Kto12 BASIC EDUCATION CURRICULUM TECHNOLOGY AND LIVELIHOOD EDUCATION HOME ECONOMICS – HOUSEHOLD SERVICES

(Exploratory) – One Quarter

Grade Level Standard:

This is a TLE Home Economics mini-course on Household Services which leads to National Certificate Level II (NCII). It focuses on Process and Delivery and the four (4) common competencies that a Grade 7 & Grade 8 Technology and Livelihood Education (TLE) student ought to possess namely: 1) using tools, equipment and paraphernalia; 2) maintaining tools, equipment and paraphernalia; 3) maintain an effective relationship with clients/customers; and 4) practicing Occupational Health and Safety Procedures (OHSP).

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

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

CONTENT STANDARD

The learner demonstrates understanding of basic concepts, and underlying theories in household services.

PERFORMANCE STANDARD The learner independently demonstrates common competencies in housekeeping or household services as prescribed in the TESDA Training Regulation.

LEARNING COMPETENCIES Explain basic concepts in household services.

Discuss the relevance of the course.

Explore opportunities for household services as a career.

I. INTRODUCTION

To help the learners understand the big idea/picture that you as a teacher is expecting from them, you may employ the following suggested activities or approaches:

A. Discuss the varied activities or exercises found in the module through

understanding of text features substantive concepts (e.g. environment and market, process and delivery, etc.), bold descriptors, sections or groups of information, bold-faced concepts, and specific points.

B. Present the information contained in the introduction in a visual format.

C. Encourage learners to pay attention to what is expected from them (big picture/idea) by summarizing what they have read.

I. OBJECTIVES

Guided by the teacher and this module the learners are expected to:

Formulate plan to get the best job opportunities;

Demonstrate understanding of underlying concepts and principles of housekeeping; and,

Provide quality, marketable, profitable, efficient, and effective housekeeping services based on the prescribed standards.

II. PRE-ASSESSMENT Process and Delivery

1. Have the learners understand that each item in this test is composed of a question or an incomplete statement with options lettered A, B, C, and D. Ask them to read each item, then select the best or the correct option that answers the question or completes the statement.

2. Let the learners score their answers for the purpose of

recall.

III. LEARNING GOALS AND TARGETS Based on the objectives of the lesson and results of the pre-assessment, let the learners define their personal goals and targets to achieve at the end of this module. Ask them to write their goals/targets on their journal/module.

IV. PROCESS AND DELIVERY A. Know

1. Activate learners’ prior knowledge through an open-ended statement with guide questions found in page 23.

2. Let the learners classify various cleaning equipment, tools, materials and chemicals according to their uses, functions, and types.

3. Assess learners’ understanding on various cleaning equipment, tools, materials and chemicals through pen-and paper test.

B. Process

1. Have the learners role play the different cleaning standards with emphasis on occupational safety and health practices found in page 34, guided with a scoring rubric.

2. Have the learners discuss the substantive concepts in managing physical facilities and establishing by making a slogan and poster.

3. Explain the importance of having a contingency plan for an emergency case from their point of view using the minute paper activity.

4. Let the learners assess themselves about social graces while dealing with clientele.

C. Reflect and Understand

1. Have the learners reflect and understand ways on managing risks and emergencies using speculative journal. Asses learners understanding using scoring rubrics and with your close guidance.

2. To broaden learners’ understanding on managing risk

and emergencies and to hone their computer or internet skills, let the learners download various safety signs and tags.

3. Let the learners visit the Occupational Safety and

Health Administration (OSHA) site and select one policy on handling or mitigating emergencies and then, write their reactions or comments on a separate sheet.

Have the learners visit at least two schools, research and investigate their risk reduction and emergency management policy and plan. They will be rated using the criteria in page 45.

D. Transfer

1. To transfer learners’ understanding in a new context, have them create a site or emergency evacuation plan for their own houses or schools.

2. Have the learners perform housekeeping services in the

school using GRASPS model, guided with rubric on performance found in page 50.

Provide generalization through minute paper, one sentence summary, and others.

V. SUMMARY

House or office should be cleaned, sanitized and organized regularly to protect each member of the family or worker in the office from bacterial or viral contamination or physical hazards that can cause illness and disease. Likewise, maintenance of conducive environment or workplace for the occupants or workers promotes ease and productivity. Housekeeping is not just cleanliness. It includes keeping work areas neat and orderly; maintaining halls and floors free of slip and trip hazards; and removing of waste materials (e.g. paper, cardboard) and other fire hazards from work areas.

Part of housekeeping objectives is safeguarding of physical facilities,

equipment, and other valuable assets. This includes dealing with emergencies, health and safety of all the employees and guests, working with colleagues and handling guests.

A contingency plan is a written emergency procedure plan which describes

what actions must be taken to minimize hazards from fires, explosions or unplanned releases of hazardous waste or hazardous waste constituents to air, soil or water.

VI. GLOSSARY

Cleaning solution refers to a cleanser used for cleaning and sanitizing

Extraction refers to the process of removing deeply embedded dirt in carpets.

Damp mopping is the process of wiping out the dirt or dust from the floor with lightly wet mop.

Disinfectant refers to a powerful cleanser or chemical that cleans or sanitizes at the same time.

Finishing refers to the application of coats of wax for polishing.

House rule refers to any published company-wide rule for the guidance and compliance of all workers.

Orderliness refers to the arrangement of furniture and fixture in the appropriate location.

Resilient floors refer to linoleum, vinyl, asphalt tile, and rubber tile.

Sanitation is the process of cleaning using chemicals to eliminate the disease-causing organisms that are invisible.

Spraying is the process of dispensing of pesticide on affected areas by the use of sprayer.

Sweeping refers to the process of removing dirt from floors using brooms and dustpans.

Vacuuming is the process of eliminating dirt using a vacuum cleaner.

VII. REFERENCES

Book Abon, Orlando P., Bacani, Olivia A. and Cornito, Evelyn B. (2010). Entrepreneur

Kids, St. Agustine Publication: Sampaloc, Manila Roldan, Amelia S and Crespo, Amelia M. (2003). Housekeeping Management. AR

Skills Development and Mangement Services, Manila Srinivasan, Sunita (2009). Theory and Practices of Professional Housekeeping.

Anmol Publication: India Tomlinson ,Peter and Haftendorn, Klaus (2005). Entrepreneurship Education in

Schools and Technical Vocational Training Institutions, International Labor Office: Geneva

Internet http://www.the fabricator.com/article/safety/material-handling-safety http://www.acehardware.com http//www.wikipedia.org/wiki/vacuum_cleaner http//www.OSHA.com