Republic of the Philippines

Zamboanga City State Polytechnic College

COLLEGE OF TEACHER EDUCATION
R.T. Lim Blvd., Baliwasan, Zamboanga City
Tel. No. 991-3815 / 991-1502

VISION MISSION INSTITUTIONAL OUTCOMES

ZCSPC as the leading provider of globally – Provide effective and efficient services through Globally competitive graduates who can perform advanced
competitive human resources. advance technological studies and researches for the technological competencies in their field of specialization.
empowerment of the nation’s human resources.

CORE VALUES

Love of God; Social Responsibility; Commitment/ Dedication to the Service; and Accountability

GOALS OF THE COLLEGE OF TEACHER EDUCATION

The College of Teacher Education shall aim to:

a. produce graduates equipped with knowledge and skills of the teaching profession;
b. equip students with teaching competencies in meeting the ever-changing needs of the environment;
c. provide opportunities to become globally competitive professionals;
d. continuously improve programs in order to produce employable graduates;
e. provide students the skills to undertake research work contributive to the enhancement of quality teaching methodology;
f. equip students with appropriate moral and ethical values of the teaching profession; and
g. provide students opportunity to undergo community immersion and services.

1 | Carpentry and Masonry

 COLLEGE GOALS
PROGRAM OUTCOMES
a b c d e f g
1. Demonstrate the competencies required of the Philippine TVET Trainer-Assessors Qualification
Framework (PTTQF);
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood
education;
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood
education;
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed
for higher learning;
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;
6. Show a deep and principled understanding of how educational processes relate to larger historical,
social, cultural, and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning,
materials development, educational assessment, and teaching approaches); and
8. Reflect on the relationships among the teaching process skills, the learning processing in the
students, the nature of the content/subject matter, and other factors affecting educational processes
in order to constantly improve their teaching knowledge, skills and practices.
COURSE DESCRIPTION:
COURSE CODE: TLE 132
COURSE TITLE: Carpentry and Masonry This course introduces the concepts of new literacies in the 21st century as evolving social phenomena and
shared cultural practices across learning areas. The 21st century literacies shall include (a) globalization and multi-
PRE-REQUISITE: none cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-
literacy and (g) arts and creativity literacy. Field based-interdisciplinary explorations (ex. observation in mathematics,
Field Studies) and other teaching strategies shall be used to develop PSTs’ teaching skills to promote learners’ literacy,
3 units, and critical and creative thinking skills. Pre-service teachers shall develop skills in using appropriate teaching strategies
COURSE CREDIT:
hrs./wk. (18 weeks, 54 hrs. total) and resources, including the positive use of ICT, to address learning goals.

COURSE LEARNING OUTCOMES (CLOs) and BTI Alignment Alignment to POs

At the end of the course, the students can:
PO1 PO2 PO3 PO4 PO5 PO6
1. demonstrate content knowledge and its application within and/or across curriculum teaching areas

2. demonstrate knowledge of teaching strategies that promote literacy skills 

2 | Carpentry and Masonry

 3. apply teaching strategies that develop learners’ critical and creative thinking and /or other higher order thinking skills 

4. show skills in the selection, development and use of variety of teaching and learning resources, including ICT, to address 
learning goals

5. demonstrate skills in the positive use of ICT 

LEARNING PLAN
Time Desired Learning Outcomes Content/Topics Teaching Learning Activities Assessment of Learning Values Integration
Frame (BTI/CLO Aligned) (TLAs) Outcomes (BTI Aligned)
Display a vantage perspective Topic1: ZCSPC VMGO, Classroom Policies, Interactive Discussion Individual Reflection Accountability
3hrs about the ZCSPC Vision, Mission, Course Overview, Course requirement, Grading (Journal Entry) Commitment
Core Value and Goals of the System Sharing of Ideas and Opinions
College in situations or scenarios Group Presentation
through role playing, interpretative Group Work [Multiple
dance, choral speech, or any Intelligences(MI)] Rubrics
creative output.
Presentation of group output
Explain the importance of
Classroom Policies, Course
Overview, Course Requirement,
Grading System [2.1.1]
Topic 2. Practice occupation health and safety Socialized Classroom
compare the basic concepts on procedures Discussion. Summative Quizzes Teamwork/Collaboration
OHS awareness PSTs will write their Prior Relating to others well
6 hrs A. Identify hazards and risks knowledge about the topic,
1. Safety regulations and workplace safety and Present knowledge (concepts
hazard control practices and procedures are discussed), and Gained
clarified and explained based on organization knowledge (insights gained).
procedures Share-Pair-Circle
2. Hazards/risks in the workplace and their Divide the class into groups of PSTs (in groups of 5 Collaboration/Cooperation
corresponding indicators are identified to equal number. Let each group
students)
minimize or eliminate risk to co-workers, form two circles. The outer will create a poster on Teamwork
workplace and environment in accordance with circle facing the inner circle.
the different literacies. Openness
organization procedures Let them share their ideas on Accuracy
3. Contingency measures during workplace the practice of occupational
accidents, fire and other emergencies are health and safety procedures.
recognized and established in accordance with Teacher clarifies concepts
3 | Carpentry and Masonry
 organization procedures when necessary. At a certain
time, students rotate and
share with another pair. Accuracy
Small group presentation Honesty
Lecture-demo on the basic of outputs Openness
strategies to promote learners Each group prepares a
B. Control hazards and risks knowledge on the hazards report on what are the
1. Occupational Health and Safety (OHS) and risk inside the workshop involve hazards and risk
procedures for controlling hazards/risks in Field Observation. inside the workshop
workplace are consistently followed PSTs observe a carpenter Process: discussion of
2. Procedures for dealing with workplace working, noting the carpenters observation
accidents, fire and emergencies are followed in activities in safety and the risk Output: Promoting a
accordance with organization OHS policies that follows in each step. practice on occupational
3. Personal protective equipment (PPE) is health and safety
correctly used in accordance with organization Lecture-demonstration on procedures
show skills in the selection, OHS procedures and practices teaching strategies that Class observation
development and use different 4. Appropriate assistance is provided in the event promote learners’ knowledge PSTs observe the
tools, equipment, and machinery. of a workplace emergency in accordance with on occupational health and workers doing and their Openness
established organization protocol safety procedures jobs while explaining to Accuracy
Anticipation Guide (pre- them the dangers and
design activities appropriate for reading Activity) risk that comes as
maintaining OHS awareness PSTs will either agree or follows
disagree on statements about Process: Field notes will
hazards and risk that are be taken to document
involved in using the tools, the observation
C. Maintain OHS awareness equipment and machines .Output: observation
1. Emergency-related drills and trainings inside the shop. report Openness
2. OHS personal records Presentation
The class will be divided into Demonstration
5 groups. Each group will
Each group will discuss demonstrate, explain and
among themselves of what critique strategies for the
they have observe development of the
different literacy skills
utilizing appropriate
teaching-learning Active Participation
resources to develop Accuracy
higher-order and creative Punctuality/Promptness
thinking skills
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 Discuss the preparation of Topic 3: PREPARE CONSTRUCTION Lecture-demonstration on Summative Quizzes Cooperation
construction materials and tools MATERIALS AND TOOLS teaching strategies that Metacognitive Report
promote learners’ 21st Oral recitation
A. Identify materials the different construction Century literacy skills Each member of the Teamwork
materials and tools group is required to
1. Materials are listed as per job requirements share ideas on the topic
2. Quantity and description of materials conform Number Heads Together discussed.
to the job requirements. Activity Process: A display on
Group the class into 5 groups the use of the different
B. Description of Materials and Tools of equal number. Each skills and perspectives
member is assigned a during the numbered
C. Receive and inspect construction materials number. Raise a question on heads together activity
and tools the lesson discuss and let must be evident.
1. Materials and tools issued are inspected as per them answer individually. Output: Graphic
quantity and specification Allow the group to discuss organizer
2. Tools, accessories and materials are checked their answers using the Design and demonstrate
for damages according to enterprise procedures graphic organizers they an activity using the topic
3. Materials and tools are set aside to appropriate prepared. Call a number. All discuss
location nearest to the workplace. those with that number stand
up to give the answer of their
group. Let them summarize
their answers. In this activity,
the use of the different skills
must be emphasized.
Demonstrate teaching strategies Topic 4. Observe procedures, specifications and Lecture-demonstration on Summative Quizzes Active Participation
that promotes learners cognitive manuals of instructions teaching strategies that Metacognitive Report
ability promote learners’ skills Oral recitation
A. Identify and access specification/manuals Each member of the
1. Appropriate manuals are identified and group is required to
accessed as per job requirements Small Group Discussion share ideas on the topic
5 | Carpentry and Masonry
 2. Version and date of manual are checked to Each group will study and discussed. Cooperation
ensure that correct specification and procedures later discuss to the other Process: In each partner
are identified. group the different that they have ask, it will
procedures, specifications recorded and written on
B. Procedures, Specifications and Manuals of and manuals of instructions. a piece of paper.
Instructions Guideline question will
be handed out before the
C. Interpret manuals Share-Pair Activity activity
1. Relevant sections, chapters of specifications/ PSTs will form a group of two Output: Interview result
manuals are located in relation to the work to be where they will ask their
conducted respective partners of the
2. Information and procedure in the manual are different guideline questions
interpreted in accordance with industry practices. given to each group. There
they will help each other to
D. Apply information in manual clarify the other difficulty in
1. Manual is interpreted according to job understanding the lesson
requirements
2. Work steps are correctly identified in
accordance with manufacturer's specification
3. Manual data are applied according to the given
task
Carry out measurements and Topic 5. Perform mensuration’s and calculations Lecture-demonstration on Summative Quizzes Cooperation/Collaboration
caalculations teaching strategies that Metacognitive Report
A. Select measuring instruments promote learners’ to perform Analysis of a video clip
Show the different measurements 1.Object or component to be measured is mensuration’s and PSTs will record their
and calculations identified, classified and interpreted according to calculations progress on where to
the appropriate regular geometric shape Eight Corners (Small Groups) improve in their
2.Measuring tools are selected/identified as per The class will have 8 Learning measuring skills
object to be measured or job requirements corners. Each corner exhibits Process: Guide
3. Correct specifications are obtained from different sizes of wood and questions will be
relevant sources furniture. answered as they
4. Appropriate measuring instruments are The group will take turns to complete the eight
selected according to job requirements visit each corner and write corners
down their measurements Output: A paper with
B. Carry out measurements and calculations from each learning corner. their progress on it and
1. Accurate measurements are obtained Whole Group Discussion will the details of their
according to job requirements be in the form of Q&A. measurement in each
2.Alternative measuring tools are used without Simulation corner will be written.

6 | Carpentry and Masonry

 sacrificing cost and quality of work Students will simulate a
3. Numerical computation is self-checked and scenario on measuring the
corrected for accuracy different woods of their
4. Instruments are read to the limit of accuracy of choice. During this activity,
the tool Mother Tongue, Filipino and
English can be used.

3hrs Demonstrate ways on maintaining Topic 5.1 Maintain tools and equipment Carousel Brainstorming Group Presentation
the tools and equipment Activity PSTs will give a report
A. Check condition of tools and equipment Small group of students rotate on the result of the Accountability
1. Materials, tools and equipment are identified around the classroom, carousel brainstorming
according to classification and job requirements stopping at various “stations” activity
2. Non-functional tools and equipment are for a designated period of Process: Guidelines for Active Participation
segregated and labeled according to classification time (usually 1-2minutes). At the activity must be given
3. Safety of tools and equipment are observed in each station, students activate ahead of time
accordance with manufacturer's instructions their prior knowledge of a Output: Activity result
4. Condition of PPE are checked in accordance topic and share their ideas
with manufacturer's instructions. with their small group. Each
group posts their ideas at
each station for all groups to
read.
Topic 5.2 PREPARE / STAKE-OUT BUILDING Carousel Brainstorming Small Group
Discuss on how to prepare for a LINES Activity Presentation of Output Accuracy
3 hrs stake-out Small group of students rotate Groups discuss the ways
A. Prepare materials for stake-out building lines around the classroom, on preparing the
1. Appropriate PPE is selected and used stopping at various “stations” materials for staking out
Explain on why we need construct according to job requirements and OSHC for a designated period of a building lines, in this
a building lines standards. time (usually 1-2minutes). At way they will learn the
2. Related plans and details are correctly each station, students activate other viewpoints of
interpreted according to job requirements. their prior knowledge of a different people around
3. Materials, hand tools and equipment is topic and share their ideas them
prepared consistent with job requirements. with their small group. Each Process: Groups
4. Materials are properly staged and freed from group posts their ideas at respond to questions in
defects. each station for all groups to each station
5. Unexpected situations are responded to in line read. Output: Group written
with company rules and regulations. responses to questions

B. Fix stake-out building lines

7 | Carpentry and Masonry

 1. Stake-out building lines are properly secured
for reference in excavating building foundation.
2. Marking lines are squared and plumbed from
the batterboard lines with tolerance of  3 mm on
all measurement, plumbness, squareness and
rigid.
Topic 5.3 Fabricate Formworks Lecture-demonstration on the Making a Lay-out
3 hrs positive use of fabricate dimension of form Openness
A. Prepare materials for fabricating formworks formworks. sheathing and stiffeners
explain the ways of doing or 1. Related plans and details are interpreted will help them practice
fabricating a formwork according to job requirements. Film Viewing and to be knowledgeable Cooperation
2. Materials, hand and power tools and equipment Students watch video clips on in this area
are selected and prepared consistent with job preparing materials for Demonstration
requirements. fabricating a formwork. This PSTs present teaching
demonstrate ways of fabricating a 3. Materials are re-checked and properly staged could be used as an Openness
strategies showcasing
formwork according to job requirements otherwise defective additional knowledge for the their outputs of what to Honesty
materials or not in specifications are reported to class. prepare materials for
immediate superior. fabricating formworks
Lecture-demonstration on Output: Fabricate Accountability
B. Lay-out dimension of form sheathing and teaching strategies that Formworks
stiffeners promote learners’ creative Rubric
1. Form sheathing and stiffeners are measured thinking Teamwork
and marked according to job specifications. Project Based Learning
2. Form sheathing and stiffeners are laid out and PSTs will work individually on
cut with tolerances of 3 mm for all a project showcasing their Demonstration
apply teaching strategies that measurements and squareness. creativity. This can be an PSTs present and
promote learner’s metacognition 3. Form sheathing and stiffeners for column, avenue for PSTs to used their explain teaching
beam, wall, slab and stairs are consistent with knowledge on what they have strategies that promote
standard spacing for studs or nailer with tolerance learned so far. learners’ creative
of + 10 mm. O.C. thinking present
Active Participation
Accuracy
Punctuality/Promptness

8 | Carpentry and Masonry

 (Masonry) Socialized Classroom
Topic 1. PRACTICE OCCUPATIONAL HEALTH Discussion. Summative Quizzes Teamwork/Collaboration
Practicing personal hygiene AND SAFETY PROCEDURES PSTs will write their Prior Relating to others well
knowledge about the topic,
A. Identify hazards and risks Present knowledge (concepts
1. Safety regulations and workplace safety and discussed), and Gained
Identifying hazards/risks and hazard control practices and procedures are knowledge (insights gained).
control clarified and explained based on organization Share-Pair-Circle
procedures Divide the class into groups of
2. Hazards/risks in the workplace and their PSTs (in groups of 5 Collaboration/Cooperation
equal number. Let each group
corresponding indicators are identified to students)
form two circles. The outer Teamwork
minimize or eliminate risk/exposure to coworkers, will create a poster on
circle facing the inner circle. Openness
workplace and environment in accordance with the different literacies.
Let them share their ideas on Accuracy
organization’s procedures the practice of occupational
3. Contingency measures during workplace health and safety procedures.
accidents, fire and other emergencies are Teacher clarifies concepts
recognized and established in accordance with when necessary. At a certain
organization procedures time, students rotate and
share with another pair. Accuracy
B. Evaluate hazards and risks Small group presentation Honesty
1.Effects of the hazards are determined Lecture-demo on the basic of outputs Openness
2. OSH issues and/or concerns and identified strategies to promote learners Each group prepares a
safety hazards are reported to designated knowledge on the hazards report on what are the
personnel in accordance with workplace and risk inside the workshop involve hazards and risk
requirements and relevant workplace OSH Field Observation. inside the workshop
legislation PSTs observe a carpenter Process: discussion of
working, noting the carpenters observation
activities in safety and the risk Output: Promoting a
that follows in each step. practice on occupational
health and safety
Lecture-demonstration on procedures
teaching strategies that Class observation
promote learners’ knowledge PSTs observe the
on occupational health and workers doing and their Openness
safety procedures jobs while explaining to Accuracy
Anticipation Guide (pre- them the dangers and
reading Activity) risk that comes as
PSTs will either agree or follows

9 | Carpentry and Masonry

 disagree on statements about Process: Field notes will
hazards and risk that are be taken to document
involved in using the tools, the observation
equipment and machines .Output: observation
inside the shop. report Openness
Presentation
The class will be divided into
5 groups.
Each group will discuss
among themselves of what
they have observe

Active Participation
Accuracy
Punctuality/Promptness

Topic 2. Prepare construction materials and tools Lecture-demonstration on Summative Quizzes Cooperation
teaching strategies that Metacognitive Report
A. Identify the materials and tools promote learners’ 21st Oral recitation
1 Materials are listed as per job requirements Century literacy skills Each member of the
2. Quantity and description of materials conform group is required to
with the job requirements share ideas on the topic
3. Tools and accessories are identified according Number Heads Together discussed.
to job requirements Activity Process: A display on
Teamwork
Group the class into 5 groups the use of the different
B. Receive and inspect materials of equal number. Each skills and perspectives
1. Materials and tools issued are inspected as per member is assigned a during the numbered
quantity and specification number. Raise a question on heads together activity
2. Tools, accessories and materials are checked the lesson discuss and let must be evident.
for damages according to enterprise procedures them answer individually. Output: Graphic
3. Materials and tools are set aside to appropriate Allow the group to discuss organizer
location nearest to the workplace their answers using the Design and demonstrate
graphic organizers they an activity using the topic
prepared. Call a number. All discuss
those with that number stand
up to give the answer of their
group. Let them summarize

10 | Carpentry and Masonry

 their answers. In this activity,
the use of the different skills
must be emphasized.
Topic 3. Observe procedures, specifications and Lecture-demonstration on Summative Quizzes Lecture-demonstration on
manuals of instructions teaching strategies that Metacognitive Report teaching strategies that
promote learners’ skills Oral recitation promote learners’ skills
A. Identify and access specification/manuals Each member of the
1. Appropriate manuals are identified and group is required to
accessed as per job requirements Small Group Discussion share ideas on the topic Small Group Discussion
2. Version and date of manual are checked to Each group will study and discussed. Each group will study and later
ensure that correct specification and procedures later discuss to the other Process: In each partner discuss to the other group the
are identified. group the different that they have ask, it will different procedures,
procedures, specifications recorded and written on specifications and manuals of
B. Procedures, Specifications and Manuals of and manuals of instructions. a piece of paper. instructions.
Instructions Guideline question will
be handed out before the
C. Interpret manuals Share-Pair Activity activity Share-Pair Activity
1. Relevant sections, chapters of specifications/ PSTs will form a group of two Output: Interview result PSTs will form a group of two
manuals are located in relation to the work to be where they will ask their where they will ask their
conducted respective partners of the respective partners of the
2. Information and procedure in the manual are different guideline questions different guideline questions
interpreted in accordance with industry practices. given to each group. There given to each group. There
they will help each other to they will help each other to
D. Apply information in manual clarify the other difficulty in clarify the other difficulty in
1. Manual is interpreted according to job understanding the lesson understanding the lesson
requirements
2. Work steps are correctly identified in
accordance with manufacturer's specification
3. Manual data are applied according to the given
task
Topic 4. Perform Mensuration’s and Calculations Lecture-demonstration on Summative Quizzes Lecture-demonstration on
teaching strategies that Metacognitive Report teaching strategies that
A. Select measuring Instruments promote learners’ to perform Analysis of a video clip promote learners’ to perform
1. Object or component to be measured is mensuration’s and PSTs will record their mensuration’s and calculations
identified, classified and interpreted according to calculations progress on where to Eight Corners (Small Groups)
the appropriate regular geometric shape Eight Corners (Small Groups) improve in their The class will have 8 Learning
2. Measuring tools are selected/identified as per The class will have 8 Learning measuring skills corners. Each corner exhibits
object to be measured or job requirements corners. Each corner exhibits Process: Guide different sizes of wood and

11 | Carpentry and Masonry

 3. Correct specifications are obtained from different sizes of wood and questions will be furniture.
relevant sources furniture. answered as they The group will take turns to visit
4. Appropriate measuring instruments are The group will take turns to complete the eight each corner and write down
selected according to job requirements visit each corner and write corners their measurements from each
5. Alternative measuring tools are used without down their measurements Output: A paper with learning corner.
sacrificing cost and quality of work. from each learning corner. their progress on it and Whole Group Discussion will
Whole Group Discussion will the details of their be in the form of Q&A.
B. Carry out measurements and calculations be in the form of Q&A. measurement in each Simulation
1. Accurate measurements are obtained Simulation corner will be written. Students will simulate a
according to job requirements Students will simulate a scenario on measuring the
2. Alternative measuring tools are used without scenario on measuring the different woods of their choice.
sacrificing cost and quality of work different woods of their During this activity, Mother
3. Calculation needed to complete work tasks are choice. During this activity, Tongue, Filipino and English
performed using the four basic process of addition Mother Tongue, Filipino and can be used.
(+), subtraction (-), multiplication (x) and division English can be used.
(/) including but not limited to: trigonometric
functions, algebraic computations
4. Calculations involving fractions, percentages
and mixed numbers are used to complete
workplace tasks
5. Numerical computation is self-checked and
corrected for accuracy
6. Instruments are read to the limit of accuracy of
the tool
7. Systems of measurement identified and
converted according to job requirements/ISO
8. Work pieces are measured according to job
requirements
Demonstrate on how to mic the Topic 5. Prepare Masonry Materials Lecture-demonstration on Summative Quiz Teamwork
mortar/ concrete teaching strategies that Metacognitive Report
A. Select Materials to be hauled promote learners’ to perform PSTs will hand over their
1. Work instruction is secured from immediate mixing or mortar or concrete report on the film they
Apply the necessary skills in order superior have watch. Active Participation
to complete the task 2. Quantity of materials to be hauled is Film Viewing Process: Guideline
determined according to the instruction of PSTs will watch a video about questions are handed
immediate superior what are do’s and don’ts on out before the film. Cooperation
3. Correct quantity and type of materials to be mixing a mortar or concrete. Those questions will be
used are secured This will promote their skills in Oneness
their guidelines

12 | Carpentry and Masonry

 it. Guideline questions are throughout the film
B. Haul Materials handed beforehand. Output: Reaction Paper
1. Availability and serviceability of appropriate
hauling equipment are checked as specified by Share-Pair Circle
the immediate superior PSTs will form a group of five,
2. Materials are hauled based on work schedule they will perform a mini
as specified activity in which they will mix a
3. Required materials are stockpiled based on small portion of a mortar or
instructions concrete and will show it to
the teacher afterwards. On
C. Mix Mortar/Concrete this activity, their skills in
1. Mixing tools and equipment to be used are masonry are tested.
checked according to job requirements
2. Concrete or mortar mix and quantity is
determined according to the instructions
3. Concrete or mortar is mixed according to the
instructions
4. Mixed concrete or mortar is supplied to the
appropriate personnel based on job requirements
Topic 6. Perform basic masonry works Lecture-demonstration on Summative Quiz Teamwork
Perform the fabrication and strip teaching strategies that Metacognitive Report
formworks A. Perform basic re-bar fabrication promote learners’ to perform PSTs will hand over their
1. appropriate PPE is selected and used mixing or mortar or concrete report on the film they
Discuss the basic re-bar according to job requirements have watch. Active Participation
fabrication 2. Steel bars are identified, measured, cut and Film Viewing Process: Guideline
bent as required PSTs will watch a video about questions are handed
3. Cut and bent steel bars are segregated what are do’s and don’ts on out before the film. Cooperation
Demonstrate on how to fabricate according to steel type and size mixing a mortar or concrete. Those questions will be
and strip formworks 4. Basic fabrication of steel bars into wall footing, This will promote their skills in Oneness
their guidelines
stiffener columns and lintel beams is performed it. Guideline questions are throughout the film
following the re-bar cutting and bending schedule. handed beforehand. Output: Reaction Paper

B. Erect and dismantle scaffolding (limited height) Share-Pair Circle

1. Components of scaffolding are checked and PSTs will form a group of five, Mini Activity
verified based on job requirements they will perform a mini Materials needed on this
2. Scaffolding is erected in accordance with safety activity in which they apply the activity have been
practices film they have watch, and assigned to the PSTs
3. Scaffolding is dismantled in accordance with afterwards they will show it to beforehand.
safety practices the teacher. On this activity, Process: PSTs will learn
13 | Carpentry and Masonry
 4. Components are inventoried and returned to their skills in masonry are how to construct a simple
stockpile area based on company rules and tested. strip formworks and
procedures simple scaffolding.
Output: Basic Masonry
C. Fabricate and strip form works Works
1. Form works materials are identified, measured,
cut and fabricated as required
2. Cut materials are segregated according to size
3. Basic fabrication of materials into forms for
stiffener columns and lintel beams is performed
following work instructions.
4. Form works are stripped following established
procedures

D. Perform excavation and back filling/

compaction
1. Excavation work is performed based on job
specifications
2. Excavated portion is filled with gravel base
coarse
3. Back filling and compaction are performed after
concreting of wall footing.

E. Perform concreting work

1. Concreting of wall footing, columns and lintel
beam based on line and grade is performed
2. Consolidation of concrete by vibration is
performed (use of vibrator, optional)

F. Perform housekeeping
1. Materials such as excess re-bars, scaffolding
and form works are recovered and stockpiled
according to company rules and procedures
2. Flooring is protected by covering it during
concrete hollow blocks / bricks laying and
plastering
3. Flooring is protected by using mixing board
during manual mixing work.
4. Workplace is cleaned and cleared of any
14 | Carpentry and Masonry
 obstructions and hazards before, during and after
work.
5. Tools, equipment and other materials are
cleaned after use.
Demonstrate on laying a brick/ Topic 7. Lay Brick/Block for structure Lecture Demonstration on Rubrics Teamwork
block for structure Laying a brick/block for
A. Lay-out / establish bricks / blocks structure structure.
location Summative Quiz
1. Plans are read and interpreted as per job
Apply the necessary knowledge requirements. Performance Activity
and skills in the activity 2. Appropriate PPE is selected and used in line PSTs apply the lessons they Cooperation
with job requirements. have learned so far in this
3. Materials, tools and equipment are selected masonry subject and will
and prepared consistent with the job requirements apply it on their actual activity.
4. Reference building lines are correctly As a whole class, they will Oneness
identified / located as per job requirements perform the laying out bricks
5. Location of brick / block structure based on on a specified staging area
reference building lines is established using where they show their Active Participation
batterboard at +-3mm tolerance for proper knowledge and skills in
alignment, squareness and dimension. masonry.
6. Horizontal / vertical guide for brick / block is Masonry Skills
installed according to job specifications.
7. Lay-out of brick / block structure is correctly
marked as per job requirements

B. Perform laying brick / block for structure

1. Bricks and concrete block laid on the line at
minimum allowance of 1/16inch (2mm)
2.Reinforcing bar / dowel is installed according to
required job specifications
3. Mortars are spread on the base / edge of brick /
block mortar according to job specifications
4. Bricks / blocks are positioned / laid according to
design / specifications / locations
5. Constant checking of plumbness is done during
brick / block laying.
6. Form works are installed in accordance with
building plan, if necessary

15 | Carpentry and Masonry

 7. Cast-in place concrete structures are
constructed according to design and job
specifications.
8. Work site is cleaned and kept in safe state in
line with OSHC requirements.

C. Complete work / curing

1. Final checks are made to ensure that work
conforms with instructions, curing and other
requirements
2. Completed work is reported to the Foreman
for final checking
3. Tools, equipment and any surplus resources
and materials are checked and monitored in
accordance with established procedures
4. Work area is maintained as to its cleanliness
and safety

16 | Carpentry and Masonry

 % EQUIVALENT NUMERICA
L RATING

97-100 1.0

Grade Components and Corresponding Weight:

94-96 1.25
Final Rating
91-93 1.5
Midterm Grade ……………………….50%

Final ……………………………………….50% 88-90 1.75

85-87 2.0
Midterm Grade

Attendance …………………………… 10% 82-84 2.25

Participation ……………………….. 10%
Quizzes………………………………….. 10%
Individual Output …………………. 15% 79-81 2.50
Project Output…………………………. 30%
Midterm Exam………………………... 25% 76-78 2.75
100%

75 3.0

Finals Grade
BELOW 75 5.0
Attendance …………………………… 10%
Participation ……………………….. 10%
Lacks Requirements and /or final exam INC
Quizzes………………………………….. 10%

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 Individual Output …………………. 15%
Project Output…………………………. 30%
Midterm Exam………………………... 25%
100%

Final Average grade = midterm grade + finals grade

2

REFERENCES: Printed Materials and Electronic Materials

Simplified Construction Estimate Second Edition (Max Fajardo Jr.), Simplified Method in Building Construction (Max Fajardo Jr.),
The K to 12 Curriculum., http://www.donboscopress.ph/wp-content/uploads/2012/06/DepEd-K12-Basic-Education.pdf
http:/iflex.innotech.org/GURO21/module1/11_25.html, Education, T., Authority, S. D., & Antonio, S. (n.d.). HOW TO USE THIS COMPETENCY BASED.

Fajardo, M. (n.d.). Simplified Estimate by Max Fajardo.pdf. New, T. H. E., Building, N., Rules, I., Of, R., & National, T. H. E. (n.d.). IMPLEMENTING RULES AND REGULATIONS RULE
1 : GENERAL PROVISIONS RULE 11 “ ADMINISTRATION AND. 000.

Safety, O. (1990). The Philippines , Occupational Safety and Health Standards . 9.

Prepared by: Verified by: Concurred by: Approved by:

JUDITH MAGHANOY, Ph.D. ELIZABETH JANE P. SEBASTIAN,

JONATHAN L. DELOS SANTOS Gina L. Baluntang Ed.D.
Associate Dean
Instructor Program Chair Dean, CTE

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