21 AREAS OF SPECIALIZATION

ARTS & TRADES (14)

FISHERY (3)

AGRICULTURE (4)

TRAINING
REGULATIONS

COMPETENCY-BASED CURRICULUM (CBC)

First stage of developing educational document

which is closely linked to competency standard.

A Competency-Based Curriculum is a framework or guide

for the subsequent detailed development of competencies,
associated methodologies, training and assessment resources.

The CBC specifies the outcomes which are consistent

with the requirements of the workplace as agreed through
the industry and community consultations.

When competency standards does not exist, curriculum

developers need to clearly define the learning outcomes to
be attained. The standard of performance required must be
appropriate to industry and occupational needs.
by: Wally V. Paiton

What is Competency-Based Curriculum?

Competency-Based Curriculum (CBC) is the

translation of competency-standards into learning
programs that provides description of the learning
outcomes and how the learning experience will take
place.

CBC is consistent with the competency standards

to ensure that every requirements of the workplace
are addressed in the training program. With proper
execution, the training is expected to produce jobready graduates.

The component of a Competency- Based Curriculum are:

Modules of Instruction/Training
Course Design

What is competency?
Competency is about the individuals ability to apply
knowledge, skills and attitude in completing a productive work
activity to the standard performance required in a workplace.
It is a broad concept that describes a persons ability in the
following dimensions:
Task skills-undertaking a specific workplace task
Task management skills-Managing a number of different tasks

to complete the entire work activity

Contingency management skills-responding to problems,

irregularities and breakdown in routine when undertaking the

work activity
Job role-dealing with the responsibilities and expectations of

the work environment when undertaking a work activity

COMPETENCY BASED TVET FRAMEWORK

Qualifications
Units of
Competency
Modules of
Training

Philippine TVET
Qualification Framework
Competency Standards
Development (TR)
Competency Based
Curriculum Development
Learning Materials/
Courseware Development

Competency Based
Training

Training Delivery
Assessment

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Certification and
Equivalency
by: Wally V. Paiton

WHAT ARE COMPETENCY STANDARDS ?

Competency standards are

nationally agreed statement
of skills knowledge and
attitude required for effective
performance of a particular
job.

by: Wally V. Paiton

Relationship : components of Competency

Standard and Competency -based curriculum
Competency Standard (TR)

Competency-based Curriculum
Course Title

Unit of Competency
Module Description
Unit Descriptor

Level of Certification
Elements
Module Title
Performance Criteria

Summary of Learning Outcomes

Assessment Criteria

Range of Variables
Content

Evidence Guide

Condition

Assessment Method
by: Wally V. Paiton

START

E
Secure Approved
Competency Standard

D
Analyze the Units
of Competency

Are Descriptions
of Learning Outcomes
Complete?

NO

Determine the Module

Title and Description

YES

Is the Analysis of all

Units of Competency
comprehensive?

NO

C
List Learning Outcomes
of a particular Module

Define Nominal
Hours per Module

YES
YES

Is there a change
in Competency
Standard?

NO

Specify Assessment
Criteria
Describe Conditions

END

List the content

Specify Assessment
Method

by: Wally V. Paiton

Module of Instruction

SECTOR
UNIT OF COMPETENCY
MODULE TITLE
MODULE DESCRIPTION

AUTOMOTIVE
REPAIR CHARGING AND STARTING SYSTEM
REPAIRING CHARGING SYSTEM
This module covers testing/identifying faults and
servicing charging system components.
NOMINAL DURATION 40 Hours
CERTIFICATE LEVEL NC II

PREREQUISITE
SUMMARY OF Upon completion of this module, the student must
LEARNING OUTCOMES be able to:

1 Test charging system components and identify

faults
2 Disassemble alternator
3 Repair/replace and assemble alternator
component/parts

by: Wally V. Paiton

LO 1 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS

ASSESSMENT CRITERIA 1 Charging system component parts are identified
2 Faults are identified and preferred repair action were determined
3 Test are carried out according to industry standard procedure.
CONTENT Procedure in disconnecting different wire terminal
Safety measures
Testing
Identify faults and parts
Repairing parts
CONDITIONS Students/trainees must be provided with the following:
Engine
Ignition switch
Alternator
Basic automotive hand tools
Voltage regulator
Multi-tester
Ammeter
Service manual
Fuse box
Battery
METHODOLOGIES Demonstration
Self-pace
Group discussion
ASSESSMENT METHOD Interview
Written
Practical
Direct Observation
by: Wally V. Paiton

LO 2 DISASSEMBLE ALTERNATOR
1. Alternator parts and function are identified and explained
ASSESSMENT CRITERIA 2. Alternator are disassembled according to service manual
3. Alternator parts are tested and defective parts were determined.
CONTENT

Procedure in disassembling alternator

Safety measure
Identification of parts and function.
Disassembling alternator
Determining parts of alternator

CONDITIONS Students/trainees must be provided with the following:

Multi-meter
Tape
Pliers
Gloves
Screw driver
Socket wrench
Test lamp
Box & Open end wrench
Crimper
METHODOLOGIES Demonstration
Self-pace
Discussion
ASSESSMENT METHOD

Interview
Written
Practical
Direct Observation

by: Wally V. Paiton

LO3 REPAIR/REPLACE AND ASSEMBLE ALTERNATOR COMPONENT/PARTS

1. Defective parts are replaced as per service manual
ASSESSMENT 2. Alternator assembly is replaced in conformity w/ manufacturer
specification.
CRITERIA
3. Alternator are tested for functionality as per service manual
Procedure in repairing/replacing and assembling of alternator
CONTENT Safety measures
Replacing of parts
Assembling alternator
Testing alternator
Students/trainees must be provided with the following:
CONDITIONS Multi-tester
Pliers
Screw driver
Box & open end wrench
Tape
Hand gloves
Lecture/discussion
METHODOLOGIES Dual training
Self-pace learning
Interview
ASSESSMENT Written
METHOD Practical
by: Wally V. Paiton
Direct Observation

COURSE DESIGN
COURSE TITLE

: AUTOMOTIVE SERVICING

NOMINAL DURATION

: 365 Hours

QUALIFICATION

: NC II

COURSE DESCRIPTION : This course is designed to enhance the knowledge, desirable

attitudes and skills of automotive service technician in
accordance with industry standards. It covers core
competencies such as; test and service automotive batteries,
service ignition system ,install and repair wiring/lighting
system, repair wiper and washers, dismantle and assemble
engine sub assemblies, maintain under chassis components
and perform shop maintenance. It also includes
competencies in workplace communication, team work, safety,
use of hand tools, and house keeping.
ENTRY REQUIREMENTS:
Students must posses the following qualifications;
must be
Able to communicate both oral and written
Good moral character
by: Wally V. Paiton

COURSE STRUCTURE
Units of Competency

BASIC
A.Communication
1. Receive and
respond to
workplace
communication

Module Title

1. Receiving and
responding to
workplace
communication

Learning outcome

1.Follow routine
spoken messages

Content
Organizational policies and
guidelines
Practices in handling
communication
Common communication,
messages and information
found in workplace
Procedure in recording
messages and information
Communication process
Work practices

No. of
Hrs.
8

2.Perform workplace
duties following written
notices/instructions
COMMON
1.Perform mensuration
and calculation

1.1 Performing
mensuration and
calculation

2. Move and position

vehicle

2.1 Moving and

positioning vehicle

3. Apply appropriate
sealant and adhesive

3.1 Applying
appropriate sealant and
adhesive

4. Use and apply lubricant

/ coolant

4.1 Selecting and

applying lubricant
/coolant

5. Perform safety
practices

5.1 Performing safety

practices

6
by: Wally V. Paiton

Units of Competency

Module Title

Learning outcome

No. of
Hrs.

CORE
1.Test, service and
replace battery

1.1 Testing and servicing

automotive battery

1.1.1
1.1.2
1.1.3

40

2.Service ignition system

2.1 Servicing ignition system

2.1.1
2.1.2
2.1.3

80

3. Install, Test and Repair

wiring/lighting system

3.1 Installing automotive lighting

system
3.2 Testing , Repairing electrical
system

3.1.1
3.1.2
3.1.3

40

4. Repair wiper and

washer system

4.1 Repairing wiper and washer

system

4.1.1
4.1.2
4.1.3

16

5. Disassemble Engine
sub-assemblies/Cylinder
head and evaluate
components

5.1 Dismantling/evaluating
engine sub-assembly/cylinder
head

5.1.1
5.1.2
5.1.3

56

6. Assemble/ engine
cylinder
head, check
tolerances
and carry out relevant
testing procedures

6.1 Assembling engine cylinder

head, checking tolerances and
carry out relevant testing
procedures

6.1.1
6.1.2
6.1.3

48

7. Perform under chassis

preventive maintenance

7.1 Performing under chassis

preventive maintenance

7.1.1
7.1.2
7.1.3

16

by: Wally V. Paiton

COURSE DELIVERY:
Self pace learning/Modular
Demonstration
Lecture
Discussion
Dual training

RESOURCES
1. Equipment
Vehicle
Engine
Hydraulic jack/lift
Growler tester
Ignition timing light
Tachometer
2. Tools /accessories/supplies
Set of box wrench
Set of socket wrench
Set Pliers
Set of screw driver
Wire strippers
Set of mechanic hammer
Apron/ goggles/ Gloves
Engine oils
Grease
Sealant /adhesive
Hydraulic oils/gear oil
Wheel wedges

3. Testing instruments
Multi-meter
Test lamp
Battery tester
Hydrometer
Cell test
Dial gauge
Bore gauge
Micrometer caliper
4. Training materials
Reference books
Manuals
Catalogs
Brochures
Modules/LEs
CDs/Video tapes

TRAINERS QUALIFICATION
Must be a holder of Automotive Servicing NC II
Must have undergone training on Training Methodology (TM Level I)
Must be computer literate
Must be physically and mentally fit
* Must have at least 2 years job/industry experience
Must be a civil service eligible or appropriate professional license
issued by the Professional Regulatory Commission ( for government
position)

* Optional ; Only when required by hiring institution

by: Wally V. Paiton

WHAT ARE BASIC UNITS OF COMPETENCY?

Skills and knowledge that everyone needs
for work

Four key areas of competency

Communication
Teamwork

Problem solving
Planning

by: Wally V. Paiton

WHAT ARE COMMON UNITS OF

COMPETENCY?
Skills and knowledge needed by all people
working in a particular industry
EXAMPLES OF COMMON UNITS OF COMPETENCY

Perform work safely

Contribute to quality system
Use hand tools

Interpret drawings
Perform industry calculations
by: Wally V. Paiton

WHAT ARE CORE UNITS OF COMPETENCY?

The core units of competency are units that are

specific to a stream of a given sector.

Examples of core units

those required for Computer Hardware Servicing
Install computer systems and networks

Diagnose and troubleshoot computer systems

Configure computer systems and networks
Maintain computer systems and networks

by: Wally V. Paiton

DESCRIPTORS OF
CERTIFICATION LEVELS
Level

NC I

Process

A worker at this
level performs
routine and
predictable tasks
involving little or no
latitude for
judgments

Responsibility

Adhere to
appropriate
standards or
specifications are
usually involved

Application
Assignments are
usually made by a
supervisor or a
worker at a higher
level who gives
simple instructions
and makes
clarifications or
suggestions when
necessary
by: Wally V. Paiton

DESCRIPTORS OF
CERTIFICATION LEVELS
Level

NC II

Process

Responsibility

Application

A worker at this
level performs
a prescribed range
of functions
involving known
routines and
procedures, where
clearly identified
choices and limited
complexity applies

Work involves
some accountability
for the quality of
outputs

Application at this
level may involve
individual
responsibility or
autonomy, or
working with others
as part of a team or
group

by: Wally V. Paiton

DESCRIPTORS OF
CERTIFICATION LEVELS
Level

NC III

Process

Responsibility

Application

A worker at this
level performs
a wide range of
skilled operations at
a high level of
competence
Involving known
routines and
procedures. The
work context
involves some
complexity in the
extent and choice
of options available

Work involves
Under standing the
work process,
contributing to
problem solving,
and making
decisions to
determine the
Process, equipment
and materials to be
used

Application at this
level may involve
individual
responsibility or
autonomy, and/or
may involve some
responsibility for
others. Participation
in teams including
team or group
coordination may be
involved

by: Wally V. Paiton

DESCRIPTORS OF
CERTIFICATION LEVELS
Level

Process

NC IV

A worker at this
level performs
a wide range of
application in a
variety of contexts
most of which are
complex and nonroutine

Responsibility
Work involves some
leadership and
guidance when
organizing activities of
self and others as well
contributing to
technical solutions of
a non-routine or
contingency nature.
Work at this level
also requires
evaluation and
analysis of current
practices and the
development of new
criteria and procedures

Application
Applications
involve
responsibility for the
organization and
performance of
others

by: Wally V. Paiton

Developing the

CONTEXTUAL
LEARNING MATRIX
(CLM)

Contextual Learning Matrix

- An analysis tool for identifying the:

contents of LO in each module

technology, math, science and
communication concepts;
Concepts that cut across the units of
competency of a competency-based
curriculum .

CLM Committee
Technology Teacher
Mathematics Teacher
Science Teacher
English /Communication
Teacher

Contextual Learning
Matrix for
Competency- Based
Curriculum as Input

Contextual Learning
Matrix for
Competency- Based
Curriculum as Input

Completing the Contextual

Learning Matrix Form
1. Select a unit of competency
2. Identify the curriculum modules of instruction

3. Copy the learning outcomes and assessment

criteria of the curriculum modules of instruction
4. Identify the content of the learning outcome;
(Technology, science, math and communication
concepts)
5. Repeat steps 1 4 for the other learning outcomes
of each module.

Completing the Contextual

Learning Matrix Form
6. Complete all modules, until all units of
competency were covered.
7. Analyze the content of the learning outcomes,
and identify the concept/s that is/are prevalent to
all units of competency.
8. Design a separate module for the concept/s
found cutting across all units of competency.

Completing the Contextual

Learning Matrix Form

Technology - refers to the technical content that the students must

know to master the skills identified in the learning
outcome.

Science

Mathematics- involves concepts dealing with the study of the

relationships among numbers, shapes, and quantities.
It uses signs, symbols, and proofs and includes the
calculations involved in a process.

Communications- concepts taught in school that are designed to

give students proficiency in using the identified
language, including all forms of written and
verbal expression.

any systematically organized body of knowledge about

a specific subject

Contextual Learning Matrix Form(CBC Input)

CONTEXTUAL LEARNING MATRIX
Course:____________________________
Unit of Competency:__________________________________
Module Title:___________________________________________

Learning
Outcome

Assessment
Criteria

Learning Content
Technology

Science
Mathematics

LO1.

LO2.

LO3.

LO4.

Communications
(English)

DEFINITION OF ASSESSMENT
Assessment is the process of collecting
evidence and making judgments on whether
competency has been achieved.
The purpose of assessment is to confirm that
an individual can perform to the standards
expected in the workplace as expressed in
the relevant competency standards.

WHAT IS EVIDENCE?

Evidence is information that is gathered and

matched against a unit of competency to
provide proof of competency.

Learning Area
Language

Grade 11

1st

Sem

2nd

Grade 12

Sem

1st

2nd

Sem

Total

Sem

English

54

54

108

Filipino

54

54

108

21st Century Regional Lit.

54

54

21st Century World Literature

54

54

Communication

Media & Information Literacy

54

Mathematics

Mathematics

54 OJTIndustry
Immersion

Philosophy

Philosophy of the Human

Person

Natural Sciences

Life/Physical Sciences

Social Sciences

Personality Development
/Understanding Culture and
Society

Literature

Core Curriculum

Subject

54

54

108
54

54
54 (54)

54 (54)

(216)

54

54

108

270

270

324

540

1404

Total Hours

594

594

540

540

2268

Hours/Day

6.6

6.6

TRACKS

STRANDS (TECHVOC)

* STEM ( Science, Technology, Engg, Math ) will have enriched Nat Sci

by: Wally V. Paiton