP7/8UT-0a-1
construction materials an understanding of the prepares carpentry tools and for a task
2. Requisition procedure underlying principles in the construction materials based 1.1 Describe tools and materials used
3. Inventory of tools and preparation of carpentry on industry standards. in carpentry
materials tools and construction 1.2 Prepare tools and materials for a
3.1 receiving materials. task
3.2 inspecting
3.3 recording

LO 2. Request appropriate TLE_IACP7/8UT-0b-2

materials 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 25
 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 TLE_IACP7/8UT-0b-3

materials
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 The learner independently LO 1. Check condition of tools and TLE_IACP7/8MT-0c-1
equipment an 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 The learner independently LO 1. Select measuring TLE_IACP7/8MC-0d-1
equipment an understanding of the performs accurate instruments
2. Systems of concepts and underlying measurements and calculation 1.1 Identify linear measuring
measurement principles in performing based on a given task. instrument appropriate for a given
measurements and task
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
K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 5 of 25
 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
2.3. Calculate amount of materials for a
specific task

LESSON 4: INTERPRET DRAWINGS AND PLANS (ID)

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

3.1 Perform freehand sketching 3
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 The learner independently LO 1. Identify hazards and risks TLE_IACP7/8ID-0i-1
2. Safety Regulations. an understanding of the prepares an occupational 1.1 List down the different health
3. 5S (Seiri, Seiso, Seiton, concepts of occupational health and safety checklist hazards and risks found in the
Seiketsu and Shitsuke) health and safety being applied in carpentry. workplace
procedures. 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 25
 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 25
 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
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_PECS9-12-
Competencies and Skills understanding of one’s Personal Entrepreneurial Entrepreneurial Competencies and I0-1
(PeCS) vis-à-vis a Personal Competencies and Competencies and Skills (PeCS) Skills (PeCS) needed in carpentry
practicing entrepreneur/ Skills (PeCS) in carpentry. and prepares an activity plan 1.1 Assess one’s PeCS: characteristics,
employee in that aligns with that of a attributes, lifestyle, skills, traits
locality/town. practitioner/entrepreneur in 1.2 Assess practitioner’s: characteristics,
1.1 Characteristics carpentry. attributes, lifestyle, skills, traits
1.2 Attributes 1.3 Compare one’s PECSS with that of a
1.3 Lifestyle practitioner /entrepreneur
1.4 Skills 1.4 Align one’s PECSS with that of a
1.5 Traits practitioner/entrepreneur
2. Analysis of PeCS in
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 creates a business vicinity map market in Carpentry
K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 8 of 25
 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 concepts environment and reflective of the potential 1.1 Identify the players/ competitors within
2. Players in the Market market in the field of carpentry market within the the town
(Competitors) carpentry, particularly in locality/town. 1.2 Identify the different products/services
3. Products & services one’s town/municipality. available in the market
available in the market

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

4. Key concepts in customer/market in Carpentry 2
Identifying and 2.1 Identify the profile of potential
Understanding the customers
Consumer 2.2 Identify the customer’s needs and
5. Consumer Analysis wants through consumer analysis
through: 2.3 Conduct consumer/market analysis
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
ideas idea from one’s own
6.2 Knowledge, skills, characteristics/attributes
passions and 3.2 Generate business ideas using product
interests innovation from irritants, trends and
6.3 new application emerging needs
6.4 Irritants 3.3 Generate business ideas using
6.5 Striking ideas (new Serendipity Walk
concept)
6.6 Serendipity Walk

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 9 of 25
 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
2. Materials estimates based on construction out 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 1.3 Select appropriate Personal Protective
materials Equipment (PPE)
5. Basic geometrical
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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 10 of 25
 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

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

testing tools 3.1 Square building lines with end IIc-h-3
12. Occupational health and tolerance 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

Lesson 2 : FABRICATE FORMWORKS (FW)

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

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

9. Procedure in laying out form sheathing and stiffeners 12FW-IIIe-j-2
and cutting of formworks 2.1 Lay out form sheathing and stiffeners
10. Linear with 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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 11 of 25
 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

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

formworks 3.1 Lay out form panels and stiffeners for 12FW-IVa-j-3
13. Standards spacing of pre-assembly
stiffeners 3.2 Pre-assemble form panels and
14. Procedure in assembling stiffeners
form panels and 3.3 Check form panels and stiffeners for
stiffeners squareness according to job
15. Practical solutions to requirements
problems encountered 3.4 Assemble form panels and stiffeners
3.5 Use appropriate PPE

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 12 of 25
 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 LEARNING COMPETENCIES CODE
STANDARD

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,
entrepreneur/employee development 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
1.3 Lifestyle of 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 13 of 25
 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 LEARNING COMPETENCIES CODE
STANDARD
ENVIRONMENT AND MARKET (EM)

1. Product Development The learner demonstrates an The learner independently LO 1. Develop a product/ service in TLE_EM9-12-I0-
2. Key concepts in understanding of the creates a business vicinity Carpentry II0-1
developing a product concepts environment and map reflective of the potential 1.1 Identify what is of “Value” to the customer
3. Finding Value market in the field of carpentry market within the 1.2 Identify the customer
4. Innovation carpentry, particularly in locality/town. 1.3 Explain what makes a product unique and
5. Unique Selling one’s town/municipality. competitive
5.1 Proposition (USP) 1.4 Apply creative and innovative techniques to
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 14 of 25
 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 LEARNING COMPETENCIES CODE
STANDARD

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 installs formwork components installing formworks components/form 12IF-Ia-j-1
equipment uses and concepts and underlying based on construction panels
specifications principles in installing standards. 1.1 Identify tools, equipment and materials for
2. Properties of wood formwork components. job requirements
and other materials 1.2 Prepare tools, equipment and materials job
requirements
1.3 Select appropriate PPE

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

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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 15 of 25
 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 LEARNING COMPETENCIES CODE
STANDARD
/components 3.1 Lay out formworks components/form panels
assembly with tolerance of +3 mm for measurement,
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
12. Shear forces panels for squareness, levelness and
plumbness
3.6 Use appropriate PPE

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 16 of 25
 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 competencies in carpentry as 2. Discuss the relevance of the course
2. Relevance of the course theories in carpentry. prescribed by TESDA Training 3. Explore career opportunities in
3. Career opportunities Regulations. carpentry

STRIPPING FORMWORK COMPONENTS (SF)

1. Interpreting working The learner demonstrates an The learner independently LO 1. PREPARE STAGING AREA, TOOLS TLE_IACP9-
drawings/plans understanding of the strips formwork components in AND EQUIPMENT 12SF-Ia-j-1
2. Proper storage and underlying principles in carpentry based on industry 1.1. Identify formwork components and
inventory of formwork stripping formwork standards. staging area
components components. 1.2. Select formwork components power
3. Types/kinds of power tools, hand tools and equipment
and hand 1.3. Prepare formwork components based
tools/equipment on job requirements
4. Selection and
preparation 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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 17 of 25
 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
memos and letters
9. Preparing job
documentation
10. Following instructions
11. Filling-out forms
12. Reading and interpreting
plans
13. Cement curing LO 2. STRIP FORMWORKS OF TLE_IACP9-
14. Procedure in stripping BUILDING COMPONENTS 12SF-IIa-j-2
formworks 2.1. Remove formwork components and
15. Storage and inventory of accessories safely and sequentially
formwork components after curing period
16. Different types and uses 2.2. Sort, arrange and stage formwork
of cleaning materials components and accessories according
and equipment to standard operating procedure
17. Safety procedures 2.3. Clean, oil and store formwork
18. OHS regulations components and accessories according
19. Lever/simple machine to standard operating procedure
20. Effect of moisture on 2.4. Repair or discard formwork
wood quality components 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
memos and letters TLE_IACP9-
BUILDING COMPONENTS
24. Preparing job 12SF-IIIa-IVj-3
3.1. Shore and re-shore formworks
documentation
components in accordance with
25. Following instructions
stripping 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,
28. Steps in shoring and re-
tools, equipment according to
shoring
company rules 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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 18 of 25
 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
actual situation
31. Safety practices
observed in the jobsite
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 19 of 25
 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 competencies in carpentry as 2. Discuss the relevance of the course
2. Relevance of the course theories in carpentry. prescribed by TESDA Training 3. Explore career opportunities in
3. Career opportunities Regulations. carpentry

INSTALLING FRAMING WORKS (IF)

1. Classification of The learner demonstrates an The learner independently LO 1. PREPARE APPROPRIATE TOOLS, TLE_IACP9-
Philippine lumber understanding of the underlying installs framing works based EQUIPMENT AND MATERIALS FOR 12IF-Ia-h-1
2. Different materials, principles in installing framing on industry standards. INSTALLING FRAMING WORKS
sizes, 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-

posts, installing girts and POST AND GIRTS 12IF-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

K to 12 Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 20 of 25
 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
specifications
2.4. Perform proper housekeeping (5S)
2.5. Use appropriate PPE

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

floor joists JOISTS 12IF-IIe-j-3
5. Procedure in cutting 3.1. Measure and cut lateral support of floor
materials joist
6. Standard size of floor 3.2. Lay out and fix lateral support of floor
openings/manhole joists at +3mm on all measurements
and 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-

vertical/horizontal wall 4.1. Measure and cut wall studs based on 12IF-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 21 of 25
 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-

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

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

ceiling joists JOIST 12IF-IVe-j-6
6.1. Measure, and cut ceiling joists
according 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 22 of 25
 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 23 of 25
 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 24 of 25
 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 *Domestic Refrigeration and Airconditioning Servicing (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 25 of 25