10

Technology & Livelihood Education

Electrical Installation
and Maintenance
Teachers Guide

DRAFT

GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: ______________________________________
Division _____________________________________________
First Year of Use: _____________________________________
Source of Fund (Year included):_________________________

Department of Education
Republic of the Philippines

Technology & Livelihood Education Grade 10

Teachers Guide
First Edition, 2014
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

DRAFT

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig-Dino, Ph.D.

Development Team of the Learners Material

Consultants: Alfredo L. Alcala Jr., Lorenzo A. Ladia and Famy I. Pepito
Authors:

ROMAN A. CABUSORA JR.

MARINO C. CUETO
Master Teacher I /NCII
EPS I-EPP/TLE/TVE /NCII
San Francisco High School
Division of Calapan City

Division of Quezon City
Region IV-B (MIMAROPA)

Editors: Lando T. Guzman, Lynette Guzman Lak-Ayen, Eugenio Masilungan,
Leonardo O. Munalim, and Heidi Macahilig
Reviewers: Arnel C. Anonical, Joel G. Castillo, Arnold M. Mendoza, Vladimir H.
Santos,
Noreen M. Zafranco, Marvin A. Mendoza, Lino A. Olit, Atanascio D.
Pagkaliwangan, Rainbee Priol and Benjie R. San Juan.
Illustrators: Ruel C. Quindoy and Jose Leo Vic O. Albao

DRAFT

Subject Specialists: Albert B. Erni, James Julius M. Liquigan, Owen M. Milambiling

Management Team: Jocelyn DR Andaya, Bella O. Marias and Jose D. Tuguinayo Jr.
Layout Artist: Mark Anthony E. Jalandoni

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
5th floor Mabini building, Deped complex 1600

Meralco Avenue Pasig city
Telefax:
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E-mail Address:
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K to12 BASIC EDUCATION CURRICULUM

Industrial Arts
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
GRADE 10
Personal Entrepreneurial Competencies (PECs)

4 Hours.

Grade Level Standard:

This is a specialization course which leads to Electrical Installation
and Maintenance National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the English
language; and 2) deliver quality customer service.
The preliminaries of this specialization course include the following: 1)
discussion on the relevance of the course; 2) explanation of key concepts
relative to the course and; 3) exploration on career opportunities.

DRAFT

Content Standard

The learner demonstrates understanding of ones Personal
Entrepreneurial Competencies in Electrical Installation and Maintenance.
Performance Standard
The learner independently creates a plan of action that strengthens and or
further develops his/her PECs in Electrical Installation and Maintenance.
Learning Competencies
Develop and strengthen PECs needed in Electrical Installation and Maintenance.

Introduction
This teachers guide will lead you to effectively and efficiently teach PECs.
Moreover, this will guide you in determining relevant and appropriate teaching
techniques and strategies that will fit to the learning needs and demands of the
learners to make them best understand, appreciate and be inspired in realizing
the importance of entrepreneurship and the entrepreneurial competencies
related to Electrical Installation and Maintenance.
This module will also provide learners an opportunity to know that
individuals possess different PECs. This PECs includes characteristics,
attributes, lifestyles, skills, or traits that make a person different from others.
Likewise, when one aligns these competencies with the competencies of
successful practitioners or entrepreneurs, he or she may become ready to face
the experiences of starting a business or being employed.
Moreover, the module is designed to stimulate the learners mind to
think about entrepreneurship and its role in the business community and in the
economic and social development.
Objectives

DRAFT

Learners are expected to understand the underlying principles and

concepts of PECS more particularly in:
- identifying areas for improvement, development and growth;
- aligning learners PECs according to their business or career choice; and
- creating a plan of action that ensures success in their business or
career choice.

Presentation of Content
Introduction
Guide learners in appreciating and understanding PECs in order to be

successful in business or in the world of work by sharing / telling them

inspiring real-life stories of successful businessmen and or well-known
workers in the field of Electrical Installation and Maintenance in Town/
Municipality.
Explain to learners the importance of assessing their PECs.
Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
Pre-Assessment

Utilize the sample pre-assessment test available in the learners materials or

craft a comprehensive teacher-made test to assess learners prior knowledge

and skills in PECs.
Evaluate the result of the pre-assessment and prepare a plan of action to
strategically address the learning needs and requirements of the learners.

DRAFT

Guide Questions
Have learners actively perform Task 2, and let them share their answers and
relevant experiences to the class.
Process learners understanding on the guide questions presented in Task 2.
Learning Goals and Target
Help learners in utilizing available technology / resources in planning their

own learning goals and targets.

Group Activity

Group the learners then let them perform Task 3. Let them share their

thought to the class.

Process learners understanding and guide them in arriving to a relevant and

acceptable generalization.

Know, Process, Reflect and Understand, and Transfer

Know
Discuss / present the importance of assessing personal entrepreneurial

competencies (PECs) and skills vis--vis a practicing entrepreneur or

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

Process
Let learners accomplish Task 4 (PECs Checklist). Let them have their own

DRAFT

interpretation or personal insights based from the accomplished task.

Facilitate student-to-student interactions and process learners understanding.

Reflect and Understand

Deepen learners understanding on PECs by guiding them to accomplish task

5 (Interview).

Facilitate appropriate learning activities to finish the task.

Encourage learners to report their accomplishments to the class.
Process learners understanding.

Transfer
Assist learners in individually accomplishing task 6 (Preparation of a Plan of

Action). Let them intelligently craft their own plan of action. Have learners
present this in class and process their understanding.
Guide learners in answering the essential questions presented on Task 7.
Have learners share their answers to the class and then process their
understanding.
Provide learners more concrete examples and enrichment activities to further
deepen their understanding about PECs and its importance in day-to-day
living as future entrepreneurs or workers.
Provide learners applicable activities whereby they can transfer to the
community what they have learned.
Let learners utilize available resources in the community to accomplish the
task.
7

V Feedback
Pre / Post Assessment
1. E
2. K
3. H
4. A
5. J

6. B
7. C
8. I
9. D
10. F

VI References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu

DRAFT

4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-onproduction--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR

Environment and Market (EM)

4 Hours.

Grade Level Standard:

This is a specialization course which leads to Electrical Installation and
Maintenance National Certificate Level II (NC II). It covers two (2) core competencies
that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess,
namely: 1) communicate effectively using the English language and 2) deliver quality
customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course; 2) explanation of key concepts relative to
the course and; 3) exploration on career opportunities.
Content Standard

The learner demonstrates understanding of environment and market in
Electrical Installation and Maintenance in ones town/municipality.

DRAFT

Performance Standard

The learner independently creates a business vicinity map reflective of

potential market in Electrical Installation and Maintenance in a town/municipality.
Learning Competencies
Develop a quality and marketable product or services in Electrical Installation and

Maintenance

Select a business idea based on the criteria and techniques set

Develop a brand for the product

1. Introduction

People who aspire to start a business need to explore the economic, cultural and
social conditions prevailing in an area. Needs and wants of the people in a certain
area that are not met may be considered as business opportunities. Identifying the
needs of the community, its resources, available raw materials, skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential entrepreneurs should
always look closely at the environment and market. They should always be watchful
on the existing opportunities and constraints. The opportunities in the business
environment are those factors that provide possibilities for a business to expand and
make more profits. Constraints, on the other hand, are those factors that limit the
business to grow, hence reduce the chance of generating profit. One of the best ways
to evaluate the opportunities and constraints is to conduct Strengths, Weakness,
Opportunities and Threats (SWOT) Analysis.
1. Objectives

DRAFT

Learners are expected to understand the underlying principles and

concepts of EM more particularly in:
- identifying what is of value to the customer;
- identifying the customers to sell to;
- explaining what makes a product unique and competitive;
- applying creativity and innovative techniques to develop marketable product; and
- employing a unique selling proposition (USP) to the product and or service.

10

1. Presentation of Content
Introduction
Utilizing appropriate activities, lead learners in giving value to environment and

market and its implication to be successful in a business relating to Electrical

Installation and Maintenance.
Guide learners in understanding the importance of environment and market;
likewise lead them in appreciating the value of SWOT Analysis.
Provide relevant, appropriate and meaningful examples of SWOT Analysis
pertaining to Electrical Installation and Maintenance.
Help learners in presenting the importance of assessing their immediate
environment and market pertaining to Electrical Installation and Maintenance.
Using your processing and questioning skills, guide learners in coming up with a
generalization about environment and market and its relation to be successful in
the field of Electrical Installation and Maintenance.
Pre-Assessment
Utilize the sample pre-assessment test available in the learners materials or craft a
comprehensive teacher made-test to assess learners prior knowledge and skills in
EM.
Evaluate the result of the pre-assessment and prepare a plan of action to
strategically address the learning needs and requirements of the learners.

DRAFT

Guide Questions

Ask learners to actively perform Task 1 and guide them in presenting their answers

to the class.
Process learners responses and guide them to have an appropriate generalization.
Learning Goals and Target
Help learners in planning their own learning goals and target as reflected.
Provide enrichment activities and guide them in analyzing available resources and

technology in the community in accomplishing their learning goals and targets.

11

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

Product Development

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

Guide learners in accomplishing Task 3. Let them passionately conduct a research

DRAFT

by doing an interview of a successful entrepreneur or practitioner within the town/

municipality.
Have learners present their research to the class and process their understanding
in relation to the objectives of this module.
Reflect and Understand

Inspire learners to deepen their understanding on environment and market by

carefully watching the videos related to the prescribed topics on task 4.

After letting the learners watch the videos, let them prepare a comprehensive
narrative report on the topics they have watched.
Encourage learners to present their accomplishments to the class.
Process learners understanding in relation to the objectives of this module.
Transfer
Guide learners in developing their concept for their own product or service as

reflected on Task 5.
Assist learners in analyzing and utilizing available resources in developing their
concept of their own product or service.
Evaluate learners output by referring to teachers-made rubrics which are aligned
to the performance standards.

12

 Evaluate learners output by referring to teachers-made rubrics which are

aligned to the performance standards.

Let learners eloquently share and present their output to the class.
Lead learners in reflecting on the importance of product conceptualization.
Generating Ideas for Business
Know
Let learners read and understand topics relating to generating ideas for business,

key concept of selecting a business idea, and branding.

Let learners undergo varied levels of learning activities to better appreciate the

importance of generating ideas for business, key concept of selecting a business

idea, and branding.
Process learners understanding relative the objectives of this module.
Process
Lead learners in reflecting on their SWOT Analysis and its importance in generating

DRAFT

business ideas by engaging them to learning opportunities for interaction with

others outside the classroom and with the use of technology.
Instruct learners to enrich their knowledge on SWOT Analysis by conducting
researches.
Provide an appropriate type of assessment to evaluate learners understanding on
SWOT Analysis. Utilize the result of the assessment to craft more appropriate and
productive learning activities.
Assist learners in performing Task 6 (SWOT Analysis).
Evaluate / Assess learners output and check it against the objectives of this
module.

Reflect and Understand

Let learners work on an independent learning activity or cooperative learning (ICL)

in accomplishing Task 7 (Extra Readings and Video Viewing).

Assist learners in presenting their output. Assess the evidence of learning and

provide useful input to improve their output.

Transfer
Have learners prepare task 8 (Making My Own Logo). Assist learners in

accomplishing this task by adhering on with their real life experience.

13

 Assess learners output using a teacher-made rubrics following the standards and objectives of this module.
V Feedback
Pre / Post Assessment
1 .d
2 .c
3 .a
4 .b
5. a

6. d
7. b
8. c
9. d
10. d

VI References
1. Module 5, Project EASE, Effective and Affordable Secondary Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

DRAFT

3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--421.
php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-onproduction--303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR

14

Process and Delivery (P & D)

Content Standard
The learner demonstrates an
understanding of the basic
concepts and underlying theories
in electrical installation and
maintenance.

Performance Standard
The learner independently
demonstrates the common
competencies in electrical
installation and maintenance as
prescribed by TESDA Training
Regulations.

w
TABLE OF
CONTENT

INSTRUCTIONS

PAGE

Quarter I
The teacher shall give the learners
an overview of the competencies in
the installations of electrical lighting
systems, auxiliary outlets and lighting
fixtures. It includes instructions
and procedure in wires and cables,
electrical symbols, wiring diagrams,
installation using flexible armored
cable (BX), non-metallic sheathed
cable (NM) and flexible metallic tubing
(FMT). It also includes instructions
and procedure in attaining the learning
outcome in which they are expected to:

DRAFT
Introduction

41

LO2- Install electrical lighting

systems, auxiliary outlets and
lighting fixtures
Each learning outcome contains
learning activities with information
and activity sheets. Diagnostic and
self-check of their basic knowledge
in the installation of electrical lighting
systems, auxiliary outlets and lighting
fixtures are also included.
15

Suggested
No of Hours
(40)

A. The teacher may require

students separate sheets for the

pre/ diagnostic test or may ask
the learners to bring their own
modules together with their activity
notebooks.

B. The teacher discusses with the

Pre-Diagnostic Test

learners about the need for a pre/

diagnostic assessment. Guide
them by giving clear instructions
in taking a pre/diagnostic test in
assessing their prior knowledge in
1
the installation of electrical lighting
Hour
systems, auxiliary outlets and
lighting fixtures, specifically, in wires
and cables, electrical symbols,
wiring diagrams, installation using
flexible armored cable (BX), nonmetallic sheathed cable and flexible
metallic tubing (FMT). Results of the
assessments shall provide feedback
to the teacher so as to clarify
misconceptions and thus, guide
them for further learning.

DRAFT
42

C. Answer Key:
11. b
12. d
13. b
14. b
15. c
16. d
17. d
18. a
19. d
20. c

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

16

Information Sheet
2.1 Wires and
Cables

A. Ask learners to prepare their

45

modules in Wires and Cables.

B. Guide learners in the discussion of

4
Hours

the lesson about Wires and Cables.

A. Guide learners in administering

Self-Check 2.1- Wires and Cables

B. Answer Key:

Self Check 2.1

Wires and Cables

59

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

1
Hour

DRAFT

A. Ask learners to prepare their

modules for the lesson in Common

Electrical Symbols.

Information Sheet
2.2 Common
Electrical Symbols

B. Guide learners in the discussion of

61

the lesson about Common Electrical

Symbols.

17

3
Hours

A. Guide learners in administering SelfCheck 2.2 - Analyze Electrical Symbols

Self Check 2.2

Analyze Electrical
Symbols

68

B. Answer Key:
a.
1. b
2. d
3. a
4. e
5. c
b. Answers will depend on the answers
of each student. (1 10)

DRAFT

Information Sheet
70
2.3 Wiring Diagrams

A. Ask learners to prepare their

modules the lesson on Wiring
Diagrams.
B. Guide learners in the discussion of
the lesson about Wiring Diagrams.

18

1
Hour

3
Hours

A. Guide learners in administering SelfCheck 2.3 Wiring Diagram

B. Answer Key:
Schematic Diagram of one lamp
1
controlled by a single pole switch and a Hour
convenience outlet

Self Check 2.3

Wiring Diagram

Actual Connection Diagram of one

lamp controlled by a single pole switch
and a convenience outlet
76

DRAFT
Line Diagram of one lamp controlled
by a single pole switch and a
convenience outlet

19

A. Instruct learners in the sketching of

schematic, actual connection and line
diagrams.
B. Answer Key:
Schematic Diagram of two lamps,
first lamp is controlled by two 3-way
switches and the second lamp is
controlled by a single pole switch

Activity Sheet 2.1

Wiring Diagram

DRAFT
77

Actual Connection Diagram of two

lamps, first lamp is controlled by two
3-way switches and the second lamp is
controlled by a single pole switch

20

2
Hours

Line Diagram of two lamps, first lamp is

controlled by two 3-way switches and the
second lamp is controlled by a single pole
switch

DRAFT

Information Sheet
2.4 Flexible Armored 78
Cable Wiring

Self Check 2.4

Flexible Armored
Cable Wiring

83

A. Ask learners to prepare their

modules of the lesson in Flexible
Armored Cable Wiring.

2
Hours

B. Guide learners in the discussion of

the lesson in Flexible Armored Cable
Wiring.
A. Guide learners in administering SelfCheck 2.4 Flexible Armored Cable
Wiring.

Hour
B. Answer Key:
1. a
2. d
3. c
4. b
5. c

21

A. Instruct learners in the installation

one lamp controlled by a single

pole switch using a flexible armored
cable.

Note: Remind students to observe

safety measures while working on the
task.

Activity Sheet 2.2

Flexible Armored
Cable Wiring
Installation

Tools and Equipment Needed:

Hacksaw
Screwdrivers (Flat and Philips)
Pliers (Long Nose/Combination)
Pull Push Rule
Pencil/Chalk
Wire Stripper
Personal Protective Equipment
- Gloves, goggles and hardhat
Electrical Materials Needed.
Quntity
Description
3 meters
BX Armored Cable
#14/2awg (1.6mm)
2 pcs.
Junction boxes,
octagonal, 2 deep
(5mm)
1 pc.
Utility box, 2x4
(5cm x 10cm) Utility boxes, 2x4
(5cm x 10cm)
1 pc.
Lamp holder, flush
type
1 pc.
Incandescent lamp, 25
watts
1 pc
Single pole switch,
flush type
1 pc.
Circuit breaker, 20amp
6 pcs.
Bushings

DRAFT
84

6 pcs.

22

Metal straps

3
Hours

10 pcs.
1 roll
1 pc.

Woods Screws,

Electrical tape
Wiring board 2 x
4 x

B. The teacher will check the wiring

installation output of the student

based on the assessment criteria
found in the Learners Materials.

A. Instruct learners on how to Install

one lamp controlled by two 3-way
switches in different locations.
Activity Sheet 2.3
Flexible Armored
Cable Wiring
Installation

B. Answer Key:
1. List of electrical materials needed.
Quantity
Description
3 meters
BX Armored Cable
#14/3awg (1.6mm)
3 meters
BX Armored Cable
#14/2awg (1.6mm)
2 pcs.
Junction boxes,
octagonal, 2 deep
(5mm)
2 pcs.
Utility boxes, 2x4
(5cm x 10cm)
1 pc.
Lamp holder, flush
type
1 pc.
Incandescent lamp 25
watts
1 pair
3-way switches with
cover, flush type
1 pc.
Circuit breaker, 20amp

DRAFT
86

23

3
Hours

8 pcs.
8 pcs.
8 pcs.
12 pcs.
1 roll
1 pc.
89

Information Sheet
2.5 Non-metallic
Sheathed Cable
(NM)

BX straight
connectors,
diameter
Bushings
Metal straps
Woods Screws,

Electrical tape
Wiring board 4
x 4 x

2. The teacher will check the wiring

installation output of the student based
on the assessment criteria found in the
Learners Material.
A. Ask learners to prepare their module
about the lesson in Non-Metallic
2 hours
Sheathed Cable (NM)

DRAFT

Guide learners in the discussion of the

lesson about Non-Metallic Cable (NM)

24

A. Guide learners in discussing and

administering Self-Check 2.5 NonMetallic Sheathed Cable

B. Answer Key:
hour
A.
1. steel staple/aluminum strap
2. type NM
3.type NMC
4. 20 amps
5. 30 amps
B.
Self Check 2.5 NonMetallic Sheathed
96
Cable

Slit the sheathing down the middle

using a sharp utility knife. To avoid

slicing the wire insulation, do not cut
too deep.
Pull back the plastic sheathing, as
well as the paper that wraps the
wires, exposing 8-12 inches of wire.
Insert the wires into the box. With
this type of plastic box, push the
wires through a hole, which has a
tab that grabs the cable. Check that
about 1/2 inch of sheathing is visible
inside the utility /junction box.
Wherever possible, staple NM cable
firmly to a framing member, out of
reach of nails. Staple cable within 8
inches of the box and every 2-4 feet
along the run of the cable.

DRAFT

A. Ask learners to prepare their

Information Sheet
2.6 Flexible Metallic
Tubing (FMT)

97

module about the lesson in Flexible 2

Metallic Tubing (FMT)
Hours

B. Guide learners in the discussion of

the lesson about Flexible Metallic

Tubing (FMT)

25

C. Guide learners in discussing and

administering Self-Check 2.5

Flexible Metallic Tubing.

Self Check 2.6

Flexible Metallic
Tubing

100

B. Answer Key:
1. clamps/straps
2. 50 ft.
3. 8
4. Flexible Metallic Tubing
5. FMT connector
6. in wet location, in hoist way, in
storage battery room.
7. FMT connectors
8. Adapter/locknut
9. clamps/straps
10. Flexible Metallic Tubing

DRAFT

1
Hour

A. Instruct learners on how to properly

Cut Flexible Metallic Tubing.

Activity Sheet 2.4

101
Cut Flexible Metallic
Tubing

Supplies and Materials:

Pencil
Chalk
Rag
FMT
Tools and Equipment:
Bench vise
Hacksaw
Personal Protective Equipment
-gloves, goggles and hardhat
B. The teacher will check the output
(Cut Metallic Tubing).

26

1
Hour
Mins

A. Instruct learners on how to Install

Flexible Metallic Tubing (FMT).
Supplies and Materials:
Serving cap
Circuit breaker
Utility boxes
Junction boxes
Flexible metallic tubing
Connector (FMT)
Metal strap
Wiring plan
Wiring booth/board
Tools and Equipment
Activity Sheet 2.5
Install Flexible
Metallic Tubing
(FMT)

102

Metric rule
Try square
Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line
Screw driver
Hammer
Personal Protective Equipment
- Gloves
- Goggles
- Hardhat
- Tight clothes

DRAFT

B. The teacher will check the students

outputs in the wiring installation based
on the assessment criteria found in the
Learners Materials.

27

2
Hours

Suggested
Differentiated
Activity for Sketching
Wiring Diagrams

A. Instruct learners to sketch

3 hours
schematic, actual connection, and
line diagrams the following:
1.) A circuit with three lamps, one lamp
is controlled by a 4-way switch and
two 3-way switches in three different
locations and two lamps are controlled
by a single pole switch. (for Advanced
learners)
2.) A circuit with three lamps, one lamp
is controlled by two 3-way switches and
two lamps are controlled by a single
pole switch.(for Proficient learners)
B. Answer Key:
1. Schematic Diagram:

DRAFT

Actual Connection Diagram:

Line Diagram:

2. Schematic Diagram:

28

Actual Connection Diagram:

Line Diagram:

DRAFT

A. Ask the learners to prepare their

activity notebooks and modules for

the installation of electrical lighting
systems, auxiliary outlets and
lighting fixtures.

B. Guide learners in the administration

Summative Test
Quarter I

105

of two types of assessments:

Written Assessment
Performance Assessment

C. Answer Key:

Test I- A Knowledge:
1. ACV
2. Schematic
3. 8
4. Hypertemp 2000/magnet wire
5.

29

3
Hours

Test I- B
1. Armored cable
2. Octagonal box
3. Flexible metallic tubing
4. FMT connectors
5. Adapter locknut
Test II- Process:
Possible answers:
BX/Armored Cable Wiring for
Ceiling
NM wiring for ceiling
TW, THW, THHN, THWN wires
inside rigid conduit (metallic
or non-metallic) for ceiling and
concrete walls.
Justification: All are approved for
indoor use, as long as the correct
sizes of conductors are used.
One cannot use BX and NM to be
embedded in concrete walls. It is
not allowed by the code.

DRAFT

Test III- Understanding:

Test IV-Performance: (10 points)

The teacher will check students output
in the wiring installation output of the
student based on the assessment
criteria found in the Learners Materials.

30

TABLE OF
CONTENT

INSTRUCTIONS

PAGE

Quarter II
The teacher shall give the learners
an overview of the competencies in
the installations of electrical lighting
systems, auxiliary outlets and lighting
fixtures. Including the instructions and
procedure in the installation of rigid
steel conduits, intermediate metallic
tubing and Republic Act 7032. It also
includes instructions and procedure of
the learning outcome:
Introduction

111

LO2- Install electrical lighting systems,

auxiliary outlets and lighting fixtures.
Each learning outcome will be
achieved through learning activities
with information and activity sheets.
Diagnostic and self-check of students
basic knowledge in the installation of
electrical lighting systems, auxiliary
outlets and lighting fixtures are also
included.

DRAFT

31

Suggested
No of Hours
(40)

The teacher may require students

separate sheets for the pre/ diagnostic
test or may ask the learners to bring
their own modules together with their
activity notebooks.
Discuss with learners about the need
for a pre/diagnostic assessment.
Guide them by giving clear instructions
in taking a pre/diagnostic test in
assessing their prior knowledge in
the installation of electrical lighting
systems, auxiliary outlets and lighting
fixtures, specifically, in the installation
of rigid steel conduits, intermediate
metallic tubing and Republic Act 7032.
Results of the assessments serve as
a springboard to the clarifications of
misconceptions.

Pre-Diagnostic Test

DRAFT
112

C. Answer Key:
1. a
2. c
3. c
4. b
5. b
6. b
7. d
8. a
9. c
10. a
11. b
12. a
13. a
14. b
15. d
16. c
17. a
18. d
19. c
20. b

32

1
Hour

Information Sheet
2.7 Rigid Steel
Conduit (RSC)
114

A. Ask learners to prepare their module

about the lesson in Rigid Steel Conduit
(RSC).
3
Hours
B. Guide learners in the discussion of
the lesson about Rigid Steel Conduit
(RSC).

A. Guide learners in administering SelfCheck 2.6 Rigid Steel Conduit

DRAFT

Self Check 2.7 Rigid

Steel Conduit

118

B. Answer Key:
1. a
2. d
3. b
4. c
5. a

33

Hour

A. Instruct learners on how to Ream

Rigid Steel Conduit.
Supplies and Materials:
Pencil
Chalk
Rag
RSC
Tools and Equipment:
Bench vise
Flute reamer/file
Hacksaw
Personal Protective Equipment
-gloves, goggles and hardhat
Activity Sheet 2.6
Ream Rigid Steel
Conduit

B. Demonstrate the proper way of

reaming and check the output using the
suggested assessment criteria.
Suggested Assessment Criteria

DRAFT

119

CRITERIA
Smoothness
Measurement
Use of tool
Use of PPE
Speed
Housekeeping
TOTAL

34

5
4
3
3
3
2
20

POINTS

3
Hours

A. Instruct learners on how to Bend

Rigid Steel Conduit (Elbow Bend).
Supplies and Materials:
Pencil
Chalk
Rigid Steel Conduit
Tools and Equipment:
Metric rule
Try square
Hickey with handle
Hacksaw
Personal Protective Equipment
-gloves, goggles and safety shoes

Activity Sheet 2.7

Bend Rigid Steel
Conduit (Elbow
Bend)

B. Demonstrate the proper way of

bending rigid steel conduit (elbow
bend) and will check the output using
the suggested assessment criteria.

DRAFT
121

Suggested Assessment Criteria

CRITERIA
Accuracy of bend
Measurement
Use of tool
Use of PPE
Speed
Housekeeping
TOTAL

35

POINTS
5
4
3
3
3
2
20

4
Hours

Activity Sheet 2.8

Bend Rigid Steel
Conduit (Offset Bend) 123

A. Instruct learners on how to Bend

Rigid Steel Conduit (Offset Bend).
Supplies and Materials:
Pencil
Chalk
Rigid Steel Conduit
Tools and Equipment:
Metric rule
Try square
Hickey with handle
Hacksaw
Personal Protective Equipment
-gloves, goggles and safety shoes 4
Hours
Demonstrate the proper way of bending
rigid steel conduit (offset bend) and will
check the output using the suggested
assessment criteria.

DRAFT

Suggested Assessment Criteria

CRITERIA
Accuracy of bend
Measurement
Use of tool
Use of PPE
Speed
Housekeeping
TOTAL

36

5
4
3
3
3
2
20

POINTS

Activity Sheet 2.9

Install Rigid Steel
Conduit

125

A. Instruct learners on how to Install

Rigid Steel Conduit.
Supplies and Materials:
Serving cup
Circuit breaker
Utility boxes
Junction boxes
Rigid steel conduit
Connectors (RSC)
Metal straps
Wiring booth/board
Wiring plan
Tools and Equipment:
Metric rule
Try square
Bench vise
Hacksaw/pipe cutter
Level
Plumb bob
Chalk line
Screwdrivers
Hammer
Personal Protective Equipment
-gloves, goggles, hardhat and
tight clothes

DRAFT

B. Check the output using the

assessment criteria found on the
Learners Materials.

37

4
Hours

Information Sheet
2.8 Intermediate
Metallic Tubing
(IMT)

128

A. Ask learners to prepare their module,

for the lesson in Intermediate Metallic
Tubing (IMT)
3
Hours
B. Guide learners in the discussion of
the lesson about Intermediate Metallic
Tubing (IMT)
A. Guide learners in discussing
and administering Self-Check 2.7
Intermediate Metallic Tubing.

Self-Check 2.8
136
Intermediate Metallic
Tubing

B. Answer Key:
A.
1. a
2. b
3. d
4. c
5. a
B.
6. elbow
7. coupling
8. nipples
9. Intermediate Metallic Conduit
10. square box

DRAFT

38

Hour

A. Instruct learners on how to install

wiring using intermediate metallic tubing.
Two bulbs, one bulb controlled by two
3-way switches, the other bulb is
controlled by single pole switch.
Two convenience outlets, one is for
Airconditioning Unit (ACU) and the other
is for ordinary duplex
Convenience Outlet (CO).
Activity Sheet 2.10
Install Wiring using
Intermediate Metallic
Tubing (IMT)

4
Supplies and Materials:
Hour
Serving cap
Circuit breaker
Utility boxes
Junction boxes
Flush type convenience outlets
(duplex and ACU)
Switches (Single pole and 3-way)
Incandescent bulbs
Connectors (IMT)
Metal straps
IMT
Solid/stranded wires 2.00mm and
1.60mm
Elecrical tape/friction tape
Wiring booth/board

DRAFT
137

Tools and Equipment:

metric rule
try square
bench vise
hacksaw / pipe cutter
level
plumb bob
chalk line/pencil
screw drivers
pliers
wire stripper
hammer

39

 Personal Protective Equipment

- gloves, goggles, hardhat and
tight clothes

B. Check the output using the assess

ment criteria found on the Learners
Materials.

Information Sheet
2.9 Republic Act
7832- Anti-Electric
and Electric
Transmission Line/
Materials Pilferage
Act Of 1994

A. Ask learners to prepare their module

about the lesson in Republic Act 7832Anti-Electric and Electric Transmission 3
Line/Materials Pilferage Act of 1994
Hours

DRAFT
140

B. Guide learners in the discussion of

the lesson about Republic Act 7832Anti-Electric and Electric Transmission
Line/Materials Pilferage Act of 1994.
A. Guide learners in discussing and
administering Self-Check 2.8 Republic
Act No. 7832.

Self Check 2.9

Republic Act No.
7832
143

B. Answer Key:
1. P
2. T
3. I
4. P
5. I

40

Hour

Suggested
Differentiated
Activity for Flexible
Armored Cable
Wiring Installation

Instruct learners to install any of these

two wiring installations using Flexible
Armored Cable:
1.) A circuit with four lamps: two lamps
are controlled by two 3-way switches
in different locations, two lamps are
controlled by a single pole switch and
a convenience outlets. (for Advanced 4
learners)
Hours
2.) A circuit with four lamps: one lamp
is controlled by two 3-way switches and
three lamps are controlled by a single
pole switch.(for Proficient learners)
B. The teacher will check the output
using the suggested assessment
criteria found in the Learners Material.
3.) Sketched below is the top view of a
concrete roofing slab (before pouring
the concrete) showing the reinforcing
bars. The boxes for lighting outlets and
utility boxes for switches are already
mounted. As an electrician, sketch at
least three(3) possible conduit runs.
Justify your layout.

DRAFT

41

Possible Answers

DRAFT

42

A. Ask learners to prepare the

activity notebooks and modules in
the installation of electrical lighting
systems, auxiliary outlets and lighting
fixtures, specifically, installation of rigid
steel conduit, intermediate metallic
tubing and Republic Act 7032.

Summative Test Quarter II

B. Guide learners in administering two

types of assessments.
Written Assessment
Performance Assessment
C. Answer Key:
Test I- Knowledge:
1. 3/4
2. nipples
3. pipe cutter
4. LR
5. 10 ft.

DRAFT
144

Test II- Process

1. Pipe Cutter is a tool used for cutting

rigid steel conduit.
2. Hickey/ Pipe Bender is a tool used
for bending rigid metallic conduit.
3. Nipples is a short length of conduit
or tubing material which is used to
extend a conduit system.
4.Elbow is the bent section of the
conduit or tubing used to change
raceway direction or bypass
obstruction.
5. Coupling is a device connecting two
pieces of pipes in order to extend their
length.

43

4
Hours

Test III- Understanding: (10 points)

Procedure:
1. Prepare the necessary tools,

materials and equipment.

2. Wear the appropriate PPE.
3. Measure the elevation of the box
where the bend is to be fitted.
4. Draw the depth of the elevation on
the floor. This will make two lines.
5. Mark off 100mm from the end of the
pipe.
6. Put another 200mm from your first
marker.
7. Insert the hickey on the second
marker and bend gradually with a
backward stroke to follow its depth.
8. Move the hickey on the first marker
and bend gradual with a forward
stroke to follow its height.
9. Remove the hickey.
10. Observe good housekeeping

DRAFT

Test IV- Performance: (10 points)

The teacher will check students
outputs in the wiring installation based
on the assessment criteria found in the
Learners Materials

44

TABLE OF
CONTENT

INSTRUCTIONS

PAGE

Suggested No
of Hours
(40)

Quarter III
The teacher shall give the learners
an overview of the competencies in the
installations of wiring devices for floor
and ground fault current interrupting
outlets. It includes instructions and
procedure on how to select and install
electrical boxes and other wiring
devices, Including instructions and
procedure of the learning outcome.

Introduction

LO2- INSTALL THE WIRING DEVICES

FOR FLOOR AND GROUND FAULT
CURRENT INTERRUPTER BASED
ON PEC STANDARDS
Interpret plan/drawing based
on the job requirement.
Install the wiring devices for
floor and ground fault current
interrupter in accordance with
PEC.
Observe safety procedure in
installing the wiring devices for
floor and ground fault current
interrupter in accordance with
OHS procedures.

DRAFT
150

Each learning outcome contains

learning activities with information and
activity sheets. Diagnostic and
self-check of their basic knowledge
in the installations of wiring devices
for floor and ground fault current
interrupting outlets are also provided.

45

A. The teacher may require students

separate sheets for the pre/ diagnostic
test or may ask the learners to bring
their own modules together with their
activity notebooks.

Pre-Diagnostic Test

B. Discuss with the learners the need

for a pre/diagnostic assessment.
Guide them by giving clear instructions
in taking a pre/diagnostic test in the
installations of wiring devices for floor
and ground fault current interrupting
outlets in assessing their prior
knowledge, specifically, in interpreting
electrical wiring plan, selecting
wiring devices, selecting tools and
equipment, PEC provision in installing
electrical boxes, NEC provision in
installing wiring devices and observe
safety procedure. Results of the
1
assessments may serve as springboard Hour
to the clarifications of misconceptions.

DRAFT
151

C. Answer Key:
1. c
2. b
3. a
4. d
5. b
6. c
7. a
8. a
9. b
10. d
11. b
12. a
13. c
14. b
15. c

46

Information Sheet
1.1 Interpret
Electrical Wiring
Plan

A. Ask learners to prepare their

modules about the lesson in Interpret
Electrical Wiring Plan.
154

4
Hours

B. Guide learners in the discussion of

the lesson about Interpret Electrical
Wiring Plan
A. Guide learners in discussing and
administering Self-Check 1.1 Interpret
Electrical Wiring Plan
B. Answer Key:
A.
1. Schematic diagram of two lamps,
the first lamp is controlled by two
3-way switches and the second lamp is
controlled by single pole switch using
circuit breaker.
2. Pictorial diagram of one lamp
controlled by two 3-way switches using
safety switch.
B.
Bedroom 1 & 2:
1
3 pcs.- convenience outlets
Hour
1 pc.- Air-condition unit outlet
2 pcs.- Lamp outlets
2 pcs.- Single pole switches
1 pc.- 3-way switch

DRAFT
157

Self Check 1.1

Interpret Electrical
Wiring Plan

Masters Bedroom:
2 pcs.- Convenience outlets
1 pc.- Lamp outlet
1 pc.- Single pole switch

47

Dining and Living Areas

4 pcs.- Convenience outlets
2 pcs.- Lamp outlets
1 pc.- Chandelier
4 pcs.- Pin lights
2 pcs.- two gang switches
1 pc.- three gang switch
Kitchen and Toilet & Bath
3 pcs.- Convenience outlets
2 pcs.- Lamp outlets
3 pcs.- Single pole switches
1 pc.- Power panel box
Porch
3 pcs.- Convenience Outlets
4 pcs.- Pin lights
1 pc.- Chandelier
1 pc.- two gang switch

DRAFT

48

Information Sheet
1.2 Type of Wiring
Devices

160

A. Ask learners to prepare their

modules about the lesson in Type of
Wiring Devices.
B. Guide learners in the discussion
of the lesson about Type of Wiring
Devices.

A. Guide learners in administering

Self-Check 1.2 Type of Wiring Devices
B. Answer Key:
A.
1. Circuit breaker GFCI
2. Receptacle GFCI
3. Temporary/ portable GFCI
B.
4. Select a known industry
manufacturer.
5. Look for a multi- year product
1
warranty.
Hour
6. Make sure that there is an easy and
clear way to contact the
manufacturers support.
7. Check for a connected equipment
damage warranty.
8. Always ask for manufacturers
manual.
9. Select wiring devices which are
well-made and durable.
10. Select materials that are easy to
use and install or select wiring
devices according to the job
requirements.

DRAFT

Self-Check 1.2 Type

of Wiring Devices

163

4
Hours

49

Information Sheet
1.2 Type of Wiring
Devices

160

A. Ask learners to prepare their

modules about the lesson in Type of
Wiring Devices.
B. Guide learners in the discussion
of the lesson about Type of Wiring
Devices.
A. Guide learners in administering
Self-Check 1.2 Type of Wiring Devices
B. Answer Key:
A.
Circuit breaker GFCI
Receptacle GFCI
Temporary/ portable GFCI
B.
Select a known industry
manufacturer.
Look for a multi- year product
warranty.
Make sure that there is an easy and
clear way to contact the
manufacturers support.
Check for a connected equipment
damage warranty.
Always ask for manufacturers
manual.
Select wiring devices which are wellmade and durable.
Select materials that are easy to use
and install or select wiring devices
according to the job requirements.

DRAFT

Self-Check 1.2 Type

of Wiring Devices
163

Information Sheet
1.3 Select Tools and 164
Equipment

4
Hours

A. Ask learners to prepare their module

about the lesson in Selecting Tools and
Equipment.
B. Guide learners in the discussion of
the lesson about Selecting Tools and
Equipment.
50

1
Hour

2
Hours

A. Guide learners in administering SelfCheck 1.3 Select Tools and Equipment.

Self Check 1.3

Select Tools and
Equipment

Activity Sheet 1.1

Select Tools and
Equipment

167

B. Answer Key:
1. Hydraulic press
2. Electric drill
3. Pull push rule
4. Car lifts-single or double post
5. Air chisel
6. Air-drill
7. Marking gauge
8. Wrenches
9. Portable crane
10. Grinding wheels
A. Instruct learners on how to Select
Tools and Equipment.
B. Answer Key:
Metric rule
Try square
Bench vise
Hack saw / pipe cutter
Level
Plumb bob
Chalk line
Screw drivers
Pliers
Hammer
Personal Protective Equipment
- gloves
- goggles
- hard hat
- tight clothes

DRAFT
168

51

1
Hour

1
Hour

Information Sheet
2.1 PEC Provision
in Installing
Electrical Boxes

169

A. Ask learners to prepare their module

about the lesson in PEC Provision in
Installing Electrical Boxes
3
Hours
B. Guide learners in the discussion
of the lesson about PEC Provision in
Installing Electrical Boxes
A. Guide learners in discussing and
administering Self-Check 2.1 Electrical
Boxes.

Self-Check 2.1
Electrical Boxes

176

B. Answer Key:
1. Wall box
2. Weatherproof box
3. Wall plates
4. Ceiling box
5. Gem box
6. Plastic box
7. Drywall box
8. Handy box
9. 1/2 inch
10. by nail

DRAFT

52

1
Hour

Instruct learners on how to install box in

finished space.
Supplies and Materials:

Activity Sheet 2.1

Installing Box in
Finished Space

Boxes as fitting
Utility box
Fastening devices
Laboratory board

Tools and Equipment:

177

Gimlet
Utility knife
Keyhole saw
Screwdrivers
Philips
Standard/flat
Push-pull tape rule
Claw hammer
Ladder

DRAFT

B. The teacher will check the output

using the suggested assessment
criteria found in the Learners Materials.

53

3
Hours

A. Instruct learners on how to Install

Electrical Boxes in Wiring Board.
Supplies and Materials:

Safety box
Utility boxes
Junction boxes
Fastening device
Laboratory board

Tools and Equipment:

Activity Sheet
2.2 Installation of
Electrical Boxes in
Wiring Board

179

Gimlet
Utility knife
Keyhole saw
Screwdrivers
-- Philips
-- Standard/flat
Push-pull tape rule
Claw hammer
Ladder

4
Hours

DRAFT

B. The teacher will check the output

using the suggested assessment
criteria found in the Learners Material.

Information Sheet
2.2 NEC Provisions
on Installing Wiring
Devices

182

A. Ask learners to prepare their module

about the lesson in NEC Provisions on 2
Installing Wiring Devices
Hours
B. Guide learners in the discussion of
the lesson about NEC Provisions on
Installing Wiring Devices

54

Activity Sheet 2.3

Replacement of a
regular Convenience
Outlet with a
Ground Fault
Current Interrupter
186
(GFCI) Outlet

A. Instruct learners on how to install

wiring devices for floor and ground fault
current interrupting outlets.
Materials and Tools:
GFCI outlet
Screwdrivers
Pliers
4
Electrical tape
Hours
Wire strippers
Wire nuts (connectors)
12/2 NM (non-metallic) cable also
called Romex
B. The teacher will check the output
using the suggested assessment
criteria found in Learners Material on
page 164.

DRAFT

Suggested
Differentiated
Activity for the
installation of
Ground Fault Circuit
Interrupter

A. Instruct learners to install any of the

two activities given below.
4
1.) Install wiring of five lamps, one
Hours
lamp is controlled by two 3-way
switches in different location, four
lamps each controlled by single pole
switch, a convenience outlet and a
GFCI outlet using rigid metallic conduit.
(for Advanced Learners)
2.) Install wiring of three lamps,
one lamp is controlled by two 3-way
switches in different location, two lamps
each controlled by single pole switch,
a convenience outlet and a GFCI
outlet using rigid metallic conduit. (for
Proficient Learners)

55

A. Ask learners to prepare the activity

notebook and module in the installation
of wiring devices for floor and ground
fault current interrupting outlets.
B. Guide learners in administering a
summative assessment
Written Assessment
Performance Assessment
C. Answer Key:
Test I- Knowledge:
1. 1/2 inch
2. Receptacle type
3. Portable type
4. Gem box
5. Plastic box

Summative Test
Quarter III

DRAFT
189

Test II- Process:

1.Plastic box is best for new

installation and often has a nail built-in
for quick attachment to the stud.
2. Slide Caliper Rule is a special tool
used to measure outside diameter of
cylindrical objects.
3. Hydraulic floor jack is used to raise
the lifting saddle. A lever on the handle
releases the pressure so that the
saddle and load will settle back down.
4. Air drill is lighter than a portable
electric drill. Repeatedly stalling or
overloading does not damage or
overheat the drill.
5. Receptacle GFCI. This is found
in places like bathrooms, kitchens,
garages, outdoor areas and other
locations where damp conditions may
exist.

56

4
Hours

Test III- Understanding:

1. List of electrical materials needed
Quantity
3 pcs.
15 meters
4 pcs.
2 pcs.
3 pcs.
2 pcs.

Description
Rigid metallic
conduits, 1/2"diameter
Solid wire #14/2
awg (1.6mm)
Junction boxes,
octagonal, 2
deep (5mm)
Junction box
cover
Utility boxes,
2x4
(5cm x 10cm)
Lamp holder,
flush type
Incandescent
lamp, 25 watts
3-way switches
with cover, flush
type
Single pole switch
with cover, flush
type
Circuit breaker,
20amp
Metal connectors, diameter
Metal straps
Woods Screws,

Electrical tape
Wiring board 4 x
4 x

DRAFT
2 pcs.
1 pair
1 pc.
1 pc.
14 pcs.
9 pcs.
18 pcs.
1 roll
1 pc.

57

Test IV- Performance (10 points)

The teacher will check the wiring
installation output of the student based
on the assessment criteria found in
the Learners Materials.

TABLE OF
CONTENT

INSTRUCTIONS

PAGE

Suggested
No of Hours
(40)

QUARTER IV

Information Sheet
2.3 Observe Safety
Procedure

DRAFT

A. Ask learners to prepare their module

about the lesson in Observe Safety
3
Procedure.
Hours

192

B. Guide learners in the discussion

of the lesson about Observe Safety
Procedure.

58

A. Guide learners in discussing and

administering Self-Check 2.2 Observe
Safety Practices

Self Check 2.2

Observe Safety
Practices

B. Answer Key:
1. LIGHTEN YOUR LOAD. Plan what
you are going to do. Carry only the
tools or equipment you will need. Wear
a tool belt that fits you and distribute
the tools and materials evenly.
2. PROTECT YOURSELF. Wear safety 1
gears that fit. Protect your knees from
Hour
hard, sharp surfaces by wearing knee
pads. Wear appropriate eye protection
to protect your eyes from debris and
flying particles. Protect your hands from
friction and sharp edges by wearing
gloves.
3. SELECT THE RIGHT TOOL.
Choose tools that fit your hand
comfortably and have soft grips. A
good handle grip prevents the tool your
hand from slipping from your hands.
Consider using tools that reduce the
amount of force or movements to use.
Keep tools well maintained.
4. PRACTICE GOOD
HOUSEKEEPING. Pick up debris and
scrap material to prevent from trips,
slips, and falls. Good housekeeping
allows you and your equipment to work
efficiently.
5. CHANGE BODY POSITIONS.
Working overhead, at floor level, or in
cramped spaces forces the body into
awkward postures. To relieve muscle
tension and improve circulation, change
body positions, do alternate tasks, and
stretch your muscles throughout the
day.

DRAFT
199

59

A. Instruct learners on how to Install Wiring

using Flexible Metallic Tubing (FMT)
(Four bulbs: bulb A is controlled by S1A, bulb
B is controlled by two S3B and S4B, bulb C
is controlled by S1C, bulb D is controlled by
S1D and a convenience outlet)
Supplies and Materials:

Activity Sheet 2.4

Install Wiring using
Flexible Metallic
Tubing (FMT)

Serving cap/male plug

Circuit breaker
Utility boxes
Octagonal boxes
Switches Flush type (single,
3-way and 4-way)
Convenience outlet (duplex)
Incandescent bulbs
Solid/stranded wires (1.60mm
and 2.00mm)
Flexible metallic tubing
Connectors (FMT)
Metal straps
Wiring plan
Wiring booth/board

DRAFT
200

Tools and Equipment:

Metric rule
Try square
Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line
Screw driver
Pliers
Wire stripper
Hammer
Personal Protective Equipment
- Gloves
- Goggles
- Hardhat
- Tight clothes

60

6
Hours

B. The teacher will check the output

using the suggested assessment
criteria found in the Learners Material.

A. Instruct learners on how to install

wiring using electrical metallic tubing.
(Two bulbs: bulb 1 is controlled by
single pole switch, bulb 2 is controlled
by two 3-way switches and a
convenience outlet)

DRAFT

Activity Sheet 2.5

Install Wiring using
Electrical Metallic
Tubing

203

Supplies and Materials

Serving cap
Circuit breaker
Electrical metallic tubing
Utility boxes
Junction boxes
Convenience outlet flush type
Solid/Stranded wires (2.00mm
and 1.60mm)
Switches (single pole and 3-way)
Incandescent bulbs
Connectors (EMT)
Metal straps
Wiring booth/board
Wiring plan
Electrical tape

61

6
Hours

Tools and Equipment

Metric rule
Try square
Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line
Screw drivers
Pliers
Wire stripper
Hammer
Personal Protective Equipment
- Gloves
- Goggles
- Hard hat
- Tight clothes
B. The teacher will check the output
using the suggested assessment
criteria found in the Learners Material.

DRAFT

A. Instruct learners on how to install

wiring using electrical metallic tubing.
(Two bulbs: bulb 1 is controlled by
single pole switch, bulb 2 is controlled
by two 3-way switches and a
convenience outlet)
Supplies and Materials
Serving cap
Circuit breaker
Electrical metallic tubing
Utility boxes
Junction boxes

62

 Convenience outlet flush type

Solid/Stranded wires (2.00mm

Activity Sheet 2.5

Install Wiring using
Electrical Metallic
Tubing

and 1.60mm)
Switches (single pole and 3-way)
Incandescent bulbs
Connectors (EMT)
Metal straps
Wiring booth/board
Wiring plan
Electrical tape

Tools and Equipment

203

Metric rule
Try square
Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line
Screw drivers
Pliers
Wire stripper
Hammer
Personal Protective Equipment
- Gloves
- Goggles
- Hard hat
- Tight clothes

DRAFT

B. The teacher will check the output

using the suggested assessment
criteria found in the Learners Material.

63

6
Hours

A. Instruct learners on how to install

wiring using intermediate metallic
tubing (IMT)
(Four bulbs: bulb A is controlled S1A;
bulb B is controlled by two S3B and
S4B; bulb C is controlled by S1C; and
bulb D is controlled by S1D and a
convenience outlet.)

Activity Sheet 2.6

Install Wiring using
Intermediate Metallic
Tubing (IMT)

Supplies and Materials:

Serving cap/male plug
Circuit breaker
Intermediate metallic tubing
Utility boxes
Junction boxes
Convenience outlet flush type
Solid/Stranded wires (2.00mm
and 1.60mm)
Switches (single pole,3-way and
4-way)
Incandescent bulbs
Connectors (IMT)
Metal straps
Wiring booth/board
Wiring plan
Electrical tape

DRAFT
206

Tools and Equipment:

Metric rule
Try square
Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line/pencil
Screw drivers
Pliers
Wire stripper
Hammer

64

8
Hours

 Personal Protective Equipment

- Gloves
- Goggles
- Hard hat
- Tight clothes
B. The teacher will check the output
using the suggested assessment
criteria found in the Learners Material.

A. Instruct learners on how to Install Wiring

using Rigid Metallic Conduit (RMC)
(Three bulb bulb A is controlled S1A, bulbs
B and C are controlled by S3wB, S4wCand
S3wD, and a convenience outlet.)
Supplies and Materials:
Serving cap
Circuit breaker
Rigid metallic conduit
Utility boxes
Junction boxes
Convenience outlet flush type
Solid/Stranded wires (2.00mm and
1.60mm)
Switches (single pole and 3-way)
Incandescent bulbs
Connectors (RMC)
Metal straps
Wiring booth/board
Wiring plan
Electrical tape

DRAFT
Activity Sheet 2.7
Install Wiring using
Rigid Metallic
Conduit (RMC)

209

Tools and Equipment:

Metric rule
Try square

65

8
Hours

 Bench vise
Hacksaw / pipe cutter
Level
Plumb bob
Chalk line/pencil
Screw drivers
Pliers
Wire stripper
Hammer
Personal Protective Equipment
- Gloves
- Goggles
- Hard hat
- Tight clothes
B. The teacher will check the output
using the suggested assessment criteria found in the Learners Material.

DRAFT
Suggested
Differentiated
Activity for making
a List of electrical
materials needed

A. Instruct learners to answer one of

the activities given below.
1. Make a list of electrical materials
needed for the installation of four LED
(Light Emitting Diode) lamps controlled
by two single pole switches and four
convenience outlets in 5 meters x 7
meters classroom.(for Advanced
Learners)
2. Make a list of electrical materials
needed for the installation of four LED
(Light Emitting Diode) lamps, each
lamp controlled by single pole switch
and four convenience outlets in 4 feet
x 4 feet x inch wiring board.(for
Proficient learners)

66

4
Hours

Ask learners to prepare the activity

notebook and module in the installation
of electrical lighting systems, auxiliary
outlets and lighting fixtures; and
installation of wiring devices for floor
4
and grounding fault current interrupting Hours
outlets.

Summative Test Quarter IV

B. Guide learners in administering a

summative assessment
Written Assessment
Performance Assessment
C. Answer Key:
Test I- Knowledge and Process
1. Hypertemp 2000 Wire (Magnet

Wire)- This is used for winding

oil filled transformers, high
speed winding, and wet winding
operations.

DRAFT
212

2. Nonmetallic Sheathed Cable (type

NMC)- this is a multi-conductor

cable used for interior wiring in dry
and wet location.

3. Electrical Symbols are small

drawings or pictograms used to

represent various electrical devices
in a diagram or plan of an electrical
circuit.

4. Schematic Diagram is a wiring

diagram using standard electrical

symbols for wiring devices. It is a
representation of the elements of a
system using abstract and graphic
symbol rather than realistic pictures.

67

5. Flexible Armored Cable (type AC)

is a fabricated assembly of insulated

conductors walled in flexible metal
sheath. It is commonly known as BX.

6. Flexible Metallic Tubing is a kind of

wiring installation which is commonly

used for external motor terminal
connection. It is manufactured in the
form of coil.

7. Rigid Steel Conduit serves the

same purpose as that of the Electrical

Metallic Tubing. It is designed to
protect the electrical wiring of building
from electrical hazard due to faulty
wiring. It is usually installed buried
in concrete wall floor and ceiling, in
masonry or similar materials.

DRAFT

8. Nipple is short length of conduit

or tubing material which is used to

extend a conduit system. Nipples are
used between conduit or tubing and
items such as boxes or enclosures
between two boxes.

9. Coupling is a device connecting two

pieces of pipes in order to extend

their length. Each length of IMC is
furnished with coupling on one end. It
permits joint.

10. Republic Act No. 7832 is an act

penalizing the pilferage of electricity

and lines/materials; and rationalizing
system losses by phasing out
pilferage losses as a component
thereof, and for other purposes.

68

Test II - Understanding: (10 points)

List of electrical materials needed
Quantity
2 meters
20 meters
2 pcs.

Description
Solid/stranded wire
#12awg (2.00mm)
Solid/stranded wire
#14/2awg (1.6mm)
Square box with
cover

2" deep (5mm)

4 pcs.
Junction boxes,
octagonal, 2 deep
(5mm)
4 pcs.
Utility boxes, 2x4
(5cm x 10cm)
4 pcs.
Lamp holders, flush
type
4 pcs.
Incandescent lamps
25 watts
1 pair
3-way switches with
cover, flush type
1 pc.
4-way switch, flush
type
3 pcs.
Single pole switches
with cover, flush type
1 set
Convenience outlet
duplex, flush type
1 pc. each
Switch plates, 1
gang, 2 gang and 3
gang
1 pc.
Circuit breaker,
20amp
20 pcs.
PVC pipe connectors, diameter
14 pcs.
Clamps
26 pcs.
Woods Screws,

DRAFT

69

Test III- Performance: (20 points)

The teacher will check the output using
the suggested assessment criteria found
in the Learners Material.
Amperage (Amps) is a measure of electrical current
flow.
Circuit breaker is a safety device, which
automatically open an electrical circuit if overloaded.
Circuit refers to tubing, piping or electrical wire
installation, which permits the flow of electricity to and
from the energy source.
Conduit is a pipe or raceway which serves as
passage of electrical conductors.

Technical Terms

Contactor is an electric power switch, not operated

manually and designed for frequent operation.
Dies and dies stock is a tool used to thread a conduit.
Elbow is a 90 degree angle bend fitting commonly used to
make quarter bend.

DRAFT
215

Electrical Faults is a partial or total failure in an electrical

conductor or any electrical consuming device.
EMT refers to Electrical Metallic Tubing.
FMT refers to Flexible Metallic Tubing.
Galvanic reaction is a reaction between two dissimilar
metals.
Ground Fault Circuit Interrupter (GFCI) is used against
shock and electrocution. GFCI device will de-energize a circuit
when it senses a difference in the amount of electricity passing
through the device and returning through the device, or a
leak of current from the circuit. It is usually used in wet and
damped location.
Ground/grounding is either an intentional or accidental
conducting connection, by which an electric circuit or
equipment is connected to the earth, or to some conducting
body of relatively large extent that serves in place of the earth.

70

Handy box is a surface mounted box and has

rounded corners for safety.
Hazardous location refers to places where there are
large quantities of flammable materials.
Hickey is a tool used to bend a conduit.
IMC refers to Intermediate Metallic Conduit.
NEC refers to National Electrical Code
Offset is a bend used to adopt the conduit from the
surface to particular boxes or fittings.
OHSS refers to Occupational Health and Safety
Standard.
Outlet is a contact device installed along a circuit for
the connection of an attachment plug and flexible cord
to supply power to portable equipment and electrical
appliances. It is also known as receptacles.

DRAFT

Over current is any current in excess of the rated

current or ampacity of a conductor which may result in
risk of fire or shock from insulation damaged from heat
generated by over current condition.
PEC refers to the Philippine Electrical Code.
PPE refers to Personal Protective Equipment.
Quarter bend is a 90 degree angle bend

.
Reaming refers to removal of sharp edges at the end
of the pipe.
Receptacle is a contacting device installed at an
outlet for connection externally by means of a plug
and flexible cord.
RSC refers to Rigid Steel Conduit.

71

al

Short circuit is a faulty or accidental connection between two

points of different potential in an electric circuit, bypassing the
load and establishing a path of low resistance through which
an excessive current can flow. It can cause damage to the
components if the circuit is not protected by a fuse.
Straps are electrical wiring supports which are used to hold
pipe or raceway.
Switch is a device for making, breaking, or rearranging the
connections of an electric circuit
1. Azares, Efren F. and Recana, Cirilo B.
Practical Electricity III Adriana
Publishing: 1999.
2. Agpaoa, Feleciano. Interior and Exterior
Wiring Troubleshooting National
Bookstore: 1991.

References:

3. Richter, Herbert P. and Schwan, Creighton

W. Practical Electrical Wiring:
16th Edition.

DRAFT

4. Fajardo, Max P. and Fajardo, Leo B.

Electrical Layout and Estimates.

217

5. Roland E. Palmquist. Audel House Wiring,

7th Edition. Publisher: John Wiley & Sons
Canada, Ltd.; 7th Edition., edition (Feb 28
1991)
6. NFPA 70: National Electrical Code
International Electrical Code Series
Property of C.A.S.E Enterprises Copyright
2004 One Batterymarch Park
xQuincy, Massachussets 02169- 7471
7. www.ehow.com/how_2222734_install-gfcireceptacle: 2008
8. rona.ca/content/installing.gfci- ground_fault_circuit_
interrupter: 2008

72

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)

Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT

Introduction
1. Basic
concepts
in electrical
installation
and
maintenance
2. Relevance of
the course
3. Career
opportunities

CONTENT
STANDARD
The learner
demonstrates
an
understanding
of the basic
concepts and
underlying
theories in
electrical
installation and
maintenance.

PERFORMANCE
STANDARD
The learner
independently
demonstrates
an common
competencies
in electrical
installation and
maintenance as
prescribed by
TESDA Training
Regulations.

LEARNING
COMPETENCIES

CODE

1. Explain basic

concepts
in electrical
installation and
maintenance
2. Discuss the
relevance of the
course
3. Explore career
opportunities
in electrical
installation and
maintenance

DRAFT

PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment

of learners

Personal
Competencies
and Skills
(PECS) vis-vis those of
a practicing
entrepreneur/
employee
in a Town/
Municipality.

The learner
demonstrates
an
understanding
of ones
Personal
Competencies
and Skills
(PeCS) in
electrical
installation and
maintenance.

The learner
independently
creates a plan
of action that
strengthens/
further develops
ones PeCS
in electrical
installation and
maintenance.

73

LO 1. Develop and TLE_

PECS10-Ik-8
strengthen
personal
competencies and
skills (PeCS)
needed in
Electrical
Installation and
Maintenance
1.1 Identify areas for
improvement,
development
and growth

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT

CONTENT
STANDARD

PERFORMANCE
STANDARD

1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of
learners PeCS
compared
to those of a
practitioner
3. Strengthening
and further
development
of ones PeCS

LEARNING
COMPETENCIES

CODE

1.2 Align ones

PeCS according
to his/her
business/career
choice
1.3 Create a plan
of action that
ensures
success of his/
her business/
career choice

DRAFT

ENVIRONMENT AND MARKET (EM)

1. Product

Development
2. Key concepts
in developing
a product
3. Finding Value
4. Innovation
4.1 Unique
Selling
Proposition
(USP)

The learner
demonstrates
an
understanding
of the concepts
environment
and market in
the electrical
installation and
maintenance
field, particularly
in ones town/
municipality.

The learner
independently
creates a
business vicinity
map reflective
of the potential
electrical
installation and
maintenance
withni the locality/
town.

74

LO 1. Develop a
product/ service in
electrical installation
and maintenance
1.1 Identify what
is of Value to the
customer
1.2 Identify the
customer
1.3 Explain what
makes a
product unique
and competitive

TLE_
EM10-IkIIk-1

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT

CONTENT
STANDARD

PERFORMANCE
STANDARD

LEARNING
COMPETENCIES

CODE

1.4 Apply creative and

innovative techniques
to develop marketable
product
1.5 Employ a Unique
Selling Proposition
(USP) to the product/
service

5. Selecting a

Business Idea

DRAFT

LO 2. Select a business
TLE_
idea based on the criteria EM10and techniques set
IIIk-2

6. Key concepts

2.1 Enumerate various criteria

and steps in selecting a
business idea
2.2 Apply the criteria/steps in
selecting a viable business
idea
2.3 Determine a business
idea based on the criteria/
techniques set

7. Branding

LO 3. Develop a brand for TLE_

the product
EM107.1 Identify the benefits of
IVk-3
having a good brand
7.2 Enumerate
recognizable brands
in the town/Town/
Municipality.

in Selecting a
Business Idea
6.1 Criteria
6.2 Techniques

75

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT

CONTENT
STANDARD

PERFORMANCE
STANDARD

DRAFT

LEARNING
COMPETENCIES

CODE

7.3 Enumerate
the criteria for
developing a
brand
7.4 Generate a
clear appealing
product brand

INSTALL ELECTRICAL LIGHTING SYSTEMS, AUXILIARY OUTLETS AND LIGHTING FIXTURES (60) (EL)
1. Electrical

tools,
equipment and
materials for
specific job
order
2. Different
types of wiring
methods
approved in
the Philippine
condition.
3. Basic electrical
wiring
installations

The learner
demonstrates an
understanding
of the underlying
principles in
the installation
of electrical
lighting systems,
auxiliary outlets
and lighting
fixtures.

The learner
independently installs
electrical lighting
systems, auxiliary
outlets and lighting
fixtures based
on the Philippine
Electrical Code
(PEC) standards
and Local Code/
Utility Company
Regulations.

76

LO2. INSTALL
ELECTRICAL
SYSTEMS,
AUXILIARY
OUTLETS AND
LIGHTING
FIXTURES
2.1Select appropriate electrical tools,
equipment
and materials
for specific
tasks
2.2 Apply suitable
wiring method
for the job

TLE_
IAEI10ELIa-IIj-2

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT
4. Republic Act
7832: the
Anti-electricity
and Electric
Transmission
Lines/Materials
Pilferage Act of
1994
4.1 Acts punishable
under RA 7832
4.2 Section 2: Illegal
use of electricity
4.3 Sec. 3: Theft of
electric power
transmission
lines/materials
4.4 Sec. 4: Prima
facie evidence
of illegal use of
electricity
4.5 Sec. 7: Penalties

CONTENT
STANDARD

PERFORMANCE
STANDARD

DRAFT

LEARNING
COMPETENCIES

CODE

2.3 Install electrical

wiring systems
using different
types of wiring
methods:
2.3.1 Circuit with one
bulb controlled by
surface or flush
type single pole
switch
2.3.2 Circuit using 3-way
switches in 2
locations
2.3.3 Circuit using 3way and 4-way
switches in 3
locations
2.3.4 Combination
of lighting and
convenience
outlets

INSTALLINGWIRINGDEVICESFORFLOORANDGROUNDFAULTCURRENTINTERRUPTINGOUTLETS(30)(WD)
1. Standard
TLE_
The learner
The learner
LO1. Select the
application of
IAEIdemonstrates
independently
wiring devices
tools, materials
an underinstalls wiring
used for floor and 10WD-IIand equipment in standing of
Ia-IVj-1
devices for floor
ground fault
accordance with
the
and ground fault
current
PEC
current
interrupter
interrupter.
77

Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELYHOOD EDUCATION
INDUSTRIAL ARTS - ELECTRICAL INSTALLATION AND MAINTENANCE
GRADE 10 (SPECIALIZATION)
Course Description:
This is a specialization course which leads to an Electrical Installation and Maintenance
National Certificate Level II

CONTENT
(Philippine Electrical
Code) /NEMA
2. (National
Electrical
Manufacturers
Association)
3. Safety procedure
for handling
electrical
materials and
devices
4. Specifications of
electrical supplies
and materials

CONTENT
STANDARD

PERFORMANCE
STANDARD

underlying
principles in
installing wiring
devices.

LEARNING
COMPETENCIES
1. 1.1 Interpret plan/

DRAFT

78

drawings for the

selection of wiring
devices based on
the job requirement
2. 1.2 Identify the
correct quantity of
wiring materials
and devices to be
used based on job
requirement
3. 1.3 Select tools
and equipment to
be used based on
job requirement
4. 1.4 Select
appropriate
Personal Protection
Equipment (PPE)

CODE