CBC MANUAL FINAL

The Course Structure
presents the Basic,
Common, and Core
competencies in tabular
form. It identifies the
Unit of Competency in
the first column, Module
Title in the second
column, Learning
Outcomes in the third
column, and the
estimated nominal
duration per Unit of
Competency in the last
column. It usually
derives in the Section 3
of the TR/CS.

43

The Methodologies METHODOLOGIES:
are Instructional • Lecture/ discussion
strategies utilized to • Practical exercises
facilitate the transfer of • Simulation
knowledge to the • Demonstration
learners allowing them
to perform the given ASSESSMENT METHODS:
tasks or work activities • Observation
according to defined • Practical demonstration
standards. It is usually • Oral questioning
derived from the • Portfolio
Section 3 of the TR/CS.
COURSE DELIVERY:
The Assessment • School–based training;
Methods are • Dual Training system;
techniques that will be • Industry-based training;
used in gathering • Self-paced instruction
different types of
evidence to evaluate a
candidate for a
particular qualification.
It is usually derived
from the Section 3 of
the TR/CS.

The Course Delivery is
a list of modes that are
essential to the course.
It identifies mechanism
and individual linkages
with industry to promote
the effectiveness of
course delivery. The list
also includes blended
learning modes if
necessary. (TESDA
Circular No. 062-2020)

• The details cited in the
CLM and concepts/
tenets / principles
required by law must
also be incorporated.

44

The Resources RESOURCES:
presented in tabular
form summarizing the
needed resources
(tools, equipment and
materials/supplies) for
course delivery. It
usually derives from the
Section 3 of the TR/CS.

The Qualification of QUALIFICATION OF INSTRUCTORS/TRAINERS:
Instructors / Trainers
identifies the details of • Must be a holder of National TVET Trainer
trainer’s standards Certificate (NTTC) level I in Web Development
based on the NC III; and
competency standard.
It identifies the • Must have at least three (3) years as full-stack*
minimum essential web developer industry experience within the
qualification experience last 5 years.
and competencies of
instructors. Special • Full-stack web developer – somebody who is
qualification of knowledgeable on both front-end and back-end
instructors, if there are web development
(it) must be specified. It
derived also in Section
3 of TR/CS.

45

THE COMPONENTS OF
CONTEXUAL LEARNING

MATRIX

46

10. THE COMPONENTS OF CONTEXUAL
LEARNING MATRIX

New CLM with integration of STEM knowledge and thinking skills example:

QUALIFICATION TITLE: Web Development NC III
UNIT OF COMPETENCY: Perform Computer Operations
MODULE TITLE: Performing Computer Operations

Prepared Juan Dela Cruz
by:
LEARNING CONCEPTS STEM KNOWLEDGE
Learning
Outcomes Assessment Science Technology (Disciplinal) Environmental STEM Thinking Learning Estimated
Criteria / Issues and Skills activities number
LO1. Math Communication other of hours
Plan and Engineering concerns (Transdisciplinary) * Plan and
prepare for Computational prepare 30 mins
task to be * Reading and Skills computer
undertaken (Data collection and operation 1 hour
Requirements comprehension management activity
strategies) * Determine 30 mins
of task are skills required to task 1 hour
Digital Literacy requirements
determined interpret work (selecting suitable based on 1 hour
digital technology required
according to instruction basic tools, systems and output
Software) * Determine
job user manuals. appropriate
Digital Literacy hardware and
specifications *Interpreting (Data and privacy software
policies) *
user Identify/Select
types of
manuals and computers
and basic
security features of
different
guidelines operating
systems
Appropriate *Main types
Application
hardware and of computers of OH&S in
the workshop
software are *basic area

selected features of * Interpret
and follow
according to different client-specific
guidelines &
task assigned operating procedures

and required systems *Plan task as
per data
outcome. *Main parts security
guidelines
of a

computer

* Information

on

hardware

and

software

Task is Enterprise

planned to policy and

ensure OH&S guidelines on

guidelines OH&S

and

procedures

are followed.

Client - *Communication

specific skills to identify

guidelines lines of

and communication,

procedures request advice,

are followed. follow

instructions and

receive

feedback

Required Data

data security security

guidelines are guidelines

applied in

accordance

with existing

procedures.

47

As you see from the example, part of the Learning Concepts of the CLM has already
mapped out the STEM Knowledge (Science, Math, Technology/engineering,
communication, and Environmental Issues and other concerns). Particularly this are
the contents embedded in one of the learning outcomes of the module.

QUALIFICATION TITLE: Web Development NC III
UNIT OF COMPETENCY: Perform Computer Operations
MODULE TITLE: Performing Computer Operations

Prepared LEARNING CONCEPTS STEM KNOWLEDGE
by:
(Disciplinal) STEM Thinking Estimated
Learning Skills number
Outcomes Assessment Science Technology Math Communication Environmental Learning of hours
Criteria / Issues and (Transdisciplinary) activities
other
Engineering concerns

STEM KNOWLEDGE
Descriptor - Disciplinal knowledge means subject-specific understanding of concepts,

theories, principles, laws, and contexts of Science, Technology,
Engineering, and Mathematics. Transdisciplinary knowledge refers to the
integrative understanding of the useful and most relevant content and
techniques from the STEM disciplines to be able to solve work-related
and other real- world problems.

THINKING SKILLS
Descriptor- involve skills for sense-making to be able to solve problems, understand

connections, make informed decisions, or innovate for the improvement
of personal, community, workplace, and regional/national contexts.

The integration of STEM in TVET can still be maximized and optimized by venturing
beyond the STEM knowledge. Because STEM is beyond knowledge if it applies more
integration of application. For example, the trainee may forget a certain term or
concepts in STEM but if they have STEM thinking skills this can make a lot of
difference and take them far beyond knowledge. Thinking skills is transferrable, it can
cut across sectors. For example, if the trainee will change jobs, if they have those
thinking skills coming from the map and which are developed from STEM they can be
flexible in terms of skills and knowledge in the workplace

-STEM in TVET Curriculum Guide

48

Thinking skills include:

• Creative/Inventive Thinking

Combine or connect ideas and information in unique and novel ways to

generate new ideas, applications, products, processes, or services

Knowledge • Design thinking process
Skills • Tools or strategies for collecting information
• Analytical techniques
• Ideation techniques
• Brainstorming techniques
• Invention algorithms
• Lateral thinking techniques
• Decision-making techniques
• Inquiry or experimentation techniques
• Prototyping techniques
• Impact measurement techniques
• Pitching/communicating design concepts or solutions
• Application of design thinking in programs and organizations

• Apply design thinking process in generating new ideas,
applications, or solutions based on an identified need

• Collect information using a variety of tools and strategies to
understand the problem context, thoughts, actions, and
attitudes of people for whom the solution is intended

• Analyze root-cause of identified problem/s
• Employ ideation techniques to identify potential solutions
• Share inputs during brainstorming sessions to contribute to

the generation of ideas
• Apply invention algorithms to generate new and innovative

design concepts Utilize lateral thinking techniques to explore
multiple and alternative ideas
• Employ decision-making techniques to select most viable
solution
• Conduct an inquiry or experiment to test ideas
• Execute design concepts through prototypes
• Identify metrics to determine baseline and measure
outcomes of design ideas and solutions
• Pitch or communicate design ideas and solutions
• Apply design thinking in generating innovations for the
organization and its programs

-STEM in TVET Curriculum Guide

49

• Critical Thinking

Apply logic and reasoning to make sense of data or information by posing

questions, putting forward arguments, exploring counterexamples, searching

evidence, identifying relationships, recognizing patterns and trends, evaluating

pros and cons, and synthesizing information

Knowledge • Information gathering techniques
Skills • Information processing techniques
• Information verification
• Analytical techniques
• Pattern recognition techniques
• Logical thinking techniques
• Sensemaking techniques
• Synthesis and insight generation
• Constructing arguments and questions
• Reasoning using evidence
• Making inferences, claims, assumptions
• Skepticism
• Evaluation techniques
• Gather information from credible sources
• Pose questions
• Assess validity and reliability of information
• Detect patterns based on information or data
• Determine relationships or interactions among components

within a context
• Evaluate underlying factors which may be political,

economic, social, technological, legal, environmental, and
cultural
• Sequence ideas or processes into a logical flow
• Break down components of a structure
• Cite counterexamples
• Provide an outline of a process or procedure
• Identify properties, characteristics, and functions
• Propose a framework or system of understanding based on
a synthesis of information
• Advance an argument based on facts
• State an inference, claim, or assumption supported by
reliable information
• Detect gaps in knowledge and limitations in information
• Articulate insights gained from observation and data
• Identify implications or consequences of a course of action
• Establish a conclusion

-STEM in TVET Curriculum Guide

50

• Systems Thinking

Understand the bigger context of a system, its emergent properties, and

behavior over time by knowing the connections, interrelationships, and

dynamics of its constituent parts

Knowledge • Identification of systems and system archetypes
Skills • Components of a system
• Fundamental concepts of systems thinking
• Approaches for developing shared vision
• Creative mental models
• Lateral thinking strategies
• Big picture thinking approaches
• Strategic thinking techniques
• Techniques for pattern recognition
• Visualization techniques
• Use of models, representations, and simulations
• Scenario planning techniques and tools
• Carry out problem identification techniques to establish

issues in the workplace
• Pose questions to clarify issues and seek solutions
• Diagnose root cause of a problem
• Determine underlying causes of an issue or conflict
• Identify constraints and risks related to potential solutions
• Analyze political, economic, social, technological, legal,

environmental, and cultural factors influencing a problem
• Try out diverse approaches, processes, strategies, and

tools to solve problems
• Conduct experiments or investigations to test potential

solutions
• Manage risks in testing potential solutions
• Document experimentation process for future reference

and replicability
• Recommend most suitable solution based on evidence

from experiments
• Evaluate the effectiveness of the problem-solving process
• Assess the impact of a solution using various techniques
• Create decision evaluation and prioritization framework
• Detect opportunities for growth and expansion

-STEM in TVET Curriculum Guide

51

• Transdisciplinary Thinking

Put together relevant concepts and processes from multiple disciplines to

generate solutions and new applications

Knowledge • Disciplinal and transdisciplinal knowledge
• Information gathering techniques and tools
• Verbal and non-verbal communication techniques,

channels, and tools
• Collaborative approaches, processes, strategies, and

platforms
• Knowledge sharing methods and tools
• Divergent and convergent techniques of knowledge co-

creation
• Pattern recognition techniques
• Decision-making processes
• Perspective-taking techniques
• Context-framing strategies
• Problem-solving approaches, strategies, and tools
• Knowledge of political, economic, social, technological,

legal, environmental, and cultural factors
• Self-knowledge (strengths and weaknesses)
• Dimensions of diversity
• Workplace and social etiquettes
• Cultural sensitivity
• Conflict resolution strategies
• Synthesis and insight generation
• Strategies for group regulation and reflection

Skills • Gather information from multiple sources and diverse
perspectives

• Communicate ideas and perspectives with clarity using
various means

• Collaborate with people from diverse backgrounds
• Share information to collaborators using appropriate

channels and tools
• Generate ideas using divergent and convergent

techniques
• Co-create knowledge products or new applications

drawing from concepts and processes of multiple
disciplines
• Detect patterns based on information or data
• Determine relationships or interactions among
components within a context

-STEM in TVET Curriculum Guide

52

• Analyze political, economic, social, technological, legal,
environmental, and cultural factors influencing a problem

• Try out diverse approaches, processes, strategies, and
tools to solve problems

• Create decision evaluation and prioritization framework
• Use strategies and tools to describe context foregrounding

a problem
• Assess own strengths and weaknesses
• Be sensitive to cultural and social differences
• Observe workplace and social etiquettes

• Decision-making

Make a logical choice of action by looking at evidence, exploring alternatives,

considering likely impact, evaluating options and providing justifications

Knowledge • Decision making criteria and strategies
Skills • Decision making pitfalls and errors
• Ethical guidelines, standards and procedures
• Protocols, regulatory frameworks, and policies
• Decision making styles
• Decision making tools
• Decision evaluation and prioritization frameworks
• Stakeholder analysis techniques
• Risk analysis techniques
• Impact measurement techniques
• Group decision making methods
• Define criteria that will be used in making decisions
• Gather relevant information to support decision-making
• Evaluate contexts to identify crucial decision-making

points
• Follow decision-making process based on agreed upon

policies, standards, and guidelines
• Subscribe to protocols, ethical guidelines, and regulatory

frameworks
• Apply decision-making strategies
• Use tools to aid decision-making
• Facilitate decision-making processes within teams
• Analyze risks associated with proposed solutions
• Assess feasibility of solutions to provide

recommendations
• Review outcomes and impact of solutions
• Iterate successful or effective solutions

-STEM in TVET Curriculum Guide

53

• Computational Thinking

Develop or apply computational models, tools and techniques to interpret and

understand data, solve problems, and guide decision- making

Knowledge • Data collection and management strategies
Skills • Techniques for breaking down data, processes, and

problems into smaller, manageable parts
• Approaches for extracting relevant information
• Understanding automated systems
• Data representation techniques and tools
• Algorithm design
• Data analysis methods
• Modeling and simulation practices
• Troubleshooting and debugging strategies
• Collect and manage data/data sets
• Break down data, processes, and problems into smaller,

manageable parts (decomposition)
• Identify and extract relevant information to define main

idea(s) (abstraction)
• Identify automated systems
• Depict and organize data in appropriate graphs, charts,

words, or images (data representation/visualization)
• Create a series of ordered instructions for doing a task or

for solving similar problems (algorithm design)
• Observe patterns, trends, and regularities in data (pattern

recognition)
• Provide insights from data analysis to inform decision-

making (data analysis)
• Simultaneously process smaller tasks from a larger task

to more efficiently reach a goal (parallelization)
• Create models and simulations to represent processes

(modelling and simulation)
• Develop codes and modular computational solutions
• Determine effectiveness of a solution, generalize, and

apply to a new problem (evaluation)
• Apply troubleshooting and debugging strategies

-STEM in TVET Curriculum Guide

54

• Ethical Thinking

Use value system as guide for making choices that adhere to acceptable

standards and protocols

Knowledge • Applicable laws and requirements with regulatory
Skills authority dealing with data protection, security and
Intellectual Property Rights (IPR)

• Sources of open standards e.g. ISO, RFC
• Risk identification and mitigation
• Ethical implications of technology e.g. hijacking code,

software licensing
• Code of business conduct and non-compliance

consequences
• Moral and ethical considerations concerned with the

growing dependence on technology
• Techniques, prevention, and repercussions of social

engineering attacks

• Follow pertinent laws, regulations, and territorial
restrictions to protect intellectual property and
information privacy

• Comply with requirements set by open standards to
ensure interoperability of products and services

• Track identified risks and apply risk mitigation strategies
• Plan security measures to address ethical dilemmas and

policy issues
• Act ethically and responsibly in a digital or physical

community and recognize inappropriate conduct
• Use technology to facilitate good actions that will improve

overall well- being
• Conduct security awareness training to prevent social

engineering attacks

-STEM in TVET Curriculum Guide

55

The CLM is one of the
requirements under
Section 3-Training
Arrangement wherein
all TVET providers
shall develop a
Contextual Learning
Matrix (CLM) to
accompany their
curricula.

The Qualification Title QUALIFICATION TITLE: Web Development NC III
is name of the program
to be offered. It is UNIT OF COMPETENCY: Perform Computer
usually derived from the Operations
qualification title of
the training regulations. MODULE TITLE: Performing Computer
Operations
The Unit of
Competency stating a
specific key function or
role in a particular job
or occupation serving
as a basis for training
an individual to gain
specific knowledge,
skills and attitude
needed to satisfy the
special demands or
requirements of a
particular situation.
(Training Regulations
Framework)

The Module Title may
be derived from the unit
of competency or
created by the CLM
development
committee.

56

Name of person who PREPARED BY: Juan Dela Cruz
developed the CLM

This contains the Learning Outcomes
Learning Outcomes LO1. Plan and prepare for task to be undertaken
to be gained from this LO2. Input data into computer
module. It is usually LO3. Access information using computer
derived or extracted LO4. Produce/ output data using computer
form the Elements of
the TR/CR of the Unit system
of Competency.
Learning Outcomes Assessment Criteria
The Assessment
Criteria specify the LO1. Plan and Requirements of task
performance outcome prepare for task to be are determined
the learner is expected undertaken according to job
to demonstrate at the specifications
conclusion of the Appropriate hardware
learning outcome. It and software are
derived from selected according to
performance criteria of task assigned and
the TR/CS. required outcome.
Task is planned to
ensure OH&S
guidelines and
procedures are
followed.
Client -specific
guidelines and
procedures are
followed.
Required data security
guidelines are applied
in accordance with
existing
procedures.

57

Learning Concepts or STEM LEARNING CONCEPTS STEM KNOWLEDGE
KNOWLEDGE consist of (Disciplinal)
Science, Technology/
engineering, Math, Technology / Math Communication Environmental
environmental issue and other Engineering Issues and
concerns. The following are the Science * Reading and other
description: *Main types of comprehension concerns
computers skills required to
Science – concepts or contents *basic features interpret work
in the learning outcome that are of different instruction basic
related in the subject matter of operating user manuals.
science. Body of related systems *Interpreting user
knowledge such as; (laws, facts, *Main parts of a manuals and
principles, theories, researches) computer security
* Information on guidelines
Technology – refer to ideas, hardware and
concepts, theories and principles software
relevant to the application of
skills, processes, procedures, Enterprise
techniques, & safety practices, policy and
essential for manipulation of guidelines on
tools, materials, and machines / OH&S
equipment of a particular trade.
*Communication
Math – information which involve skills to identify
computations, measurements, lines of
estimations, selection and communication,
applications of mathematical request advice,
process, and collecting, follow
displaying, or interpreting data, instructions and
which supports the attainment receive feedback
of accuracy and quality of
performance or product. Data security
guidelines
Communication -information
which help the learners achieve
proficiency in using the specific
language including written,
verbal, and non-verbal
expression, to convey
message/s intended to support
the accomplishment of learning
experiences.

Environmental Concerns and
Other Concerns refers to
theoretical facts, issues,
researches, laws,
activities/practices involve in a
particular technology area that
may have caused a direct or
indirect impact to the
environment.

58

STEM Thinking Skills- STEM Thinking Learning Activities Estimated
involve skills for sense- Skills no. of
making to be able to hours
solve problems, (Transdisciplinary)
understand connections, 30 mins
make informed Computational Skills * Plan and prepare computer
decisions, or innovate (Data collection and operation activity 1 hour
for the improvement of management strategies) * Determine task requirements
personal, community, based on required 30 mins
workplace, and Digital Literacy output 1 hour
regional/national (selecting suitable digital 1 hour
contexts. technology tools, systems and * Determine appropriate hardware
Software) and software
Learning Activity – are * Identify/Select types of computers
statements of planned and basic
learning experiences of features of different operating
a particular learning systems
outcome including; the
resources, methods, . * Interpret and follow client-specific
and the environment guidelines &
designed to show the Digital Literacy procedures
connection of STEM (Data and privacy policies) *Plan task as per data security
Knowledge and Stem guidelines
Skill and its application
in real world situations.

Estimated Number of
Hours – estimated
/suggested number of
hours per Learning
activity

59

The STEM thinking Skills

National development agenda across the world have consistently pushed for
the delivery of STEM skills for the economy. It is considered a critical impetus for
innovation to ensure competitiveness and growth of a nation. With rapid
advancements in technology, changing dynamics of industries, and more recently, a
serious threat of health outbreaks, it is imperative that human capital development for
STEM must include technical vocational education and training (TVET) and other
forms of continuing adult education. STEM education develops skills that are difficult
to automate and are intuitively oriented toward innovation. Traditionally, innovations
and discoveries are associated with STEM professionals with university degrees
because they have always been at the forefront. However, innovation hubs and
research facilities cannot operate without the capable hands of STEM technologists,
technicians, and tradespeople. They are the hidden force that drives a STEM-based
economy. It is but natural for them to troubleshoot and hence, engage in problem
solving that may be more technical in nature and may require tools in the process.
They also understand how a malfunction in one unit can affect the entire system and
therefore, disrupt the whole production line. These scenarios illustrate problem
solving, critical thinking, and systems thinking, which are all STEM skills. Therefore,
STEM skills are already in TVET competencies, however they are not articulated and
explicitly related to its importance in the workplace. Moreover, without being clear on
what the STEM skills are in TVET, it is more likely that effective pedagogies are not
being utilized in training delivery. Thus, it is important to understand STEM skills in
TVET that must be prioritized in relation to the future of work as well as identify
effective pedagogies given the emerging trends in vocational education and training.
(STEM in TVET: Learning Design Framework)

STEM in TVETPH 4.0 Strategies
In 2019, the Philippine Technical Education and Skills Development Authority

(TESDA) launched its Fourth Industrial Revolution Framework that outlines its TVET
strategies for meeting the demands of IR 4.0 that will make the Philippines IR4.0-
ready. The goal of the framework is to produce IR4.0-ready learners who are equipped
with essential, STEM-related, and socio-emotional skills such as: complex problem-

60

solving, critical thinking, creativity, people management, coordinating with other,
emotional intelligence, judgment and decision-making, service orientation,
negotiation, and cognitive flexibility.

The initial step that has been taken by TESDA in STEMifying TVET is to
develop a Contextual Learning Matrix (CLM). The purpose of the CLM is to connect to
basic, common, and core units of competency in the areas of mathematics, science,
and language to relevant contexts as well as emerging fields of green technology,
STEM knowledge and skill particularly thinking skills, and inclusive training delivery.
(STEM in TVET: Learning Design Framework)

61

DEVELOPMENT OF
CONTEXTUAL

LEARNING MATRIX
(CLM)

62

11. DEVELOPMENT OF CONTEXTUAL
LEARNING MATRIX (CLM)

The purpose of using the Contextual Learning Matrix (CLM) in analyzing a
Learning Outcome (LO) is to ensure that each LO is deeply studied and the necessary
topics and learnings to be gained are clearly identified. A well-crafted CLM would result
to a very substantive topics and learning activities which takes into consideration the
STEM Knowledge and STEM Skills that would provide learners different and
interesting perspectives of learning a specific LO.

Inputs in Developing the CLM

• Training Regulation
• Competency Standard
• Existing Competency-Based Curriculum (CBC)

Steps in developing the CLM

Step 1: Secure a copy of an existing Training Regulations or Competency Standards
(example: Web Development NC III) that matches the qualification you intend to
develop. Acquire a copy or design of the CLM form.
Example 1:

QUALIFICATION TITLE:
UNIT OF COMPETENCY:
MODULE TITLE:

Prepared LEARNING CONCEPTS STEM KNOWLEDGE
by:
(Disciplinal) STEM Thinking Estimated
Learning Skills number
Outcomes Assessment Science Technology Math Communication Environmental Learning of hours
Criteria / Issues and (Transdisciplinary activities
other
Engineering concerns

Step 2: Fill-up the form starting from Qualification Title (Web Development NC III), unit title
of competency and its corresponding Module Title. The module title can be derived
from the unit of competency.
Example 2 :

63

QUALIFICATION TITLE: WEB DEVELOPMENT NC III
UNIT OF COMPETENCY: PERFORM COMPUTER OPERATIONS
MODULE TITLE: PERFORMING COMPUTER OPERATIONS

Prepared Juan Dela Cruz
by:
Trainer Web Development NC III
Learning
Outcomes LEARNING CONCEPTS STEM KNOWLEDGE

(Disciplinal) STEM Thinking Estimated
Skills number
Assessment Science Technology Math Communication Environmental Learning of hours
Criteria / Issues and (Transdisciplinary activities
other
Engineering concerns

Step 3: After filling up the data the next fourth row which is “Prepared by:” list the
name of the people or experts that contribute to the contents of the CLM.

Example 3:

Juan Dela Cruz
Prepared by: Trainer in Web Development NC III

Step 4: Convert the Elements of “Perform Computer Operations” into learning
outcome/s from Section 2 (Competency Standard) of the TR/CS and input into the
CLM form column1 Learning Outcomes.

Example 4:

64

QUALIFICATION TITLE: WEB DEVELOPMENT NC III
UNIT OF COMPETENCY: PERFORM COMPUTER OPERATIONS
MODULE TITLE: PERFORMING COMPUTER OPERATIONS

Prepared Juan Dela Cruz
by:
Trainer Web Development NC III
Learning
Outcomes Assessment LEARNING CONCEPTS STEM KNOWLEDGE
Criteria (Disciplinal)
Plan and
prepare for Science Technology Math Communication Environmental STEM Thinking Learning Estimated
task to be / Issues and Skills activities number
undertaken other of hours
Engineering concerns (Transdisciplinary

The highlighted data of the learning outcome column is the data that converted from
pages 62-64.

Step 5: From the image of Example 4, convert the corresponding Performance
Criteria of “Perform Computer Operations” from Section 2 (Competency Standard) of
the TR/CS into assessment criteria.

Example 5:

QUALIFICATION TITLE: WEB DEVELOPMENT NC III
UNIT OF COMPETENCY: PERFORM COMPUTER OPERATIONS
MODULE TITLE: PERFORMING COMPUTER OPERATIONS

Prepared Juan Dela Cruz
by:
Trainer Web Development NC III
Learning
Outcomes LEARNING CONCEPTS STEM KNOWLEDGE STEM
Thinking
Plan and (Disciplinal) Estimated
prepare for Skills number
task to be Assessment Technology Communication Environmental (Transdis Learning of hours
undertaken Criteria Science / Math Issues and ciplinary ) activities
other
Engineering concerns

Requirements
of task are
determined
according to
job
specifications

Appropriate
hardware and
software are
selected
according to
task assigned
and required
outcome

65

Task is
planned to
ensure OH&S
guidelines
and
procedures
are followed.

Client -
specific
guidelines
and
procedures
are followed.

Required
data security
guidelines are
applied in
accordance
with existing
procedures.

The highlighted data of the assessment criteria column are the data that converted
from the performance criteria of unit “Perform Computer Operations” in Section 2 of

TR/CS.

Step 6: See Example 4, the section 2 of TR/CS has required knowledge and skills
column. From this data, you can identify the appropriate concepts of Science,
technology/engineering, math, environmental issues, and STEM Skills particularly the
STEM thinking Skills. You may also find the related concepts from the CBC Contents
if there is an existing curriculum.

Example 6:

QUALIFICATION TITLE: Web Development NC III
UNIT OF COMPETENCY: : Perform Computer Operations
MODULE TITLE: Performing Computer Operations

Prepared Juan Dela Cruz
by:
Trainer Web Development NC III
Learning
Outcomes LEARNING CONCEPTS STEM KNOWLEDGE

LO1. (Disciplinal) STEM Thinking Estimated
Plan and Skills number of
prepare for Assessment Technology Environmental Learning
task to be (Transdisciplinary activities hours
undertaken Criteria Science / Math Communication Issues and
Computational
Engineering other concerns Skills
(Data collection
Requirements * Reading and and management
of task are comprehension strategies)
determined skills required to
according to interpret work
job instruction basic
specifications user manuals.
*Interpreting
user
manuals and
security
guidelines

66

Appropriate *Main types Digital Literacy
hardware and of computers (selecting suitable
software are *basic digital technology
selected features of tools, systems
according to different and Software)
task assigned operating
and required systems Enterprise policy
outcome. *Main parts and guidelines on
of a OH&S
Task is computer
planned to * Information
ensure OH&S on
guidelines hardware
and and
procedures software
are followed.
Client - *Communication
specific skills to identify
guidelines lines of
and communication,
procedures request advice,
are followed. follow
instructions and
Required receive
data security feedback
guidelines are
applied in Data Digital Literacy
accordance security (Data and privacy
with existing guidelines policies)
procedures.

All contents in the learning concepts (STEM Knowledge) are taken from the
Required Knowledge and Required Skills in Section 2 of the TR/CS (see example
4). One of the assessment criteria “Task is planned to ensure OH&S guidelines
and procedures are followed” do not have any related contents identified in the
required knowledge and required skills in section 2 of the TR/CS therefore, the
content expert will analyze and identify concept related to this criterion. The
learning concept “Enterprise policy and guidelines on OH&S” is identified by the
content expert that is added to the learning concepts under environmental issues
and other concerns. In the Science row observe that there are no identified
concepts. It is ok to leave it blank because there are some instances that the
required knowledge and required skill are not applicable to science or other
concepts. Just take note of the important content that need to be fill out is the
assessment criteria.

Step 7: From the image of Example 7, the section 3 “training standards” of TR/CS the
learning activities are already identified. From this data you will identify the appropriate
learning activities to be fill out in each row of the learning outcome of the CLM. ·
Contents must be deeply analyzed to come up with substantive learning contents.

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Example 7:

Step 8: The last column of the CLM is the estimated number of hours. The reference
of CLM contents is from the training regulation wherein there are already identified
nominal duration. The curriculum team will now deeply analyze the estimated number
of hours per learning outcome. On the other hand, the Competency Standard (CS) do
not have number of hours stated. Therefore, this application is helpful in identifying the
estimated time of each learning outcome. Then the total estimated time per learning
outcome will result into nominal duration of the qualification.

QUALIFICATION TITLE: Web Development NC III
UNIT OF COMPETENCY: Perform Computer Operations
MODULE TITLE: Performing Computer Operations

Prepared Juan Dela Cruz
by:
Trainer Web Development NC III
Learning
Outcomes LEARNING CONCEPTS STEM KNOWLEDGE STEM Thinking Estimated
(Disciplinal) Skills number
LO1. of hours
Plan and Assessment Science Technology Math Communication Environmental (Transdisciplinary Learning
prepare for Criteria / Issues and activities 30 mins
task to be other Computational
undertaken Engineering concerns Skills * Plan and 1 hour
(Data collection prepare
Requirements * Reading and and management computer
of task are comprehension strategies) operation
determined skills required to activity
according to interpret work Digital Literacy * Determine
job instruction basic (selecting suitable task
specifications user manuals. digital technology requirements
*Interpreting tools, systems and based on
Appropriate user Software) required
hardware and manuals and output
software are security * Determine
selected guidelines appropriate
according to hardware and
task assigned *Main types software
and required of computers *
outcome. *basic Identify/Select
features of types of
different computers
operating and basic
systems features of
*Main parts different
of a operating
computer systems
* Information
on
hardware
and
software

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Task is Enterprise policy Application of 30 mins
planned to and guidelines OH&S in the
ensure on OH&S workshop area
OH&S
guidelines *Communication * Interpret and 1 hour
and skills to identify follow client-
procedures lines of specific
are communication, guidelines &
followed. request advice, procedures
Client - follow
specific instructions and
guidelines receive
and feedback
procedures
are Data Digital Literacy *Plan task as 1 hour
followed. security (Data and per data
guidelines privacy security
Required policies) guidelines
data
security
guidelines
are applied
in
accordance
with
existing
procedures.

The contents in the learning activities column are taken in section 3 of the TR/CS.
However, the row of assessment criteria “Task is planned to ensure OH&S
guidelines and procedures are followed” has no learning activities identified in
Section 3 of the TR/CS, therefore the content experts will analyze and identify learning
activities in that particular criterion.

The CLM table shown above is a complete data of module Performing Computer
Operations Learning outcome 1. In order to develop a whole set of CLM for the
qualification of Web Development NC III follow the steps 1 to 8.

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DEVELOPMENT OF
MODULES OF INSTRUCTION

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12. DEVELOPMENT OF MODULES OF
INSTRUCTION

A module of Instruction is a self-contained material that includes one or more
units of competency with learning outcomes, appropriate learning materials and
methods, and associated criterion reference measures with valid institutional
assessment and method (TESDA, 2020). This document translates the competency
standards into instructional design in the form of modules.

Unit of Competency Module One module to cover one
unit of competency

________________

Unit of Competency 1 Multiple modules to
2 covers one unit if
Module competency

________________

Clustered Units of Module One module to cover
Competency multiple units of

competency / cluster of
Competencies (COCs)

________________

Figure1: Ways of packaging a Module of Instruction

In designing the CBC scope of module of instructions, it is important to observe the
pedagogical approach to make learning more focused and the assessment of learning
outcomes more precise and accurate. See examples in the next page:

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Determining the number of modules in a specific competency will depend entirely on
the style of the developer in presenting training activities, either as a sole module or
breaking the learning activities.

Example 1 Example 2

Unit of Competency Unit of Competency
“Perform Computer
“Perform Computer
Operations” Operations”

Analysis Analysis

Module of Module of Module of Module of
Instruction Instruction Instruction Instruction
“Using Word “Using Word
“Performing “Using Processing Processing
Computer Computer in Application” Application”
MS Windows
Operations”
GUI”

Figure 2: Example of Module of Instruction Analysis
Example 1, is an illustration of one module covering one unit of competency. This
packaging is used if the scope of the unit is manageable in terms of teaching/learning,
assessment, and the scope of learning. The scope of learning activities does not
require complex computer operations.

Example 2, on the other hand, is an illustration of multiple modules covering one unit
of competency. This packaging is used to develop a more focused skill in computer
operations. The assessment can now measure a more specific skill under the
computer operations.

In some cases, the unit of competency is fragmentized or too small that the learning
activities and assessment become unrealistic and impractical. As such, these units of

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competency are covered in a single module. Similar treatment is done with cluster
units of Competency, provided that the learning activities it will still be manageable in
terms of teaching, learning and assessment.

The Unit of Competency and Module Title

Assigning module title is a little simpler than determining the number of modules per

unit of competency. It should have some influences on how the module is perceived

in the training sector. It should convey a clear message on what the module entails,

name providing a better indication of what the module is all about would be more

useful. The title gives idea on the skill to be developed in the module. As such, the

following should be observed:

• The statement of the title should be clear and concise, indicating the

skills to be developed.

• Since the title describe the skills to be developed, it should start with

action word/ gerund (verb that ends in -ing) to indicate that it is a

topic/title.

• It should be aligned or directly related to the unit of competency,

whenever applicable.

Example:

Unit of Competency: Perform Computer Operations

Possible title if one module will be covering Possible title if multiple modules will be

one unit of competency covering one unit of competency:

Performing Computer Operations • Using Computer in MS Windows
Graphical User Interface (GUI)
Environment

• Utilizing Word Processing
Application

• Utilizing Internet and Web-based
apps

As you can see, the module title is usually derived from the unit title or sometimes from
the element if the unit of competency is excessively large for a single module (Please
refer to page 62 of TM Level II CBLM). The module title describes the process,
procedures, or activity/ies resulting to a product or service leading to the achievements
of competency/ies specifies in the standard.

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The Learning Outcomes and Assessment Criteria

Learning outcome is the intended result of learning. It is similar to a general objective
of a session plan. Each learning outcome can be gained from one training session
(lesson). You must write them in terms of what the learners will learn, acquire and
apply, keeping the statement clear and concise. Each learning outcome is described
separately, beginning with a verb. Learning outcomes need to have:

• a verb;
• a subject; and
• an object for the activity involved.

Example:
(refer to the Competency Standard of the unit, Web Development NC II)

Unit of Competency: Perform Computer Operations
Module Title: Performing Computer Operations

• Plan and prepare for task to be undertaken

Verb Subject Activity involved

Other examples of learning outcomes:
• Input data into computer
• Access information using computer
• Produce/output data using computer system

Writing a learning outcome

To write Learning Outcomes, answer the question, "What will learners are expected
to know and be able to do upon completing this module?" The following factors must
remember in describing a learning outcome.

• Each learning outcome consists of one verb, one subject and one object.
• Write in terms of what a learner will be able to do after completing the module,

and not what a learner undertaking the module will learn.
• Make sure that the statement says what the learners will be able to do, not what

they will know, or appreciate, or be aware of.

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• Keep the statement clear and concise; do not use unnecessary words.
• Write learning outcomes that are directly relevant to the purpose of the module,

and are an essential building block in achieving it.

Indicators of a good Learning Outcome statement
1. It should be based on competency standard.
2. It is stated such that the learning will cover the three learning domains
(Knowledge, Skills and Attitudes).
3. Its statement is demonstrable and measurable.
4. It gives the reader a clear idea about the performance that needs to be done.
5. Appropriate verb is selected to describe the performances.

Analyze learning outcome using Contextual Learning Matrix (CLM)
The purpose of the CLM is to connect the basic, common, and core units of
competency in the areas of mathematics, science, and language to relevant contexts
as well as emerging fields of green technology, STEM knowledge and skills,
particularly thinking skills, and inclusive training delivery. New CLM with integration of
STEM in TVET can produce employability, proactive citizenship, and human
flourishing (STEM in TVET: Learning Design Framework). In identifying the STEM
skills of the identified unit of competency it can easily formulate and analyze learning
outcomes and contents using the CLM with integration of STEM Skills and knowledge.
See the Development of Contextual Learning Matrix CLM (p. 64-72).

A well-developed CLM which contains all the concepts required by the elements of the
unit of competency is an ideal reference in developing the competency-based
curriculum (CBC) which is used by training institutions for program registration. CLM
is also useful when formulating the institutional assessment (IA) and guides the
curriculum writer in developing the competency-based learning materials.

IA
EVALUATION (CLM)
TR /CS CLM CBC

CBLM

-CLM Development Guide Rev. 2.0

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Specifying Assessment Criteria

Assessment Criteria are the key indicators of how well the learners have

achieved a learning outcome. They are the performance standards against which

achievement of the learning outcomes is judged. To help you determine whether the

statement of learning outcome covers the three learning domains, assessment criteria

need to be formulated.

Assessment criteria may Assessment criteria should

• Directly related to a learning outcome • Be measurable

• Specify required underpinning • Relevant to the learning outcome
knowledge
• Be clearly stated so that they are
• Related to process in some aspects of easily understood
the activity
• Be essential factors used to judge
• Related to product in some aspects of whether or not a learner has
the result of the activity achieved a learning outcome.

Assessment criteria are used to guide the judgment of whether or not a learner has
achieved a learning outcome. It also defines the scope of a learning outcome. It is
stated in a passive voice. It must identify the object of performance, and the level of
performance. The object of performance describes what needs to be done and the
level of performance describes how it should be done or how well should it be done.

Example: Competency Based Curriculum
Competency Standard Module Title: Performing Computer
Operations
Unit of Competency: Perform Computer LO1. Plan and prepare for task to be
Operations undertaken

Element: Plan and prepare for task to be
undertaken

Performance Criterion: Assessment Criterion:
1.1. Requirements of task are determined 1. Requirements of task are determined
according to job specifications.
according to job specifications 2. Appropriate hardware and software are
1.2. Appropriate hardware and software are selected according to task assigned and
required outcome
selected according to task assigned and
required outcome

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Assessment Criterion:
1. Requirements of task are determined according to job specifications.

Object of Performance Level of Standard

As you can see, the formulated assessment criterion is derived from the performance
criterion of the CS. “Requirements of task are determined according to job
specifications”.

Example of deriving multiple Assessment Criteria from one Performance
Criterion:

1. Appropriate software is selected according to task assigned and required outcome
2. Appropriate hardware is selected according to compatibility of the software

Observe also the assessment criteria, “Unit’s conformity with Appropriate software is
selected according to task assigned and required outcome”. These criteria were
derived from the performance criterion, “Appropriate hardware and software are
selected according to task assigned and required outcome”. If you notice, the criterion
was split into two. This is because the developer believes that; checking for software
requirements and hardware are two performances which need to be demonstrated
separately. This only implies that in formulating assessment criteria, a developer can
always add, remove or modify a performance criterion in order to assess better the
performance stated in the elements.
In formulating assessment criteria, it is important to consider the critical aspects of
competencies, underpinning knowledge and skills related to the element. (Developing
Training Curriculum CBLM)
The indicators of a good statement of assessment criteria are the following:

1. It should be based on competency standards
2. The performance that needs to be done is clear and specific
3. Its statement is demonstrable and measurable
4. The statement is composed of performance that needs to be done and the level

of performance.

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5. It is stated in a passive voice of the sentence
Checking Learning Outcomes and Assessment Criteria
Assessment criteria should provide a satisfactory link between the learning outcome
and evidence of achievement of the learning outcome. To do this, assessment criteria
must be:

• Specific, so that both trainees and learners know exactly what is intended and
there is no ambiguity.

• Measurable, so that both trainees and learners can assess to what extent the
learners have achieved what they should be able to do.

• Achievable, because if the assessment criteria cannot be achieved by the
learners with some efforts, the learners will not be motivated to learn.

• Relevant, because satisfying the assessment criteria must make some
difference to the learner's ability to achieve the lesson outcome.

• Time-bounded, so that both the trainees and learners will know how learners
are progressing towards the outcome, as learning proceeds.

Learning Outcomes and Assessment Criteria must be written in ways that can be
assessed. SMART learning outcomes and assessment criteria tell learners what they
should be able to do, not what the trainer intends to achieve during the lesson. To
achieve SMART learning outcomes and assessment criteria, use 'action words' that
describe what the learner must be able to do, not 'abstract words' that are less specific
and may be misinterpreted.

Bloom’s Taxonomy table 1 shows list of action verbs that are grouped by their
definitions. This can guide developers in selecting the correct action verbs to use in
the formulation of learning outcomes and assessment criteria.

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Table 1: BLOOMS TAXONOMY: REVISED Bloom’s Taxonomy Action Verbs

Definitions I. II. II. V. V. VI.
Bloom’s Remembering Understanding Applying
Definition Exhibit Analyzing Evaluating Creating
memory of Demonstrate Solve
Verbs previously understanding problems to Examine and Present and Compile
learned of facts and new
material by ideas by situations by break defend information
recalling facts, organizing, applying
terms, basic comparing, acquired information into opinions by together in
concepts, and translating, knowledge,
answers. interpreting, facts, parts by making a different
giving techniques
• Choose descriptions, and rules in identifying judgments way by
• Define and stating a different
• Find main ideas way motives or about combining
• How
• Label • Classify • Apply causes. Make information, elements in
• List • Compare • Build
• Match • Contrast • Choose inferences and validity of a new
• Name • Demonstrate • Construct
• Omit • Explain • Develop find evidence ideas, or pattern or
• Recall • Extend • Experiment
• Relate • Illustrate to support quality of proposing
• Select • Infer with
• Show • Interpret • Identify generalizations work based alternative
• Spell • Outline • Interview
• Tell • Relate • Make use . on a set of solutions.
• What • Rephrase
• When • Show of • Analyze criteria • Adapt
• Where • Summarize • Model • Assume • Agree • Build
• Which • Translate • Organize • Categorize • Appraise • Change
• Who • Plan • Classify • Assess • Choose
• Why • Select • Compare • Award • Combine
• Solve • Conclusion • Choose • Compile
• Utilize • Contrast • Compare • Compose
• Discover • Conclude • Construct
• Dissect • Criteria • Create
• Distinguish • Criticize • Delete
• Divide • Decide • Design
• Examine • Deduct • Develop
• Function • Defend • Discuss
• Inference • Determine • Elaborate
• Inspect • Disprove • Estimate
• List • Estimate • Formulate
• Motive • Evaluate • Happen
• Relationships • Explain • Imagine
• Simplify • Importance • Improve
• Survey • Influence • Invent
• Take part in • Interpret • Make up
• Test for • Judge • Maximize
• Theme • Justify • Minimize
• Mark • Modify
• Measure • Original
• Opinion • Originate
• Perceive • Plan
• Prioritize • Predict
• Prove • Propose
• Rate • Solution
• • Solve
• Suppose
Recommend • Test
• Rule on • Theory
• Select
• Support
• Value

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The Content

The content is a part of module of instruction that presents what the trainees
needs to learn (knowledge, skills and attitude) to attain the unit of competency. This
content can only be identified thru in-depth analysis of the competency standard.

Looking back at the illustration showing the relationship of the competency
standard with the module of instruction, you will notice that there are three sources
wherein you can identify the content, namely; the range of variables and evidence
guide from the competency standard, and from the assessment criteria of the modules
of instruction.

Let us now explore how you will get the content from those sources.
Range of variables
We all know that the italicized terms listed in the performance criteria of the
competency standard are elaborated in the range of variables. Those italicized words
can serve as source of content.

Example:

(Refer to the Competency Standard of the unit, Web Development NC II)
Qualification: Web Development NC III

Unit of Competency: Perform Computer Operations

Element: Plan and prepare for task to be undertaken

Performance Criteria: 1.2 Appropriate hardware and software are selected according to task assigned

and required outcome

Range of Variables:

VARIABLE RANGE
1. Hardware and
peripheral 1.1. Personal computers
devices 1.2. Networked systems
1.3. Communication equipment
2. Software 1.4. Printers
1.5. Scanners
3. OH & S 1.6. Keyboard
guidelines 1.7. Mouse

Software includes the following but not limited to:
2.1. Word processing packages
2.2. Data base packages
2.3. Internet
2.4. Spreadsheets

3.1. OHS guidelines
3.2. Enterprise procedures

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VARIABLE RANGE
4. Storage media
Storage media include the following but not limited to:
5. Ergonomic 4.1. CDs/DVDs
guidelines 4.2. zip disks
4.3. hard disk drives, local and remote
6. Desktop icons 4.4. USB drives
4.5. Cloud-based
7. Maintenance
5.1 Types of equipment used
5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
5.5 Visual display unit screen brightness

Icons include the following but not limited to:
6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin

7.1 Creating more space in the hard disk
7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external surfaces

In this Example you can already identify one of the contents is Hardware and Software.
Without this content you will not know what is to be monitored, as specified in the
performance criteria. By this analyzation the developer can now think of contents that
will lead on the learning outcomes.

The details cited in the developed CLM and concepts/tenets/principles
required by law must also be incorporated. Below are the list that can be embed in the
Curriculum.

List of Contents

GAD

● Observing Gender Sensitivity in the Workplace
• Gender Mainstreaming
• Women Empowerment
• Young Feminism
• Gender and the Climate Crisis
• HIV/AIDS
• The Magna Carta of Women (Republic Act No. 9710) defines Gender and

Development Program (GAD)

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Drug Abuse Prevention
● Concepts and Approaches on Drug Abuse Prevention Education
● The Comprehensive Dangerous Drugs Act of 2002

Green TVET
● Greening the curriculum
● Waste Management
● Efficient energy utilization

Values
● Makatao
● Maka-Diyos
● Makabansa
● Morals and ethics
● Emotional Intelligence (EQ)

Mental Health
● Mental Health Awareness
● Positive Mental Health Amidst COVID19
● Develop competencies for the Mental Health Workforce
● Support Peer Workers in Mental Health

Financial Literacy and Entrepreneurship
● Financial Literacy (Saving, Budgeting, Borrowing, Investing and Fraud and
Scam)
● Entrepreneurship (Ideation, Lean Canvas and Elevator Pitch)

Palliative Care (in health courses)

● Definition and Principles of Palliative Care
● Identification and Control of Symptoms
● End-of-life Care
● Ethical and legal issues
● Psychosocial and spiritual issues
● Self-awareness and self-care in caring for terminally-ill patients

Others

• Newly enacted Law or Regulations relevant to the Qualification.

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Evidence Guide
The purpose of evidence guide is to guide the assessment of the unit of

competency in the workplace and/or training program. This evidence guide has six
parts, namely; critical aspect of the competency, underpinning knowledge,
underpinning skills, methods of assessment, resource implications, and context for
assessment. You can get the content for your module of instruction from the
underpinning knowledge and attitudes for the required knowledge and attitudes of the
unit of competency, and underpinning skills for the required skills of the unit of
competency.

Example:

Module title: Performing Computer Operations
Learning Outcome 1: Plan and Prepare for task to be undertaken
Assessment Criteria:

1. Requirements of task are determined according to job specifications.
2. Appropriate hardware and software are selected according to task assigned and

required outcome.
This assessment criterion is all about the hardware and software to be used in the
specific job requirement. So, if you want your trainees to learn identify appropriate
hardware and software on thing that you have to give to this is information about it.
The following can be included in the content:
Expected output of Contents
Module Title: Performing Computer Operations
CONTENTS:
• Main types of computers and basic features of different operating systems
• Main parts of a computer
• Information on hardware and software
• Data security guidelines

After identifying the content, you have to consider the following:
1. Arrange the content in sequence
2. Should be in line with intellectual capacities of targeted trainees.

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3. indicative of approach from known to unknown, depict possibility of deeper
understanding of the content, be limited but highly inclusive

Identifying Methodologies
Training methodologies are methods and techniques to deliver learning
contents/activities.

Example: Lecture, demonstration, self-paced, group discussion

Training methodology can be identified based on the identified contents per
learning outcomes. The training methodology must not only be appropriate to cover
topics and content adequately, but also depict a process of discovery leading to
trainees’ ability to practice the skills and deeper understanding of content. Methods
are chosen in relation to objectives and content of training and must be indicative of
variety, mixing audio and visuals, as much as possible.

Training delivery methods consist of the techniques and materials used by
trainers to structure or design learning experiences. Different training delivery methods
may be better or worse for achieving various learning objectives. During the design
phase, the different training delivery methods are examined to determine their
appropriateness for the learning objectives. Once appropriate methods are identified,
they are applied to the training plan in the development phase.

Learners have different learning preferences and style on how they will receive
learning. Following are methods that a trainer may use.

Training Methods:

- Lecture - Modular self-paced

- Role Playing - Debate

- Group Discussion - Demonstration

- Forum - SLE

- Buzz Group - Practice

- Brainstorming - Public Speaking

In response to the challenges posed by the fourth industrial revolution (4IR),

and now with COVID-19 pandemic, the agency developed the Flexible Learning

Delivery (FLD) for implementation in the new normal through TESDA Circular No. 62,

s.2020. The FLD is composed of online, blended, distance, face-to-face (F2F), and

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the combination of distance and F2F learning modalities, designed to provide a
conducive environment that is responsive to the shifting needs, requirements, and
conditions of TVET. This circular is requirements particularly the Competency Based
Curriculum that reflects Online Learning as the modality in delivering the TVET
program.

Flexible Learning Delivery Arrangements (TESDA Circular No. 62, s.2020)
• Face-to-face learning
• Online Learning
• Blended Learning
• Distance Learning

Example:
Module Title: Performing Computer Operations
METHODOLOGIES
• Self–paced
• Demonstration
• Discussion
• Blended-learning (Online Platform)

Conditions

The condition statement outlines the situations and contexts under which
learners will learn and be assessed. It gives an indication of the scope of the learning
outcome and what needs to be covered and assessed.

Conditions may cover such situations as facilities, equipment, range of
technology, particular types of locations, learning materials that may or may not be
used, access to reference material, various contexts and situations. Condition
statements provide flexibility to cope with local situations. They can either expand or
limit the intention of a learning outcome.

Use the 'Range of Variables' statements in the competency standards as a guide
when identifying a suitable range of facilities and equipment.

• List any essential facilities, equipment, tools, reference material that learners
will use during learning and/or assessment.

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• Outline the situations and contexts within which the learners should achieve the

learning outcome. These should include the types of workplaces, range of

equipment to be used, use of technology, etc.

Example:

(refer to the Competency Standard of the unit, Web Development NC II)
Qualification: Web Development NC III
Unit of Competency: Perform Computer Operations
Element: Plan and prepare for task to be undertaken
Performance Criteria:

1.2 Appropriate hardware and software are selected according to task assigned and required
outcome

Range of Variables:

VARIABLE RANGE
1. Hardware and
peripheral 1.1. Personal computers
devices 1.2. Networked systems
1.3. Communication equipment
2. Software 1.4. Printers
1.5. Scanners
3. OH & S 1.6. Keyboard
guidelines 1.7. Mouse

4. Storage media Software includes the following but not limited to:
2.1. Word processing packages
5. Ergonomic 2.2. Data base packages
guidelines 2.3. Internet
2.4. Spreadsheets
6. Desktop icons
3.1. OHS guidelines
7. Maintenance 3.2. Enterprise procedures

Storage media include the following but not limited to:
4.1. CDs/DVDs
4.2. zip disks
4.3. hard disk drives, local and remote
4.4. USB drives
4.5. Cloud-based

5.1 Types of equipment used
5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
5.5 Visual display unit screen brightness

Icons include the following but not limited to:
6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin

7.1 Creating more space in the hard disk

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7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external surfaces

Example expected output

Module Title: Performing Computer Operations

CONDITIONS:
Students/ trainees must be provided with the
following.

• Computer hardware with peripheral devices

• Appropriate software

From this sample you will see that the tools and equipment that the learner should be
provided from the range of variables are analyzed and, in some point, summarize
some items such are USB, CD, and etc. into computer peripheral devices. The tools
and materials should be provided in order for the learner to perform the above-
mentioned learning outcome.

Assessment Methods
Assessment is often confused with evaluation, which is the assessment of the

merit or worth of something. In general, assessment is concerned with the learning
of the individual, while evaluation focuses on such things as educational programs or
courses. In competency-based training programs, judgments about a learner's
performance are made against specified assessment criteria. They are criterion
referenced rather than norm referenced.

There is a range of assessment methods that can be used to assess learner’s
achievement. These assessment methods can be grouped into different types which
vary in their objectivity; that is, the degree of judgement required by the person
carrying out the assessment.

Written Objective Tests - Select Answer Type
• True / False Statements
• Multiple Choice
• Matching Type

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Written Objective Tests - Supply Answer Type
• Calculations
• Completion
• Short Answer

Practical Test
• Simulated
• Structured Practical Exercises
• Fault Finding Exercises

On Job Assessment Method
• Direct Observation

Essays
• Restricted response essays
• Extended response essays

Verbal Assessment Method
• Oral presentations
• Seminars
• Oral and Aural test
• Interviews

Example:
Module Title: Performing Computer Operations
Assessment Methods:
• Observation
• Questioning
• Practical demonstration

As you can analyze the learning outcome, the assessment method is the judgement
tools to identify if the learner meets the outcome needed to perform in that unit. For
example, the module title performing computer operations assessment method above
shows that practical or hands-on assessment tool is need to judge the performance of
the learner as well are while performing it. As the trainer you will observe the learner
while questioning them to measure their knowledge in the particular learning outcome.

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FINALIZATION OF
MODULE OF INSTRUCTION

89

13. FINALIZATION OF MODULE OF
INSTRUCTION

After learning all the steps in analyzing each component of module of instruction, the
next step is to create all the units of competencies the complete set of modules of
instruction. Then it will be compiled to form one course design summarizing all the
contents of every module.

Example:
UNIT OF COMPETENCY: PERFORM COMPUTER OPERATIONS
MODULE TITLE: PERFORMING COMPUTER OPERATIONS
MODULE DESCRIPTOR: This module covers the knowledge, skills, (and) attitudes
and values needed to perform computer operations which include inputting,
accessing, producing and transferring data using the appropriate hardware and
software.
NOMINAL DURATION: 20 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trained student must be able to:
LO1. Plan and prepare for task to be undertaken
LO2. Input data into computer
LO3. Access information using computer
LO4. Produce/output data using computer system
LO5. Maintain computer equipment and systems

The above sample are gathered from the identified contents that explained in the
development of modules of instruction.
The module descriptor can be derived from the unit descriptor of the TR/CS or
sometimes from the summary of learning outcomes if the relationship of the module
and standard is not one is to one.
The nominal duration per “Learning Outcome” are identified in the Section 3 of TR.

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Page 2 of Modules of Instruction

LO1. PLAN AND PREPARE FOR TASK TO BE UNDERTAKEN

ASSESSMENT CRITERIA:

1. Requirements of task are determined according to job specifications.
2. Appropriate hardware and software are selected according to task assigned

and required outcome.
3. Task is planned to ensure OH&S guidelines and procedures are followed.
4. Client -specific guidelines and procedures are followed.
5. Required data security guidelines are applied in accordance with existing

procedures.
CONTENTS:

• Main types of computers and basic features of different operating systems
• Main parts of a computer
• Information on hardware and software
• Data security guidelines
CONDITIONS:

Students/ trainees must be provided with the following.

• Computer hardware with peripheral devices
• Appropriate software
METHODOLOGIES:

• Self-paced
• Demonstration
• Discussion
• Blended-learning (Online Platform)
ASSESSMENT METHODS:

• Observation
• Questioning
• Practical demonstration

The CLM can be used as reference in enhancing the contents and
methodologies of the module of instruction. After completing the set of modules of
instruction in basic, common and core competencies for Web Development NC III. It
is time to compile all modules of instruction and create the course design course
design summarizing all the contents of every module.

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DEVELOPMENT OF
COURSE DESIGN

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