Handwashing
Procedures
14. Online Self-
Check 1.2-1
–
Handwashing
Procedures
15.Video on
Procedures in
Hand
Washing
(APCHTC’s
You Tube
Channel)
16.E-Task Sheet
1.2-1 –
Procedures
on
Handwashing
17.E-
Performance
Criteria
Checklist 1.2-
1–
Procedures
on
Handwashing
18.A childcare
workplace
19.Facilities,
equipment
and materials
relevant to the
unit of
competency
LO2: Bath and Dress Children
Assessment Contents Conditions Methodologies Assessment
Criteria 1. Bathing and Methods
Dressing/ The students / • Online
1. Children’s Undressing trainees must be Learning • Online Tests or
vital signs are Procedures provided with the Examinations
checked following: • Group (Google Forms
before bathing 2. Procedures Discussion or Microsoft
based on of Feeding 1. E-CBLM on thru Forms)
established Children Providing Care Discussion
procedures and Support to Forum via • Interview / Oral
3.Procedures Children using ZOOM, Questioning
2. Bathing in Taking Vital Google Google via ZOOM,
paraphernalia Signs Classroom under Classroom, Google Meet,
are prepared Classwork Google Meet, Viber, FB
as per 4.Proper etc. Messenger,
procedure. Health Care of 2. Printed CBLM on Facetime, etc.
Children Providing Care • Discussion
3. Bath water and Support to thru Video • Observation in
quantity and 5.Hand Children Conferencing Workplace thru
temperature Washing via ZOOM, Video
are checked Procedures 3. Writing Materials Google Conferencing
based on (e.g. pens or Classroom, via ZOOM,
health 6. Table pencils and Google Meet, Google Meet,
requirement of Etiquette papers) etc. etc.
the child
7. Good 4. Computer or • Online Video • Demonstration
4. Children are Grooming Laptop or Viewing using thru Video
assisted in Smartphones / Google Conferencing
dressing up 8. Nutritional Tablets (Android Classroom via ZOOM,
according to Needs of or iOS) with under Google Meet,
prevailing Children Camera and Classwork etc.
weather Audio
condition 9. Fat • Demonstration • Demonstration
Contents of 5. Internet (Face to Face) with Oral
5. Children’s Foods Connectivity Questioning
preferences • Group (Face to Face)
and decisions 10.Dietary 6. Earphones or Discussion
are Requirements Headsets (Face to Face)
acknowledged for Infants
, respected 11. Cultural 7. Google
and followed Practices and Classroom
whenever Beliefs about
appropriate Food 8. Web-Based
and possible Application
(Google Docs,
6. Children with Google Slides,
difficult Google Sheets,
behavior in Hangout,
bathing are Messenger,
dealt with Viber, and Zoom)
appropriately
as per 9. E-Book on
procedure Maternal and
Provision Health Nursing:
Care of the
12. Impact of Childbearing and
Foods and Childrearing
Drinks on Family
Dental Health
10. Online
13. Storage of Information
Food – Sheet 2.2-1 -
Temperatures Bathing and
Dressing/
Undressing
Procedures
14. Food 11. Online Self-
Preparation Check 2.2-1 -
and Cooking Bathing and
Dressing/
15. Cooking Undressing
and Preparing Procedures
Food
12. Video on
16. Menu Procedures in
Planning Bathing and
Dressing /
17. Basic Undressing
Measurements Procedures
(APHTC’s You
Tube Channel)
13. Job Sheet 2.2-1
– Procedure on
Bathing and
Dressing/
Undressing
Procedures
14. Performance
Criteria
Checklist 2.2-1
– Procedure on
Bathing and
Dressing/
Undressing
Procedures
15. Tools and
Equipment
Appropriate for
Bathing and
Dressing and
Undressing
Activities:
a. Bathing
paraphernalia
and toiletries
b. Diaper/Clothes
c. Grooming kit
16. Online
Information
Sheet 2.2-2 –
Procedures in
Taking Vital
Signs
17. Online Self-
Check 2.2-2 –
Procedures in
Taking Vital
Signs
18. Video on
Procedures on
Procedures in
Taking Vital
Signs (AP
VIDEOS)
19. Job Sheet 2.2-2
- Procedures in
Taking Vital
Signs
20. Performance
Criteria
Checklist 2.2-2 -
Procedures in
Taking Vital
Signs
21. Tools and
Equipment
Appropriate for
Taking Vital
Signs Activities:
a. Thermometer
b. Cotton
c. Alcohol
d. Thermometer /
tray
22. A childcare
workplace
23. Facilities,
equipment and
materials
relevant to the
unit of
competency
LO3: Feed Children
Assessment Contents Conditions Methodologies Assessment
Criteria 1. Bathing and Methods
Dressing/Undre The students / • Online
1. Nutritional ssing trainees must be Learning • Online Tests or
requirements Procedures provided with the Examinations
of children following: • Group (Google Forms
are 2. Procedures Discussion or Microsoft
determined of Feeding 1. E-CBLM on thru Forms)
according to Children Providing Care Discussion
their and Support to Forum via • Interview / Oral
development 3.Procedures in Children using ZOOM, Questioning
al stage Taking Vital Google Google via ZOOM,
Signs Classroom Classroom, Google Meet,
2. Menus under Google Meet, Viber, FB
prepared in 4.Proper Health Classwork etc. Messenger,
accordance Care of Facetime, etc.
with children’ Children 2. Printed CBLM • Discussion
nutritional on Providing thru Video • Observation in
and cultural 5.Hand Care and Conferencing Workplace thru
requirements Washing Support to via ZOOM, Video
Procedures Children Google Conferencing
3. Appetizing Classroom, via ZOOM,
food and 6. Table 3. Writing Google Meet, Google Meet,
drinks are Etiquette Materials (e.g. etc. etc.
prepared and pens or pencils
served 7. Good and papers) • Online Video • Demonstration
sufficiently Grooming Viewing using thru Video
and 4. Computer or Google Conferencing
appropriately 8. Nutritional Laptop or Classroom via ZOOM,
according to Needs of Smartphones / under Google Meet,
the child’s Children Tablets Classwork etc.
health needs (Android or
and iOS) with • Demonstration • Demonstration
preferences Camera and (Face to Face) with Oral
Audio Questioning
4. Children are • Group (Face to Face)
fed following 5. Internet Discussion
healthy Connectivity (Face to Face)
procedures
9. Fat Contents 6. Earphones or
of Foods Headsets
10.Dietary 7. Google
Requirements Classroom
for Infants
8. Web-Based
11. Cultural Application
Practices and (Google Docs,
Beliefs about Google Slides,
Food Provision Google Sheets,
Hangout,
Messenger,
12. Impact of Viber, and
Foods and Zoom)
Drinks on
Dental Health 9. E-Book on
Maternal and
13. Storage of Health Nursing:
Food – Care of the
Temperatures Childbearing
and
Childrearing
Family
14. Food 10. Online
Preparation and Information
Cooking Sheet 2.3-1 –
Nutritional
15. Cooking Needs of
and Preparing Children
Food
11. Online Self-
16. Menu Check 2.3-1 –
Planning Nutritional
Needs of
Children
17. Basic 12. Online
Measurements Information
Sheet 2.3-2 –
Dietary
Requirements
for Infants
13. Online Self-
Check 2.3-2 –
Dietary
Requirements
for Infants
14. Online
Information
Sheet 2.3-3 –
Fat Contents
of Foods
15. Online Self-
Check 2.3-3 –
Fat Contents
of Foods
16. Online
Information
Sheet 2.3-4 -
Impact of
Foods and
Drinks on
Dental Health
17. Online Self-
Check 2.3-4 -
Impact of
Foods and
Drinks on
Dental Health
18. Online
Information
Sheet 2.3-5 -
Cultural
Practices and
Beliefs about
Food
Provision
19. Online Self-
Check 2.3-5 -
Cultural
Practices and
Beliefs about
Food
Provision
20. Online
Information
Sheet 2.3-6 –
Menu
Planning
21. Online Self-
Check 2.3-6 –
Menu
Planning
22. Online
Information
Sheet 2.3-7 –
Table
Etiquette
23. Online Self-
Check 2.3-7 –
Table
Etiquette
24. Online
Information
Sheet 2.3-8 -
Food
Preparation
and Cooking
25. Online Self-
Check 2.3-8 -
Food
Preparation
and Cooking
26. Online
Information
Sheet 2.3-9 -
Basic
Measurement
s
27. Online Self-
Check 2.3-9 -
Basic
Measurement
s
28. Online
Information
Sheet 2.3-10 -
Cooking and
Preparing
Food
29. Online Self-
Check 2.3-10
- Cooking and
Preparing
Food
30. Online
Information
Sheet 2.3-11 -
Procedures of
Feeding
Children
31. Online Self-
Check 2.3-11
- Procedures
of Feeding
Children
32. Online Video
on
Procedures of
Feeding
Children (You
Tube:
https://www.y
outube.com/w
atch?v=pGW-
e0sIXk0)
33. Job Sheet
2.3-11 -
Procedures of
Feeding
Children
34. Performance
Criteria
Checklist 2.3-
11 -
Procedures of
Feeding
Children
35. Tools and
equipment
appropriate
for Feeding
children
activities:
a. Paper Plate
b. Plastic Spoon/
Fork
c. Napkin
d. Paper Cup
e. Table
36. Online
Information
Sheet 2.3-12
– Storage of
Food
37. Online Self-
Check 2.3-12
– Storage of
Food
38. A childcare
workplace
39. Facilities,
equipment
and materials
relevant to the
unit of
competency
Unit of Competency: Foster the Social, Intellectual, Creative and
Emotional Development of Children
Module Title: Fostering the Social, Intellectual, Creative and
Emotional Development of Children
Module Descriptor: This module covers the knowledge, skills and attitudes
required to foster the social, intellectual, creative and
emotional development of children from 1-12 years old
Nominal Duration: Fifty (50) Hours
Summary of Learning Outcomes:
LO1: Foster Children’s Independence and Autonomy
LO2:
LO3: Encourage Children to Express their Feelings, Ideas and Needs
LO4: Stimulate Children’s Awareness and Creativity
Foster Children’s Self-Esteem and Development of Self-Concept
Details of Learning Outcomes:
LO1: Foster Children’s Independence and Autonomy
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Psychology of The students /
1. Opportunities Children trainees must be • Online • Online Tests or
to develop provided with the
self-help 2. Cultural following: Learning Examinations
skills and Awareness
independenc 1. E-CBLM on (Google Forms
e are 3. Processes for Fostering the
provided as Creative and Social, • Group or Microsoft
needed. Artistic Intellectual, Discussion Forms)
Expression Creative and
2. Children are Emotional thru
given 4. Children Development of
opportunities Developmental Children using Discussion • Interview / Oral
to make Stages Google
choice in Classroom Forum via Questioning
appropriate 5. Understanding under
ways taking of Children’s Classwork ZOOM, via ZOOM,
into Physical and
consideration Skills 2. Writing Google Google Meet,
their Development Materials (e.g.
individual pens or pencils Classroom, Viber, FB
differences. and papers)
Google Meet, Messenger,
etc. Facetime, etc.
• Discussion
thru Video
Conferencing
via ZOOM,
Google
Classroom,
Google Meet,
etc.
3. Children are 6. Children’s 3. Computer or
encouraged Needs, Laptop or
to accept Interests and Smartphones /
responsibility Problems Tablets
(Android or iOS)
for their own with Camera
and Audio
actions. 7. Planning
4. Internet
4. Opportunities 8. Interpersonal Connectivity
are created Skills
for children 5. Earphones or
to participate 9. Motivational Headsets
in decision Skills
making. 6. Google
Classroom
7. Web-Based
Application
(Google Docs,
Google Slides,
Google Sheets,
Hangout,
Messenger,
Viber, and
Zoom)
8. E-Book on
Maternal and
Health Nursing:
Care of the
Childbearing
and Child
Rearing Family
9. Online
Information
Sheet 3.1-1 –
Psychology of
Children
10. Online Self-
Check 3.1-1 –
Psychology of
Children
11. Online
information
Sheet 3.1-2 –
Planning
12. Online Self-
Check 3.1-2 –
Planning
13. A childcare
workplace
14. Facilities,
equipment and
materials
relevant to the
unit of
competency
LO2: Encourage Children to Express their Feelings, Ideas and Needs
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Psychology of The students / • Online • Online Tests or
1. Children Children trainees must be Learning Examinations
encouraged to provided with the (Google Forms
express their following: • Group or Microsoft
feelings, ideas 2. Cultural
Awareness Discussion Forms)
and needs 1. E-CBLM on thru
based on Fostering the Discussion • Interview / Oral
Social, Forum via Questioning via
social norm 3. Processes for
Creative and Intellectual, ZOOM, ZOOM, Google
Artistic
2. Children Expression Creative and Google Meet, Viber, FB
provided with
activities as Emotional Classroom, Messenger,
Development Google Meet, Facetime, etc.
means of of Children etc.
releasing their 4. Children
Developmental using Google
feelings Stages Classroom • Discussion
under thru Video
according to Classwork Conferencing
their interests
and needs. 5. Understanding via ZOOM,
Google
of Children’s 2. Writing Classroom,
Materials (e.g. Google Meet,
3. Children are Physical and pens or etc.
pencils and
encouraged to Skills papers)
respect each Development
other’s
individual 6. Children’s 3. Computer or
needs, Needs, Laptop or
abilities and Interests and Smartphones
interest Problems / Tablets
(Android or
7. Planning iOS) with
Camera and
8. Interpersonal Audio
Skills
9. Motivational 4. Internet
Skills Connectivity
5. Earphones or
Headsets
6. Google
Classroom
7. Web-Based
Application
(Google Docs,
Google
Slides,
Google
Sheets,
Hangout,
Messenger,
Viber, and
Zoom)
8. E-Book on
Maternal and
Health
Nursing: Care
of the
Childbearing
and Child
Rearing
Family
9. Online
Information
Sheet 3.2-1 –
Cultural
Awareness
10. Online Self-
Check 3.2-1
– Cultural
Awareness
11. Online
information
Sheet 3.2-2 –
Children’s
Needs,
Interests and
Problems
12. Online Self-
Check 3.2-2
– Children’s
Needs,
Interests and
Problems
13. A childcare
workplace
14. Facilities,
equipment
and materials
relevant to
the unit of
competency
LO3: Stimulate Children’s Awareness and Creativity
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Children are 1. Psychology of The students / • Online • Online Tests or
Examinations
encouraged to Children trainees must be Learning (Google Forms
express their provided with the
imagination following: • Group or Microsoft
and creativity 2. Cultural 1. E-CBLM on Discussion Forms)
Awareness thru
based
developmenta Fostering the Discussion • Interview / Oral
Social, Forum via Questioning
l needs 3. Processes for Intellectual, ZOOM, via ZOOM,
Creative and Google Google Meet,
2. Children are Creative and Emotional Classroom, Viber, FB
provided with Artistic Development of Google Meet, Messenger,
activities that Expression
would support Children using etc. Facetime, etc.
awareness of 4. Children Google
Developmenta Classroom • Discussion
the range of under thru Video
movements of l Stages Conferencing
via ZOOM,
their own Classwork Google
Classroom,
body based 5. Understanding Google Meet,
on of Children’s 2. Writing etc.
developmenta Physical and Materials (e.g.
l needs. Skills pens or pencils
Development and papers)
3. Materials and
experiences 6. Children’s 3. Computer or • Online Video
are provided Laptop or
Needs, Viewing using
that would Smartphones / Google
stimulate their Interests and
Problems Tablets Classroom
various (Android or iOS) under
senses based 7. Planning with Camera Classwork
on their and Audio
interests. 8. Interpersonal 4. Internet
4. Experiences Skills Connectivity
that develop
and enhance 9. Motivational
Skills 5. Earphones or
imagination Headsets
and creativity
are provided 6. Google
based on their Classroom
interests
7. Web-Based
Application
(Google Docs,
Google Slides,
Google Sheets,
Hangout,
Messenger,
Viber, and
Zoom)
8. E-Book on
Maternal and
Health Nursing:
Care of the
Childbearing
and Child
Rearing Family
9. Online
Information
Sheet 3.3-1 –
Processes for
Creative and
Artistic
Expression
10. Online Self-
Check 3.3-1 –
Processes for
Creative and
Artistic
Expression
11. E-Handbook
on Early
Childhood
Development –
Basic
Concepts
12. Online
information
Sheet 3.3-2 –
Children
Developmental
Stages
13. Online Self-
Check 3.3-2 –
Children
Developmental
Stages
14. Online Video
on Children’s
Developmental
Stages (You
Tube:
https://www.yo
utube.com/watc
h?v=ZG60nC3
RJwc)
15. A childcare
workplace
16. Facilities,
equipment and
materials
relevant to the
unit of
competency
LO4: Foster Children’s Self-Esteem and Development of Self-Concept
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Opportunities 1. Psychology of The students / • Online • Online Tests or
provided for Children trainees must be Learning Examinations
provided with the (Google Forms
children to following: • Group or Microsoft
experience their 2. Cultural 1. E-CBLM on Discussion Forms)
Awareness thru
individual
strengths and Fostering the Discussion • Interview / Oral
Social, Forum via Questioning
needs. 3. Processes for Intellectual, ZOOM, via ZOOM,
Creative and Google Google Meet,
2. Acknowledgem Creative and Emotional Classroom, Viber, FB
ent and positive Artistic Development of Google Meet, Messenger,
support given Expression
based on child 4. Children Children using etc. Facetime, etc.
Google
experience Classroom under • Discussion
negative feeling Developmental Classwork thru Video
Stages Conferencing
(frustration, 2. Writing Materials via ZOOM,
(e.g. pens or Google
aggression, pencils and Classroom,
papers) Google Meet,
depression, 5. Understanding etc.
fear, and of Children’s 3. Computer or
anxiety). Physical and
3. Activities that Skills
present a Development
challenge within 6. Children’s Laptop or
the child’s Smartphones /
Needs, Tablets (Android
needs and or iOS) with
Interests and Camera and
capabilities
provided based Problems
on Audio
developmental 7. Planning
stage. 8. Interpersonal 4. Internet
4. Individual Skills Connectivity
differences 5. Earphones or
acknowledged 9. Motivational Headsets
Skills
and respected 6. Google
based on child’s
development Classroom
stage.
5. Children’s 7. Web-Based
Application
achievements (Google Docs,
acknowledged Google Slides,
and appreciated Google Sheets,
based on Hangout,
preference. Messenger, Viber,
and Zoom)
6. Children’s
positive self- 8. E-Book on
worth and self- Maternal and
esteem Health Nursing:
enhanced Care of the
Childbearing and
Child Rearing
Family
9. Online
Information Sheet
3.4-1 –
Understanding of
Children’s
Physical and
Skills
Development
10. Online Self-
Check 3.4-1 –
Understanding of
Children’s
Physical and
Skills
Development
11. Online
information
Sheet 3.4-2 –
Interpersonal
Skills
12. Online Self-
Check 3.4-2 –
Interpersonal
Skills
13. Online
information
Sheet 3.4-3 –
Motivational
Skills
14. Online Self-
Check 3.4-3 –
Motivational
Skills
15. A childcare
workplace
16. Facilities,
equipment and
materials
relevant to the
unit of
competency
Unit of Competency: Foster Physical Development of Children
Module Title: Fostering Physical Development of Children
Module Descriptor: This module covers the knowledge, skills and attitudes
required to foster specific physical development of
children from 1-12 years old
Nominal Duration: Fifty (50) Hours
Summary of Learning Outcomes:
LO1: Enhance Physical Activities of Children
LO2: Create Opportunities for Children to Develop a Wider Range of
Physical Development
LO3: Provide Experience to Support Physical Development of
Children
Details of Learning Outcomes:
LO1: Enhance Physical Activities of Children
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Knowledge The students / • Online • Online Tests or
trainees must be Learning Examinations
1. Children and provided with the (Google Forms
following: • Group or Microsoft
provided with understanding Discussion Forms)
tools and of children’s 1. E-CBLM on thru
Fostering the Discussion • Interview / Oral
equipment physical Physical Forum via Questioning
Development ZOOM, via ZOOM,
based on development of Children Google Google Meet,
using Google Classroom, Viber, FB
physical and skill Classroom Google Meet, Messenger,
under etc. Facetime, etc.
development development Classwork
needs
2. Children 2. Acceptance of
each child’s
given rate of
exercise or development,
activities needs,
based on interests and • Discussion
needs. strengths 2. Writing thru Video
Materials (e.g. Conferencing
3. Experiences pens or pencils via ZOOM,
that will target
specific areas and papers) Google
of physical
development 3. Computer or Classroom,
Laptop or Google Meet,
Smartphones / etc.
4. Needs of Tablets
children with
sensory/ (Android or
physical
disability iOS) with
Camera and
Audio
5. Equipment, 4. Internet
toys and Connectivity
resources that
can be used 5. Earphones or
to stimulate Headsets
physical
development 6. Google
Classroom
6. Knowledge of
interaction 7. Web-Based
between Application
physical (Google Docs,
development Google Slides,
and other Google Sheets,
areas of Hangout,
development Messenger,
– especially Viber, and
social and Zoom)
psychological
development 8. E-Book on
Maternal and
7. Relevant Health Nursing:
organizational Care of the
standards, Childbearing
policies and and Child
procedures Rearing Family
8. Planning 9. Online
9. Interpersonal Information
Skills Sheet 4.1-1 –
10. Motivational Knowledge and
Skills
Understanding
of Children’s
Physical
Development
and Skill
Development
10. Online Self-
Check 4.1-1 –
Knowledge
and
Understandin
g of Children’s
Physical
Development
and Skill
Development
11. Online
information
Sheet 4.1-2 –
Acceptance of
Each Child’s
Rate of
Development,
Needs,
Interests and
Strengths
12. Online Self-
Check 4.1-2 –
Acceptance of
Each Child’s
Rate of
Development,
Needs,
Interests and
Strengths
13. Online
information
Sheet 4.1-3 –
Planning
14. Online Self-
Check 4.1-3 –
Planning
15. A childcare
workplace
16. Facilities,
equipment
and materials
relevant to the
unit of
competency
LO2: Create Opportunities for Children to Develop a Wider Range of
Physical Development
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Knowledge The students / • Online • Online Tests or
1. Children are and trainees must be Learning Examinations
provided understanding provided with the (Google Forms
opportunities or Microsoft
of children’s following: • Group
to develop physical Discussion Forms)
their physical development 1. E-CBLM on thru
skills based and skill Fostering the Discussion • Interview / Oral
on development Physical Forum via Questioning
development Development of ZOOM, via ZOOM,
needs. 2. Acceptance of Children using Google Google Meet,
each child’s Google Classroom, Viber, FB
Classroom under Google Meet, Messenger,
2. Children are rate of
given the development, Classwork etc. Facetime, etc.
opportunities needs,
to develop interests and 2. Writing Materials • Discussion
themselves strengths (e.g. pens or
physically in thru Video
accordance 3. Experiences
with that will target pencils and Conferencing
resources specific areas
available of physical papers) via ZOOM,
development
3. Equipment 3. Computer or Google
Laptop or Classroom,
Smartphones / Google Meet,
Tablets (Android etc.
and tools are 4. Needs of or iOS) with
made children with Camera and
available sensory/ Audio
based on physical
needs disability 4. Internet
Connectivity
4. Opportunities 5. Equipment,
for physical toys and 5. Earphones or
development resources that Headsets
are provided can be used
based on to stimulate 6. Google
child’s stage physical Classroom
of growth and development
development 7. Web-Based
6. Knowledge of Application
5. Children are interaction (Google Docs,
monitored between Google Slides,
and physical Google Sheets,
encouraged development Hangout,
to develop and other Messenger,
healthy areas of Viber, and
sleeping development Zoom)
patterns and – especially
practices social and 8. E-Book on
based on psychological Maternal and
development Health Nursing:
physical 7. Relevant Care of the
needs organizational Childbearing and
standards, Child Rearing
policies and Family
procedures
9. Online
8. Planning Information
Sheet 4.2-1 –
9. Interpersonal Knowledge of
Skills Interaction
Between
10. Motivational Physical
Skills Development
and Other Areas
of Development
– Especially
Social and
Psychological
Development
10. Online Self-
Check 4.2-1 –
Knowledge of
Interaction
Between
Physical
Development
and Other
Areas of
Development –
Especially
Social and
Psychological
Development
11. Online
information
Sheet 4.2-2 –
Relevant
Organizational
Standards,
Policies and
Procedures
12. Online Self-
Check 4.2-2 –
Relevant
Organizational
Standards,
Policies and
Procedures
13. Online
information
Sheet 4.2-3 –
Motivational
Skills
14. Online Self-
Check 4.2-3 –
Motivational
Skills
15. A childcare
workplace
16. Facilities,
equipment and
materials
relevant to the
unit of
competency
LO3: Provide Experience to Support physical Development of Children
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Knowledge The students / • Online • Online Tests or
1. Experiences and trainees must be Learning Examinations
provided which understanding provided with the (Google Forms
will develop and or Microsoft
of children’s following: • Group
enhance physical Discussion Forms)
physical fitness development 1. E-CBLM on thru
2. Encouragement and skill Fostering the Discussion • Interview / Oral
development Physical Forum via Questioning
given to children Development ZOOM, via ZOOM,
to learn to 2. Acceptance of of Children Google Google Meet,
using Google Classroom, Viber, FB
develop habit each child’s Classroom Google Meet, Messenger,
forming physical rate of
activities development, under etc. Facetime, etc.
needs, Classwork
3. Ways and interests and 2. Writing • Discussion
means for the strengths
child to thru Video
participate in 3. Experiences
physical fitness that will target Materials (e.g. Conferencing
communicated, specific areas
modeled and of physical pens or pencils via ZOOM,
practiced development
and papers) Google
3. Computer or Classroom,
Laptop or Google Meet,
Smartphones / etc.
4. Needs of Tablets
children with (Android or
sensory/ iOS) with
physical Camera and
disability Audio
5. Equipment, 4. Internet
toys and Connectivity
resources that
can be used 5. Earphones or
to stimulate Headsets
physical
development 6. Google
Classroom
6. Knowledge of
interaction 7. Web-Based
between Application
physical (Google Docs,
development Google Slides,
and other Google Sheets,
areas of Hangout,
development Messenger,
– especially Viber, and
social and Zoom)
psychological
development 8. E-Book on
Maternal and
7. Relevant Health Nursing:
organizational Care of the
standards, Childbearing
policies and and Child
procedures Rearing Family
8. Planning 9. Online
Information
9. Interpersonal Sheet 4.3-1 –
Skills Experiences
that will Target
10. Motivational Specific Areas
Skills of Physical
Development
10. Online Self-
Check 4.3-1 –
Experiences
that will
Target
Specific Areas
of Physical
Development
11. Online
information
Sheet 4.3-2 –
Needs of
Children with
a Sensory/
Physical
Disability
12. Online Self-
Check 4.3-2 –
Needs of
Children with
a Sensory/
Physical
Disability
13. Online
information
Sheet 4.3-3 –
Equipment,
Toys and
resources that
can be used
to Stimulate
Physical
Development
14. Online Self-
Check 4.3-3 –
Equipment,
Toys and
resources that
can be used to
Stimulate
Physical
Development
15. Online
information
Sheet 4.3-4 –
Interpersonal
Skills
16. Online Self-
Check 4.3-4 –
Interpersonal
Skills
17. A childcare
workplace
18. Facilities,
equipment
and materials
relevant to the
unit of
competency
Unit of Competency: Provide Care and Support to Elderly
Module Title: Providing Care and Support to Elderly
Module Descriptor: This module covers the knowledge, skills and attitudes
required in providing support and assistance to maintain
quality care for the elderly to meet his / her daily needs
including nourishment, mobility, personal hygiene and
other support within the plan of care.
Nominal Duration: One Hundred Fifty (150) Hours
Summary of Learning Outcomes:
LO1: Establish and Maintain an Appropriate Relationship with the
LO2: Elderly
LO3:
Provide Appropriate Support to the Elderly
Provide Assistance with Elderly’s Personal Care Needs
Details of Learning Outcomes:
LO1: Establish and Maintain an Appropriate Relationship with the Elderly
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1.Types, Uses, The students /
1. Self- Specifications trainees must be
introduction and Maintenance provided with the
by the of Bathing following: on • Online
caregiver to Paraphernalia 1. E-CBLM Care Learning
the elderly
Providing
client done 2.Procedures of and Support to • Group • Online Tests
based on Bathing and Elderly using or
established Dressing the Discussion Examinations
procedures Elderly Google (Google
Classroom under thru Forms or
Discussion
Classwork
Forum via
2. Appropriate 3.Proper Care of
attitudes Elders 2. Writing Materials ZOOM, Microsoft
such as (e.g. pens or Google Forms)
confidentialit 4.Principles and pencils and Classroom,
y, privacy, Procedures in papers) Google Meet, • Interview /
courtesy and Taking Vital Signs etc. Oral
respect 3. Computer or Questioning
adhered to 5.Common Signs Laptop or • Discussion via ZOOM,
and and Symptoms of Smartphones / thru Video Google Meet,
demonstrate Common Tablets (Android
d towards the Illnesses or iOS) with Conferencing Viber, FB
elderly based Camera and via ZOOM,
on 6.Principles Audio Google Messenger,
established Procedures Classroom,
and Facetime, etc.
of
Google Meet,
procedures. Medicine 4. Internet
etc.
Administration Connectivity
3. The elderly’s
own interest, 7.Relevant Plan of 5. Earphones or
rights, Care, Roles and Headsets
freedom and Responsibilities of
decision- Caregiver 6. Google
making Classroom
supported 8.Relevant Policies,
and Protocols and 7. Web-Based
respected Practices of the Application
based on Certain (Google Docs,
established Organizations in Google Slides,
procedures. Relation to Google Sheets,
Services to the Hangout,
4. Short Elderly Messenger,
interpersonal Viber, and Zoom)
exchanges 9.Process of Aging
with the 8. Online
elderly in 10. Different Information
establishing, Religious, Sheet 5.1-1 on
developing, Cultural, Ability to
and Spiritual, Establish and
maintaining Physical and Maintain a
rapport Ceremonial Relationship that
encouraged. Perspectives Takes into
Account the
11. Causes, Elderly’s
Implications and Individual
Treatment of Differences (e.g.
Dementia and Age, Abilities,
Other Elderly Disabilities,
Related Cultural
Conditions Background)
12. Depending on 9. Online Self-
the Work, Roles Check 5.1-1 on
or Services Ability to
Provided, Establish and
Specific Maintain a
Knowledge of Relationship that
Particular Takes into
Groups or Account the
Issues may be Elderly’s
Required like: Individual
a. Alcohol and Differences (e.g.
Other Drugs Age, Abilities,
b. Cultural and Disabilities,
Linguistic Cultural
Diversity Background)
c. Risk of Self-
Harm 10. Online
d. Women Information
e. Men Sheet 5.1-2 on
f. Community Oral
Education Communication
g. Mental Skills
Health (Language
Skills) and Non-
13. Common Verbal
Problems of the Communication
Skills (e.g.
Elderly and their Touch, Smiling,
Ramifications etc.) Necessary
to Develop a
14. Different Trusting
Cultural Relationship
Requirements with an Elderly.
and Language Skills
Preferences may be English,
Mother
15. Factors Giving Language or
Rise to Grief Technical
and Loss in the Language
Elderly (Medical Terms)
as Required by
16. Safety Risks to Employment
the Elderly Service or
Organization
17. Major Systems
of the Body 11. Online Self-
Check 5.1-2 on
18. Ability to Oral
Establish and Communication
Maintain a Skills
Relationship (Language
that Takes into Skills) and Non-
Account the Verbal
Elderly’s Communication
Individual Skills (e.g.
Differences Touch, Smiling,
(e.g. Age, etc.) Necessary
Abilities, to Develop a
Disabilities, Trusting
Cultural Relationship
Background) with an Elderly.
Language Skills
19. Oral may be English,
Communication Mother
Skills Language or
(Language Technical
Skills) and Non- Language
Verbal (Medical Terms)
Communication as Required by
Skills (e.g. Employment
Touch, Smiling, Service or
etc.) Necessary Organization
to Develop a
Trusting 12. Online
Relationship Information
with an Elderly. Sheet 5.1-3 on
Language Skills Oral
may be English, Communication
Mother Skills
Language or (Language
Technical Competence)
Language Required to
(Medical Terms) Fulfill Job Roles
as Required by as Specified by
Employment the Employment
Service or Organization /
Organization Service. Oral
Communication
20. Oral Skills Include
Communication Asking
Skills Questions,
(Language Clarifying
Competence) Understanding
Required to of the Elderly’s
Fulfill Job Roles Preferences
as Specified by and Expressing
the Employment Encouragement
Organization / in Oral
Service. Oral Communication
Communication . Service /
Skills Include Organization
Asking may Require
Questions, Competence in
Clarifying English or
Understanding Native
of the Elderly’s Language, as
Preferences Required by the
and Expressing Elderly.
Encouragement
in Oral 13. Online Self-
Communication Check 5.1-3 on
. Service / Oral
Organization Communication
may Require Skills
Competence in (Language
English or Competence)
Native Required to
Language, as Fulfill Job Roles
Required by the as Specified by
Elderly. the Employment
Organization /
21. Reading and Service. Oral
Writing Skill Communication
(Literacy Skills Include
Competence) Asking
Required to Questions,
Fulfill Job Roles Clarifying
as Specified by Understanding
Employment of the Elderly’s
Organization / Preferences
Service. The and Expressing
Level of Skills Encouragement
may Range in Oral
from the Ability Communication
to Write Short . Service /
Messages or a Organization
Shopping List, may Require
to Assist the Competence in
Elderly with English or
Banking, Native
Reading of Mail, Language, as
Answering the Required by the
Phone, Elderly.
Receiving
Messages etc. 14. Online
the Employment Information
Service / Sheet 5.1-4 on
Organization Reading and
may Require Writing Skill
Competence in (Literacy
a Language Competence)
Other than Required to
English, Fulfill Job Roles
Depending on as Specified by
Job Request Employment
Organization /
22. Basic Service. The
Counseling Level of Skills
may Range
from the Ability
to Write Short
Messages or a
Shopping List,
to Assist the
Elderly with
Banking,
Reading of Mail,
Answering the
Phone,
Receiving
Messages etc.
the Employment
Service /
Organization
may Require
Competence in
a Language
Other than
English,
Depending on
Job Request
15. Online Self-
Check 5.1-4 on
Reading and
Writing Skill
(Literacy
Competence)
Required to
Fulfill Job Roles
as Specified by
Employment
Organization /
Service. The
Level of Skills
may Range
from the Ability
to Write Short
Messages or a
Shopping List,
to Assist the
Elderly with
Banking,
Reading of Mail,
Answering the
Phone,
Receiving
Messages etc.
the Employment
Service /
Organization
may Require
Competence in
a Language
Other than
English,
Depending on
Job Request
16. Online
Information
Sheet 5.1-5 on
Basic
Counseling
17. Online
Information
Sheet 5.1-5 on
Basic
Counseling
LO2: Provide Appropriate Support to the Elderly
Assessment Contents Conditions Methodologie Assessment
Criteria s Methods
1.Types, Uses, The students / • Online Tests
Specifications or
1. All support and Maintenance trainees must be Examinations
provided to of Bathing (Google
the elderly in Paraphernalia provided with the Forms or
accordance Microsoft
with the following: Forms)
1. E-CBLM on • Interview /
Oral
Providing Care Questioning
via ZOOM,
elderly’s 2.Procedures of and Support to Google Meet,
needs, rights, Bathing and Elderly using Viber, FB
self- Dressing the Google Messenger,
determination Elderly Classroom under Facetime,
and individual Classwork etc.
differences 3.Proper Care of 2. Writing Materials
2. The elderly Elders (e.g. pens or
encouraged 4.Principles and 3. pencils and
and supported Procedures in papers) • Online
to participate Taking Vital Signs
in ceremonial, Computer Learning
or
cultural, 5.Common Signs Laptop or • Group
educational, and Symptoms of
recreational, Common Smartphones / Discussion
religious, Illnesses Tablets (Android thru
social, and or iOS) with Discussion
Camera and Forum via
spiritual Audio
activities as 6.Principles and 4. ZOOM,
appropriately Procedures of Internet Google
planned. Medicine Connectivity Classroom,
Administration Google
3. Assistance 7.Relevant Plan of 5. Earphones or Meet, etc.
provided at all Care, Roles and 6. Headsets
times in order Responsibilities of • Discussion
to maintain a Caregiver Google thru Video
safe and Classroom Conferencin
healthy 8.Relevant Policies, 7. Web-Based g via ZOOM,
environment, Application Google
including Protocols and (Google Docs, Classroom,
minimizing Google Slides, Google
physical Practices of the Google Sheets, Meet, etc.
dangers and Hangout,
risk of Certain Messenger,
infections Viber, and Zoom)
based on Organizations in
Relation to
Services to the
Elderly
established 9.Process of Aging 8. E-Book on Basic
procedures.
4. Proper 10. Different Human Anatomy
response to Religious, and Physiology
situations of Cultural, 9. using Google
risks to health Spiritual, Classroom under
and safety Physical and Classwork
provided and Ceremonial
maintained Perspectives Online
Information
based on Sheet 5.2-1 on
established 11. Causes, Major Systems
procedures.
Implications and of the Body
Treatment of
Dementia and 10. Online Self-
Other Elderly Check 5.2-1 on
Related Major Systems
Conditions of the Body
12. Depending on 11. Online
the Work, Roles Information
or Services Sheet 5.2-2 on
Provided, Process of
Specific Aging
Knowledge of
Particular 12. E-Handbook on
Groups or Geriatric
Issues may be Medicine
Required like: Survival
a. Alcohol and Handbook using
Other Drugs Google
b. Cultural and Classroom
Linguistic under
Diversity Classwork
c. Risk of Self-
Harm 13. Online Self-
d. Women Check 5.2-2 on
e. Men Process of
f. Community Aging
Education
g. Mental 14. Online
Health Information
Sheet 5.2-3 on
13. Common Common Signs
Problems of the and Symptoms
Elderly and their of Common
Ramifications Illnesses
14. Different 15. Online Self-
Cultural Check 5.2-3 on
Requirements Common Signs
and and Symptoms
Preferences of Common
Illnesses
15. Factors Giving
Rise to Grief 16. Online
and Loss in the Information
Elderly Sheet 5.2-4 on
Common
16. Safety Risks to Problems of the
the Elderly Elderly and their
Ramifications
17. Major Systems
of the Body 17. Online Self-
Check 5.2-4 on
18. Ability to Common
Establish and Problems of the
Maintain a
Relationship Elderly and their
that Takes into Ramifications
Account the
Elderly’s 18. Online
Individual Information
Differences Sheet 5.2-5 on
(e.g. Age, Causes,
Abilities, Implications and
Disabilities, Treatment of
Cultural Dementia and
Background) Other Elderly
Related
19. Oral Conditions
Communication
Skills 19. Online Self-
(Language Check 5.2-5 on
Skills) and Non- Causes,
Verbal Implications and
Communication Treatment of
Skills (e.g. Dementia and
Touch, Smiling, Other Elderly
etc.) Necessary Related
to Develop a Conditions
Trusting
Relationship 20. Online
with an Elderly. Information
Language Skills Sheet 5.2-6 on
may be English, Different
Mother Religious,
Language or Cultural,
Technical Spiritual,
Language Physical and
(Medical Terms) Ceremonial
as Required by Perspectives
Employment
Service or 21. Online Self-
Organization Check 5.2-6 on
Different
20. Oral Religious,
Communication Cultural,
Skills Spiritual,
(Language Physical and
Competence) Ceremonial
Required to Perspectives
Fulfill Job Roles
as Specified by 22. Online
the Employment Information
Organization / Sheet 5.2-7 on
Service. Oral Relevant Plan
Communication of Care, Roles
Skills Include and
Asking Responsibilities
Questions, of Caregiver
Clarifying
Understanding 23. Online Self-
of the Elderly’s Check 5.2-7 on
Preferences Relevant Plan
and Expressing of Care, Roles
Encouragement and
in Oral Responsibilities
Communication of Caregiver
. Service /
Organization 24. Online
may Require Information
Competence in Sheet 5.2-8 on
English or Safety Risks to
Native the Elderly
Language, as
Required by the 25. Online Self-
Elderly. Check 5.2-8 on
Safety Risks to
21. Reading and the Elderly
Writing Skill
(Literacy 26. Online
Competence) Information
Required to Sheet 5.2-9 on
Fulfill Job Roles Relevant
as Specified by Policies,
Employment Protocols and
Organization / Practices of the
Service. The Certain
Level of Skills Organizations in
may Range Relation to
from the Ability Services to the
to Write Short Elderly
Messages or a
Shopping List, 27. Online Self-
to Assist the Check 5.2-9 on
Elderly with Relevant
Banking, Policies,
Reading of Mail, Protocols and
Answering the Practices of the
Phone, Certain
Receiving Organizations in
Messages etc. Relation to
the Employment Services to the
Service / Elderly
Organization
may Require
Competence in
a Language
Other than
English,
Depending on
Job Request
22. Basic
Counseling
LO3: Provide Assistance with Elderly’s Personal Care Needs
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Personal 1. Types, Uses, The students /
Specifications trainees must be
preferences and provided with
identified in Maintenance of the following:
consultation Bathing 1. E-CBLM on
with the Paraphernalia Providing Care
elderly and a and Support to
plan for 2. Procedures of Elderly using • Online
Google Learning
execution is Bathing and Classroom • Online Tests or
mapped out Dressing the under • Group Examinations
based on Elderly Classwork Discussion thru (Google Forms
Discussion or Microsoft
established 2. Printed CBLM Forms)
procedures 3. Proper Care of
Elders
2. The elderly on Providing Forum via
supported
and 4. Principles and Care and ZOOM, Google • Interview / Oral
Procedures in Questioning via
Taking Vital Support to Classroom, ZOOM, Google
Meet, Viber, FB
encouraged Elderly Google Meet, Messenger,
Facetime, etc.
in exercising Signs etc.
• Observation in
their rights 5. Common Signs 3. Writing Workplace thru
and personal and Symptoms Materials (e.g. • Discussion thru
preferences pens or pencils Video
of Common and papers) Conferencing
without Illnesses via ZOOM,
comprising 4. Computer or Google Video
their safety 6. Principles and Laptop or Classroom, Conferencing
and those of Procedures of Smartphones / Google Meet, via ZOOM,
others and in Medicine Tablets etc. Google Meet,
accordance Administration (Android or etc.
with iOS) with • Online Video
established 7. Relevant Plan Camera and Viewing using • Demonstration
procedures of Care, Roles Audio
and Google thru Video
Classroom Conferencing
3. Short Responsibilities 5. Internet under via ZOOM,
interpersonal of Caregiver Connectivity
Classwork Google Meet,
6. Earphones or
exchanges, Headsets etc.
clarifying
meaning and 8. Relevant 7. Google • Demonstration
maintaining Policies, Classroom
Protocols and (Face to Face) • Demonstration
Practices of the 8. Web-Based
Application with Oral
(Google Docs,
interaction to Certain Google Slides, • Role Play Questioning
identify the (Face to Face) (Face to Face)
elderly’s
Organizations • Group • Role Play (Face
preferences in Relation to
conducted Services to the Discussion to Face)
Elderly (Face to Face)
based on
established 9. Process of Google
procedures. Aging Sheets,
Hangout,
4. Time 10. Different Messenger,
scheduled to Religious, Viber, and
effectively Cultural, Zoom)
listen to the Spiritual,
elderly’s Physical and 9. E-Handbook
preferences Ceremonial on Geriatric
to maximize Perspectives Medicine
his / her well- Survival
Handbook
being. 11. Causes,
Implications
and Treatment 10. Online
of Dementia Information
and Other Sheet 5.3-1 on
Elderly Proper Care of
Related Elders
Conditions
11. Online Self-
12. Depending on Check 5.3-1
the Work, on Proper
Roles or Care of Elders
Services
Provided, 12. Online
Specific Information
Knowledge of Sheet 5.3-2 on
Particular Types, Uses,
Groups or Specifications
Issues may be and
Required like: Maintenance
a. Alcohol and of Bathing
Other Drugs Paraphernalia
b. Cultural and
Linguistic 13. Online Self-
Diversity Check 5.3-2
c. Risk of Self- on Types,
Harm Uses,
d. Women Specifications
e. Men and
f. Community Maintenance
Education of Bathing
g. Mental Paraphernalia
Health
14. Online
13. Common Information
Problems of Sheet 5.3-3 on
the Elderly and Procedures of
their Bathing and
Ramifications Dressing the
Elderly
14. Different
Cultural 15. Online Self-
Requirements Check 5.3-3
and on Procedures
Preferences of Bathing and
Dressing the
15. Factors Giving Elderly
Rise to Grief
and Loss in 16. Video on
the Elderly Procedures in
Procedures of
16. Safety Risks to Bathing
the Elderly (APCHTC’s
You Tube
17. Major Systems Channel)
of the Body
17. Video on
18. Ability to Procedures in
Establish and Dressing the
Maintain a Elderly
Relationship (APCHTC’s
that Takes into You Tube
Account the Channel)
Elderly’s
Individual 18. Job Sheet 5.3-
Differences 3 on
(e.g. Age, Procedures of
Abilities, Bathing and
Disabilities, Dressing the
Cultural Elderly
Background)
19. Performance
19. Oral Criteria
Communicatio Checklist 5.3-3
n Skills on Procedures
(Language of Bathing and
Skills) and Dressing the
Non-Verbal Elderly
Communicatio
n Skills (e.g. 20. Tools and
Touch, Materials
Smiling, etc.) Needed for the
Necessary to Activity:
Develop a a. Soap
Trusting b. Warm
Relationship Water
with an c. Bath
Elderly. Mittens
Language d. Lotion
Skills may be e. Bath
English, Blankets
Mother f. Bath
Language or Towels
Technical g. Clothes or
Language Patient’s
(Medical Gown
Terms) as
Required by 21. Online
Employment Information
Service or Sheet 5.3-4 on
Organization Principles and
Procedures in
20. Oral Taking Vital
Communicatio Signs
n Skills
(Language 22. Online Self-
Competence) Check 5.3-4
Required to on Principles
Fulfill Job and
Roles as Procedures in
Specified by Taking Vital
the Signs
Employment
Organization / 23. Video on
Service. Oral Procedures in
Communicatio Taking Vital
n Skills Include Signs
Asking (APCHTC’s
Questions, You Tube
Clarifying Channel)
Understanding
of the Elderly’s 24. Job Sheet 5.3-
Preferences 4 on
and Procedures in
Expressing Taking Vital
Encourageme Signs
nt in Oral
Communicatio 25. Performance
n. Service / Criteria
Organization Checklist 5.3-4
may Require on Procedures
Competence in in Taking Vital
English or Signs
Native
Language, as 26. Tools and
Required by Materials
the Elderly. Needed for the
Activity:
21. Reading and a. Sphygmom
Writing Skill anometer
(Literacy b. Stethoscop
Competence) e
Required to c. Digital
Fulfill Job Thermomet
Roles as er
Specified by d. Thermomet
Employment er tray
Organization / e. Cotton /
Service. The Cotton Balls
Level of Skills f. Alcohol
may Range g. Watch with
from the Ability Second
to Write Short Hand
Messages or a
Shopping List, 27. Online
to Assist the Information
Elderly with Sheet 5.3-5 on
Banking, Principles and
Reading of Procedures of
Mail, Medicine
Answering the Administration
Phone,
Receiving 28. Online Self-
Messages etc. Check 5.3-5
the on Principles
Employment and
Service / Procedures of
Organization Medicine
may Require Administration
Competence in
a Language 29. Video on
Other than Procedures in
English, Medicine
Depending on Administration
Job Request (APCHTC’s
You Tube
22. Basic Channel)
Counseling
30. E-Task Sheet
5.3-5 on
Procedures of
Medicine
Administration
31. E-Performance
Criteria
Checklist 5.3-5
on Procedures
of Medicine
Administration
32. Tools and
Materials
Needed for the
Activity:
a. Medicine
Tray
b. Medicine
Glass
c. Glass of
Water
33. Online
Information
Sheet 5.3-6 on
Depending on
the Work,
Roles or
Services
Provided,
Specific
Knowledge of
Particular
Groups or
Issues may be
Required like:
a. Alcohol and
Other Drugs
b. Cultural and
Linguistic
Diversity
c. Risk of Self-
Harm
d. Women
e. Men
f. Community
Education
g. Mental
Health
34. Online Self-
Check 5.3-6
on Depending
on the Work,
Roles or
Services
Provided,
Specific
Knowledge of
Particular
Groups or
Issues may be
Required like:
a. Alcohol and
Other Drugs
b. Cultural and
Linguistic
Diversity
c. Risk of Self-
Harm
d. Women
e. Men
f. Community
Education
g. Mental
Health
35. Online
Information
Sheet 5.2-4 on
Common
Problems of
the Elderly and
their
Ramifications
36. Online Self-
Check 5.2-4
on Common
Problems of
the Elderly
and their
Ramifications
37. Online
Information
Sheet 5.3-7
on Different
Cultural
Requirements
and
Preferences
38. Online Self-
Check 5.3-7
on Different
Cultural
Requirements
and
Preferences
39. Online
Information
Sheet 5.3-8
on Factors
Giving Rise to
Grief and
Loss in the
Elderly
40. Online Self-
Check 5.3-8
on Factors
Giving Rise to
Grief and
Loss in the
Elderly
41. Online
Information
Sheet 5.3-9
on Safety
Risks to the
Elderly
42. Online Self-
Check 5.3-9
on Safety
Risks to the
Elderly
Unit of Competency: PROVIDE CARE AND SUPPORT TO PEOPLE
WITH SPECIAL NEEDS
Module Title: PROVIDING CARE AND SUPPORT TO PEOPLE
WITH SPECIAL NEEDS
Module Descriptor: This module covers the knowledge, skills and attitudes
required in providing support and assistance to maintain
quality care for people with special needs to be able to
enhance their abilities to communicate and be
independent; responding to the physical, medical, health
and safety, personal care and home maintenance
requirements of people with disabilities.
Nominal Duration: One Hundred Fifty (150) Hours
Summary of Learning Outcomes:
LO1: Establish and Maintain Appropriate Relationship with People
with Special Needs.
LO2: Provide Appropriate Support to People with Special Needs
LO3: Assist in Maintaining Well-Being of People with Special Needs
LO4: Assist People with Special Needs to Identify and Meet their
Needs
LO5: Assist People with Special Needs in Maintaining an Environment
that Enables Maximum Independent Living
Details of Learning Outcomes:
LO1: Establish and Maintain Appropriate Relationship with People with
Special Needs.
Assessment Contents Conditions Methodologies Assessment
Criteria Methods
1. Aim all 1. Relevant The students / • Online
trainees must be Learning
dealings with Organizational provided with the • Online Tests
or
people with Policies and
special needs Procedures and following: • Group Examinations
at generating Responsibilities Discussion (Google
a trusting within It 1. E-CBLM on thru Forms or
relationship Provide Care and Discussion Microsoft
which include 2. Relevant Support to Forum via Forms)
protecting Policies, People with ZOOM,
confidentiality, Protocols and Special Needs Google • Interview /
privacy, Practices of the using Google Classroom, Oral
individual Organization in Classroom under Google Meet, Questioning
choices and Relation to own Classwork etc. via ZOOM,
the right to Work Activities Google Meet,
decision 2. Writing Materials • Discussion Viber, FB
making. 3. Basic (e.g. pens or thru Video Messenger,
Knowledge of pencils and Conferencing Facetime,
2. Demonstrate Different Types papers) via ZOOM, etc.
respect for of Disabilities
and their Effects 3. Computer or
on Clients Need Laptop or
individual Smartphones / Google
differences in 4. Understanding Tablets (Android Classroom,
all dealings of Support or iOS) with Google Meet,
with people Requirements Camera and etc.
with special for People with Audio
needs. Special Needs • Self-Paced
4. Internet
3. Demonstrate 5. Different Connectivity
5. Earphones or
Religious,
support for the Cultural,
interests, Spiritual, Headsets
rights and Physical,
decision Specific 6. Google
making of
people with Knowledge of Classroom
special needs
in all dealings. Particular
Groups or 7. Web-Based
Issues may be Application
Required like the (Google Docs,
4. Encourage following: Google Slides,
and support a. Alcohol and Google Sheets,
Hangout,
other Drugs
people with b. Cultural and Messenger,
special needs Linguistic Viber, and Zoom)
actively to Diversity 8. Online
communicate c. Risk of Self Information Sheet
ideas, feelings 6.1-1 on
and Harm Organizational
preferences d. Women Philosophy and
e. Men
f. Community
Education Goals
g. Mental Health
9. Online Self-
6. Organizational Check 6.1-1 on
Philosophy and Organizational
Goals Philosophy and
Goals
7. Legislative
Provision in 10. Online
Relation to the Information
Rights of People Sheet 6.1-2 on
with Disabilities Basic
Knowledge of
8. Basic Human, Social,
Knowledge of Psychological,
Human, Social, Cognitive and
Psychological, Physical
Cognitive and Development
Physical
Development 11. Video on
Different Types
9. Role and of Disabilities
Responsibility of (https://www.you
Self and Others tube.com/watch
in the ?v=cFtg2xub10E
Organization )
10. Organization’s 12. Online Self-
Definition of Check 6.1-2 on
Challenging Basic
Behavior Knowledge of
Human, Social,
11. Relevant Psychological,
Support Cognitive and
Equipment Physical
(and Development
Technologies)
and Related 13. Online
Occupational Information
Health and Sheet 6.1-3 on
Safety Role and
Requirements Responsibility of
Regarding Self and Others
their use in the
Organization
12. Impact of
Particular 14. Online Self-
Types of Check 6.1-3 on
Disability Role and
Responsibility of
13. Principles of Self and Others
Empowerment in the
/Disempower Organization
ment in
Relation to 15. Online
People with Information
Special Needs Sheet 6.1-5 on
Interpersonal
14. Occupational Skills
Health and Appropriate to
Safety Work with
Guidelines People with
Special Needs
15. Cultural
Factors 16. Online Self-
Affecting Check 6.1-5 on
People with Interpersonal
Special Needs Skills
Requirement Appropriate to
Work with
16. Understanding People with
of Regulations Special Needs
and
Guidelines 17. Online
Governing the Information
Handling of Sheet 6.1-6 on
Medication Oral
Communication
17. Interpersonal Skills (Language
Skills Skills)
Appropriate to Necessary to
Work with Develop a
People with Trusting
Special Needs Relationship
with People with
18. Oral Special Needs.
Communicatio Language may
n Skills be English or
(Language Community
Skills) Language as
Necessary to Required by
develop a Service or
trusting Organization
relationship
with people 18. Online Self-
with special Check 6.1-6 on
needs. Oral
Language Communication
may be Skills (Language
English or Skills)
community Necessary to
language as Develop a
required by Trusting
service or Relationship
organization with People with
Special Needs.
19. Communication Language may
be English or
20. Team work Community
Language as
21. Negotiation Required by
Service or
22. Use of Organization
Equipment
19. Online
23. Interpersonal Information
Communication Sheet 6.1-7 on
Communication
24. Observation as
Required by 20. Online Self-
Job Role Check 6.1-7 on
Communication
25. Assessment as
Required by 21. Online
Job Role Information
Sheet 6.1-8 on
Interpersonal
Communication
22. Online Self-
Check 6.1-8 on
Interpersonal
Communication