K to12 BASIC EDUCATION CURRICULUM

Industrial Arts
SHIELDED METAL ARC WELDING NC I
GRADE 10
Personal Entrepreneurial Competencies (PECs)
Teachers Guide

4 hours

Grade Level Standard:

This is a specialization course which leads to Shielded Metal Arc Welding,

National Certificate Level I (NC I). It covers two (2) core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess namely: 1)
communicate effectively using the English language; and 2) deliver quality customer
service.

The preliminaries of this specialization course include the following:1)

DRAFT
discussion on the relevance of the course; 2) explanation of key concepts relative to
the course; and 3) exploration on career opportunities.

Content Standard

The learner demonstrates understanding of ones Personal Entrepreneurial

Competencies in Shielded Metal Arc Welding.

Learning Competencies

Develop and strengthen PECs needed in Shielded Metal Arc Welding.

I. Introduction

This teachers guide will lead you to effectively and efficiently teach PECs.
Moreover, this will guide you in determining relevant and appropriate teaching
techniques and strategies that will tailor fit to the learning needs and demands of
the learners to make them best understand, appreciate and be inspired in realizing
the importance of entrepreneurship and the entrepreneurial competencies related to
Shielded Metal Arc Welding.

1
 This module will also provide learners an opportunity to know that individuals
possess different PECs. These PECs include characteristics, attributes, lifestyles,
skills or traits that make a person different from others. Likewise, when one
aligns these competencies with the competencies of successful practitioners or
entrepreneurs, he or she may become ready to face the experiences of starting a
business or being employed.

Moreover, the module is designed to stimulate the learners mind to think

about entrepreneurship and its role in the business community and in economic and
social development.

II. Objectives

Learners are expected to understand the underlying principles and concepts

of PECs more particularly to:

Identify areas for improvement, development and growth;

Align learners PECs according to their business or career choices;
and
Create a plan of action that ensures success in their business or

DRAFT
career choices.

III. Presentation of Content

Introduction
Guide learners in appreciating and understanding PECs in order to
be successful in business or in the world of work by sharing / telling
them inspiring real-life stories of successful businessmen and or well-
known workers in the field of Shielded Metal Arc Welding in the town/
municipality.
Explain to learners the importance of assessing their PECs.
Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.

Pre-Assessment
Utilize the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess
learners prior knowledge and skills in PECs.
Evaluate the results of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.

2
 Guide Questions
Have learners actively perform Task 2, and let them share their
answers and relevant experiences to the class.
Process learners understanding on the guide questions
presented on Task 2.

Learning Goals and Target

Help learners in utilizing available technology / resources in
planning their own learning goals and targets.

Group Activity

Group the learners, then let them perform Task 3 and let them
share their thought to the class.
Process learners understanding and guide them in arriving to a
relevant and acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer

Know
Discuss / present the importance of assessing personal

DRAFT
entrepreneurial competencies (PECs) and skills vis--vis as
a practicing entrepreneur or employee; provide a concrete
example of an entrepreneur or employee existing in your town/
municipality.
Expand learners curiosity by asking essential questions on the
important characteristics / traits / attributes and skills of a good
entrepreneur.
Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills of a
good entrepreneur.
Have an appropriate, relevant and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.
Assess learners knowledge, skills and understanding on the
topic. Utilize the results of the pre-assessment to improve their
learning.

Process
Let learners accomplish Task 4 (PECs Checklist) on page 8. Let
them have their own interpretation or personal insights based
from the accomplished task.
Facilitate student-to-student interactions and process learners
understanding.

3
 Reflect and Understand
Deepen learners understanding on PECs by guiding them to
accomplish task 5 (Interview) on page 9.
Facilitate appropriate learning activities to finish the task.
Encourage learners to report their accomplishments to the class.
Process learners understanding.

Transfer
Assist learners in individually accomplishing Task 6 (Preparation
of a Plan of Action) on page 11. Let them intelligently craft their
own plan of action. Have learners present this on class and
process their understanding.
Guide learners in answering the essential questions presented
on Task 7 on page 12.
Have learners share their answers to the class and then process
their understanding.
Provide learners more concrete examples and enrichment
activities to further deepen their understanding about PECs and
its importance in day-to-day living as future entrepreneurs or
workers.
Provide learners applicable activities whereby they can transfer

DRAFT
to the community what they have learned.
Let learners utilize available resources in the community to
accomplish the task.

V. Feedback

Pre and Post Assessment

1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F

VI. References
1. Module 5, Project EASE, Effective and Affordable Secondary Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu

4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

4
 5. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k

6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv

7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

Environment and Market (EM)

4 Hours
Grade Level Standard:

This is a specialization course which leads to Shielded Metal Arc Welding

National Certificate Level I (NC I). It covers two (2) core competencies that a Grade
10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1)
communicate effectively using the English language and 2) deliver quality customer
service.

The preliminaries of this specialization course include the following: 1)

DRAFT
discussion on the relevance of the course; 2) explanation of key concepts relative to
the course and; 3) exploration on career opportunities.

Content Standard

The learner demonstrates understanding of environment and market in

Shielded Metal Arc Welding NC I in ones town/municipality.

Performance Standard

The learner independently creates a business vicinity map reflective of

potential market in Shielded Metal Arc Welding NC I in a town/municipality.

Learning Competencies

Develop quality and marketable products or services in Shielded

Metal Arc Welding NC I.
Select a business idea based on the criteria and techniques set.
Develop a brand for the product.

5
I. Introduction

People who aspire to start a business, need to explore the economic, cultural
and social conditions prevailing in an area. Needs and wants of the people in a certain
area that are not met may be considered as business opportunities. Identifying the
needs of the community, its resources, available raw materials, skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity.

To be successful in any kind of business venture, potential entrepreneurs

should always look closely at the environment and market. They should always
be watchful on the existing opportunities and constraints. The opportunities in the
business environment are those factors that provide possibilities for a business to
expand and make more profits. Constraints, on the other hand, are those factors
that limit the business to grow, hence reduce the chance of generating profit. One of
the best ways to evaluate the opportunities and constraints is to conduct Strengths,
Weakness, Opportunities and Threats (SWOT) Analysis.

II. Objectives

DRAFT
Learners are expected to understand the underlying principles and concepts
of PECs more particularly to:

identify what is of value to the customer;

identify the customer to sell to;
explain what makes a product unique and competitive;
apply creativity and innovative techniques to develop marketable
product; and
employ a unique selling proposition (USP) to the product and or
service

III. Presentation of Content

Introduction
Utilizing appropriate activities, lead learners in giving value to
environment and market and its implication to be successful in a
business relating to Shielded Metal Arc Welding NC I.
Guide learners in understanding the importance of environment
and market; likewise lead them in appreciating the value of SWOT
Analysis.
Provide relevant, appropriate and meaningful examples of SWOT
Analysis pertaining to Shielded Metal Arc Welding NC I.
Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Shielded Metal Arc
Welding NC I.

6
 Using your processing and questioning skills, guide learners in
coming up with a generalization about environment and market and
its relation to be successful in the field of Shielded Metal Arc Welding
NC I.

Pre-Assessment
Utilize the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher made-test to assess
learners prior knowledge and skills in EM.
Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.

Guide Questions
Ask learners to actively perform Task 2 and guide them in presenting
their answers to the class.
Process learners responses and guide them to have an appropriate
generalization.

Learning Goals and Target

Help learners in planning their own learning goals and targets.

DRAFT
Provide enrichment activities and guide them in analyzing available
resources and technology in the community in accomplishing their
learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer

Product Development
Know
Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition and its relationship
to environment, market and business at large.
Let learners actively participate in the discussion on the aforementioned
topics. Assist or guide learners in presenting their ideas and relevant
experiences.
Design varied levels of learning activities for the learners to better
understand the aforementioned topics.
Guide learners in reflecting on the importance of product development,
concept in developing a product, finding value, innovation, and unique
selling proposition.
Design an assessment to evaluate learners understanding on the
previous topics.
Utilize the result of the assessment in designing / developing learning
activities that would enrich learners understanding.

7
 Process
Guide learners in accomplishing Task 3 on page 21. Let them
passionately conduct a research by doing an interview of successful
entrepreneur or practitioner within the town/municipality.
Have learners present their research to the class and process their
understanding in relation to the objectives of this module.

Reflect and Understand

Inspire learners to deepen their understanding on environment and
market by carefully watching the videos related to the prescribed
topics on task 4 on page 21.
After letting the learners watch the videos, let them prepare a
comprehensive narrative report on the topics they have watched.
Encourage learners to present their accomplishments to the class.
Process learners understanding in relation to the objectives of this
module.

Transfer
Guide learners in developing their concept for their own product or
service as reflected on Task 5 on page 22.

DRAFT
Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
Evaluate learners output by referring to teacher-made rubrics which
are aligned to the performance standards.
Let learners eloquently share and present their output to the class.
Lead learners in reflecting on the importance of product
conceptualization.

Generating Ideas for Business

Know
Let learners read and understand topics related to generating ideas
for business, key concept of selecting a business idea, and branding.
Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business, key
concept of selecting a business idea, and branding.
Process learners understanding relative the objectives of this module.

8
 Process
Lead learners in reflecting on their SWOT Analysis and its importance
in generating business ideas by engaging them to learning
opportunities for interaction with others outside the classroom and
with the use of technology.
Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
Provide an appropriate type of assessment to evaluate learners
understanding on SWOT Analysis. Utilize the result of the assessment
to craft more appropriate and productive learning activities.
Assist learners in performing Task 6 (SWOT Analysis).
Evaluate / Assess learners output and check it against the objectives
of this module.

Reflect and Understand

Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing Task 7.
Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.

Transfer

DRAFT
Have learners prepare task 9 (Making My Own Logo). Assist learners
in accomplishing this task by adhering on with their real life experience.
Assess learners output using a teacher-made rubrics following the
standards and objectives of this module.

V. Feedback
Pre / Post Assessment

1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D

VI. References
1. Module 5, Project EASE, Effective and Affordable Secondary Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49Ahttp://www.
thetimes100.co.uk/theory/theory--opportunities-constraints-business-
environment--165.php#ixzz1PVjUuaWu
3. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36

9
4. http://www.thetimes100.co.uk/theory/theory--constraints-on-
production--303.php#ixzz1PVkyDy8k

5. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv

6. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR

DRAFT

10
 Ttitle Page Page Instructions Suggested
No. of
Hours
Process and 31
Delivery
QUARTER I
A. Prepare materials, tools and
equipment needed in Welding
Carbon Steel Plates in Flat position
(1F).
B. Explain and make the learners
understand the role and
Introduction 30 importance of fillet weld on Metals 1 hr
and Engineering industry sector.
C. Discuss to learners the needed
information, suggested learning
activities and specific instructions
on Welding Carbon/Mild Steel
Plates in Flat Position (1F)
A. Reproduce/print and administer

DRAFT
the pre-diagnostic test and discuss
to them the importance of taking
the test on Welding Carbon Steel
Plates in Flat Position (1F) to
determine their basic knowledge
about the lesson and be guided for
further learnings.
B. Let learners answer the pre-
diagnostic test using a separate
answer sheet.
C. ANSWER KEY
Multiple Choice
Pre/Diagnostic Test 31 1 hr
1. C
2. A
3. A
4. C
5. D
True or False

6. True
7. True

11
 Enumeration

8. Lap joint
9. Corner joint
10. T- joint
Identification

1. C
2. E
3. B
4. A
5. D
A. Discuss and make the learners
understand the following:
What are Fillet Welds?
Types of Fillet joints
Parts of a Fillet weld
Information Sheet Acceptable Fillet weld
1.1 WELDING profile
CARBON STEEL 33 Welding safety procedure 5 hrs
PLATES (1F) for Fillet welds

DRAFT
Important reminders in
welding operation on
carbon/mild steel plates
(1F-4F)
B. The teacher can make and provide
video clips or a media presentation
of the lesson if possible.
A. Reproduce/ administer the
assessment test on the module
Welding Fillet on Carbon/Mild
Steel Plates (1F).

B. Let learners answer the Self check

1.1, for them to determine if the
knowledge necessary to perform
the skill on Welding Carbon/Mild
Self-Check Steel Plates (1F) was acquired.
1.1 - WELDING
CARBON STEEL 43 1 hr
PLATES (1F) C. Answer Key

12
 Multiple Choice Enumeration
1. C. 6. Lap joint
2. A. 7. Corner joint
3. A. 8.T-joint
4. D.
5. D.

True or False Identifcation

9. True 1. B.
10. True 2. D.
3. H.
4. J.
5. A.
6. F.
7. I.
8. E.
9. C.
10. G.

DRAFT
A. With the guidance of the teacher,
have learners demonstrate the
Steps in Welding Single Pass
Fillet weld in Flat Position, make
the learners understand the
Information Sheet proper welding techniques,
1.2 SINGLE body positioning, and welding
PASS FILLET 45 requirements following safety 4 hrs
WELD IN FLAT procedures.
POSITION B. The teacher can make and
provide learners video clips or a
media presentation of the lesson if
possible.

A. Provide the learners with the tools,

materials, and equipment needed
Activity Sheet 1.2 in Welding Single Pass Fillet weld
SINGLE PASS in Flat Position:
FILLET WELD IN 49 19 hrs
AC or DC Welding machine
FLAT POSITION with complete accessories
Welding positioner

13
 Personal Protective
Equipment
Portable grinder
Steel brush
Chipping hammer
Fillet gauge
2 pcs. Mild Steel plates
10mm x 50mm x 200mm
4 pcs. E-6013 electrode
(3.2mm)
Working Illustrations
Welding safety manuals
B. Allow learners to discuss the
objectives of the activity, and with
your guidance let the learners
perform the activity upon entering
the welding booth:
Setting up and
adjusting proper
amperage of welding
machine

DRAFT
Proper use of welding
positioner
Tacking of welding
materials
Proper body
positioning
Performing Single
pass fillet weld
Note: For review purposes, the teacher
can make and provide learners video
clips or a media presentation of the
lesson if possible.
A. Set an AC/DC welding machine
and let the learners prepare their
welding materials (metal plates
and electrodes).
B. Let learners demonstrate the
Self-Check 1.2 proper procedure in Single
- SINGLE PASS pass fillet weld following safety
FILLET WELD IN 51 1 hr
precaution.Have them rate their
FLAT POSITION performance based on the rubrics
shown at Self check 1.2.

14
 Note: Have learners assess their
performance. For criteria needing
assistance, provide the appropriate
intervention/s.

A. Guide learners in the performance

of the activity. Remind them about
safety precautions.

ADVANCE LEARNERS:

Let learners perform Single Pass

Fillet weld (T-joint) in Flat position using
thin metals plates and smaller size
electrode.

Materials:

2 pieces 5mm x 50 mm x
200 mm Mild steel plates
2 pieces E-6013 Electrode

DRAFT
2.5mm

Suggested BEGINNERS:
Differentiated
Instruction for Let learners perform Single pass 4 hrs
Advance and fillet weld (T-joint) in Flat position using
Beginners thick metals plates and standard size
electrode

Materials:

2 pieces 10mm x 50 mm x
200 mm mild steel plates
2 pieces E-6013 electrode
3.2mm
B. Let learners demonstrate the
proper procedure in Single
pass fillet weld following safety
precaution. Have them rate
their performance based on the
rubrics shown at the Summative
test Quarter 1. Interpret the
performance using the table.

15
 C. Have learners answer these
questions; (Give it as assignment for
Open discussion or Brainstorming
for the next meeting)
What size of electrode
is applicable for welding
5mm thickness of plate?
Explain why.
Why is it necessary to use
larger diameter electrode
for welding thick metals?
Can we use larger size of
electrode for welding thin
metals? What would be
the effect?
Note: The teacher will prepare and
present a table of specification indicating
the size of material, size electrode and
current settings required for welding.

DRAFT
RATING SCALE FOR WELDING THIN
METALS

Points Numerical Descriptive

Earned Rating Rating
17-20 97-100 Outstanding

13-16 93-96 Very

Satisfactory

9-12 89-92 Satisfactory

16
 RATING SCALE FOR WELDING
THICK METALS
Points Numerical Descriptive
Earned Rating Rating
17-20 97-100 Outstanding

13-16 93-96 Very

Satisfactory
9-12 89-92 Satisfactory
5-8 80-84 Fair
1-4 75-79 Needs
Improvement
0 70-74 Poor

A. Reproduce and administer the

summative assessment test on
this module.
B. Have learners answer the

DRAFT
summative assessment test to
determine their level of competence
and understanding on Single Pass
Fillet Weld.
C. ANSWER KEY

a. Multiple Choice
1. C 7. C
Summative 52 2. A 8. D 4 hrs
Assessment Test 3. A 9. A
Quarter I 4. B 10. C
5. D 11. C
6. D 12. A

b. Enumeration
Types of Fillet joints
13. lap joint

14. Corner joint

15. T-joint

c. Performance Test

17
 Instructions: Let the student perform
Single pass fillet weld following safety
procedures.

Refer to performance
rubrics on summative
assessment Quarter I.

Note: Have learners assess their

performance. For learners who failed to
meet the minimum requirements, provide
the appropriate intervention/s.
QUARTER II
A. Prepare materials, tools and
equipment needed in welding
Carbon Steel Plates using Flat
position (1F multiple pass).
B. Let learners describe the role and
Introduction 54 importance of fillet weld multiple 1 hr

DRAFT
pass on joining thicker metals.
C. Let learners discuss the needed
information, suggested learning
activities and specific instructions
on Welding Fillet on Carbon/Mild
Steel Plates. (1F multiple pass)

A. Reproduce, print, and administer

the pre-diagnostic test and discuss
to them the importance of taking the
test on Welding Fillet on Carbon
Steel Plates in Flat Position (1F
multiple pass) to determine their
basic knowledge about the lesson
Pre/Diagnostic 56 and be guided for further learnings. 1 hr
Test
B. Let learners answer the pre-
diagnostic test using a separate
answer sheet.

18
 C. ANSWER KEY
Completion True or False
1. General 8) True
2. Right 9) False
3. Circle 10) False
4. Pitch
5. Contour
6. Finish
7. Groove
Identification
1. C
2. D
3. A
4. E
5. B
A. Assist learners in the discussion
of the following:
What are Fillet weld
Information Sheet 57 symbols? 3 hrs
1.3 FILLET WELD Types of Fillet weld symbols
B. The teacher can make and

DRAFT
SYMBOLS
provide learners video clips or a
media presentation of the lesson if
possible for additional information.

A. Reproduce/ administer the

assessment test on the module
Fillet Weld Symbols.
B. Let learners answer the Self check
1.3, for them to determine if the
knowledge necessary in reading
fillet weld symbols was attained.
C. ANSWER KEY
Completion True or False
Self-Check 1.3 63 1. General 8) True 1 hr
- FILLET WELD 2. Right 9) False
SYMBOLS 3. Circle 10) False
4. Pitch
5. Contour
6. Finish
7. Groove

19
 Identification
1. F 6) A
2. I 7) B
3. C 8) E
4. D 9) H
5. G 10) J
A. Provide the learners with a copy of
reading materials on Multi pass
weld in flat position (Information
Sheet 1.4), and any welding
specimen or sample of Multi pass
Information Sheet 65 welds if available. 3 hrs
1.4 MULTI PASS B. Have learners brainstorm the
WELD IN FLAT following:
POSITION Step by step procedure in
performing Multi pass weld
in flat position.
Helpful tips and safety
precautions in welding.
Note: The teacher can make and provide
learners with video clips or a media

DRAFT
presentation of the lesson if possible.
A. Provide the learners with the tools,
materials and equipment needed
in Welding Multi Pass weld in Flat
Position:
AC or DC Welding machine
complete with accessories
Welding positioner/table
Personal Protective
Activity Sheet 67 Equipment 9 hrs
1.4 -MULTI PASS Portable grinder
WELD IN FLAT Steel brush
POSITION Chipping hammer
3 pcs. Mild Steel plates
10mm x 50mm x 200mm
10 pcs. E-6013 electrode
(3.2mm)
Working drawings
B. Have learners perform these
activities:
Setting up and adjusting
proper amperage of
welding machine

20
 Proper use of welding
positioner
Tacking of weld materials
Proper body positioning
Performing Multi pass weld
in flat position
Note: The teacher can make and provide
learners with video clips or a media
presentation of the lesson if possible. (for
additional information)
A. Set an AC/DC welding machine
and let the learners prepare their
welding materials (metal plates
and electrodes).
B. Let learners demonstrate the
Self-Check 1.4 69 proper procedure in Multi pass 1 hr
-MULTI PASS weld in Flat position following
WELD IN FLAT safety precaution. Have them rate
POSITION their performance based on the
rubrics shown at Self-Check 1.4.
Note: Have learners assess their

DRAFT
performance. For criteria needing
assistance, provide the appropriate
intervention/s.
A. Allow learners to explain the
following:
Step by step
procedure in
performing Multilayer
fillet weld in flat
position.
Welding technique,
Information Sheet 70 electrode 3 hrs
1.5 MULTILAYER manipulation and
FILLET WELD IN amperage settings
FLAT POSITION Helpful tips and
safety precautions in
welding.
B. The teacher can make and
provide learners video clips or a
media presentation of the lesson if
possible.

21
 A. Provide the learners with the tools,
materials and equipment needed
in Welding Multilayer Fillet weld in
Flat Position:
AC or DC Welding
machine complete
with accessories
Welding positioner
Personal Protective
Equipment
Portable grinder
Fillet gauge
Steel brush
Chipping hammer
2 pcs. Mild Steel
plates 10mm x 50mm
x 200mm
8 pcs. E-6013
electrode (3.2mm)
Working drawings
Welding safety

DRAFT
manuals
Activity Sheet 1.5 74 9 hrs
B. Have learners perform the
- MULTILAYER
activities in Multilayer Fillet weld in
FILLET WELD IN
flat position.
FLAT POSITION
Setting up and
adjusting proper
amperage of welding
machine
Proper use of welding
positioner
Tacking of weld
materials
Proper body
positioning
Performing Multilayer
fillet weld in flat
position
Note: The teacher can make and provide
learners with video clips or a media
presentation of the lesson if possible.

22
 A. Set an AC/DC welding machine
and let the learners prepare their
welding materials (metal plates
and electrodes)
B. Let learners demonstrate the
Self Check 1.5 - 76 proper procedures in Multilayer 1 hr
MULTILAYER fillet weld in Flat position following
WELD IN FLAT safety precaution. Have them rate
POSITION their performance based on the
rubrics shown at Self check 1.5.

Note: Have learners assess their

performance. For criteria needing
assistance, provide the appropriate
intervention/s.
A. Guide learners in the performance
of the activity. Remind them about
safety precautions.

ADVANCED LEARNERS:

DRAFT
Let learners perform Multi Layer fillet weld
(T-joint) in Flat position using thin metal
plates.

Materials:

Suggested 2 pieces 5mm x 50 mm x 4 hrs

Differentiated 200 mm Mild steel plates
Instruction for 4 pieces E-6013 Electrode
Advance and 2.5mm
Beginners
BEGINNERS:

Let learners perform Multi Layer fillet weld

(T-joint) in Flat position using thick metal
plates.

Materials:

2 pieces 10mm x 50 mm x
200 mm mild steel plates
4 pieces E-6013 electrode
3.2mm

23
 B. Let learners demonstrate the
proper procedure in Multi layer fillet
weld following safety precaution.
Have them rate their performance
based on the rubrics shown at
the Summative test in Quarter 2.
Interpret the performance using
the table.
C. Let learners answer these
questions: (Give it as an
assignment for open discussion or
brainstorming the next meeting)
What size of electrode
is applicable for welding
multilayer beads in 5mm
thickness of plates? How
many pass or passes can
be used?
What would be the effect
in metals and joints if
we exceed the required

DRAFT
number of weld passes for
thick sized metals?
Can we use larger size
of electrode for welding
Multiple pass in thick
metals? What would be its
effect on metals?
Can we use smaller size
of electrode for welding
Multiple pass in thin
metals? What would be the
effect?

Note: The teacher will prepare and present

a table of specification indicating the size
of material, number of weld passes, size
and type of electrode and current settings
required for welding.

24
 RATING SCALE FOR WELDING THIN
METALS

Points Numerical Descriptive

Earned Rating Rating
17-20 97-100 Outstanding
13-16 93-96 Very
Satisfactory
9-12 89-92 Satisfactory

RATING SCALE FOR WELDING

THICK METALS

Points Numerical Descriptive

Earned Rating Rating
17-20 97-100 Outstanding

13-16 93-96 Very

DRAFT
Satisfactory

9-12 89-92 Satisfactory

5-8 80-84 Fair

1-4 75-79 Needs

Improvement

0 70-74 Poor

A. Reproduce/administer the
summative assessment test on
this module.
B. Let learners answer the
summative assessment test
Summative 77 using a separate answer sheet 4 hrs
Assessment Test to determine their level of
Quarter II competence and understanding
on Multi pass fillet weld.

25
 C. ANSWER KEY
Completion True or False
1. General 8) True
2. Right 9) False
3. Circle 10) False
4. Pitch
5. Finish
6. Contour
7. Groove

Identification Multiple Choice

1. D 1) C
2. E 2) D
3. C 3) D
4. B 4) B
5. A 5) A
D. Performance Test

Instructions: Let the student perform

DRAFT
multilayer bead in flat fillet weld following
safety procedures.

-Refer to performance rubrics on

summative assessment Quarter II.

Note: Have learners assess their

performance. For learners who failed to
meet the minimum requirements, provide
appropriate intervention/s.
QUARTER III
A. Prepare materials, tools and
equipment needed in Fillet Welding
using horizontal position (2F). 10 mins
B. Explain to learners the needed
information and suggested learning
activities including the different
Introduction 80 classifications of carbon steel, 5 mins
welding procedure information and
the importance of fillet weld in the
industry.

26
 A. Teacher shall reproduce/print pre-
diagnostic test questions and let
learners answer each item using 15 mins
separate answer sheet.
B. Discuss to learners the importance
of taking pre-diagnostic test
in welding carbon steel plates
in horizontal position (2F) to
determine their prior knowledge 30 mins
and guide them for further learning.
C. Key to correction
Multiple Choice:
1. b
Pre/Diagnostic Test 81 2. b
3. a
4. a
5. a
Completion Type:
1. Joint root
2. Fusion

DRAFT
3. Pitch
4. Weld toe
5. Weld interface
A. Prepare the drawing of fillet weld
with parts labelled using cartolina
Information Sheet 83 or manila paper including samples 1 hr
2.1 PERFORM of lap joint, t-joint and corner joint.
FILLET WELDING
(2F) B. Explain to learners the importance
of fillet weld as to parts
identification, size, contour and
finishing methods.

27
 A. Guide learners in answering the
self-check after reading information
sheet 2.1 (Performing fillet weld)
using separate answer sheet.
B. Explain to learners the importance
of accomplishing self-check
to determine their acquired
knowledge from the information
sheet.

Self Check 2.1 - 89 C. Key to correction 1 hr

PERFORM FILLET Multiple choice:
WELDING (2F) 1. b
2. a
3. b
4. a
5. b
Enumeration:
1.Chipping
2.Hammering
3.Grinding

DRAFT
4.Machining
5.Rolling.
A. Prepare a list of safety precautions
regarding safety and health of
welders and let learners read and 30 mins
Information Sheet 90 interpret them.
2.2 SAFETY B. Explain to the learners the
AND HEALTH OF importance of knowing the different
WELDERS hazards that relates to welding, 30 mins
workplace safety, protective
clothing and the different safety
rules.
A. Guide learners in answering
self-check 2.2 after reading the
information sheet regarding safety
and health of welders.
B. Explain to them the importance
Self Check 2.2 92 of self-check to determine their 1 hr
SAFETY AND acquired knowledge about the
HEALTH OF information sheet and the other
WELDERS items which need further review.

28
 C. Key to correction
Multiple choice:
1. d
2. c
3. b
4. a
5. c
Enumeration: Any 5 of the safety
precautions in arc welding.
A. Prepare materials, tools and
equipment needed in the activity,
Activity Sheet 2 93 working drawing and order of 7 hrs
.1 DEPOSITING operation or procedure specified
STRAIGHT in activity sheet 2.1 Depositing
BEADS USING straight beads in horizontal
FILLET WELD position (2F).
IN HORIZONTAL
POSITION (2F) B. Discuss to learners the importance
of this activity in preparation for the 1 hr
succeeding activities.
A. Prepare materials, tools and 5 hrs

DRAFT
equipment needed in depositing
straight beads in horizontal
Self Check 2.1a 95 position (2F), working drawing and
-PERFORM procedure specified in the activity
DEPOSITING sheet.
STRAIGHT BEADS B. Discuss to learners the performance 30 mins
IN HORIZONTAL indicators and assessment criteria
POSITION for their self-rating.
C. Refer to performance rubrics. (Have
learners assess their performance
criteria needing assistance and 30 mins
provide appropriate interventions.)
A. Guide learners in accomplishing 10 mins
self-check 2.1b Depositing straight
beads in horizontal position
Self Check 2.1b 66 performance checklist.
-PERFORM B. Explain to learners the importance
DEPOSITING of accomplishing the performance 10 mins
STRAIGHT BEADS checklist to determine how they
IN HORIZONTAL follow or observe correct welding
POSITION operation.
C. Let learners refer to the rating 10 mins
scale to assess their performance.

29
 A. Prepare materials, tools and 9 hrs
equipment including working
Activity Sheet 97 drawing and procedure specified
2.2 -PERFORM in the activity sheet.
LAP JOINT IN
HORIZONTAL B. Explain to the learners the
importance/relevance of the 30 mins
POSITION (2F)
activity. Show samples if necessary.
C. Refer to performance rubrics to
assess their output 30 mins
A. Prepare materials, tools and 4 hrs
equipment needed and let learners
perform lap joint in horizontal
Self Check 2.2a 99 position (2F)
- PERFORM B. Discuss to learners the performance
LAP JOINT IN indicators and assessment criteria 30 mins
HORIZONTAL for their self-rating.
POSITION (2F) C. Refer to performance rubrics
and rating scale. (Have learners 30 mins
assess their performance, criteria

DRAFT
needing assistance and provide
appropriate interventions.)
A. Guide learners in accomplishing 10 mins
self-check 2.2b Performance
Self Check 2.2b 100 checklist.
- PERFORM
LAP JOINT IN B. Explain to learners the importance 10 mins
HORIZONTAL of accomplishing the performance
POSITION checklist to determine how they
observe/follow correct welding
operations.
C. Let learners refer to rating scale to 10 mins
assess their performance.
A. Perform depositing straight beads 2 hrs
in horizontal position (12mm apart)
1. Beginner- 2 straight lines
2. Proficient- 3 curve lines
B. Perform lap joint in horizontal
position
Suggested 1. Beginner-same sizes of mild 2 hrs
Differentiated steel plates-2-layer of beads
Instruction 2. Proficient-same width and
length, different in thickness,
3-layer of beads
Note: Advanced learners may be utilized
as mentors.

30
 A. Reproduce, prepare summative
test questions and inform them of
the date and remind them to bring
their answer sheet.
B. Discuss to learners that at the
end of every quarter they will be
given summative assessment with
emphasis to KPUP (Knowledge,
Process, Understanding and
Performance or Services)
C. Key to correction:
Test I

1. b
2. c
3. b
4. d
5. a
Test II

Summative 101 1. E6013 1 hr

DRAFT
Assessment Test 2. Horizontal
Quarter III 3. Current setting
4. Benchvise
5. 45-75 degrees./ Test III

A & B-Essay

1. 2
2. 5
3. 1
4. 4
5. 3
Test IV

Performance test- Refer to performance

rubrics and rating scale.

31
 QUARTER IV
A. Prepare samples of diagnostic
test, self-check, activity sheet,
summative assessment and orient
learners what to accomplish and
perform to determine knowledge
Introduction 103 and skills acquired as expected of 1 hr
the learning outcome/(LO).
B. Explain to learners how to conduct
visual inspection on finished
weldment in accordance with
existing welding standards.
A. Reproduce diagnostic test
questions and let learners answer
each item using separate answer
sheet.
B. Discuss to learners the importance
of answering diagnostic test to

DRAFT
determine their prior knowledge to
guide them for further learning.
Pre/Diagnostic Test 105 C. Key to correction: 1 hr
Labeling:
1. After 6. After
2. During 7. Before
3. During 8. Before
4. Before 9. During
5. Before 10. Before
Information A. Prepare checklist of visual
Sheet 2.3 inspection before, during, and after
-CONDUCTING 106 welding. 3 hrs
VISUAL B. Explain to learners the importance
INSPECTION and procedure of visual inspection.
A. Guide learners in answering self-
check 2.3- Conducting visual
inspection.
Self Check 2.3 - 108 B. Explain to learners the importance 1 hr
CONDUCTING of answering the self-check to
VISUAL determine acquired knowledge of
INSPECTION the information sheet.

32
 C. Key to correction:
Labeling: 1.b 2.b 3.d 4.d 5.a 6.a 7.b
8.d 9.a 10.a
A. Prepare materials, tools and
equipment specified in the activity
sheet including working drawing
Activity Sheet 108 and procedure in cartolina or 18 hrs
2.3 -PERFORM manila paper.
T- FILLET JOINT B. Discuss to learners step by step
IN HORIZONTAL procedure in making t-fillet joint in
POSITION (2F) horizontal position (2F).
C. Check learner performance by
referring to performance rubrics
and equivalent rating.
A. Prepare materials, tools and
equipment needed and let learners
perform t-fillet joint in horizontal
Self- Check 2.3a 110 position (2F). 10 hrs
-PERFORM T- B. Discuss to learners the
FILLET JOINT performance indicators and

DRAFT
IN HORIZONTAL assessment criteria for self-rating.
POSITION (2F) C. Refer to performance rubrics.
(Have learners assess their
performance, criteria needing
assistance and provide appropriate
intervention).
A. Guide learners in accomplishing
self-check 2.3b performance
Self- Check 2.3b 111 checklist. 30 mins
-PERFORM T-
FILLET JOINT B. Explain to learners the importance
IN HORIZONTAL of accomplishing the performance
POSITION (2F) checklist to determine if they
follow/observe correct welding
operations.
A. Perform Fillet Weld (Tee Joint) in
horizontal position (2F).
Beginners- Same sizes of mild
Suggested steel plates be used. 4 hrs and
Differentiated Proficient- Same width and length 30 mins
Instruction but different in thickness of
mild steel plates will be used.

33
 A. Reproduce, prepare summative
test questions.
B. Discuss to learners that at the end
of every quarter they will be given
summative test assessment with
emphasis to KPUP (Knowledge,
Summative 112 Process, Understanding, and 1 hr
Assessment Test Performance or Services).
Quarter IV C. Key to Correction
Test I-Multiple Choice:

1.b 2.a 3.c 4.a 5.d 6.b 7.b 8.d 9.b 10.d

Test II
A-Essay

B-1.Before 2.During 3.During 4.After

5.Before

Test III - Performance Test

DRAFT
Refer to performance rubrics.
Glossary of Terms 115
References 116

34
 K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
INDUSTRIAL ARTS SHIELDED METAL ARC WELDING (SMAW)
GRADE 10 (Specialization)
Course Description:
This is a specialization course which leads to a SMAW Certificate Level I (NC I). It
covers one (1) core competency that the Grade 10 Technology and Livelihood Education (TLE)
student ought to possess namely, performing fillet welding on carbon steel plates.

The preliminaries of this introduction which lead to specialization include the following:
(1) discussion on the relevance of the course, (2) explanation of key concepts relative to the
course, and (3) exploration of career opportunities.

CONTENT CONTENT PERFORMANCE LEARNING CODE

STANDARD STANDARD COMPETENCIES
Introduction The learner The learner 1. Explain basic
demonstrates independently arc welding.
1. Basic an demonstrates 2. Discuss the
principles of understanding the core relevance of
arc welding of the basic competency in the course.

DRAFT
2. Relevance of principles of the introduction 3. Explore career
the course arc welding. to SMAW as opportunities in
3. Career prescribed by SMAW.
opportunities TESDA Training
Regulations.
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment The learner The learner LO 1. Develop TLE_
of Personal demonstrates independently and strengthen PECS10-
Competencies an creates a plan personal Ik-8
and Skills understanding of action that competencies
(PeCS) vis-- of ones strengthens/ and skills
vis a practicing Personal further develops (PeCS)
entrepreneur/ Competencies ones PeCS in needed in
employee in a and Skills SMAW. SMAW
province. (PeCS) in 1.1 Identify
1.1 Characteristics SMAW. areas for
1.2 Attributes improvement,
development
1.3 Lifestyle and growth

1.4 Skills 1.2 Align ones

PeCS
1.5 Traits according
to his/her
business/
career choice

35
2. Analysis 1.3 Create a
of PeCS in plan of action
relation to a that ensures
practitioner success of his/
3. Strengthening her business/
and further career choice
development
of ones PeCS

ENVIRONMENT AND MARKET (EM)

1. Product The learner The learner LO 1. Develop TLE_
Development demonstrates independently a product/ EM10-Ik-
2. Key concepts an creates a service in IIk-
in developing a understanding business vicinity SMAW
product of the map reflective 1.1 Identify what
3. Finding Value concepts of the potential is of Value to
4. Innovation Environment SMAW market the customer.
4.1 Unique and Market within the
Selling in SMAW, locality/town. 1.2 Identify the
particularly in customer.
4.2 Proposition ones town/ 1.3 Explain

DRAFT
(USP) municipality. what makes
a product
unique and
competitive.
1.4 Apply creative
and innovative
techniques
to develop
marketable
product.
1.5 Employ a
Unique Selling
Proposition
(USP) to
the product/
service.
5. Selecting a LO 2. Select a TLE_
Business Idea business idea EM10-
6. Key concepts based on the IIIk-2
in Selecting a criteria and
Business Idea techniques set
1.1 Criteria

1.2 Techniques

36
 2.1 Enumerate
various criteria
and steps in
selecting a
business idea
2.2 Apply the
criteria/steps
in selecting
a viable
business idea
2.3 Determine
a business
idea based on
the criteria/
techniques set
7. Branding LO 3. Develop a TLE_
brand for the EM10-
product IVk-3
3.1 Identify the
benefits of

DRAFT
having a good
brand.
3.2 Enumerate
recognizable
brands in the
town/province.
3.3 Enumerate
the criteria for
developing a
brand.
3.4 Generate
a clear
appealing
product brand.
PERFORM FILLET WELD ON CARBON STEEL PLATES (FC)
CONTENTS: LO1. WELD T L E _
CARBON IAAW10
1. Essentials of STEEL
welding PLATES FC-Iallj-1
2. International IN FLAT
welding codes POSITION
and standards (1F)

37
3. Acceptable 1.1 Perform
weld profiles stringer or
4. Weld defects, layered beads
causes and in accordance
remedies with welding
5. Welding standards
Procedure 1.2 Observe
Specifications uniformity of
(WPS) bead ripples
6. Welding in accordance
techniques and with welding
procedures standards
7. Safe welding
practices 1.3 Observe weld
capping/
final pass not
exceeding
allowable
tolerances
specified by
welding codes/
standards on:

DRAFT
1.3.1 Concavity
1.3.2 Convexity
1.3.3 Height of
reinforcement
1.3.4 Underfill
1.3.5 Porosities
1.3.6 Undercut
1.3.7 Cracks
1.3.8 Cold laps
1.4 Conduct
visual
inspection on
the finished
weldment in
accordance
with welding
standards for:
1.4.1 Spatters
1.4.2 arc strikes

38
 1.4.3 slag
inclusion
1.4.4 uniformity of
beads
1.5 Use
appropriate
Personal
Protective
Equipment
(PPE)
1.6 Perform
proper
housekeeping
(5S)
CONTENTS: LO2. WELD TLE_
CARBON IAAW1
8. Essentials of STEEL 0FC IIIa-
welding PLATES IN IVj-2
9. International HORIZONTAL
welding codes POSITION

DRAFT
and standards (2F)
10. Acceptable
weld profiles 2.1 Perform
11. Weld defects, stringer or
causes and layered beads
remedies in accordance
12. Welding with welding
Procedure standards
Specifications 2.2 Observe
(WPS) uniformity of
13. Welding bead, ripples
techniques and in accordance
procedures with welding
14. Safe welding standards
practices 2.3 Observe weld
capping/
final pass not
exceeding
allowable
tolerances
specified by
welding codes/
standards on:
2.3.1 concavity
2.3.2 convexity

39
 2.3.3 height of
reinforcement
2.3.4 underfill
2.3.5 porosities
2.3.6 undercut
2.3.7 cracks
2.3.8 cold laps
2.4 Conduct visual
inspection on
the finished
weldment in
accordance
with welding
standards for:
2.4.1 Spatters
2.4.2 arc strikes
2.4.3 slag
inclusion

DRAFT
2.4.4 uniformity of
beads
2.5 Use
appropriate
Personal
Protective
Equipment
(PPE)
2.6 Perform
proper
housekeeping
(5S)

40