Contextual Learning Matrix (CLM)

(For Basic Competency)

-
Qualification Title: Caregiving NC II

Unit of Competency: Solve/Address General Workplace Problems

Code:
Module Title: Solving/Addressing General Workplace Problems
Prepared by: Nelson James M. Gonzales

LEARNING CONCEPTS
STEM KNOWLEDGE (Disciplinal) STEM Thinking Estimated
Learning Assessment Learning
Technology Skills number of
Outcomes Criteria Environmental Issues Activities
Science / Math Communication (Transdisciplinary) hours
and other concerns
Engineering
Identify Routine problems To develop Reference to Perform To collaborate with the team Critical Thinking • Introductory 25m
routine or procedural theories to be IoT (Internet industry employing Systems Ethical Thinking activity and
problems problem areas are able to of Things) mensuration Thinking to delve into details Decision Making Pre-module
identified address any and of the parts of the system learner’s
Problem Solving
situation or calculations affecting the whole reflection
problem procedural mechanism • Read
● Read Information Information m15
To determine Sheets
Sheet minutes
the root • Answer
causes of the ● Interpret Task sheet inutes15
Start-of- mins15
problem
● Discussion/Lecture Module minutes
Skills Check
● (including • Answer
interactive lecture) given
questions
● Oral reporting
 • Lectures
● Individual
• Case
work/Group work Studies
● Assignments • Class
Discourse
● Brainstorming/ • Experiential
Group dynamics Exercises
• In-class
Discussion
• Personal
Reflection
Problems to be To determine To formulate questions that Creative/Inventive • Lectures
investigated are the probable can be tested by making Thinking • Case
defined and truth of any observations for gathering Critical Thinking Studies
determined cause-and- evidences Ethical Thinking • Class
effect Discourse
● Read Information Decision Making
proposition • Experiential
Sheet Problem Solving
Exercises
● Interpret Task sheet • In-class 15
Discussion minutes
● Discussion/Lecture • Personal
Reflection
● (including
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics
 Current conditions To employ To map out questions and Creative/Inventive • Lectures
of the problem are inquiry-based evaluate answers and Thinking • Case
identified and science to explanations to learn to Critical Thinking Studies 15
documented give priority to communicate and justify Ethical Thinking • Class minutes
evidences of their decisions Discourse
Decision Making
problem • Experiential
● Read Information Problem Solving
Exercises
Sheet • In-class
● Interpret Task sheet Discussion
• Personal
● Discussion/Lecture Reflection

● (including
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics

Look for Potential solutions To formulate Perform To brainstorm possible Creative/Inventive • Lectures
solutions to to problem are a framework industry solutions and come up with Thinking • Case
routine identified for proce- mensuration as many solutions as can be Critical Thinking Studies
problems dures on and thought of to be listed Ethical Thinking • Class
problem- calculations Discourse
● Read Information Decision Making
tackling • Experiential
Sheet Problem Solving
Exercises
● Interpret Task sheet • In-class
 Discussion 15
● Discussion/Lecture
• Personal minutes
● (including Reflection
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics

Recommendations To think Perform To list as many possible Creative/Inventive • Lectures

about possible innovatively industry solutions as warranted for Thinking • Case
solutions are to find as mensuration analysis Critical Thinking Studies
developed, many and Ethical Thinking • Class
● Read Information
documented, alternative calculations Discourse
Sheet Decision Making
ranked and solutions • Experiential
presented to possible Problem Solving
● Interpret Task sheet Exercises
appropriate person • In-class
for decision ● Discussion/Lecture Discussion
• Personal
● (including Reflection
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments
 ● Brainstorming/
Group dynamics
Recommend Implementation of To find the To determine To deter- To analyze which solution Creative/Inventive • Lectures
solutions to solutions are solution that if the solution mine if the will most benefit the Thinking • Case
problems planned will work best proposed is solution is situation Critical Thinking Studies
based on technically quantifiable Ethical Thinking • Class
● Read Information
viability viable and how it Discourse
Sheet Decision Making
can be • Experiential
measured Problem Solving 15
● Interpret Task sheet Exercises
• In-class minutes
● Discussion/Lecture Discussion
• Personal
● (including Reflection
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics
Evaluation of To measure To determine what is to be Creative/Inventive • Lectures
implemented how the evaluated, recognize the Thinking • Case
solutions are implemented purposes of the evaluation Critical Thinking Studies 15
planned solutions and draw out key evaluation Ethical Thinking • Class minutes
measure questions Discourse
Decision Making
against the • Experiential
● Read Information Problem Solving
goals Exercises
Sheet • In-class
● Interpret Task sheet Discussion
 • Personal
● Discussion/Lecture
Reflection
● (including
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics
Recommended To design an To determine the success Creative/Inventive • Lectures
solutions are SOP Manual rate of the implemented Thinking • Case
documented and containing the solution Critical Thinking Studies
submitted to established Ethical Thinking • Class
● Read Information
appropriate person procedures Discourse
Sheet Decision Making
for confirmation and • Experiential
documen- Problem Solving 15
● Interpret Task sheet Exercises
tation recom- • In-class minutes
mending ● Discussion/Lecture Discussion
solutions to • Personal
problems ● (including Reflection
interactive lecture)
● Oral reporting

● Individual
work/Group work
● Assignments
 ● Brainstorming/
Group dynamics

Session Plan
integrating
21 Century Skills with Green Skills/STEMified
st

(For Basic Competency)

Sector Health, Social and Other Community Development Services

Qualification Title Caregiving NC II
Unit of Competency Solve/Address General Workplace Problems
Module Title Solving/Addressing General Workplace Problems
Number of Hours 2 Hours
Learning Outcomes :
LO.1 Identify routine problems
LO.2 Look for solutions to routine problems
LO.3 Recommend solutions to problems

A. Introduction : This unit covers the knowledge, skills and attitudes required to apply problem-solving techniques to determine the origin of
problems and plan for their resolution. It also includes addressing procedural problems through documentation, and referral.
 The key points to introduction are:

- Problems are inevitable

- Learn to pinpoint exactly where the problem occurred
- Better appreciate the importance of efficient system in implementation, evaluation and documentation in the solution of the problem

B. Learning Activities:

LO.1 Identify routine problems

Learning Content Methods Presentation Practice Feedback Resources Time
● Introductory Activity & Pre- ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
Module Learner’s Reflection paced Instruction Information Start-of- answer key materials
Sheet on Module (pen and paper)
Introductory Skills
● Potential problem areas ● Demonstration/ ● Self-check ● Manuals
Activity & Check
Discussion Pre-Module ● Internet
Learner’s
● Factors that contribute to the ● Answer connection
● Oral Questioning Reflection
emergence of the root causes of Self-Check/ ● Trainer ● Telephone/
the problems Activity check, cellular phone
● Read text- 40
evaluation
books and ● Computer minutes
and
● Resolution approach to problem- manuals ● Oral recommen- ● Other
solving reporting dation
equipment, tools
● Documentation on the ● Discussion
● Oral ● Confer with ● Competency-
procedures for problem-solving and Lecture
quizzes your Trainer Based Learning
about your Material
 answers (CBLM)
● Interacti
on ● Reference
● Written
materials
examina-
● Role- tions ● Reading
playing materials
● Drills and
exercises
LO.2 Look for solutions to routine problems
Learning Content Methods Presentation Practice Feedback Resources Time
● Introductory Activity & Pre- ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
Module Learner’s Reflection paced Instruction Information Start-of- answer key materials 40
Sheet on Module (pen and paper) minutes
● Demonstrati
Introductory Skills
● Resolution approach to problem- on/ ● Self-check ● Manuals
Activity & Check
solving Discussion Pre-Module ● Internet
Learner’s
● Answer connection
● Oral Reflection
● Potential solutions to problems Self-Check/ ● Trainer ● Telephone/
Questionning
are identified and listed Activity check, cellular phone
● Read text-
evaluation
books and ● Computer
and
manuals ● Oral recommen- ● Other
reporting dation
equipment, tools
● Discussion ● Confer with
● Oral ● Competency-
and Lecture your Trainer
quizzes Based Learning
about your Material
answers (CBLM)
● Interacti
● Written
on ● Reference
 examina- materials
● Role- tions ● Reading
playing materials
● Drills and
exercises
LO.3 Recommend solutions to problems
Learning Content Methods Presentation Practice Feedback Resources Time
● Introductory Activity & Pre- ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
Module Learner’s Reflection paced Instruction Information Start-of- answer key materials
Sheet on Module (pen and paper) 40
Introductory Skills minutes
● Documentation on the ● Lecture/ ● Self-check ● Manuals
Activity & Check
procedures for problem-solving Discussion Pre-Module ● Internet
Learner’s
● Answer ● Trainer connection
Reflection
● Designing of Standard Operating ● Oral Questioning ● Telephone/
Self-Check/ check,
Procedures (SOP’s) and Activity evaluation cellular phone
established ● Read text-
and
books and ● Computer
procedures/guidelines recommen-
manuals ● Oral dation ● Other
reporting
equipment, tools
● Discussion ● Confer with
● Oral ● Competency-
and Lecture your Trainer
quizzes Based Learning
about your Material
answers (CBLM)
● Interacti
● Written
on ● Reference
examina- ● Perform Task materials
tions
 Sheets
● Role- ● Reading
playing materials
● Drills and
exercises
● Evaluate using
Performance
Criteria
Checklist

C. Assessment Plan

● Written Examinations : Questions on the potential problem areas, factors that contribute to the emergence of the root causes of the problems, resolution
approach to problem-solving, documentation on the procedures for problem-solving, potential solutions to problems are identi-
fied and listed, documentation on the procedures for problem-solving, designing of Standard Operating Procedures (SOP’s) and
established procedures/guidelines and definition of workplace procedures for the location and storage of information; workplace
interactions and meetings; range of forms to use, workplace data, basic mathematical processes, reportorial requirements.
● Performance Test : Simulate an environment where basic components of the communication process and brainstorming activities are applied.

● As each of the above activities are completed, the student will document the action/s performed (in writing, on tape or in a notebook/journal) for
assessment purposes.

D. Instructor’s Self-Reflection of the Session

Trainer will provide constructive feedback and suggestions for improvement based on the observations and assessment of the trainee’s application
techniques, attention to details, adherence to safety protocols, identification of hazards and speaking and communication skills.
 COMPETENCY MAPPING TABLE
(For Common Competency)

INTEGRATION OF BASIC COMPETENCIES IN TVET PROGRAM OFFERING

Exercising
Practicing
Solving/ Efficient and Practicing
Participating Developing Contributing Occupatio-
Working in a Addressing Presenting Effective Entrepre-
in Workplace Career to nal Safety LEARNING
Team General Relevant Sustainable neurial
Communi- and Life Workplace and Health ACTIVITIES
Environment Workplace Information Practices Skills in the
cation Decisions Innovation Policies and
Problems in the Workplace
Procedures
Workplace
LO1. Obtain LO1. LO.1 Identify LO1. Manage LO1. Identify LO1. Gather LO1. Iden- LO1. Identify LO1. Apply
and convey Describe team routine one’s emotion opportunities data/infor- tify OSH the efficiency entrepre-
Common Competency workplace role and scope problems LO2. Develop to do things mation compliance and effective- neurial
information LO2. Identify LO.2 Look for reflective better LO2. Assess require- ness of workplace
Health, Social and LO2. Perform one’s role and solutions to practice LO2. Discuss gathered ments resource best
duties responsibility routine LO3. Boost and develop data/infor- LO2. Pre- utilization practices
other Community following within a team problems self- ideas with mation pare OSH LO2. Deter- LO2. Com-
Development Sector workplace LO3. Work as LO3. Recom- confidence others LO3. require- mine causes of municate
instructions a team mend solutions and develop LO3. Record and ments for inefficiency entrepre-
LO3. member to problems self-regulation Integrate ideas present compliance and/or neurial
Complete for change in information LO3. Per- ineffective- workplace
relevant work- the workplace form tasks in ness of best
related accordance resource practices
documents with relevant utilization LO3. Imple-
OSH LO3. Convey ment cost-
policies and inefficient effective
procedures and ineffective operations
environmental
practices
APPLYING BASIC FIRST AID
Learning Outcomes
LO1. Assess the situation 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
1.1 Physical hazards to 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
self and casualty’s
activity and Pre-
health and safety are
module learner’s
identified
reflection
1.2 Immediate risks to 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 ● Read Information
self
Sheets
and casualty’s occupa- ● Answer Start-of-
tional health safety
(OSH) are minimized Module Skills
By controlling the Check
hazard in accordance
with OSH requirements ● Answer given
1.3 Casualty’s vital signs 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 questions
and physical ● Write written
condition are
assignments
assessed in
accordance with ● Perform
work- place activities/tasks as
procedures directed
● Conduct Self-
Check (evaluate
performance
based on the
Performance
Criteria
Checklist))
LO2. Applying basic first 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
aid techniques
2.1 First Aid management is 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
provided in accordance
with established First activity and Pre-
Aid procedures module learner’s
2.2 Casualty is reassured in 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
reflection
a caring and calm
manner and made ● Read Information
comfortable using
available resources Sheets
2.3 First Aid assistance is 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 ● Answer Start-of-
sought from others in a
timely manner and as Module Skills
appropriate Check
2.4 Casualty’s condition is 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Answer given
monitored and
responded to in questions
accordance with
effective First Aid ● Write written
principles and assignments
workplace procedures
2.5 Details of casualty’s 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 ● Perform
physical condition, activities/tasks as
changes in conditions,
directed
management and
response are accurately ● Conduct Self-
recorded in line with
organizational
Check (evaluate
procedures performance
2.6 Casualty management is 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 based on the
finalized according to Performance
his/her needs and First
Aid principles
Criteria Checklist)
LO3. Communicating 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
details of the incident
3.1 Appropriate medical 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
assistance is requested
using relevant activity and Pre-
communication media module learner’s
and equipment
3.2 Details of casualty’s 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 reflection
condition and
management activities ● Read Information
are accurately conveyed Sheets
to emergency services/
relieving personnel ● Answer Start-of-
3.3 Reports to supervisors 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Module Skills
are prepared in a timely
manner, presenting all Check
relevant facts according ● Answer given
to established company
procedures questions
● Write written
assignments
● Perform
activities/tasks as
directed
 Contextual Learning Matrix (CLM)
(For Common Competency)

Qualification Title: Caregiving NC II

Unit of Competency: Apply Basic First Aid

Code: HCS323203
Module Title: Applying Basic First Aid
Prepared by: Nelson James M. Gonzales

LEARNING CONCEPTS
STEM KNOWLEDGE (Disciplinal) STEM Thinking Estimated
Learning Assessment Learning
Technology Skills number of
Outcomes Criteria Environmental Issues Activities
Science / Math Communication (Transdisciplinary) hours
and other concerns
Engineering
Assess the Physical hazards The science of Physical and Perform Environmental risks and Critical Thinking • Introductory 25m
● Read Information
situation to self and risk material industry hazards, and hazardous Ethical Thinking activity and
casualty’s health assessment hazards mensuration Sheet waste. Pre-module
Decision Making
and safety are where any and ● Interpret Task learner’s
Problem Solving
identified particular calculations reflection
situation, item, sheet Civic Literacy
Empathy • Read
thing, event, ● Discussion/Lecture
Leadership Information 3 hours
etc. may have
the potential to ● (including Sheets hours
cause harm or • Answer Start- inutes15
interactive lecture)
of-Module
 injury Skills Check mins15
● Oral reporting
• Answer given minutes
● Individual questions
work/Group work • Lectures
• Case Studies
● Assignments • Class
Discourse
● Brainstorming/ • Experiential
Group dynamics Exercises
• In-class
Discussion
• Personal
Reflection
• Demonstration
with Return
Demonstration
Immediate risks The science of Physical and Perform Environmental risks and Creative/Inventive • Lectures
● Read Information
to self and elimination by material industry hazards Thinking • Case Studies
casualty’s removing hazards mensuration Sheet Critical Thinking • Class
occupational hazards in the and ● Interpret Task Ethical Thinking Discourse
health safety workplace calculations • Experiential
sheet Decision Making
(OSH) are Exercises
minimized by Problem Solving 3 hours
● Discussion/Lecture • In-class
controlling the Civic Literacy Discussion
hazard in ● (including Empathy • Personal
accordance with interactive lecture) Leadership Reflection
OSH • Demonstration
requirements ● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments
 ● Brainstorming/
Group dynamics

Casualty’s vital Clinical Proper Perform Creative/Inventive • Lectures

● Read Information
signs and assessment of usage of industry Thinking • Case Studies
physical the tools, mensuration Sheet Critical Thinking • Class
condition are client’s/patient’s equipment and ● Interpret Task Ethical Thinking Discourse 3 hours
assessed in health and and calculations • Experiential
sheet Decision Making
accordance with medical materials Exercises
workplace condition Vital Signs Problem Solving
● Discussion/Lecture • In-class
procedure taking and Digital Literacy Discussion
monitoring ● (including Civic Literacy • Personal
interactive lecture) Empathy Reflection
• Demonstration
● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments

● Brainstorming/
Group dynamics

Apply basic First Aid To recognize To easily Perform Creative/Inventive • Lectures

● Read Information
first aid Management is that first aid adapt to industry Thinking • Case Studies
techniques provided in assessments innovation mensuration Sheet Critical Thinking • Class
accordance with and especially and ● Interpret Task Ethical Thinking Discourse
established First interventions through calculations • Experiential
sheet Systems Thinking
Aid procedures should be digital/virtual especially in Exercises
medically platform the Decision Making
● Discussion/Lecture • In-class
sound and numerical Problem Solving Discussion
based on values for ● (including Digital Literacy • Personal 6 hours
 scientific CPR 30:2:5 interactive lecture) Empathy Reflection
evidence Resilience • Tools,
● Oral reporting
Equipment,
● Individual Materials
work/Group work • Demonstration
with Return
● Assignments Demonstration
● Brainstorming/
Group dynamics
Casualty is Creative/Inventive • Lectures
● Read Information
reassured in a Thinking • Case Studies
caring and calm Sheet Critical Thinking • Class
manner and ● Interpret Task Ethical Thinking Discourse
made • Experiential
sheet Decision Making
comfortable Exercises 2 hours
using available Problem Solving
● Discussion/Lecture • In-class
resources Empathy Discussion
● (including Resilience • Personal
interactive lecture) Reflection
• Demonstration
● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments

● Brainstorming/
Group dynamics
First Aid To execute first Creative/Inventive • Lectures
● Read Information
assistance is aid manage- Thinking • Case Studies
sought from ment based on Sheet Critical Thinking • Class
others in a timely established Discourse
manner and as guidelines Ethical Thinking • Experiential
● Interpret Task
appropriate Systems Thinking Exercises
sheet • In-class 2 hours
Decision Making
● Discussion/Lecture Problem Solving Discussion
• Personal
Digital Literacy
● (including Reflection
Empathy • Demonstration
interactive lecture)
Resilience with Return
● Oral reporting Demonstration
● Individual
work/Group work
● Assignments

● Brainstorming/

● Group dynamics
Casualty’s To ensure that Creative/Inventive • Lectures
● Read Information
condition is the First Aid Thinking • Case Studies
monitored and principles and Sheet Critical Thinking • Class
responded to in workplace ● Interpret Task Ethical Thinking Discourse
accordance with procedures are • Experiential
sheet Systems Thinking
effective First Aid complied with Exercises
principles and Decision Making 5 hours
● Discussion/Lecture • In-class
workplace Problem Solving Discussion
procedures ● (including Digital Literacy • Personal
interactive lecture) Empathy Reflection
Resilience • Demonstration
● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments
 ● Brainstorming/

● Group dynamics
Details of Creative/Inventive • Lectures
● Read Information
casualty’s Thinking • Case Studies
physical Sheet Critical Thinking • Class
condition, ● Interpret Task Ethical Thinking Discourse
changes in • Experiential
sheet Systems Thinking
conditions, Exercises
management Decision Making 4 hours
● Discussion/Lecture • In-class
and response Problem Solving Discussion
are accurately ● (including Digital Literacy • Personal
recorded in line interactive lecture) Empathy Reflection
with Resilience • Demonstration
organizational ● Oral reporting
with Return
procedures ● Individual Demonstration
work/Group work
● Assignments

● Brainstorming/

● Group dynamics
Casualty Creative/Inventive • Lectures
● Read Information
management is Thinking • Case Studies
finalized Sheet Critical Thinking • Class
according to ● Interpret Task Ethical Thinking Discourse
his/her needs • Experiential
sheet Systems Thinking
and First Aid Exercises
principles Decision Making 4 hours
● Discussion/Lecture • In-class
Problem Solving Discussion
● (including Digital Literacy • Personal
interactive lecture) Empathy Reflection
 Resilience • Demonstration
● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments

● Brainstorming/

● Group dynamics
Communicate Appropriate Creative/Inventive • Lectures
● Read Information
details of the medical Thinking • Case Studies
incident assistance is Sheet Critical Thinking • Class
requested using ● Interpret Task Ethical Thinking Discourse
relevant • Experiential 2 hours
sheet Decision Making
communication Exercises
media and Problem Solving
● Discussion/Lecture • In-class
equipment Discussion
● (including • Personal
interactive lecture) Reflection
• Demonstration
● Oral reporting
with Return
● Individual Demonstration
work/Group work
● Assignments

● Brainstorming/
Group dynamics
Details of Creative/Inventive • Lectures
● Read Information
casualty’s Thinking • Case Studies
condition and Sheet Critical Thinking • Class
management ● Interpret Task Ethical Thinking Discourse
activities are sheet Decision Making • Experiential
accurately Problem Solving Exercises
● Discussion/Lecture
conveyed to • In-class 3 hours
emergency ● (including Discussion
services/relieving • Personal
personnel interactive lecture)
Reflection
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
Group dynamics
Reports to Creative/Inventive • Lectures
● Read Information
supervisors are Thinking • Case Studies
prepared in a Sheet Critical Thinking • Class
timely manner, ● Interpret Task Ethical Thinking Discourse
presenting all • Experiential
sheet Decision Making
relevant facts Exercises
according to Problem Solving 3 hours
● Discussion/Lecture • In-class
established Discussion
company ● (including • Personal
procedures interactive lecture) Reflection
● Oral reporting

● Individual
work/Group work
● Assignments

● Brainstorming/
 Group dynamics

Session Plan
integrating
21 Century Skills with Green Skills/STEMified
st

(For Common Competency)

Sector Health, Social and Other Community Development Services

Qualification Title Caregiving NC II
Unit of Competency Apply Basic First Aid
Module Title Applying Basic First Aid
Number of Hours 40 Hours
Learning Outcomes :
LO.1 Assess the situation
LO.2 Apply basic first aid techniques
LO.3 Communicate details of the incident

A. Introduction : This unit covers the knowledge, skills and attitudes required to provide an initial response where First Aid is required. In this unit,
it is assumed that the First Aide is working under supervision and/or according to established workplace First Aid procedures
and policies. It involves the basic concepts in emergency and safety management and first aid, especially in handling basic first
aid procedures. It teaches the importance of knowing how to handle emergency situations and appreciation for the necessity of
safety measures.
 The key points to introduction are:

- Definition of the basic concepts in first aid and emergency with safety management
- Learning the importance of knowing how to handle emergency situations
- Appreciation of the necessity of safety measures
B. Learning Activities:
LO.1 Assess the situation
Learning Content Methods Presentation Practice Feedback Resources Time
● Safe environment ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
paced Instruction Information Start-of- answer key materials
Sheet on Module (pen and paper)
● Definitions of terms
Introductory Skills
● Lecture/ ● Self-check ● Manuals
Activity & Check
Discussion Pre-Module ● Internet
● What is needed for an Learner’s
● Answer connection for
emergency in children? ● Oral Questioning Reflection
● Trainer video tutorials
Self-Check/
Activity check, ● Telephone/
● Read text- 9 hours
● Potential safety risks within a evaluation cellular phone
books and and
home and some of the possible manuals ● Oral ● Computer
recommen-
solutions reporting dation ● Other
● Discussion equipment, tools
and ● Oral ● Confer with
● Competency-
Demonstration quizzes your Trainer
about your Based Learning
answers Material
● Interacti (CBLM)
● Written
on examina- ● Reference
tions materials
 ● Role- ● Reading
playing materials
● Drills and
exercises
LO.2 Apply basic first aid techniques
Learning Content Methods Presentation Practice Feedback Resources Time
● First Aid and its value ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
paced Instruction Information Start-of- answer key materials
● Wounds: types and causes
Sheet on Module (pen and paper)
● Burns Introductory Skills
● Discussion/ ● Self-check ● Manuals
Activity & Check
● Factors that influence the Demonstrate Pre-Module ● Internet
severity of burn injury Learner’s
● Answer connection for
● Oral Reflection
● Four stages of psychosocial ● Trainer video tutorials
Self-Check/
Questionning Activity ● Telephone/
response following burn trauma check,
● Read text-
● Medical management during the evaluation cellular phone
books and and 23
actual phase of burn injury manuals ● Oral ● Computer Hours
recommen-
● Safety measures to prevent reporting dation ● Other
burns ● Discussion equipment, tools
and ● Oral ● Confer with
● Common causes of house fires ● Competency-
Demonstration quizzes your Trainer
● Fire evacuation and prevention Based Learning
about your
Material
procedures ● Written answers
● Interacti (CBLM)
● Poisoning and its physical signs examina-
on ● Reference
and symptoms tions ● Perform Task
materials
Sheets
● How to prevent poisoning ● Role- ● Reading
 playing materials
● Suffocation and its common
causes and first aid management ● Drills and
exercises
● Safety measures to prevent
suffocation ● Evaluate using
● Specific injury and its signs & Performance
Criteria
symptoms, clinical Checklist
manifestation and first aid
management: eye & brain
● Nosebleeds

● Sudden Infant Death Syndrome

(SIDS)
● Frostbite

● Colic

LO.3 Communicate details of the incident

Learning Content Methods Presentation Practice Feedback Resources Time
● Introductory Activity & Pre- ● Modular/Self- ● Read ● Answer ● Compare to ● Writing
Module Learner’s Reflection paced Instruction Information Start-of- answer key materials
Sheet on Module (pen and paper)
Introductory Skills
● Safety management ● Discussion/ ● Self-check ● Manuals
 Demonstrate Activity & Check
● Internet
Pre-Module
● Injury prevention strategies Learner’s connection for
● Oral Questioning ● Trainer
Reflection ● Answer video tutorials
check,
Self-Check/ evaluation ● Telephone/
Activity and
● Read text- cellular phone
recommen-
books and ● Computer 8
● Oral dation
manuals Hours
reporting ● Other
● Confer with equipment, tools
● Discussion
● Oral your Trainer ● Competency-
and
about your
quizzes Based Learning
answers
Material
● Interacti (CBLM)
● Written
on ● Reference
examina-
tions materials
● Role- ● Reading
playing materials
● Drills and
exercises
C. Assessment Plan

Written Examinations : Questions on physical hazards to patient, self and casualty’s health and safety; occupational health & safety (OH&S) risks to self
and casualty; necessity and considerations in vital signs taking & monitoring; first aid management in accordance with first aid
procedures; provision of safety and comfort to casualty to prevent further injury; monitoring of casualty’s condition in accordance
with the effective first aid principles and workplace procedures; accurate recording of casualty’s condition details in line with
organizational procedures.

Performance Test : Actual demonstration on these procedures: vital signs taking and monitoring, dressing a wound and use of fire extinguishers.
● As each of the above activities are completed, the student will document the action/s performed (in writing, on tape or in a notebook/journal) for
assessment purposes.

D. Instructor’s Self-Reflection of the Session

Trainer will provide constructive feedback and suggestions for improvement based on the observations and assessment of the trainee’s application
techniques, attention to details, adherence to safety protocols, identification of hazards and speaking and communication skills.
 COMPETENCY MAPPING TABLE
(For Core Competency)
Core Competency INTEGRATION OF BASIC COMPETENCIES IN TVET PROGRAM OFFERING
Exercising
Practicing
Health, Social and Participating
Solving/
Developing Contributing Occupatio-
Efficient and Practicing
other Community Working in a Addressing Presenting Effective Entrepre-
in Workplace Career to nal Safety LEARNING
Team General Relevant Sustainable neurial
Development Sector Communi-
Environment Workplace
and Life Workplace
Information
and Health
Practices Skills in the
ACTIVITIES
cation Decisions Innovation Policies and
Problems in the Workplace
Procedures
Workplace
LO1. Obtain LO1. LO.1 Identify LO1. Manage LO1. Identify LO1. Gather LO1. Iden- LO1. Identify LO1. Apply
and convey Describe team routine one’s emotion opportunities data/infor- tify OSH the efficiency entrepre-
workplace role and scope problems LO2. Develop to do things mation compliance and effective- neurial
information LO2. Identify LO.2 Look for reflective better LO2. Assess require- ness of workplace
LO2. Perform one’s role and solutions to practice LO2. Discuss gathered ments resource best
duties responsibility routine LO3. Boost and develop data/infor- LO2. Pre- utilization practices
following within a team problems self- ideas with mation pare OSH LO2. Deter- LO2. Com-
workplace LO3. Work as LO3. Recom- confidence others LO3. require- mine causes of municate
instructions a team mend solutions and develop LO3. Record and ments for inefficiency entrepre-
LO3. member to problems self-regulation Integrate ideas present compliance and/or neurial
Complete for change in information LO3. Per- ineffective- workplace
relevant work- the workplace form tasks in ness of best
related accordance resource practices
documents with relevant utilization LO3. Imple-
OSH LO3. Convey ment cost-
policies and inefficient effective
procedures and ineffective operations
environmental
 practices

PROVIDE CARE AND SERVICES TO ELDERLY

Learning Outcomes
LO1. Establish and 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
maintain an appropriate
relationship with the
elderly
1.1 Self-introduction by 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
the
caregiver to the elderly
client is done based on
established procedures
1.2 Appropriate attitudes 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
such as
activity and Pre-
confidentiality,
module learner’s
privacy, courtesy and reflection
respect are adhered
● Read Information
to and demonstrated
towards the elderly Sheets
based on established ● Answer Start-of-
procedures Module Skills
Check
1.3 The elderly’s own 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Answer given
interest, rights,
freedom and questions
decision-making are ● Write written
supported and assignments
respected based on ● Perform
established
activities/tasks as
procedures
directed
1.4 Short interpersonal 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
exchanges with the
elderly in
 establishing,
developing and
maintaining rapport
are encouraged
LO2. Provide appropriate 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
support to the elderly
2.1 All support is provided 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
to the elderly in accor-
dance with the elderly’s activity and Pre-
needs, rights, self- module learner’s
determination and reflection
individual differences
● Read Information
2.2 The elderly is encou- 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Sheets
raged and supported to
participate in ceremo- ● Answer Start-of-
nial, cultural, educa- Module Skills
tional, recreational, Check
religious, social, and
spiritual activities as ● Answer given
appropriately planned questions
2.3 Assistance is provided 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
at all times in order to ● Write written
maintain a safe and assignments
healthy environment,
including minimizing ● Perform
physical dangers and activities/tasks as
risk of infections based directed
on established
procedures ● Conduct Self-
2.4 Proper response to 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 Check (evaluate
situations of risks to performance
health and safety is based on the
provided and maintained
based on established
Performance
procedures Criteria Checklist)
LO3. Provide assistance 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
with elderly’s personal
care needs
3.1 Personal preferences are 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
identified in consultation
with the elderly and a activity and Pre-
plan for execution is module learner’s
mapped out based on reflection
established procedures
3.2 The elderly is supported 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 ● Read Information
and encouraged in Sheets
exercising their rights
and personal preferences ● Answer Start-of-
without compromising Module Skills
their safety and those of Check
others and in accordance
with established ● Answer given
procedures questions
3.3 Short interpersonal 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
exchanges, clarifying ● Write written
meaning and maintai- assignments
ning interaction to
identify the elderly’s ● Perform
preferences are activities/tasks as
conducted based on directed
established procedures
3.4 Time is scheduled to 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
effectively listen to the
elderly’s preferences to
maximize his/her well
being
LO4. Provide assistance
with the elderly’s personal
care needs
4.1 The elderly’s personal 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
● Introductory
care needs (aids to daily
living) are identified and activity and Pre-
assistance provided module learner’s
4.2 Specific concerns and 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 reflection
difficulties in meeting
some personal care ● Read Information
needs are identified,
 clarified and modified Sheets
with the elderly in order
to effectively address ● Answer Start-of-
such concerns and Module Skills
problem needs Check
4.3 Assistive devices for 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
providing assistance for ● Answer given
the elderly are identified questions
and used as appropriate
4.4 Organizational policies 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 ● Write written
and practices for assignments
reporting are followed as Perform
appropriate activities/tasks as
4.5 The elderly’s self-esteem 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
and confidence are directed
enhanced
4.6 Provisions for 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
interaction between the
elderly and the
community are
researched and
developed
4.7 Developmental and 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
progressing personal
care needs are identified,
acknowledged and
provided for as
appropriate
4.8 Empathy is 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
demonstrated in
supporting and caring
for the elderly’s feelings
of grief and loss