57180541 tle drafting
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DRAFTINGTRANSCRIPT
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Career Pathways – Technology and Livelihood EducationINDUSTRIAL ARTS - DRAFTING TECHNOLOGY 2
General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of qualityproduct/service in Drafting 2 (Visual Drawing,Cartooning/Animation,Drawing).
Silk-Screen Printing, Mechanical
As of March 23, 2011 1
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 1: Visual Drawing Topic: Personal EntrepreneurialCompetencies (PECs)
Time Frame: 3 days
STAGE 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) as visual artist
Performance Standard:The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur as visual artist
Essential Understanding:Aligning one’s PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career
Essential Question/s:How does one ensure success as visual artist?
Learners will know:• Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills
• PECs of chosen successful visual artist
Learners will be able to:• Assess their PECs vis-à-vis: Characteristics/Traits Attributes Lifestyles Skills
• Compare ones PECs with that of the entrepreneur/practitioner
• Make necessary alignment of PECs
Stage 2
Product or Performance TaskEvidence at the level of
Understanding PerformanceActivity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur
Learners should be able todemonstrate understanding covering the six (6) facets of understanding:
Describe your PECs focusing on strengths and developmental areas
Assessment of the activity plan based on the following criteria:
• Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas ofdevelopment based on one’s PECs and
As of March 23, 2011 2
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Criteria:• comprehensiveness (should include
characteristics, attributes, etc.)• clarity• conciseness
Compare your PECs with those of a successful practitionerCriteria:• objectivity• details/focus• conclusiveness• illustration
Apply one’s PECs in pursuing a chosen entrepreneurial activityCriteria:• efficiency/effectiveness• level of competence• level of confidence• attitude/behavior
Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneurCriteria:• validity• relevance• critical• plausibility• sensitivity
improving further one’s areas of strength
• doability
As of March 23, 2011 3
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Express your feelings if you are anentrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:• openness• objectivity• sensitivity
Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in visual arts Criteria:• reflectiveness/insightfulness• depth• objectivity
Stage 3Teaching-Learning Sequence:
Personal Entrepreneurial Competencies (PECs)Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business.
1. EXPLORE Ask learners to name people in the community who are successful in their business
• Why are they successful?• Do you wish to be like them?
Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following:
• Character• Attributes• Lifestyle
As of March 23, 2011 4
• Skills• Traits
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The
teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about
how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills
Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers posted on the wall.
Process learners’ learning and check it against EU. Check learners’ understanding against the content standard.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur. Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
As of March 23, 2011 5
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 1: Visual Drawing Topic: Environment and Market Time Frame: 7 days
STAGE 1Content Standard:The learner demonstrates understanding of environment and market that relates with a career choice in visual drawing
Performance Standard:The learner formulates a business idea based on the analysis of environment and market
Essential Understanding:A successful business venture starts with generating good business idea
Essential Question/s:How does one select an entrepreneurial activity to be pursued?
Learners will know:• Environment and Market consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of
customers business idea generation
Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business based on the result of
environment and market analysis
Stage 2
Product or Performance TaskEvidence at the level of
Understanding PerformanceBusiness idea generation based on the analysis of the immediate environment and market
Learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Explain the importance of the immediate environment and market in identifying a business opportunitiesCriteria:• Comprehensiveness• Clarity
Assessment of the business generated based on the following criteria:• profitability/feasibility• practicality• responsiveness to consumer needs• innovativeness
As of March 23, 2011 6
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• ConcisenessInterpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:• Reliability• Accuracy• Objectivity• Relevance• Validity
Generate a business idea from data analysisCriteria:• Appropriateness• Innovativeness• Practicality
Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas.Criteria:• Validity• Relevance• Insightfulness
Express their feelings when entrepreneurs offer the same type of business in a town/city.Criteria:• Objectivity• Tactfulness
As of March 23, 2011 7
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• Persuasiveness• Sensitivity• Open-mindedness
Self-assess their level of confidence in formulating business ideasCriteria:• Reflectiveness• Insightfulness• Objectivity
Stage 3Teaching-Learning Sequence:
Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.
1. EXPLORE Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating
business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and wants of
target market with the use of the following:• Survey questionnaire;• Interview guide;• Checklist, etc.• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EUs that they need to explore further.
As of March 23, 2011 8
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in a certain community. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate
locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such
as: interview, survey, community mapping, etc. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market Ask learners to do supplementary reading and other compensatory activities to support the information presented.
3. DEEPEN3. Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to
seize a business opportunity.4. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating
business ideas.5. Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).
4. TRANSFER Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
As of March 23, 2011 9
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 1 : Visual Drawing Topic: Production of VisualDrawings ( Still Life, Portraiture, Landscape/Seascape )
Time Frame: 35 Days
Stage 1Content Standard:The learner demonstrates understanding of the process and delivery in the production of visual drawings
Performance Standard:The learner produces marketable and competitive products/ services by employing various rendering procedures based on required job order specifications
Essential Understanding(s):Assuring the quality of visual drawing products/services enhance product marketability and profitability
Essential Question(s):Why does one need to assure the quality, marketability, and profitability of products/services in the production of visual drawings?
Learners will know: Basic structures of solids Appropriate drawing materials, instruments and computer
software Types of drawing techniques/methods
- tone- pencil/ink- hatching- cross hatching- dot/stippling- charcoal- wash- opaque- acrylic- mix media
Color harmonies based on the desired color system- Prang Color System- Munsell Color System
Safety precaution on the proper handling of drawing materials, instruments and computer software
Computer software as used in visual drawing
Learners will be able to: Apply the theories and principles of the basic structures of
solids Use appropriate drawing materials, instruments and computer
software in the production of different visual drawings Apply appropriate drawing techniques/methodologies Produce desired colors based on color harmonies Produce various kinds of visual drawings
- wall decors- product designs- designs for personalized items/
souvenirs/accessories Access and explore computer software in visual drawing Apply safety precautions in handling drawing materials,
instruments and computer software Access and explore software in visual arts production Assure quality product/services in manual/computer aided
products in visual drawings Compute for the cost of labor and materials Produce product catalogue Apply appropriate and effective marketing strategy
As of March 23, 2011 10
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Production processes- manual process and operation- computer aided operation
Content of a job order Costing Product catalogue Marketing strategy Journalizing
Market the product Present neat and accurate sales journal
Stage 2Product or Performance Task:Produce quality and marketable products/services in visual drawings based on existing procedures and techniques
Evidence at the level of understandingThe learners should articulate and manifest the six (6) facets of understanding:
Explain the processes involved in visual drawings.Criteria• clarity of content• flow of thought• sequence• delivery/presentation
Interpret the different techniques/ methodologies used in visual drawings. Criteria:• insightfulness• flow of thought• delivery/presentation
Demonstrate how visual drawings should be done using appropriate drawing materials, drawing instruments and computer software.
Evidence at the level of performanceAssessment of products/services of Visual drawings using the following criteria:• appropriateness of color scheme used• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior
As of March 23, 2011 11
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Criteria:• open-mindedness• appropriateness• relevance• delivery/presentation
Narrate thoughts on the choice of concept in visual drawing as an artist over customer’s preference.Criteria:• insightfulness• clarity of content• flow of thought• delivery/presentation
Express feelings when a visual artist is not able to produce/perform product/ service as prescribed in the job order. Criteria:
• clarity of content• flow of thought• open-mindedness• delivery/presentation
Assess strengths and weaknesses in creating visual drawing activities. Criteria:• clarity of content• flow of thought• open-mindedness• delivery/presentation
As of March 23, 2011 12
Teaching/Learning Sequence:Stage 3
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Visual drawing is essential to everyone who wants to improve his/her drawing skills. Guidance is needed on how to overcome common difficulties in visual presentations without imposing a particular style or approach. Activities are provided to help learners discover their artistic inclinations while applying the theories and principles, honing their skills necessary to produce artworks they will be proud to call their own.
1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided visual drawing presentation using:
• Paper and pencil test• Performance test
Orient learners on the following:• CP-TLE curriculum framework – Drafting Technology 2• Assessment tools and criteria
- Assessment at the Level of Understanding using the six (6) Facets of Understanding- Explaining- Interpreting- Applying- Sharing perspective- Showing empathy- Revealing self-knowledge
- Assessment at the Level of Performance- Appropriateness of drawing techniques used- Quality of output- Safety work habits- Housekeeping and maintenance- Time management- Work attitude/behavior
Guide learners in understanding the concepts and underlying principles of process and delivery in the production of visual drawings.
Assist learners in the design process and show sample pictures of visual drawings.
As of March 23, 2011 13
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Portraiture Nude Painting Still Life
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Landscapes
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Process learners understanding on the observation made during the presentation of sample pictures of still life, portraiture landscape and seascape.
Guide learners in observing in internet café shops in the community producing both manual and computer-aided still life,portraiture, landscape and seascape.
Lead learners through the checklist to verbalize their understanding of the following concepts:• Manual process and operation• Computer aided operation• Process and delivery• Product and performance
Guide learners in viewing pictures/video presentations of the different materials, drawing instruments, equipment, computer software used in the production of still life, portraiture, landscape and seascape.
Assist learners in raising issues and concerns related to the production of quality visual arts products.• Appropriateness of techniques used• Choice of materials• Durability of materials used• Features of manual and computer aided finished products
Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up.
2. FIRM UP Present the different drawing techniques and methodologies in visual drawing. Have learners analyze the relevance or
importance of appropriate color scheme on finished products. Assist learners in applying drawing techniques and color combination appropriate to the given job order. Have learners view video presentations on how quality visual arts products are commercially produced. (CONTENT OF
THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation). Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’
understanding. Assist learners in interviewing visual artist on the importance of significant factors in coming up with quality visual drawings. Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their initial understanding of the concepts in manual and computer aided production/printing of visual
drawings by giving formative evaluation.
As of March 23, 2011 15
3. DEEPEN
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Invite successful visual artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.
Encourage learners to observe/work with successful visual artists in the community. Have learners create/innovate designs of various types of visual drawings. Have learners track their progress using accomplishment record. Assess learners understanding of manual and computer aided production processes of visual drawings using the
assessment at the level of understanding (refer to Stage 2)
4. TRANSFER Have learners produce quality and marketable visual arts products. Have learners put up a display/exhibition of various products/services related to visual drawings production. Have learners market their products/services in the municipality/town/city. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.)1. Internet – Wikipedia2. Interactive/Animated CD
Materials/Equipment Needed:1. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 12. Handbook on The Fundamentals of Drawing, The Encyclopedia of Drawing Techniques, How to Draw What You See, Painting
with Pastels, etc.3. Internet – Wikipedia4. Interactive/Animated CD5. Computer software
As of March 23, 2011 16
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 2: Cartooning/Animation Topic: Personal EntrepreneurialCompetencies (PECs)
Time Frame: 3 days
STAGE 1Content
Standard:The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Cartoonist/ Animator
Performance Standard:The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ Entrepreneur as cartoonist/animator
Essential Understanding:Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career
Essential Question/s:How does one ensure success as cartoonist/animator?
Learners will know:• Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills
* PECs of chosen successful cartoonist/animator
Learners will be able to:• Assess their PECs vis-à-vis: Characteristics Attributes Lifestyles Skills
* Compare ones PECs with that of the practitioner/entrepreneur
• Make necessary alignment of PECs
Stage 2
Product or Performance Task Evidence at the level ofUnderstanding Performanc
eActivity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur
The learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Describe your PECs focusing on strengths and developmental areas
Assessment of the activity plan based on the following criteria:• Comprehensiveness of personal
plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on one’s
As of March 23, 2011 17
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Criteria:• comprehensiveness (should
include characteristics, attributes, etc.)
• clarity• conciseness
Compare your PECs with those of a successful practitionerCriteria:• objectivity• details/focus• conclusiveness• illustration
Apply one’s PECs in pursuing a chosen entrepreneurial activityCriteria:• efficiency/effectiveness• level of competence• level of confidence• attitude/behavior
Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECsCriteria:• validity• relevance• critical• plausibility• sensitivity
PECs and improving further one’s areas of strength
• doability
As of March 23, 2011 18
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen careerCriteria:• openness• objectivity• sensitivity
Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in cartooning/animation business Criteria:• reflectiveness/insightfulness• depth• objectivity
Stage 3Teaching-Learning
sequence:
Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business.
1. EXPLORE Ask learners to name people in the community who are successful in their business
• Why are they successful?• Do you wish to be like them?
Explain to learners the importance of assessing their PECs
As of March 23, 2011 19
• Attribute• Lifestyle• Skills• Traits
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs
Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.
The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in group in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills
Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Referlearners to their answers posted on the wall.
Process learners learning and check it against EU. Check learners understanding against the content standard.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do
with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
As of March 23, 2011 20
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
4. TRANSFER Have learners prepare an activity plan that aligns his/her PECs with the PECs of a
successful practitioner/entrepreneur. Appendix D Activity 3-B Activity Plan in Aligning Ones PEC’s
Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
As of March 23, 2011 21
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 2: Cartooning/Animation Topic: Environment and Market Time Frame: 7 days
STAGE 1Content Standard:
The learner demonstrates understanding of environment and market that relates with a career choice in Cartooning/Animation
Performance Standard:The learner generates a business idea based on the analysis of environment and market
Essential Understanding:A successful business venture starts with generating good business idea
Essential Question/s:How does one select an entrepreneurial activity to be pursued?
Learners will know:• Environment and Market consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants
of customers business idea generation
Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the result
of environment and market analysis
Stage 2
Product or Performance Task Evidence at the level ofUnderstanding Performanc
eBusiness idea generation based on the analysis of the immediate environment and market
The learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Assessment of the generated business idea based on the following criteria:• profitability/feasibility• practicality
As of March 23, 2011 22
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Explain the importance of the immediate environment and market in identifying a business opportunities Criteria:• Comprehensiveness• Clarity• Conciseness
Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:• Reliability• Accuracy• Objectivity• Relevance• Validity
Generate business idea from data analysisCriteria:• Appropriateness• Innovativeness• Practicality
Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas.Criteria:• Validity• Relevance
• responsiveness to consumer needs• innovativeness
As of March 23, 2011 23
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• Insightfulness
Express their feelings when entrepreneurs offer the same type of business in a town/city..Criteria:• Objectivity• Tactfulness• Persuasiveness• Sensitivity• Open-mindedness
Self-assess their levels of confidence in formulating business ideasCriteria:• Reflectiveness• Insightfulness• Objectivity
Stage 3Teaching-Learning
sequence:
Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.
As of March 23, 2011 24
1. EXPLORE
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:• Survey questionnaire;• Interview guide;• Checklist, etc.• SWOT analysis
Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EU’s that they need to explore further.
2. FIRM UPa. Lead learners in analyzing the assessment conducted on the environment and market in the
immediate town/municipality/city.b. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. c. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such
as: interview, survey, community mapping, etc.,d. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market e. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN6. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity.7. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating
business ideas.8. Assess the learners’ level of understanding, refer to the assessment in Stage 2.
4. TRANSFER Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
As of March 23, 2011 25
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 2 : Cartooning/ Animation Topic: Production of Marketableand Competitive Products/ Services in Cartooning/Animation
Time Frame: 35 Days
Stage 1Content Standard:The learner demonstrates understanding of the process and delivery in the production of cartoon caricatures and animation.
Performance Standard:The learner produces a marketable and competitive products/ services by employing printing procedures based on required job order specifications.
Essential Understanding(s):Assuring the quality of cartoon caricatures and animation products/services guarantees marketability and profitability.
Essential Question(s):Why does one need to assure the quality, marketability, and profitability of products/services in cartooning/animation?
Learners will know: types of cartoon/animation design methodologies color harmonies based on the desired color system
- Prang Color System- Munsell Color System
safety precautions on the proper handling of materials, instruments and equipments
computer software in cartooning/animation- adobe photo shop- adobe illustrator- corel draw- macromedia flash
production processes- manual process and operation- computer aided operation
content of a job order costing product catalogue marketing strategy journalizing
Learners will be able to: discuss the different types of cartoon/animation apply design procedures using computer software produce required colors following proper mixing procedures layout appropriate cartoon features, film strips based on job
order specifications use appropriate instruments and materials in the production
of cartoon caricatures and anime apply safety precautions in handling instruments, tools and
materials in cartooning /animation operation access and explore software in cartoon/animation production. assure the production of quality product/services in
cartooning and animation compute for the cost of labor and materials produce product catalogue apply appropriate and effective marketing strategy market the product present neat and accurate sales journal
As of March 23, 2011 26
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Stage 2Product or Performance Task:Producing quality and marketable products/services in cartooning and animation based on existing procedures and techniques.
Evidence at the level of understandingThe learners should articulate and manifest the six (6) facets of understanding:
Explain cartoon/animation processesCriteria• clarity of content• flow of thought• sequence• delivery/presentation
Interpret the processes involved in cartooning and animation using the process flow:Criteria:• insightfulness• flow of thought• delivery/presentation
Perform cartooning/animation designing/ printing using appropriate instruments, tools, materials and softwareCriteria:• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior
Evidence at the level of performanceAssessment of products/services in cartooning and animation using the following criteria:• appropriateness of color harmonies
used• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior
As of March 23, 2011 27
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Narrate thoughts on the choice of concept in cartooning/animation as an artist over customer’s preference.Criteria:• insightfulness• clarity of content• flow of thought• delivery/presentation
Express feelings when a cartoonist/animator is not able to produce/perform product/service as expected.Criteria:
• clarity of content• flow of thought• insightfulness• delivery/presentation
Assess strengths and weaknesses in doing cartooning/animation operation. Criteria:• clarity of content• flow of thought• insightfulness• delivery/presentation
As of March 23, 2011 28
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Stage 3Teaching-Learning Sequence:
Cartoonists are artists who communicate ideas through a combination of words and pictures. One important quality of a good cartoonist is the ability to present an idea in just few words and drawing. Animators draw the moving cartoons that appear on television, in films and in video games. Animators must be able to put their drawings together with sound tracks, story lines, layouts and special effects. Most animation for television, motion pictures and video gaming industry are done with computer. Learners can get experience by drawing cartoon for the school newspaper and designing poster for events. Learners can also submit cartoons directly to magazine and newspapers.
1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided cartooning/animation production using:
• Paper and pencil test• Performance test
Orient learners on the following:• CP-TLE curriculum framework – Drafting Technology 2• Assessment tools and criteria
- Assessment at the Level of Understanding using the six (6) Facets of Understanding- Explaining- Interpreting- Applying- Sharing perspective- Showing empathy- Revealing self-knowledge
- Assessment at the Level of Performance- Appropriateness of drawing techniques used- Quality of output- Safety work habits- Housekeeping and maintenance- Time management- Work attitude/behavior
Guide learners in understanding the concepts and underlying principles of process and delivery in the production of
As of March 23, 2011 29
cartoon/anime. Assist learners in the design process and show sample pictures cartoon/anime
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Samples of Cartoon Caricature and Anime
Guide learners in observing computer aided cartooning and animation in internet café shops in the community. Lead learners through a checklist in verbalizing their understanding of the following concepts:
• Manual process and operation
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• Computer aided operation• Process and delivery• Product and performance
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Guide learners in viewing pictures/video presentations on the different equipment, tools, computer software used in the production of cartoon caricatures and anime.
Assist learners in raising issues and concerns related to the production of quality cartoons/anime.• Appropriateness of drawing techniques and computer software• Choice of materials• Durability of materials used• Features of manual and computer aided finished products
o Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during firm up.
2. FIRM UP Have learners present the principles and elements of design. Let them analyze the importance of various features of finished
cartoon/anime products. Assist learners in applying special features and color application appropriate to the given job order. Have learners view video presentations on how quality cartoon/anime products are commercially produced. (CONTENT OF
THE VIDEO: The video should detail the step-by-step procedure in manual and computer-aided operation) Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’
understanding. Assist learners in interviewing a cartoonist/animator on the importance of the following factors in the production of quality
cartoon/anime products:• Application of special features.• Appropriateness of color used .• Proper handling and maintenance of letter tools, instruments and computer software.• Appropriateness and quality of materials used.
Have learners prepare an interview guide to focus the discussion on the aforementioned factors Have learners check their initial understanding of the concepts in manual and computer aided cartooning/animation by giving
formative evaluation.• Question and Answer• Paper and Pen Test
Check learner’s level of understanding using formative assessment.
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
3. DEEPEN Invite successful cartoonist/animator to talk about their best practices. Have learners ask questions about how these artists
managed to hone their skills. Encourage learners to observe/work with successful cartoonist/animator in the municipality/town city. Have learners create/innovate designs of various caricatures and animation. Have learners track their progress using accomplishment record. Assess learner’s understanding of manual and computer-aided production processes of cartooning and animation using the
assessment at the level of understanding (refer to Stage 2)
4. TRANSFER Have learners produce quality and marketable cartoons and animation. . Have learners put up a display/exhibition of various products/services related to cartooning and animation production. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.) Internet – Wikipedia Interactive/Animated CDAuthoring software
Materials/Equipment Needed:3. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 24. Handbook on cartooning, animation manuals, and manual of specifications and procedure3. Internet – Wikipedia
Interactive/Animated CD Computer software
. Personal Computer
. Technical pens
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 3: Silk-Screen Printing Topic: Personal EntrepreneurialCompetencies (PECs)
Time Frame: 3 days
STAGE 1Content Standard:
The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) a Silk-screen printer.
Performance Standard:The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ entrepreneur as silk-screen printer.
Essential Understanding:Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career
Essential Question/s:How does one ensure success as silk-screen printer?
Learners will know:• Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills
* PECs of chosen successful silk-screen printer
Learners will be able to:• Assess their PECs vis-à-vis: Characteristics/Traits Attributes Lifestyles Skills
• Compare ones PECs with that of the entrepreneur/practitioner
• Make necessary alignment of PECs
Stage 2
Product or Performance Task Evidence at the level ofUnderstanding Performanc
eActivity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur
The learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Assessment of the activity plan based on the following criteria:• Comprehensiveness of
personal plan on areas of development;
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Describe your PECs focusing on strengths and developmental areas. Criteria:• comprehensiveness (should
include characteristics, attributes, etc.)
• clarity• conciseness
Compare your PECs with those of a successful practitioner.Criteria:• objectivity• details/focus• conclusiveness• illustration
Apply one’s PECs in pursuing a chosen entrepreneurial activity.Criteria:• efficiency/effectiveness• level of competence• level of confidence• attitude/behavior
Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs.Criteria:• validity• relevance• critical• plausibility
appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and improving further one’s areas of strength
• doability
As of March 23, 2011 34
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• sensitivity
Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria:• openness• objectivity• sensitivity
Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in silk-screen printing.Criteria:• reflectiveness/insightfulness• depth• objectivity
Stage 3Teaching-Learning
Sequence:
Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business.
2. EXPLORE Ask learners to name people in the community who are successful in their business
• Why are they successful?
As of March 23, 2011 35
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Guide learners in assessing their PECs on the following:• Character• Attribute• Lifestyle• Skills• Traits
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career.
The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in group in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills.
Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Referlearners to their answers posted on the wall.
Process learner’s learning and check it against EU. Check learner’s understanding against the content standard.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do
with them. Ask learners to express the EU.
As of March 23, 2011 36
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).
4. TRANSFER Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/
entrepreneur. Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of
Performance).
As of March 23, 2011 37
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 3: Silk-Screen Printing Topic: Environment and Market Time Frame: 7 days
STAGE 1Content Standard:
The learner demonstrates understanding of environment and market that relates with a career choice in silk-screen printing
Performance Standard:The learner generates a business idea based on the analysis of environment and market
Essential Understanding:A successful business venture starts with generating good business idea
Essential Question/s:How does one select an entrepreneurial activity to be pursued?
Learners will know:• Environment and Market consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants
of customers business idea generation
Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the results
of environment and market analysis
Stage 2
Product or Performance Task Evidence at the level Understanding Performanc
eFormulating a business idea based on the analysis of the immediate environment and market
The learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Explain the importance of the
Assessment of the generated business idea based on the following criteria:• profitability/feasibility• practicality• responsiveness to consumer needs
As of March 23, 2011 38
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
immediate environment and market in identifying a business opportunities.
Criteria:• Comprehensiveness• Clarity• Conciseness
Interpret the data gathered from the immediate environment and market in identifying business opportunities. Criteria:• Reliability• Accuracy• Objectivity• Relevance• Validity
Generate a business idea from data analysis.Criteria:• Appropriateness• Innovativeness• Practicality
Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas.Criteria:• Validity• Relevance
• innovativeness
As of March 23, 2011 39
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• Insightfulness
Express their feelings when entrepreneurs offer the same type of business in a town/city.Criteria:• Objectivity• Tactfulness• Persuasiveness• Sensitivity• Open-mindedness
Self-assess their levels of confidence in formulating business ideas.Criteria:• Reflectiveness• Insightfulness• Objectivity
Stage 3Teaching-Learning
Sequence:
Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.
1. EXPLORE
As of March 23, 2011 40
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:• Survey questionnaire;• Interview guide;• Checklist, etc.• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EU’s that they need to explore further.
2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity
such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN1. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity.2. Compare whether the information collected during the interview will complement/harmonize with their skill in
formulating business ideas.3. Assess the learners’ level of understanding. Refer to the Assessment in Stage 2.
4. TRANSFER Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance).
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 3: Silk-Screen Designing/Printing Topic: T-Shirt Printing andBillboard Production
Time Frame: 35 Days
Stage 1Content Standard:The learner demonstrates understanding of concepts and underlying principles of process and delivery in Silk-Screen Designing/Printing
Performance Standard:The learner produces quality and marketable products/services based on existing procedures and techniques in t-shirt printing and billboard production
Essential Understanding(s):Assuring the quality of t-shirt printing and computer aided products/services in the production of printed t-shirt and billboard production guarantees marketability and profitability
Essential Question(s):Why does one need to assure the quality, marketability and profitability of product/services in t-shirt printing and billboard production?
Learners will know: safety precautions in handling of materials, tools and
equipment proper selection of paints and paint preparation manual painting of streamers assessing and exploring software in billboard/streamer
designing inserting and formatting objects; saving data in a folder; inserting pictures, clip arts, and word art; identifying the text styles, color charts, and shapes production processes
- manual process and operation- computer-aided operation
content of a job order costing product catalogue marketing strategy
Learners will be able to: practice safety precaution in handling of materials, tools
and equipment in t-shirt printing and billboard printing mix paints and apply required/appropriate colors following
proper mixing procedures use appropriate lettering tools and materials in t-shirt printing. access and explore software in billboard printing assure the production of quality product/services in t-shirt
printing, billboard printing follow software design procedures. manipulate drawing toolbars properly assure quality in the production of t-shirt prints and billboard
products compute for the cost of labor and materials produce product catalogue apply appropriate and effective marketing strategy market the product present neat and accurate sales journal
As of March 23, 2011 42
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Stage 2Product or Performance Task:Producing quality and marketable products/services in t-shirt printing and billboard printing based on existing procedures and techniques
Evidence at the level of understandingThe learners should articulate and manifest the six (6) facets of understanding:
Explain the basics of t-shirt printing and billboard printing.Criteria• comprehensiveness• clarity of content• sequence• delivery and presentation
Interpret properly designed printed t-shirt and billboard sample products.Criteria:• flow of thought and• appropriateness of colors used• insightfulness• delivery and presentation
Perform t-shirt printing and computer aided billboard printing using appropriate instruments, tools, materials and computer software.Criteria:• appropriateness of instruments, tools,
materials and computer software used.• quality of output• safety work habits• time management• housekeeping and maintenance
Evidence at the level of performanceAssessment of products/services in t-shirt printing and billboard printing using the following criteria:
• appropriateness of letter styles used• quality of output• safety work habits• housekeeping and maintenance• time management• work attitude/behavior• color scheme used
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• work attitude/behavior
Narrate thoughts on the choice of concept in t-shirt printing and billboard printing as an artist over customer’s preference. Criteria:• insight• clarity of content• flow of thought• delivery and presentation
Express feelings when a silk-screen printer film retoucher/layout stripper, is not able to produce/perform product/services as expected.Criteria:• insight• clarity of content• flow of thought• delivery/presentation
Assess strengths and weaknesses in doing t-shirt printing and billboard printing. Criteria:• insight• clarity of content• flow of thought• delivery/presentation
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Teaching-Learning Sequence:Stage 3
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Commercial establishment manufactures signs, commercial posters, and advertisements for the newspapers and magazines and on billboards. A film retoucher/layout-stripper prepares page layouts and strips negative or positive stencils, while silk-screen printer prepares stencils out of lacquer-coated paper which is made to adhere to a silk-screen frame for printing purposes.
1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided t-shirt printing and billboard printing using:
• Paper and pencil test• Performance test
Orient learners on the following:* CP-TLE curriculum framework – Drafting Technology 2• Assessment tools and criteria
- Assessment at the Level of Understanding using the Six (6) Facets of Understanding- Explaining- Interpreting- Applying- Sharing perspective- Showing empathy- Revealing self-knowledge
- Assessment at the Level of Performance- Appropriateness of letter styles used- Quality of output- Safety work habits- Housekeeping and maintenance- Time management- Work attitude/behavior
Guide learners in understanding the concepts and underlying principles of process and delivery in t-shirt printing and billboard printing.
Guide learners in understanding the concepts and underlying principles of process and delivery in the production of printed t-shirt and printed billboard products.
Assist learners in the design process and show sample pictures of printed t-shirt and billboard products.
As of March 23, 2011 45
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Silk-Screened Sample Printed Products
Guide learners in observing in a billboard printing shops in the community producing both manual and computer aided products.
Lead learners through the checklist to verbalize their understanding of the following concepts:• Manual process and operation
As of March 23, 2011 46
• Computer aided operation• Process and delivery• Product and performance
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Guide learners in viewing pictures/video presentations of the different equipments, tools, computer software used in the production of printed t-shirts and billboards.
Assist learners in raising issues and concerns related to the production of quality signages, billboard/streamers:• Appropriateness of letter styles used• Choice of materials• Durability of materials used• Features of manual and computer aided finished products
* Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up.
2. FIRM UP Present the different tools, materials and appropriate software. Let learners analyze the importance of the different tools,
instruments materials and appropriate software in coming up of quality finished products. Assist learners in applying appropriate designs and color application appropriate to the given job order. Have learners view video presentations on how quality signage, billboard/streamer products are commercially produced.
(CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation) Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’
understanding. Assist learners in interviewing a commercial artist on the importance of the following factors in the production of quality silk-
screen printed products:• Design techniques• Appropriate color harmonies used.• Size proportion and spacing of letters.• Proper handling and maintenance of lettering instruments, tools, materials and computer software• Appropriateness and quality of materials used
Have learners prepare an interview guide focusing on the aforementioned factors in the production of quality silk-screen printed products.
Have learners check their initial understanding of the concepts in manual and computer aided sign painting and billboard/streamer printing by giving formative evaluation:• Question and Answer
As of March 23, 2011 47
• Paper and Pen Test
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
3. DEEPEN Invite successful commercial artists to talk about their best practices. Have learners ask questions about how these artists
managed to hone their skills. Encourage learners to observe/work with successful film retoucher/stripper, silk-screen printer in the community. Have learners create/innovate designs of various signages and billboard/streamer products. Have learners track their progress using accomplishment record. Assess learners understanding of manual and computer aided lettering using the assessment at the level of understanding
(refer to Stage 2).
4. TRANSFER Have learners produce quality and marketable signages, billboard/streamer products. Have learners put up a display/exhibition of various signages, billboard/streamer products/services. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.)• Internet – Wikipedia• Interactive/Animated CD• Graphics Software
Materials/Equipment Needed:• Pre-post assessment questionnaire in Q-3of Drafting Technology 2• Computer software: e.g. Adobe Photoshop etc.• Manual of specifications and procedures• Personal computer• Sets of brushes• NT cutters• Silk screen• Squeegee
As of March 23, 2011 48
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 4: Mechanical Drawing Topic: Personal EntrepreneurialCompetencies (PECs)
Time Frame: 3 days
STAGE 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) as Draftsman
Performance Standard:The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur as draftsman
Essential Understanding:Aligning one’s PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.
Essential Question/s:How does one ensure success as Mechanical draftsman?
Learners will know:• Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills
• PECs of chosen successful draftsman
Learners will be able to:• Assess their PECs vis-à-vis: Characteristics/Traits Attributes Lifestyles Skills
• Compare ones PECs with that of the entrepreneur/practitioner
• Make necessary alignment of PECs
Stage 2
Product or Performance TaskEvidence at the level of
Understanding PerformanceActivity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur
Learners should be able todemonstrate understanding covering the six (6) facets of understanding:
Describe your PECs focusing on strengths and developmental areas
Assessment of the activity plan based on the following criteria:• Comprehensiveness of personal plan
on areas of development; appropriateness of strategies in terms of addressing personal areas ofdevelopment based on one’s PECs and
As of March 23, 2011 49
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Criteria:• comprehensiveness (should include
characteristics, attributes, etc.)• clarity• conciseness
Compare your PECs with those of a successful practitionerCriteria:• objectivity• details/focus• conclusiveness• illustration
Apply one’s PECs in pursuing a chosen entrepreneurial activityCriteria:• efficiency/effectiveness• level of competence• level of confidence• attitude/behavior
Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneurCriteria:• validity• relevance• critical• plausibility• sensitivity
improving further one’s areas of strength
• doability
As of March 23, 2011 50
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Express your feelings if you are anentrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:• openness• objectivity• sensitivity
Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in mechanical drawingCriteria:• reflectiveness/insightfulness• depth• objectivity
Stage 3Teaching-Learning Sequence:
Personal Entrepreneurial Competencies (PECs)Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business.
3. EXPLORE Ask learners to name people in the community who are successful in their business
• Why are they successful?• Do you wish to be like them?
Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following:
• Character• Attribute
As of March 23, 2011 51
• Lifestyle• Skills• Traits
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class). Assist learners in analyzing and interpreting the results of the assessment of their PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The
teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in group in collecting information about
how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills
Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their answers posted on the wall.
Process learners’ learning and check it against EU. Check learners’ understanding against the content standard.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER Have learners prepare an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur. Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)
As of March 23, 2011 52
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 4: Mechanical Drawing Topic: Environment and Market Time Frame: 7 days
STAGE 1Content Standard:The learner demonstrates understanding of environment and market that relates with career a choice in mechanical drawing
Performance Standard:The learner generates a business idea based on the analysis of environment and market
Essential Understanding:A successful business venture starts with generating good business idea.
Essential Question/s:How does one select an entrepreneurial activity to be pursued?
Learners will know:• Environment and Market consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of
customers business idea generation
Learners will be able to:• conduct SWOT analysis• seek and seize business opportunity• generate potential business idea based on the result of
environment and market analysis
Stage 2
Product or Performance TaskEvidence at the level of
Understanding PerformanceBusiness idea generation based on the analysis of the immediate environment and market
Learners should be able to demonstrate understanding covering the six (6) facets of understanding:
Explain the importance of the immediate environment and market in identifying a business opportunitiesCriteria:• Comprehensiveness• Clarity
Assessment of the generated business idea based on the following criteria:• profitability/feasibility• practicality• responsiveness to consumer needs• innovativeness
As of March 23, 2011 53
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• ConcisenessInterpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:• Reliability• Accuracy• Objectivity• Relevance• Validity
Generate a business idea from data analysisCriteria:• Appropriateness• Innovativeness• Practicality
Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas.Criteria:• Validity• Relevance• Insightfulness
Express their feelings when entrepreneurs offer the same type of business in a town/city.Criteria:• Objectivity• Tactfulness
As of March 23, 2011 54
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• Persuasiveness• Sensitivity• Open-mindedness
Self-assess their level of confidence in formulating business ideasCriteria:• Reflectiveness• Insightfulness• Objectivity
Stage 3Teaching-Learning Sequence:
Environment and MarketEntrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.
1. EXPLORE Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating
business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and wants of
target market with the use of the following:• Survey questionnaire;• Interview guide;• Checklist, etc.• SWOT analysis
Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EUs that they need to explore further.
As of March 23, 2011 55
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate
locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such
as: interview, survey, community mapping, etc. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activities to support the information presented.
3. DEEPEN Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to
seize a business opportunity. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating
business ideas. Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).
4. TRANSFER Ask learners to generate business ideas as a result of the SWOT analysis of environment and market Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)
As of March 23, 2011 56
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Quarter 4: Mechanical Drawing Topic: Development/Preparationof Working Drawings
Time Frame: 35 Days
Stage 1Content Standard:The learner demonstrates understanding of concepts and underlying principles of process and delivery in the development/preparation of quality, functional and workable working drawings
Performance Standard:The learner produces quality, functional and workable products/ services based on exiting procedures and techniques in the development/preparation of working drawings
Essential Understanding(s):Assuring quality in the development/preparation of working drawings guarantees functional and workable products/ services in mechanical drawing
Essential Question(s):Why does one need to assure quality, functional and workable products/services in the development/preparation of working drawings?
Learners will know: appropriate drawing instruments, equipments and materials safety precautions in handling of drawing instruments,
equipments and materials alphabet of lines types of orthographic projections:
- First-Angle projection (ISO)- Third-Angle projection (ANSI)
procedures in:- dimensioning- sectioning
types of pictorial drawing appropriate computer software features of a presentation program software; function of tool bars create an ideal slide presentation; format different views in a slide; manage/view slides in a presentation; add effects and slide transitions; print a slide presentation content of a job order costing
Learners will be able to: perform manipulation of drawing instruments, equipment,
materials, and computer software practice safety precaution in handling drawing instruments,
equipment, materials, and computer software use the different drawing instruments, equipment and
computer software properly apply the different alphabet of lines appropriately access and explore appropriate software/program follow software/program design procedures manipulate drawing toolbars properly assure the production of quality, functional and workable
working drawings compute for the cost of labor and materials produce product (sample working drawings) catalogue apply appropriate and effective marketing strategy market the product present neat and accurate sales journal
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
product catalogue marketing strategy journalizing
Stage 2Product or Performance Task:Producing quality and marketable products/services in mechanical drawings based on existing rules and procedures
Evidence at the level of understandingThe learners should articulate and manifest the six (6) facets of understanding:
Explain the basics of working drawing.Criteria• clarity of content• flow of thought• sequence• delivery/presentation
Analyze the process involved in preparing working drawing using the process flow.Criteria:• insightfulness• flow of thought• delivery/presentation
Perform visualization on how working drawings should be done mechanically. Criteria:• accurateness• layout• quality of output• safety work habits
Evidence at the level of performanceAssessment of products/services in mechanical drawings using the following criteria:
• accuracy• quality of output• safety work habits• housekeeping and maintenance• time management of concept• work attitude/behavior
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
• housekeeping and maintenance• time management• work attitude/behavior
Narrate thoughts on the choice of concept in mechanical drawing as draftsman over customer’s preference.Criteria:• insight• clarity of content• flow of thought• delivery/presentation
Express feelings when a draftsman was not able to produce/perform product/services as expected.
Criteria:• clarity of content• flow of thought• work attitude/behavior• delivery/presentation
Assess strengths and weaknesses in preparing working drawings• clarity of content• flow of thought• work attitude/behavior• delivery/presentation
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Stage 3
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Teaching/Learning Sequence:
A new machine structure or machine or system exist in the mind of the engineer or designer, the original concept or idea is usually placed on paper by way of graphic language. Learners must understand how to read and write in the graphic language and be able to prepare working drawings. The learner who become proficient in graphic communication can be gainfully employed as draftsman will succeed and add value to the employers who hires them.
1. EXPLORE Guide learners in assessing their prior knowledge in manual and computer aided mechanical drawings using:
• Paper and pencil test• Performance test
Orient learners on the following:* CP-TLE curriculum framework – Drafting Technology 2
• Assessment tools and criteria- Assessment at the Level of Understanding using the Six (6) Facets of Understanding
- Explaining- Interpreting- Applying- Sharing perspective- Showing empathy- Revealing self-knowledge
- Assessment at the Level of Performance- Appropriateness of drawing techniques used- Quality of output- Safety work habits- Housekeeping and maintenance- Time management- Work attitude/behavior
Guide learners in understanding the concepts and underlying principles of process and delivery in mechanical drawing.
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Assist learners in drawing mechanical working drawings and show sample pictures.
Sample Mechanical Drawings
Guide learners in observing an architectural firms in the community producing both manual and computer aided mechanical working drawings.
Lead learners through the checklist to verbalize their understanding of the following concepts:• Working drawing done manually• Mechanical working drawing• Computer-aided working drawing• Process and delivery• Product and performance
Guide learners in viewing pictures/video presentations of the different lettering/drawing instruments, equipments and computer software used in the production of manually, mechanical and computer-aided working drawings.
Assist learners in raising issues and concerns related to the production of quality, functional and workable mechanical drawings:• Appropriateness of lettering used• Accurateness of required data
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• Appropriateness of lines used• Time management• Quality of output• Safety work habits
2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
* Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firming up.
2. FIRM UP Show different working drawings having done manually, mechanically and computer-aided. Have learners analyze the
importance of the alphabet of lines, letterings and layout in mechanical drawing . Have learners apply accuracy and precision to the given job order. Have learners view video presentations on how quality, functional and workable mechanical drawing produced. (CONTENT
OF THE VIDEO: The video should detail the step-by-step procedure in manual, mechanical and computer-aided working drawings)
Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’understanding.
Assist learners in interviewing a graphic artist on the importance of the following factors in the production of quality, functional and workable mechanical drawings:• Appropriateness of lettering used• Accurateness of required data• Appropriateness of lines used• Proper handling and maintenance of drawing instruments and computer software.
Have learners prepare an interview guide to focus the discussion on the aforementioned factors. Have learners check their initial understanding of the concepts in manual and computer-aided mechanical drawing by giving
formative evaluation.• Question and Answer• Paper and Pen Test
3. DEEPEN Invite successful graphic artists to talk about their best practices. Have learners ask questions about how these artists
managed to hone their skills. Encourage learners to observe/work with successful graphic artists in the community. Have learners mastered various mechanical drawing. Have learners track their progress using accomplishment record.
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education
Industrial Arts - Drafting Technology II
Assess learners understanding of manual and computer-aided mechanical drawings using the assessment at the level of understanding (refer to Stage 2)
4. TRANSFER Have learners produce quality, functional and workable working drawings. Have learners put up a display/exhibition of various mechanical drawing outputs/services. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.
Resources (Web sites, Software, etc.)• Internet – Wikipedia• Interactive/Animated CD
Materials/Equipment Needed:
• Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 4• Handbook on lettering• Manual of specifications and procedures• Set of Drawing instruments• Set of Computer• Computer software
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