CBC-Caregiving NC II

COMPETENCY-BASED
CURRICULUM
Sector:
HEALTH, SOCIAL AND OTHER COMMUNITY DEVELOPMENT SERVICES
Qualification:
CAREGIVING NC II
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
Page
A. . COURSE DESIGN ....................................................................................... 1-7
B. MODULES OF INSTRUCTION ................................................................ 8-106
 Basic Competencies .................................................................................. 8

o Participating in workplace communication ....................................... 9-12
o Working in a team environment ..................................................... 13-15
o Practicing career professionalism .................................................. 16-19
o Practicing occupational health and safety procedures................... 20-24
 Common Competencies .......................................................................... 25

o Implementing and monitor infection control policies and
procedures .................................................................................... 26-29
o Responding effectively to difficult/challenging behavior................. 30-33
o Applying basic first aid ................................................................... 34-37
o Maintaining high standards of patient services .............................. 38-42
 Core Competencies ................................................................................. 43

o Providing care and support to infants/toddlers .............................. 44-49
o Providing care and support to children .......................................... 50-55
o Fostering social, intellectual, creative and emotional
development of children ................................................................ 56-62
o Fostering physical development of children................................... 59-62
o Providing care and support to elderly ............................................ 63-69
o Providing care and support to people with special needs .............. 70-77
o Maintaining healthy and safe environment .................................... 78-82
o Responding to emergencies .......................................................... 83-89
o Cleaning living room, dining room, bedrooms, toilet and
bathroom ....................................................................................... 90-97
o Washing and ironing clothes, linen and fabric ............................. 98-103
o Preparing hot and cold meals .................................................... 104-110
.
COURSE DESIGN
COURSE TITLE : Caregiving NC II
NOMINAL DURATION : 786 hours
COURSE DESCRIPTION :
The course is designed to develop the knowledge, skills and attitudes of Caregiving NC
II in accordance with industry standards. It consists of competencies that a person must
achieve to provide care and support to infants/toddlers, provide care and support to
children, foster social, intellectual, creative and emotional development of children, foster
the physical development of children, provide care and support to elderly, provide care and
support to people with special needs, maintain healthy and safe environment, respond to
emergency, clean living room, dining room, bedrooms, toilet and bathroom, wash and iron
clothes, linen, fabric, prepare hot and cold meals.
ENTRY REQUIREMENTS :
Trainees or students wishing to enroll in this course qualification should possess the
following requirements:
 can communicate both in oral and written form;

 physically and mentally fit;
 with good moral character; and
 can perform basic mathematical computation.
CBC Caregiving NC II -1-

COURSE STRUCTURE:
BASIC COMPETENCIES
(18 hours)
Units of Nominal
Module Title Learning Outcomes
Competency Duration
1. Participate in 1.1 Participating in 1.1.1 Obtain and convey 4 hours
workplace workplace workplace information
communication communication 1.1.2 Participate in workplace
meeting and discussion
1.1.3 Complete relevant work-
related document
2. Work in a team 2.1 Working in a 2.1.1 Describe and identify team 4 hours
environment team role and responsibility
environment 2.1.2 Describe work as a team
member
3. Practice career 3.1 Practicing 3.1.1 Integrate personal 4 hours

professionalism career objectives with
professionalism organizational goals.
3.1.2 Set and meet work priorities.
3.1.3 Maintain professional growth
and development.
4. Practice 4.1 Practicing 4.1.1 Evaluate hazards and risks. 6 hours

occupational occupational 4.1.2 Control hazards and risks.
health and health and 4.1.3 Maintain occupational health
safety safety and safety awareness.
procedures procedure
COMMON COMPETENCIES
(18 hours)
Units of Nominal
Competency Duration
1. Implement and 1.1 Implementing 1.1.1 Provide information to the 4 hours

monitor and monitoring work group about the
infection control infection control organization’s infection
policies and policies and control policies and
procedures procedures procedures
1.1.2 Integrate the organization’s
infection control policy and
procedure into work
practices.
1.1.3 Monitor infection control
performance and implement
improvements in practices.

Units of Nominal
Competency Duration
2. Respond 2.1 Responding 2.1.1 Plan responses 4 hours
effectively to effectively to 2.1.2 Apply response
difficult/ difficult/ 2.1.3 Report and review
challenging challenging incidents
behavior behavior
3. Apply basic first 3.1 Applying basic 3.1.1 Assess the situation 6 hours
aid first aid 3.1.2 Apply basic first aid
techniques
3.1.3 Communicate details of the
incident
4. Maintain high 4.1 Maintaining 4.1.1 Communicate appropriately 4 hours

standard of high standard with patients
patient services of patient 4.1.2 Establish and maintain
services good interpersonal
relationship with patients
4.1.3 Act in a respectful manner
at all times
4.1.4 Evaluate own work to
maintain high standard of
patient services
CORE COMPETENCIES
(750 hours)
Units of Nominal
Competency Duration
1. Provide care 1.1 Providing care 1.1.1 Explain the concepts and 50
and support to and support to principles of caring, growth
infants/toddlers infants and development of
/toddlers infants/toddlers
1.1.2 Prepare infants/ toddlers for
taking vital signs, bathing
and dressing
1.1.3 Clean, sterilize feeding
bottles and prepare milk
formula
1.1.4 Prepare and introduce
adequate nutrition and
semi-solid food
1.1.5 Prepare infant / toddlers crib
2. Provide care 2.1 Providing care 2.1.1 Explain the importance of 50

and support to and support to instilling personal hygiene
children children practices to children
2.1.2 Maintain children’s
paraphernalia
2.1.3 Prepare children for taking
vital signs, bathing and
dressing

Units of Nominal
Competency Duration
2.1.4 Perform after care activities
for materials and
paraphernalia
2.1.5 Determine nutritional food
requirements of children
3. Foster social, 3.1 Fostering 3.1.1 Explain the concepts and 50

intellectual, social, principles of social,
creative and intellectual, intellectual, creative and
emotional creative and emotional development of
development of emotional children (3-12 years old)
children development
of children
4. Foster the 4.1 Fostering the 4.1.1 Explain the concepts and 50
physical physical principles of physical
development development development of children
of children of children 4.1.2 Explain the importance of
healthy sleeping patterns
and practices physical
development
4.1.3 Perform physical activities
5. Provide care 5.1. Providing care 5.1.1. Explain the concepts and 150
and support to and support to principles of basic nursing
elderly elderly care of the elderly
5.1.2. Identify appropriate
physical, emotional,
spiritual and intellectual
needs.
5.1.3. Provide assistance in
promoting the appropriate
needs for roles,
responsibilities, rights,
freedom and activities of
elderly
5.1.4. Provide adequate nutrition
and elimination
6. Provide care 6.1 Providing care 6.1.1 Identify and explain the 150
and support to and support to needs of people with special
people with people with needs.
special needs special needs 6.1.2 Identify personal care and
assistance needed for daily
living.
6.1.3 Establish and maintain
appropriate relationship.

Units of Nominal
Competency Duration
6.1.4 Provide appropriate support
for people with special
needs
6.1.5 Assist in oral and written
communication
6.1.6 Provide adequate nutrition
and elimination for people
with special needs
7. Maintain a 7.1 Maintaining a 7.1.1 Explain the concepts and 30

healthy and healthy and principles in maintaining a
safe safe clean and therapeutic
environment environment environment
7.1.2 Explain the procedure in
maintaining a clean and
therapeutic environment
7.1.3 Assist client in implementing
a safe and therapeutic
environment
8. Respond to 8.1 Responding to 8.1.1 Discuss signs and 40

emergency emergency symptoms of various
illnesses and diseases
8.1.2 Identify and explain
appropriate first aid and
basic emergency procedure
8.1.3 Explain the procedures in
implementing infection
control prevention
8.1.4 Identify the appropriate
procedures in medicine
administration
8.1.5 Identify dangerous,
hazardous and threat to
safety and well being
8.1.6 Perform first aid procedures
9. Clean living 9.1 Cleaning living 9.1.1 Explain the principles and 50
room, dining room, dining proper procedures in
room, room, cleaning and polishing
bedrooms, bedrooms, (living room, bedroom,
toilet and toilet and bathroom, and kitchen)
bathroom bathroom 9.1.2 Clean and sanitize toilet
and bathroom
9.1.3 Identify different kinds of
cleaning agents
9.1.4 Making up beds and cots
(open and closed bed)
9.1.5 Maintain a clean
environment

Units of Nominal
Competency Duration
of materials and equipment
10. Wash and iron 10.1 Washing and 10.1.1 Explain the principles and 30
clothes, linen iron clothes, procedures in washing and
and fabric linen and ironing clothes
fabric 10.1.2 Explain the procedures in
operating tools and
equipment
10.1.3 Perform laundry
10.1.4 Iron clothes, linens and
fabrics
11. Prepare hot 11.1 Preparing hot 11.1.1 Explain the procedures in 100
and cold and cold preparing hot and cold
meals meals meals
11.1.2 Prepare hot and cold meals
11.1.3 Prepare Appetizers,
sauces, dressing and
garnishes
11.1.4 Cook meals and dishes
according to recipe / dietary
requirements
11.1.5 Set table and serve cooked
dishes
ASSESSMENT METHODS:
 Written Examination
 Demonstration of practical skills
 Direct observation
 Interview
COURSE DELIVERY:
 Modular
 Demonstration
 Lecture
 Discussion
 Dual training
 Distance learning

RESOURCES:
TOOLS EQUIPMENT MATERIAL

 Airpot (Hot Water)  Bed Ordinary  Alcohol
 Skillet  Bed surgical  All purpose detergent
 Garbage bin  Blender / juicer soap
(biodegradable and non-  Bp apparatus, aneroid  Baby oil
biodegradable  Bp apparatus, mercurial  Soap
 Urinal  Coffee maker  Feeding bottles w/ cover
 Basin (small)  Crib and nipples
 Baby bath tub  Dish washer w/ drier  Bib and baby layettes
 Flat sheet  Food processor  Bleaching solution
 Gloves –household  Flat iron with ironing  Coffee, Cream and sugar
 Gloves - surgical board  Cotton buds
 Face towel/ towelette  Microwave oven - digital  Condiments
 Bath towel/ towelette  Oven (electric, gas)  Fabrics softener
 Blanket  Chairs with armrest  Food items use for
 Comforter  Dining set preparing meals
 Bedpan  White board  Diaper (child and adult)
 Bottle brush (cleaning  OHP/LCD*  Liquid soap (cleaning
feeding bottles)  Computer w/ printer bottles)
 Burping cloth  Refrigerator  Infant formula
 Baby clothes  Sphygmomanometer  Table napkins
 Baby blanket  Bottle Sterilizer, electric  Table cloth
 Carpet 4 ft.x 8 ft.  Stethoscope  Garbage bags
 Clothes brush  Stove  Bathing paraphernalia
 Clothes humper  Operational telephone (adult and child)
 Clothes rack unit
 Clothes, linen and fabrics  Thermometer (Oral, TRAINING MATERIALS/
for laundry rectal, Axilla, Tympanic) REFERENCES
 China ware  Bread toaster  Mother and Care Baby
 Cooking utensils  Washing machine –  Infant Care Feeding
 Cutting board Heavy Duty  Story books e.g.
 Cutlery  Drier Cinderela, snow white,
 Electric knife  Weighing scale etc.
 Electric opener  Wheel chair  Geriatrics A Study of
 Gown (hospital)  Vacuum cleaner – Heavy Maturity
 Hot water bag Duty  Complete Early Childhood
 Ice cap  Commode  Baby Play
 Kettle  Cane or walker  Fundamentals of Nursing
 Pots and pan  High chair/ booster seat/  Cookbook
 Pot holder portable seat  Toddler Play
 Apron  Dressing trolley w/  Care of the Adult
 Crutches (adjustable) - cotton balls  First Aid Book
 Grooming kit (hairbrush. - medicine glass  Cleaning of Different
comb, nail cutter, nail - thermometer Areas of the house
brush) - wound dressing set
 Hand towel  First aid kit
 Feeding utensils (Child and  Dummy (baby and adult)
adult) ** - use for bathing
 Measuring cup  Dummy for CPR (infant,
 Medical tray child and adult) **

TOOLS EQUIPMENT MATERIAL
 Mixing bowl OFFICE EQUIPMENT/ TOYS
 Pail FURNITURE  Crayons
 Peeler  Fax machine  Play Dough
 Pick up forcep  Television  Shape sorter
 Pillow case  VHS/CD/DVD Player  Coloring Book
 Pillow  Sofa set  Musical Mobile
 Portable mixer  Push & pull toys
 Potato masher  Toys (assorted), games
 Record book and accessories
 Rubber sheets
 Silver ware TAPES/DISC
 Soap dish  CPR (Infant, Child and
 Tong (plastic/ rubber) Adult)
 Artificial Resp. (Infant,
Child and Adult)
 Fracture
 Sprained Ankle
 Burns
 Child safety: films about
playing and safe
 Multiple Casualty
Management
* Optional
** Multipurpose or conventional
TRAINER’S QUALIFICATIONS:
 Must be a holder of NC III

 Must have undergone training in Training Methodology II (TM II)
 Must be mentally, emotionally and physically fit
 * Must have at least 2-3 years job/industry experience on supervisory/managerial level
* Optional. Only when required by the hiring institution.

Reference: TESDA Board Resolution No. 2004-03

MODULES OF INSTRUCTION
BASIC COMPETENCIES
CAREGIVING NC II
BASIC COMPETENCY : COMMUNICATIONS
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
MODULE TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to obtain, interpret and convey information in
response to workplace requirements.
PREREQUISITE : Receive and Respond to Workplace Communication.

(NC I)
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module the students/ trainees will be able to:
LO1. Obtain and convey workplace information
LO2. Participate in workplace meeting and discussion.
LO3. Complete relevant work related documents.
CBC Caregiving NC II - 10 -
LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.

2. Effective questioning, active listening and speaking skills are used to gather and
convey information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified
and followed.
6. Defined workplace procedures for the location and storage of information are
used.
7. Personal interaction is carried out clearly and concisely.
CONTENTS:
 Parts of speech
 Sentence construction
 Effective communication
CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)

 References (books)
 Manuals
METHODOLOGIES:
 Group discussion
 Interaction
 Lecture
 Reportorial
ASSESSMENT METHODS:
 Written test
 Practical/performance test
 Interview
LO2. PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS
1. Team meetings are attended on time.

2. Own opinions are clearly expressed and those of others are listened to without
interruption.
3. Meeting inputs are consistent with the meeting purpose and established
protocols.
4. Workplace interactions are conducted in a courteous manner appropriate to
cultural background and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning
conditions of employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.
CONTENTS:
 Sentence construction
 Technical writing
 Recording information
CONDITIONS:
The students/trainees must be provided with the following:
 Paper
 Pencils/ball pen
 References (books)
 Manuals
METHODOLOGIES:
 Group discussions
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
LO3. COMPLETE RELEVANT WORK RELATED DOCUMENTS
1. Ranges of forms relating to conditions of employment are completed accurately

and legibly.
2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical processes are used for routine calculations.
4. Errors in recording information on forms/documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise
guidelines.
CONTENTS:
 Basic mathematics
 Technical writing
 Types of forms
CONDITIONS:
 Paper
 Pencils/ball pen
 Reference books
 Manuals
METHODOLOGIES:
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
BASIC COMPETENCY : TEAM WORK
UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT
MODULE TITLE : WORKING IN A TEAM ENVIRONMENT
MODULE DESCRIPTOR : This module covers the knowledge, skills, and attitudes
required to relate in a work based environment.
PREREQUISITE : TEAMWORK (NC I)
Upon completion of this module, the students/ trainees will be able to:
LO1. Describe and identify team role and responsibility in a team.
LO2. Describe work as a team.
LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A TEAM
1. Role and objective of the team is identified.

2. Team parameters, relationships and responsibilities are identified.
3. Individual role and responsibilities within team environment are identified.
4. Roles and responsibilities of other team members are identified and recognized.
5. Reporting relationships within team and external to team are identified.
CONTENTS:
 Team role.
 Relationship and responsibilities
 Role and responsibilities with team environment.
 Relationship within a team.
CONDITIONS:
 Standard operating procedure (SOP) of workplace

 Job procedures
 Client/supplier instructions
 Quality standards
 Organizational or external personnel
METHODOLOGIES:
 Group discussion/interaction
 Case studies
 Simulation
ASSESSMENT METHODS:
 Written test
 Observation
 Simulation
 Role playing
LO2. DESCRIBE WORK AS A TEAM MEMBER
1. Appropriate forms of communication and interactions are undertaken.

2. Appropriate contributions to complement team activities and objectives are made.
3. Reporting using standard operating procedures is followed.
4. Development of team work plans based from team role is contributed.
CONTENTS:
 Communication process
 Team structure/team roles
 Group planning and decision making
CONDITIONS:
 SOP of workplace
 Job procedures
 Organization or external personnel
METHODOLOGIES:
 Group discussion/interaction
 Case studies
 Simulation
ASSESSMENT METHODS:
 Observation of work activities

 Observation through simulation or role play
 Case studies and scenarios.
UNIT OF COMPETENCY : PRACTICE CAREER PROFESSIONALISM
MODULE TITLE : PRACTICING CAREER PROFESSIONALISM
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes in
promoting career growth and advancement, specifically to
integrate personal objectives with organizational goals set
and meet work priorities and maintain professional growth
and development.
Upon completion of this module, the trainee/student must be able to:
LO1. Integrate personal objectives with organizational goals
LO2. Set and meet work priorities
LO3. Maintain professional growth and development
LO1. INTEGRATE PERSONAL OBJECTIVES WITH ORGANIZATIONAL GOALS
1. Personal growth and work plans towards improving the qualifications set for
professionalism are evident.
2. Intra and interpersonal relationship in the course of managing oneself based on
performance evaluation is maintained.
3. Commitment to the organization and its goal is demonstrated in the performance
of duties.
4. Practice of appropriate personal hygiene is observed.
5. Job targets within key result areas are attained.
CONTENTS:
 Personal development-social aspects: intra and interpersonal development

 Organizational goals
 Personal hygiene and practices
 Code of ethics
CONDITIONS:
 Workplace
 Code of ethics
 Organizational goals
 Hand outs and Personal development-social aspects
 CD’s, VHS tapes, transparencies
METHODOLOGIES:
 Interactive -lecture
 Simulation
 Demonstration
 Self-paced instruction
ASSESSMENT METHODS:
 Role play
 Interview
 Written examination
LO2. SET AND MEET WORK PRIORITIES
1. Competing demands to achieve personal, team and organizational goals and

objectives are prioritized.
2. Resources are utilized efficiently and effectively to manage work priorities and
commitments.
3. Practices and economic use and maintenance of equipment and facilities are
followed as per established procedures.
4. Job targets within key result areas are attained.
CONTENTS:
 Organizational Key Result Areas (KRA)

 Work values and ethical standards
 Company policies on the use and maintenance of equipment
CONDITIONS:
The students/ trainees must be provided with the following
 Hand outs on
- Organizational KRA
- Work values and ethics
- Company policies and standards
- Sample job targets
 Learning guides
METHODOLOGIES:
 Interactive lecture
 Structured activity
 Demonstration
ASSESSMENT METHODS:
 Role play
 Interview
LO3. MAINTAIN PROFESSIONAL GROWTH AND DEVELOPMENT
1. Training and career opportunities relevant to the job requirements are identified
and availed.
2. Licenses and/or certifications according to the requirements of the qualifications
are acquired and maintained
3. Fundamental rights at work including gender sensitivity are manifested/ observed
4. Training and career opportunities based on the requirements of industry are
completed and updated.
CONTENTS:
 Qualification standards
 Gender and development (GAD) sensitivity
 Professionalism in the workplace
 List of professional licenses
CONDITIONS:
The students/trainees must be provided with the following
 Quality standards
 GAD handouts
 CD’s, VHS tapes on professionalism in the workplace
 Professional licenses samples
METHODOLOGIES:
 Film viewing
 Role play/simulation
ASSESSMENT METHODS:
 Demonstration
 Interview
 Portfolio assessment
UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES
MODULE TITLE : PRACTICING OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES
required to comply with the regulatory and organizational
requirements for occupational health and safety such as
identifying, evaluating and maintaining occupational
health and safety (OHS) awareness.
LO1. Evaluate hazards and risks
LO2. Control hazards and risks
LO3. Maintain occupational health and safety awareness
LO1. EVALUATE HAZARDS AND RISKS
1. Terms of maximum tolerable limits are identified based on threshold limit values
(TLV).
2. Effects of hazards are determined.
3. OHS issues and concerns are identified in accordance with workplace
requirements and relevant workplace OHS legislation.
CONTENTS:
 TLV table
 Philippine OHS standards
 Effects of hazards in the workplace
 Ergonomics
 ECC Regulations
CONDITIONS:
 Hand outs on
- Philippine OHS standards
- Effects of hazards in the workplace
- Ergonomics
- ECC regulations
 TLV table
METHODOLOGIES:
 Situation analysis
 Symposium
 Film viewing
 Group dynamics
ASSESSMENT METHODS:
 Interview
 Simulation
LO2. CONTROL HAZARDS AND RISKS
1. OHS procedures for controlling hazards and risk are strictly followed.
2. Procedures in dealing with workplace accidents, fire and emergencies are
followed in accordance with the organization’s OHS policies.
3. Personal protective equipment (PPE) is correctly used in accordance with
organization’s OHS procedures and practices.
4. Procedures in providing appropriate assistance in the event of workplace
emergencies are identified in line with the established organizational protocol.
CONTENTS:
 Safety regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
 Contingency measures and procedures
CONDITIONS:
 Hand outs on
- Safety Regulations
- Clean air act
- Electrical and fire safety code
- Waste management
- Disaster preparedness and management
- Contingency measures and procedures
 OHS personal records
 PPE
METHODOLOGIES:
 Symposium
 Film viewing
 Group dynamics
 Self-paced instruction
ASSESSMENT METHODS:
 Interview
 Case/situation analysis
 Simulation
LO3. MAINTAIN OCCUPATIONAL HEALTH AND SAFETY AWARENESS
1. Procedures in emergency related drill are strictly followed in line with the
established organization guidelines and procedures.
2. OHS personal records are filled up in accordance with workplace requirements.
3. PPE is maintained in line with organization guidelines and procedures.
CONTENTS:
 Operational health and safety procedure, practices and regulations

 Emergency-related drills and training
CONDITIONS:
 Workplace
 PPE
 OHS personal records
 Health record
METHODOLOGIES:
 Simulation
 Symposium
 Film viewing
 Group dynamics
ASSESSMENT METHODS:
 Demonstration
 Interview
 Portfolio assessment
COMMON COMPETENCIES
CAREGIVING NC II
UNIT OF COMPETENCY : IMPLEMENT AND MONITOR INFECTION CONTROL
POLICIES AND PROCEDURES
MODULE TITLE : IMPLEMENTING AND MONITORING INFECTION

CONTROL POLICIES AND PROCEDURES
MODULE DESCRIPTOR : This unit is concerned with infection control responsibilities of

employees with supervisory accountability to implement and
monitor infection control policy and procedures in a specific
work unit or team within an organization. This unit does not
apply to a role with organization-wide responsibilities for
infection control policy and procedure development,
implementation or monitoring.
LO1. Provide information to the work group about the organization’s infection control
policies and procedures
LO2. Integrate the organization’s infection control policy and procedure into work practices
LO3. Monitor infection control performance and implement improvements in practices
LO1. PROVIDE INFORMATION TO THE WORK GROUP ABOUT THE
ORGANIZATION’S INFECTION CONTROL POLICIES AND PROCEDURES
1. Relevant information about the organization’s infection control policy and

procedures, and applicable industry codes of practice are accurately and clearly
explained to the work group.
2. Information about identified hazards and the outcomes of infection risk
assessments is regularly provided to the work group.
3. Opportunity is provided for the work group to seek further information on
workplace infection control issues and practices.
CONTENTS:
 Infection control policy and procedures and relevant industry codes of practice
CONDITIONS:
Students/ trainees must be provided with the following:
 Workplace location
 Tools and equipment appropriate to schedule housekeeping activities and to
monitor and maintain working condition
 Material relevant to the proposed activity and tasks
LO2. INTEGRATE THE ORGANIZATION’S INFECTION CONTROL POLICY AND
PROCEDURE INTO WORK PRACTICES
1. Infection control policy and procedures are implemented by supervisor and

members of the work group.
2. Liaison is maintained with person responsible for organization-wide infection
control.
3. The Supervisor’s coaching support ensures that individuals/teams are able to
implement infection control practices.
4. Work procedures are adopted to reflect appropriate infection control practice.
5. Issues raised through consultation are dealt with and resolved promptly or
referred to the appropriate personnel for resolution.
6. Workplace procedures for dealing with infection control risks and hazardous
events are implemented whenever necessary.
7. Employees are encouraged to report infection risks and to improve infection
control procedures.
CONTENTS:
 Infection control policy and procedures

 Management systems and procedures for infection control.
 Transmission and control of communicable diseases
 Risk control measures
CONDITIONS:
LO3. MONITOR INFECTION CONTROL PERFORMANCE AND IMPLEMENT
IMPROVEMENTS IN PRACTICES
1. Infection control hazardous events are investigated promptly to identify their

cause in accordance with organization policy and procedures.
2. Work procedures to control infection risks are monitored to ensure compliance.
3. Work procedures are regularly reviewed and adjusted to ensure improvements in
infection control practice.
4. Supervisor provides feedback to team and individuals on compliance issues,
changes in work procedures and infection control outcomes.
5. Training in work procedures is provided as required to ensure maintenance of
infection control standards.
6. Inadequacies in work procedures and infection control measures are identified,
corrected or reported to designated personnel.
7. Records of infection control risks and incidents are accurately maintained as
required.
8. Aggregate infection control information reports are used to identify hazards, to
monitor an improve risk control methods and to indicate training needs.
CONTENTS:
 Organizational procedures for monitoring and training.

 Basic understanding of communicable disease transmission.
CONDITIONS:
METHODOLOGIES:
 Lecture/ discussion
 Group discussion
 Return demo
 Film viewing
 Surface learning
ASSESSMENT METHODS:
 Written examination
 Interview/ oral examination
 Practical examination
UNIT OF COMPETENCY : RESPOND EFFECTIVELY TO DIFFICULT/CHALLENGING
BEHAVIOR
MODULE TITLE : RESPONDING EFFECTIVELY TO DIFFICULT/

CHALLENGING BEHAVIOR
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes to
effectively respond to difficult or challenging behavior of
patient.
NOMINAL DURATION : 4 Hrs.
LO1. Plan responses
LO2. Apply response
LO3. Report and review incidents
LO1. PLAN RESPONSES
1. Responses are planned to instances of difficult or challenging behavior to

maximize the availability of other appropriate staff and resources.
2. Specific manifestations of difficult or challenging behavior are identified and
strategies appropriate to these behaviors are planned as required.
3. Safety of self and others is given priority in responding to difficult or challenging
behavior according to institutional policies and procedures.
CONTENTS:
 OSH and issues relating to difficult and challenging behavior

 Institutional policies, procedures and strategies in dealing with difficult and
challenging behavior
CONDITIONS:
LO2. APPLY RESPONSE
1. Difficult or challenging behavior is dealt with promptly, firmly and diplomatically in

accordance with institutional policy and procedures.
2. Communication is used effectively to achieve the desired outcomes in responding
to difficult or challenging behavior.
3. Appropriate strategies are selected to suit particular instances of difficult or
challenging behavior.
4. Employees are encouraged to report infection risks and to improve infection
control procedures.
CONTENTS:
 Dealing with difficult or challenging behavior according to institutional policy and

procedures
 Use company /institutional policy in reporting infection risks and improving
infection control procedures
CONDITIONS:
LO3. REPORT AND REVIEW INCIDENTS
1. Incidents are reported according to institutional polices and procedures.

2. Incidents are reviewed with appropriate staff and suggestions appropriate to area
of responsibility are made.
3. Debriefing mechanisms and other activities are used and participated in.
4. Advice and assistance is sought from legitimate sources when appropriate.
CONTENTS:
 Instructions and guidance of health professionals involved with the care of

patient/client
 Institutional polices and procedures in reporting and reviewing incidents
CONDITIONS:
METHODOLOGIES:
 Return demo
 Film viewing
ASSESTMENT METHODS:
UNIT OF COMPETENCY : APPLY BASIC FIRST AID
MODULE TITLE : APPLYING BASIC FIRST AID
MODULE DESCRIPTOR : 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 Aider is working under
supervision and/or according to established workplace First
Aid procedures and policies.
QUALIFICATION LEVEL : NC II
LO1. Assess the situation
LO2. Apply basic first aid techniques
LO3. Communicate details of the incident
LO1. ASSESS THE SITUATION
1. Physical hazards to self and casualty’s health and safety are identified.
2. Immediate risks to self and casualty’s occupational health safety (OSH) are
minimized by controlling the hazard in accordance with OSH requirements.
3. Casualty’s vital signs and physical condition are assessed in accordance with
workplace procedures.
CONTENTS:
 Basic anatomy and physiology

 Company standard operating procedures (SOPs)
CONDITIONS:
LO2. APPLY BASIC FIRST AID TECHNIQUES
1. First Aid management is provided in accordance with established First Aid

procedures.
2. Casualty is reassured in a caring and calm manner and made comfortable using
available resources.
3. First Aid assistance is sought from others in a timely manner and as appropriate.
4. Casualty’s condition is monitored and responded to in accordance with effective
First Aid principles and workplace procedures.
5. Details of casualty’s physical condition, changes in conditions, management and
response are accurately recorded in line with organizational procedures.
6. Casualty management is finalized according to his/her needs and First aid
principles.
CONTENTS:
 Basic anatomy and physiology

 Dealing with confidentiality
 Knowledge of the First Aiders’ skills limitations
 Consideration of the welfare of the casualty
 Safe manual handling of casualty
CONDITIONS:
 Defibrillation units
 Pressure bandages
 Thermometers
 First Aid Kit
 Eyewash
 Thermal Blankets
 Pocket Face Masks
 Rubber Gloves
 Dressing
 Space device
 Cervical Collars
LO3. COMMUNICATE DETAILS OF THE INCIDENT
1. Appropriate medical assistance is requested using relevant communication

media and equipment.
2. Details of casualty’s condition and management activities are accurately
conveyed to emergency services/relieving personnel.
3. Reports to supervisors are prepared in a timely manner, presenting all relevant
facts according to established company procedures.
CONTENTS:
 OSH legislation and regulations

 Safe manual handling of casualty
 Report preparation
 Communication skills
CONDITIONS:
 Mobile phone
 Satellite phones
 HF/VHF radio
 Flags
 Flares
 Two-way radio
 Email
 Electronic equipment
METHODOLOGIES:
 Return demo
 Film viewing
ASSESSMENT METHODS:
UNIT OF COMPETENCY : MAINTAIN HIGH STANDARDS OF PATIENT SERVICES
MODULE TITLE : MAINTAINING HIGH STANDARDS OF PATIENT

SERVICES
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes required
in the maintenance of high standards of patient services.
LO1. Communicate appropriately with patients
LO2. Establish and maintain good interpersonal relationship with patients
LO3. Act in a respectful manner at all times
LO4. Evaluate own work to maintain a high standard of patient service
LO1. COMMUNICATE APPROPRIATELY WITH PATIENTS
1. Effective communication strategies and techniques are identified and used to

achieve best patient service outcomes.
2. Complaints are responded to in accordance with organizational policy to ensure
best service to patients.
3. Complaints are dealt with in accordance with established procedures.
4. Interpreter services are accessed as required.
5. Action is taken to resolve conflicts either directly, where a positive outcome can
be immediately achieved, or by referral to the appropriate personnel.
6. Participation in work team is constructive and collaborative and demonstrates an
understanding of own role.
CONTENTS:
 Roles and responsibilities of self and other workers within the organization
 Dealing with complaints and conflict
CONDITIONS:
LO2. ESTABLISH AND MAINTAIN GOOD INTERPERSONAL RELATIONSHIP WITH
PATIENTS
1. Rapport is established to ensure the service is appropriate to and in the best

interests of patients.
2. Effective listening skills are used to ensure a high level of effective
communication and quality of service.
3. Patient concerns and needs are correctly identified and responded to
responsibility and accordingly established procedures and guidelines.
4. Effectiveness of interpersonal interaction is consistently monitored and evaluated
to ensure best patient service outcomes.
CONTENTS:
 Listening skills
 Client/patient issues referred to appropriate health professional
CONDITIONS:
LO3. ACT IN A RESPECTFUL MANNER AT ALL TIMES
1. Respect for differences is positively, actively and consistently demonstrated in all

work.
2. Confidentiality and privacy of patients is maintained.
3. Courtesy is demonstrated in all interactions with patients, visitors, carers and
family.
4. Assistance with the care of patients with challenging behaviors is provided in
accordance with established procedures.
5. Techniques are used to manage and minimize aggression.
CONTENTS:
 Organizational policies and procedures for privacy and confidentiality of

information provided by patients and others
 Procedures in caring of patients with challenging behaviors
 Techniques in managing and minimizing aggression
CONDITIONS:
LO4. EVALUATE OWN WORK TO MAINTAIN A HIGH STANDARD OF PATIENT
SERVICE
1. Advice and assistance is received or sought from appropriate sources on own

performance.
2. Own work is adjusted, incorporating recommendations that address performance
issues, to maintain the agreed standard of patient support.
CONTENTS:
 Cultures relevant to the particular service

 Institutional policy on patient rights and responsibilities
CONDITIONS:
METHODOLOGIES:
 Return demo
 Film Viewing
ASSESSMENT METHODS:
CORE COMPETENCIES
CAREGIVING NC II
UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO INFANTS AND
TODDLERS
MODULE TITLE : PROVIDING CARE AND SUPPORT TO INFANTS AND

TODDLERS
required to provide care and support to infants and
toddlers ages from birth to three years.
LO 1. Explain the concept and principles of caring, growth and development of infant and
toddler
LO 2. Prepare infants/toddlers for taking vital signs, bathing and dressing
LO 3. Clean, sterilize feeding bottles and prepare milk formula
LO4. Prepare and introduce adequate nutrition and semi-solid food
LO5. Prepare infant / toddlers crib.
LO1. EXPLAIN THE CONCEPT AND PRINCIPLES OF CARING, GROWTH AND
DEVELOPMENT OF INFANT AND TODDLER
1. Growth and development are properly defined.

2. Principle of normal growth and development are explained.
CONTENTS:
 Different Stages of normal growth and development of infants and toddlers

 The Dependent nature of infants/toddlers
 Signs of infants/toddlers’ distress
 Basic Infant Care
CONDITIONS:
Students/trainees must be provided with the following:
 Handouts/Manuals
 Reference books
 Audio-visual equipment
 IT related and instructional video resources
METHODOLOGIES:
1. Lecture/ Discussion
2. Demonstration and Return Demonstration
3. Brainstorming
ASSESSMENT METHOD:
1. Oral and Written Evaluation
LO2. PREPARE INFANTS/TODDLERS FOR TAKING VITAL SIGNS, BATHING AND
DRESSING
1. Different materials, equipment and supplies needed for vital signs taking and
measurement were identified.
2. Checked the infants and toddlers’ vital signs based on procedure.
3. Checked the water quantity and temperature as per requirement.
4. Bathed infants and toddlers according to procedure.
5. Made comforters available to infants and toddlers when needed.
CONTENTS:
 Procedures in Taking Vital Signs

 Specifications of Different Types of Thermometer
 Principles of conversion, oF to oC
 Procedures in Bathing and Dressing/ Undressing of infants
 Types and Uses of Clothes and Underwear
 Unusual signs and symptoms
 Bathing Paraphernalia and : Types, Uses, Specification
 Specifications and Uses of Non-Slip Rubber Mat
 Baby / Baby dummy
CONDITIONS:
 Bathing paraphernalia (baby bath tub, baby toiletries, towel, soap, shampoo, hair
brush/comb)
 Thermometer / Tray
 Bathing toys
 Baby Dummy
 References/Books
METHODOLOGIES:
3. Self paced Instruction
4. Group Discussion
ASSESSMENT METHODS:
LO3. CLEAN, STERILIZE FEEDING BOTTLES AND PREPARE MILK FORMULA
1. Cleaned and sterilized the infants and toddlers’ feeding bottles as needed.
2. Prepared the milk formula as prescribed.
3. Fed and burped the infant according to established procedure.
CONTENTS:
 Procedures in Feeding
 Hand Washing Procedures
 Infant Diet
 Table Etiquette
 Sterilization of feeding bottle
CONDITIONS:
 feeding bottles with cap, ring and nipple

 bottle electric sterilizer
 infant / toddler milk formula
 bibs / burping cloth
 feeding paraphernalia
 high chair
 Baby’s layette
 References/Textbooks on Cleaning and Sterilizing Feeding Bottles and
Preparing Milk Formula
METHODOLOGIES:
3. Brainstorming
ASSESSMENT METHODS:

2. Practical Evaluation
LO4. PREPARE AND INTRODUCE ADEQUATE NUTRITION AND SEMI-SOLID FOOD
1. Nutritional needs of infants and toddler were explained

2. Semi-solid food were prepared and introduced according to dietary requirements
of infants and toddlers
3. Tools and equipment in performing the procedure in meeting the nutritional needs
of infants and toddlers are prepared
4. Proper procedure in performing nutritional needs of infants and toddlers were
followed
5. Correct procedure in meeting the nutritional needs of infant and toddlers are
followed
6. Personal safety was observed in performing the procedure
CONTENTS:
 Dietary requirements for infants and toddlers

 Nutritional needs of infants and toddlers
 Cultural practices and beliefs about food provision
 Impact of food and drinks on dental health
 Procedure in feeding
 Food preparation and cooking
 Sterilization technique
 Occupational health and safety guidelines
 Waste segregation and waste disposal
 Use of tools and equipment
CONDITIONS:
 Feeding paraphernalia
 Feeding bottles
 Baby food products (assorted)
 Bib
 High chair
 Table
 Hot air sterilizer
 Basin
 References/Textbooks on Infants and Toddlers Nutrition
LO5. PREPARE INFANT/TODDLERS CRIB
1. Infants and toddlers’ crib is prepared based on established procedure/ or

according to manufacturer’s specification.
2. Support materials/paraphernalia are correctly placed and folded in the crib
according to established procedure.
CONTENTS:
 Basic Infant Care

 Guide in preparing infant/toddlers crib
CONDITIONS:
 Infant crib
 Toddler bed
 Blanket / comforter
 Toys for the crib (mobile)
 References/Textbooks on Infants and Toddlers Crib
METHODOLOGIES:
3. Brainstorming
ASSESSMENT METHODS:

UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO CHILDREN
MODULE TITLE : PROVIDING CARE AND SUPPORT TO CHILDREN
required to provide care and support to children between
three (3) years old and twelve (12) years old.
SUMMARY OF LEARNING OTCOMES:
LO 1. Explain the importance of personal hygiene practices to children
LO 2. Maintain children’s paraphernalia
LO 3. Prepare children for taking vital sign, bathing and dressing
LO 4. Perform after care activities for materials and paraphernalia
LO 5. Determine nutritional food requirements of children
LO1. EXPLAIN THE IMPORTANCE OF PERSONAL HYGIENE PRACTICES TO
CHILDREN
1. Hygiene practices are explained clearly to children based on established

procedures.
2. Personal hygiene procedures are demonstrated to children based on health and
safety procedures.
CONTENTS:
 Proper Healthcare of Children.

 Good Grooming.
CONDITIONS:
 Bathing paraphernalia and toiletries

 Children’s clothes
 Grooming kit (hairbrush, comb, nail scissors/nail cutter)
 Oral hygiene (tooth brush, toothpaste)
 Childcare workplace
 Other facilities, equipments and materials relevant to the unit of competency.
 References/Textbooks on Personal Hygiene Practices to Children
METHODOLOGIES:
 Lecture/ Discussion
 Demonstration and Return Demonstration
 Brainstorming
ASSESSMENT METHOD:
 Oral and Written Evaluation
LO2. MAINTAIN CHILDREN’S PARAPHERNALIA
1. Children’s paraphernalia are cleaned according to safety, health and hygiene

regulations
2. Children paraphernalia are maintained based on health / hygiene procedures
3. Routine maintenance is carried out or arranged as per standard operating
procedures
CONTENTS:
 Regulations on safety, health and hygiene

 Personal hygiene / health procedures observation
 The spread of infectious diseases and cross infection
CONDITIONS:
 Cleaning materials (detergent, soap, brushes and rags)

 Disinfectants
 Children’s Clothes
 Grooming kit (hairbrush, comb and nail scissors)
 Oral hygiene (toothbrush, toothpaste)
 Feeding utensils
 High chair/booster seat/portable seat
 Thermometer
 Thermometer tray
 Hand outs
 Modules
 References/Textbooks on Children’s paraphernalia
METHODOLOGIES:
 Lecture
 Group Discussion/Interaction
 Self-paced
 Brainstorming
ASSESSMENT METHODS:
 Practical demonstration
LO3. PREPARE CHILDREN FOR TAKING VITAL SIGN, BATHING AND DRESSING
1. Children’s vital signs are checked before bathing based on established

procedures.
2. Bathing paraphernalia are prepared as per procedure.
3. Bath water quantity and temperature are checked based on health requirement of
the child.
4. Children are assisted in dressing up according to prevailing weather condition.
5. Children’ preferences and decisions are acknowledged, respected and followed
whenever appropriate and possible.
6. Children with difficult behavior in bathing are dealt with appropriately as per
procedure.
CONTENTS:
 Bathing and dressing / undressing procedures.

 Bathing paraphernalia and: Types, Uses, Specification
 Procedures in taking vital signs.
 Use of Thermometer
 Unusual signs and symptoms
CONDITIONS:

 Grooming kit
 Hand outs
 Modules
 References/Textbooks on Bathing, dressing and taking vital signs on Children
METHODOLOGIES:
 Lecture/ Discussion
 Brainstorming
ASSESSMENT METHODS:
 Oral and written exam

 Practical demonstration
LO4. PERFORM AFTER CARE ACTIVITIES FOR MATERIALS AND PARAPHERNALIA
1. Materials and paraphernalia are cleaned after use according to standard

operating procedures and in accordance with relevant safety procedures
2. Materials and paraphernalia are placed / stored in the appropriate area following
safety procedures.
3. All materials and paraphernalia are checked regularly for orderliness/tidiness in
accordance with employer’s requirements.
procedures.
CONTENTS:
 Types/Uses/Functions of paraphernalia
 Procedures in storing paraphernalia
 Care of materials and paraphernalia
CONDITIONS:

 Grooming kit (hairbrush, comb and nail scissors)
 Oral hygiene (toothbrush, toothpaste)
 High chair/booster seat/portable seat
 Thermometer
 Thermometer tray
 Hand outs
 Modules
 References/Textbooks on Children’s paraphernalia and toiletries
METHODOLOGIES:
 Lecture
 Demonstration
 Self-paced Instruction
ASSESSMENT METHODS:
 Hands-on
 Practical Demonstration
LO5. DETERMINE NUTRITIONAL FOOD REQUIREMENTS OF CHILDREN
1. Nutritional requirements of children are determined according to their age level.

2. Menus prepared in accordance with children’ nutritional and cultural
requirements.
3. Appetizing food and drinks are prepared and served sufficiently and appropriately
according to the child’s health needs and preferences.
4. Children are fed following healthy procedures.
CONTENTS:
 Nutritional needs of children by age level

 Dietary requirements of Children
 Cultural practices and beliefs about food provisions
 Table etiquette
 Impact of foods and drinks on dental health
CONDITIONS:
 Children food recipe

 Children food products (assorted)
 Bibs
 High chair/Booster seat
 Hand outs
 Modules
 References/Textbooks on Children’s Nutritional Food Requirements
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : FOSTER THE SOCIAL, INTELLECTUAL, CREATIVE AND
EMOTIONAL DEVELOPMENT OF CHILDREN
MODULE TITLE : FOSTERING THE SOCIAL, INTELLECTUAL, CREATIVE

AND EMOTIONAL DEVELOPMENT OF CHILDREN
required to foster the social, intellectual, creative and
emotional development of children from 1-12 years old.
LO 1. Explain the concepts and principles of social, intellectual, creative and emotional
development of children (3-12 yrs.old)
LO1. EXPLAIN THE CONCEPTS AND PRINCIPLES OF SOCIAL, PHYSICAL,
INTELLECTUAL, CREATIVE AND EMOTIONAL DEVELOPMENT OF CHILDREN
(3-12 yrs. old)
1. Concepts and principles of social, physical, intellectual, creative and emotional

development of children are explained based on the stages of growth and
development.
2. Encourages children to express their feelings, ideas and needs based on social
norm.
3. Opportunities are provided to children to experience their individual strengths and
needs and to participate in decision making.
4. Activities are provided to children as a means of releasing their feelings
according to their interests and needs and expressing their imagination and
creativity based on developmental needs.
CONTENTS:
 The Dependent Nature of Children

 Children’s Psychology
 Understanding children’s physical development
 Children’s developmental stages
 Cultural awareness
 Process for creative and artistic expression
CONDITIONS:
 Childcare workplace
Appropriate method of activities:

 Play pen with approximate toys according to age group (cradle toys, objects to
explore by mouth, swinging toys, rattles, toys poke, squeeze and push along)
 Art and paint materials

- Construction sets
- Scissors/papers/pencils (assorted colors)
- Crayons, pencils, peg boards
 Activity kit
 Puzzles
 Coloring book
 Beads to string
 Play dough
 Audio visual equipment (radio, cassette, TV)
 Hand outs
 Modules
 Illustrations/Pictures/Charts/Diagrams of child’s development
 References/Textbooks on Children’s Stages of Development
METHODOLOGIES:
1. Lecture
2. Group Discussion/Interaction
4. Brainstorming
ASSESSMENT METHODS:

UNIT OF COMPETENCY : FOSTER PHYSICAL DEVELOPMENT OF CHILDREN
MODULE TITLE : FOSTERING PHYSICAL DEVELOPMENT OF CHILDREN
required to foster specific physical development of children
from 1-12 years old.
LO 1. Explain the concepts and principles of physical development of children
LO 2. Explain the importance of healthy sleeping patterns and practices physical

development
LO 3. Perform physical activities
LO1. EXPLAIN THE CONCEPTS AND PRINCIPLES OF PHYSICAL DEVELOPMENT
OF CHILDREN
1. Concepts and principles of physical development of children are explained based

on the child’s stage of growth and development.
2. Children provided with tools and equipment based on physical development
needs.
3. Children given exercise or activities based on age level.
4. Opportunities are provided to children to experience their individual interest,
strengths and needs.
CONTENTS:
 Children’s physical development and skills development

 Child’s rate of development, needs, interest and strength
CONDITIONS:
 Childcare workplace/ gym

 Hand outs
 Modules
 References/Textbooks on Children’s Stages of Growth and Development
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO2. EXPLAIN THE IMPORTANCE OF HEALTHY SLEEPING PATTERNS AND
PRACTICES PHYSICAL DEVELOPMENT
1. Children are monitored and encouraged to develop healthy sleeping patterns and
practices based on physical needs.
2. Children are provided opportunities to develop their physical skills based on
development needs.
3. Children are given the opportunities to develop themselves physically in
accordance with resources available.
4. Equipment and tools are made available based on needs.
5. Opportunities for physical development are provided based on child’s stage of
growth and development.
CONTENTS:
 Sleeping patterns and practices of Children

 Interaction between Physical, Social and Psychological Development of Children
 Relevant organizational standards, policies and procedures
CONDITIONS:
 Setting up venue/environment
 Range of environments and equipment
 Play with construction materials
 Hand outs
 Modules
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO3. PERFORM PHYSICAL ACTIVITIES
1. Experiences provided which will develop and enhance physical fitness.

2. Encouragement given to children to learn to develop habit forming physical
activities.
3. Ways and means for the child to participate in physical fitness is communicated,
modeled and practiced.
CONTENTS:
 Experiences that will target specific areas of development

 Equipment, toys, and resources that can be used to stimulate physical
development
 Needs of children with sensory or physical disability
CONDITIONS:
 Setting up venue/environment
 Range of environments and equipment
 Indoor/Outdoor facilities
 Hand outs
 Modules
METHODOLOGIES:
 Lecture - demonstration
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO ELDERLY
MODULE TITLE : PROVIDING CARE AND SUPPORT TO ELDERLY
required in providing support and assistance to maintain
quality care for the elderly to meet his / her daily needs
including nourishment, mobility, personal hygiene and other
support within the plan of care.
LO 1. Explain the concepts and principles of basic nursing care of the elderly
LO 2. Identify appropriate physical, emotional, spiritual and intellectual needs.
LO 3. Provide assistance in promoting the appropriate needs for roles, responsibilities,

rights, freedom and activities of elderly
LO 4. Provide adequate nutrition and elimination
LO1. EXPLAIN THE CONCEPTS AND PRINCIPLES OF BASIC NURSING CARE OF
THE ELDERLY
1. Concepts and principles of basic nursing care of the elderly are properly
explained.
2. Correct procedure in basic nursing care was demonstrated.
CONTENTS:
 Basic nursing care
 Different nursing procedure
 Proper care for elders
- Perineal care
- Morning and evening care
 Relevant plan of care, roles and responsibilities of caregiver
CONDITIONS:
 Model for basic nursing practices

 Steam hot sterilizer
 Stethoscope
 Morning and evening care paraphernalia

- Tooth brush
- Dentifrice
- Kidney basin
- Towel
- Mouth wash solution
 Perineal care tray

- Jar with sterile cotton balls
- Pick up forceps
- 2 kidney basin
- Round nose forceps
- Pitcher with sterile H2 operineal pad
- Dividing screen
- Bed pan
- T-bar
 Special mouth care tray

- Mineral oil
- Paper bag
- Drinking tube
- Rubber irrigating bulb
- Applicator
 Service outcomes standard documents
 Legislation
 Organization policies and practices
 Hand outs
 Modules
 References/Textbooks on Basic Nursing Care for the Elderly
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO2. IDENTIFY APPROPRIATE PHYSICAL, EMOTIONAL, SPIRITUAL AND
INTELLECTUAL NEEDS.
1. All support is provided to the elderly in accordance with the elderly’s’ needs,
rights, self determination and individual differences.
2. Encourages and supports the elderly to participate in ceremonial, cultural,
educational, recreational, religious, social, and spiritual activities as appropriately
planned.
3. Assistance provided at all times in order to maintain a safe and healthy
environment, including minimizing physical dangers and risk of infections based
on established procedures.
4. Proper response to situations of risks to health and safety provided and
maintained based on established procedures.
CONTENTS:
 Process of ageing
 Common problems of the elderly and their ramifications
 Safety risks to the elderly and contingency measures
 Elderly’s’ needs, rights, self determination and individual differences
 Different religious, cultural, spiritual, physical, and ceremonial perspective of the
elderly
 Cultural awareness
 Question and answer / Interview techniques
CONDITIONS:
 Lecture room
 Reading materials
 Hand outs
 Modules
 References/Textbooks on Elderly’s physical, emotional, spiritual and intellectual
needs
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO3. PROVIDE ASSISTANCE IN PROMOTING THE APPROPRIATE NEEDS FOR
ROLES, RESPONSIBILITIES, RIGHTS, FREEDOM AND ACTIVITIES OF
ELDERLY
1. Personal preferences identified in consultation with the elderly and a plan for
execution is mapped out based on established procedures
2. Supports and encourages the elderly in exercising their rights and personal
preferences without comprising their safety and those of others and in
accordance with established procedures
3. Short interpersonal exchanges, clarifying meaning and maintaining interaction to
identify the elderly’s preferences conducted based on established procedures.
4. Time scheduled to effectively listen to the elderly’s preferences to maximize his /
her well being.
CONTENTS:
 Elderly’s rights, responsibilities and personal preferences

 Proper care of the elderly during ADL (Activities of Daily Living)
 Understanding the established procedure / guidelines when consulting the
preferences of the elderly
 Different cultural requirements and preferences
 Safety risks to the elderly
CONDITIONS:
 Access to a workplace/elderly care center/hospital

 Wheelchair
 walker/cane
 crutches
 parallel bars
 hand rails
 commode
 Reading materials
 indoor/outdoor facilities
 Hand outs
 Modules
 References/Textbooks on Elderly’s roles, responsibilities, rights, freedom and
activities
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO4. PROVIDE ADEQUATE NUTRITION AND ELIMINATION
1. Appropriate tools and equipment in performing the required nutritional needs of

the elderly are prepared according to proper/correct procedure.
2. Proper procedures were followed in providing adequate nutrition and elimination.
3. Personal safety was observed at all times in providing adequate nutrition and
elimination.
CONTENTS:
 Nutrition and elimination process of elderly

 Infection control
 Relevant policies, protocol and practices of organization in relation to work
activities
 Relevant plan of care, roles and responsibilities of a caregiver
CONDITIONS:
 Meal pattern and sample menu

 Amount of feeding solution ordered by the physician
 Basin
 Urine specimen container with cap and label
 Large specimen container with cap and label for stool specimen collection
 Calibrated measuring container
 Bed pan
 Wooden tongue depressor
 Graduated pitcher
 Pen
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Nutrition and Elimination for the Elderly
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : PROVIDE CARE AND SUPPORT TO PEOPLE WITH
SPECIAL NEEDS
MODULE TITLE : PROVIDING CARE AND SUPPORT TO PEOPLE WITH

SPECIAL NEEDS
required in providing support and assistance to maintain
quality care for people with special needs to be able to
enhance their abilities to communicate and be independent;
responding to the physical, medical, health and safety,
personal care and home maintenance requirements of
people with disabilities.
LO 1. Identify and explain the needs of people with special needs
LO 2. Identify personal care and assistance needed for daily living
LO 3. Establish and maintain appropriate relationship
LO 4. Provide appropriate support for people with special needs
LO 5. Assist in oral and written communication
LO 6. Provide adequate nutrition and elimination for people with special needs
LO1. IDENTIFY AND EXPLAIN THE NEEDS OF PEOPLE WITH SPECIAL NEEDS
1. The identified legal needs of people with special needs are discussed according
to legal requirements and regulations.
2. Potential risks/physical dangers and risk of infections are identified and
explained to people with special needs based on established procedures.
3. Hazards and potential hazards in the environment are identified and discussed
to people with special needs according to organizational standards policies and
procedures.
CONTENTS:
 Hazard in home environment

 Caring for people with special needs
 Risk minimization strategies and risk and reduction strategies
 Legal requirements and regulations
 Organizational standards, policies, and procedures
CONDITIONS:
 Lecture room
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Caring for People with Special Needs
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
LO2. IDENTIFY PERSONAL CARE AND ASSISTANCE NEEDED FOR DAILY LIVING
1. The personal care and assistance for people with special needs are identified
according organizational standards, policies and procedures.
2. The needs for daily laundry, changing of linens, bathing, dressing and grooming
of the client are discussed according to workplace guidelines and regulations.
3. Dental/Doctor’s appointment and other errands for the client are scheduled
according to workplace guidelines and regulations.
CONTENTS:
 Caring for people with special needs

 Workplace guidelines and regulations
 Housekeeping
 Laundry
 Good Grooming
 Bathing and Dressing
 Scheduling Appointments
 Vacuuming/Sweeping floors to remove small dangerous objects
CONDITIONS:
 Cleaning materials (detergent soap, brushes, brooms, mops, rags, glass wiper
or squeegee)
 Vacuum cleaner
 Disinfectants
 Beds / Hospital Beds
 Beddings (blankets, draw sheets or disposable draw sheets, cotton draw sheets,
pillow and pillow cases)
 Lecture room
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Personal Care for People with Special Needs
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
LO3. ESTABLISH AND MAINTAIN APPROPRIATE RELATIONSHIP
1. All dealings with people with special needs are aimed at generating a trusting
relationship which includes protecting confidentiality, privacy, individual choices
and the right to decision making.
2. Respect for individual differences is demonstrated in all dealings with people
with special needs
3. Support for the interests, rights and decision making of people with special
needs is demonstrated in all dealings.
4. People with special needs are actively encouraged and supported to
communicate ideas, feelings and preferences
CONTENTS:

 Hazards identification and risk reduction strategies
 Environment protection policy implementation
 The spread of infections diseases and cross infection
CONDITIONS:
 Lecture room
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Caring for People with Special Needs
METHODOLOGIES:
ASSESSMENT METHODS:
 Hands-on
LO4. PROVIDE APPROPRIATE SUPPORT TO PEOPLE WITH SPECIAL NEEDS
1. All support to people with special needs are provided in accordance with their
needs, rights and self determination
2. Assistance is provided to people with disabilities according to the employment
organization guidelines.
3. Information required by people with special needs are identified and provided
4. Reactions and limitations regarding differences are recognized and appropriate
assistance is sought to ensure that the rights of people with special needs are
upheld.
CONTENTS:
 Employment Organization Guidelines

 Potential hazards to people with special needs
 Hazards on traffic for people with special needs
 Risk minimization strategies and risk reduction strategies
 Legal rights of people with special needs
CONDITIONS:
 Legal and legislative requirements

 Play area with appropriate toys and padding
 Dummies (baby and toddler)
 Gates on stairs
 Covers on electrical socket
 Fire exits and fire extinguishers
 Cleaning materials
METHODOLOGIES:
ASSESSMENT METHODS:
 Hands-on
LO5. ASSIST IN ORAL AND WRITTEN COMMUNICATION
1. Assist clients oral and written communication requirements and regulations

according to workplace regulations.
2. Strategies for the prevention and management of challenging behaviors are
planned and implemented according to approved safety procedures.
3. People with special needs are actively encouraged to practice self expression.
4. People with special needs are encouraged and supported to practice
independent thinking (such as decision, opinion and preferences).
5. Strategies to promote independence of people with special needs are developed
and implemented.
CONTENTS:
 Communication: Speech, writing, non-verbal communication

 Oral and written communication requirements and regulations.
 Organizational standards policies and procedures
 Supervising client with special needs
 Self expression activities

CONDITIONS:
 Oral and communication equipment and paraphernalia

 Non-purpose built center
 Purpose built center
 Lecture room
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Communicating to People with Special Needs
METHODOLOGIES:
ASSESSMENT METHODS:
 Hands-on
LO6. PROVIDE ADEQUATE NUTRITION AND ELIMINATION FOR PEOPLE WITH
SPECIAL NEEDS
1. Appropriate tools and equipment in performing the required nutritional needs of

people with special needs are prepared according to proper/correct procedure.
2. Proper procedures were followed in providing adequate nutrition and elimination.
3. Personal safety was observed at all times in providing adequate nutrition and
elimination.
CONTENTS:
 Nutrition and elimination process of people with special needs

 Infection control
 Relevant policies, protocol and practices of organization in relation to work
activities
 Relevant plan of care, roles and responsibilities of a caregiver
CONDITIONS:
 Meal pattern and sample menu

 Amount of feeding solution ordered by the physician
 Basin
 Urine specimen container with cap and label
 Large specimen container with cap and label for stool specimen collection
 Calibrated measuring container
 Bed pan
 Wooden tongue depressor
 Graduated pitcher
 Pen
 Teaching aids
 Hand outs
 Modules
 References/Textbooks on Nutrition and Elimination for people with special needs
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
0UNIT OF COMPETENCY : MAINTAIN A HEALTHY AND SAFE ENVIRONMENT
MODULE TITLE : MAINTAINING A HEALTHY AND SAFE

ENVIRONMENT
required to maintain various aspects in home
maintenance taking into consideration health and safety
environment
LO 1. Explain the concepts and principles in maintaining a clean and therapeutic

environment
LO 2. Explain the procedure in maintaining a clean and therapeutic environment
LO 3. Assist client in implementing a safe and therapeutic environment
LO1. EXPLAIN THE CONCEPTS AND PRINCIPLES IN MAINTAINING A CLEAN AND
THERAPEUTIC ENVIRONMENT
1. The concepts and principles of a clean and therapeutic environment are

explained following OHS legislation and guidelines.
2. Organizational and environment protection policies and procedures are
discussed to ensure safety of the client.
3. Appropriate tools, equipments, toys and games are identified according to the
age of the child / status of the patient to maintain a therapeutic environment.
4. Schedule of use and maintenance of the equipment is explained to the client to
ensure safety.
5. Regular monitoring/checking of area for hazards and risks is implemented.
6. Fire exits are kept unobstructed.
7. Disposing of waste materials is conducted in a safe and hygienic way.
8. Cleaning materials are stored safely.
9. Environment is set-up to ensure safety of the client.
CONTENTS:
 Potential hazards to children

 Hazards on traffic for children
 OHS legislation and guidelines
 Risk minimization strategies and risk reduction strategies
 Appropriate tools, equipment, toys and games by age level
 Use and Maintenance of Equipment
 Waste disposal
CONDITIONS:
 Legal and legislative requirements

 Play area with appropriate toys and padding
 Dummies (baby and toddler)
 Gates on stairs
 Covers on electrical socket
 Fire exits and fire extinguishers
 Cleaning materials
 Hand-outs/Manual
 Modules
 References/Textbooks on Maintaining a Clean and Therapeutic Environment
METHODOLOGIES:
 Lecture
 Demonstration
 Group discussion/Interaction
ASSESSMENT METHODS:
LO2. EXPLAIN THE PROCEDURE IN MAINTAINING A CLEAN AND THERAPEUTIC
ENVIRONMENT
1. Cleaning procedure is explained in accordance with established procedures.
2. Use of suitable cleaning agents, tools, and equipment is discussed in accordance
to manufacturer’s procedures manual.
3. Infection control guidelines are explained in accordance to established
procedures.
4. Maintaining adequate ventilation, lighting, and heating/cooling is explained
following the environment protection policy procedures.
5. Adhered to personal hygiene/health procedures at all times.
6. Cleaning beds and beddings procedure is explained / discussed in accordance to
established procedures.
CONTENTS:
 Cleaning procedure
 Cleaning agents, tools and equipment
 Infection control guidelines
 Proper ventilation, lighting and heating/cooling
 Environment protection policy implementation
CONDITIONS:
 Cleaning materials (detergent soap, brushes, brooms, mops, rags, glass wiper or
squeegee)
 Vacuum cleaner
 Disinfectants
 Beds / Hospital Beds
 Beddings (blankets, draw sheets or disposable draw sheets, cotton draw sheets,
pillow and pillow cases)
 Manufacturers manual
 Handouts
 Modules
 References/textbooks on Maintaining A Clean and Therapeutic Environment
METHODOLOGIES:
ASSESSMENT METHODS:
LO3. ASSIST CLIENT IN IMPLEMENTING A SAFE AND THERAPEUTIC
ENVIRONMENT
1. Clients are supervised in accordance with the legal requirements and regulations
2. Rules for safe play are explained, modeled and implemented
3. Direct contacts with individuals,/group is maintained
4. Potential risks are identified and acted upon to prevent or minimize risk
5. Hazards and potential hazards in the environment are identified and clients are
informed accordingly
6. Emergencies and evacuation procedures are discussed and practiced with clients
7. Supervision is used as an opportunity to interact with clients
CONTENTS:
 Hazard in home environment

 Organizational standards policies and procedures
 Legal requirements for supervision including worker and child ratios
 Placing babies or infants to sleep in positions recommended for prevention of
SIDS
 Removal / locking away of dangerous substances
 Supervision of child when learning to eat solid foods
 Supervision of child when learning new skills such as walking and balancing
 Supervision of babies when going to sleep with a bottle
CONDITIONS:
 Legal requirements and regulation regarding safe play

 Evacuation and emergency exits
 Non-purpose built center
 Purpose built center
 Fences and locking mechanisms
 Modules
METHODOLOGIES:
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : RESPOND TO EMERGENCIES
MODULE TITLE : RESPONDING TO EMERGENCIES
required to respond to emergencies which includes
various aspects of disease control, prevention and
emergency measures that can be administered effectively
NOMINAL DURATION : 40 HRS
PREREQUISITE :
LO 1. Discuss signs and symptoms of various illnesses and diseases
LO 2. Identify and explain appropriate first aid and basic emergency procedure
LO 3. Explain the procedures in implementing infection control prevention
LO 4. Identify the appropriate procedures in medicine administration
LO 5. Identify dangerous, hazardous and threat to safety and well being
LO 6. Perform first aid procedures
LO1. DISCUSS SIGNS AND SYMPTOMS OF VARIOUS ILLNESSES AND DISEASES
1. Signs and symptoms of various illnesses and diseases are discussed following
recent medical reports/findings.
2. Communicable diseases are identified to avoid spread and transmission of
various diseases.
3. Medical assistance are discussed / explained as necessary according to
established policies and procedures in case of emergencies.
CONTENTS:
 Spread and Transmission of Various Diseases

 Common childhood illnesses-recognition and management strategies
 Medical reports/findings (latest)
 Writing incident records
 Reporting incidents
CONDITIONS:
 Dummies (adult and baby)

 Vital signs kit (thermometer, sphygmomanometer & stethoscope, watch with
second hand, record book)
 Hand-out/Manual
 Modules
 References/Textbooks on Illnesses and Diseases Signs and Symptoms
METHODOLOGIES:
ASSESSMENT METHODS:
LO2. IDENTIFY AND EXPLAIN APPROPRIATE FIRST AID AND BASIC EMERGENCY
PROCEDURE
1. Appropriate first aid and basic emergency procedures are identified and
explained following established guidelines and procedures.
2. Strategies to calm, reassume and comfort clients are explained following
established guidelines and procedures.
3. Recording and reporting details of emergencies are explained following standard
operating procedures.
4. In case of emergency information is provided to others following standard
operating procedures.
5. Responding to emergencies and accidents in emergency cases are explained
following established guidelines and legislative requirements.
CONTENTS:
 Standard Operating Procedures for First Aid and Basic Emergency Procedures
 Making decisions under pressure
 First aid application and implementation
 Rescue Transfer procedures
 Immobilization procedures
 Anatomy and Physiology
 Bandaging Techniques
CONDITIONS:
 Dummies (adult and child)

 Spine boards, poles and blankets
 Bandages (Triangular and Elastic)
 Splints
 First Aid Kit
 Modules
 References/Textbooks on First Aid and Basic Emergency Procedure
METHODOLOGIES:
ASSESSMENT METHODS:
LO3. EXPLAIN THE PROCEDURES IN IMPLEMENTING INFECTION CONTROL
PREVENTION
1. Exclusion guidelines for children and others suffering from an infectious

condition are explained following established procedures.
2. Hygiene and health principles in care practice are explained according to
occupational health and safety guidelines.
3. Infection control is explained following occupational health and safety guidelines.
CONTENTS:
 Occupational Health and Safety Guidelines for infection control

 Disease spread and transmission
 Hand washing procedures and techniques
 Use of disposable gloves and protective aprons
 Cleaning of utensils after use
 Regular disinfecting of soft toys
 Removal of body waste products (eg. Feces, urine, saliva,vomitus) disinfection of
affected area.
 Disinfection of nappy changed area after each use.
CONDITIONS:
 Disposable gloves
 Protective aprons or gowns
 Soap and water
 Hand towel or paper towel
 Cleaning equipment
 Disinfectant (eg. Alcohol, Lysol )
 Handouts
 Modules
 References/textbooks on Various Illnesses and Diseases
METHODOLOGIES:
ASSESSMENT METHODS:
LO4. IDENTIFY THE APROPRIATE PROCEDURES IN MEDICINE ADMINISTRATION
1. Procedures for the administration of medicine is identified following organizational

policies and legislative requirements
2. Correct procedures in storing medicines are identified in accordance with
requirements and established guidelines.
3. Use of checklist for medications name, instruction and use by date are followed in
accordance with requirements.
4. Adequate information on all administered medications is identified for proper
documentation and in accordance with requirements.
CONTENTS:
 Procedures for administration of medicine

 Legislative guidelines as requirement for storage of medication
 Organizational procedures as requirement for storage of medication
 Documenting administered medications
CONDITIONS:
 Medicines
 Handbooks on giving or administering medications
 Medicine tray
 Medicine glass
 Modules
METHODOLOGIES:
ASSESSMENT METHODS:
LO5. IDENTIFY DANGEROUS, HAZARDOUS AND THREAT TO SAFETY AND WELL
BEING
1. Kinds of dangerous, hazardous and threats to safety to client are identified in

accordance to duly recognized hazardous goods/substances and threats to life
locally and internationally.
2. Procedures in removing client from threat/danger are identified and discussed
following established procedures.
3. Assessment and reporting procedures are identified in accordance with the level
of danger to an appropriate person.
4. Appropriate emergency procedures are identified and properly implemented to
ensure the safety of children and workers.
CONTENTS:
 Indicators of child abuse

 Different types of child abuse
 Child protection policy of service
 State/territory requirements about responding to indication of abuse and reporting
process
CONDITIONS:
 Baby dummy
 Hand-outs in child abuse.
 Modules
 References/Textbooks on Dangerous, Hazardous and Threat to Safety
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
LO6. PERFORM FIRST AID PROCEDURES
1. Immediate first aid in case of emergencies and accidents is performed and

responded to according to the established guidelines and legislative
requirements.
2. Details of the emergency/accident are recorded / documented.
3. Strategies are implemented to calm, reassure and comfort clients/patients.
4. Appropriate first aid procedures are identified and properly implemented to
ensure the safety of clients/patients.
CONTENTS:
 First aid application and implementation

 Rescue transfer procedures
 Anatomy and physiology
 Bandaging techniques
CONDITIONS:
 Sample model/dummy
 Hand-outs on first aid
 Modules
 References/Textbooks on First Aid
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : CLEAN LIVING ROOM, DINING ROOM, BEDROOMS,
TOILETS, BATHROOMS AND KITCHEN
MODULE TITLE : CLEANING LIVING ROOM, DINING ROOM,

BEDROOMS, TOILETS, BATHROOMS AND KITCHEN
MODULE DESCRIPTOR : This unit covers the knowledge, skills, and attitudes
required to perform home management by providing
clean, secure and safe environment.
LO1. Explain the principles and proper procedures in cleaning and polishing (living
Room, dining room, bedrooms, toilets, bathrooms and kitchen)
LO2. Clean and sanitize toilet and bathroom
LO3. Identify different kinds of cleaning agents
LO4. Make up beds and cots (open and closed bed)
LO5. Maintain a clean room environment
LO6. Perform after care activities of materials and equipment
LO1. EXPLAIN THE PRINCIPLES AND PROPER PROCEDURES IN CLEANING AND
POLISHING (LIVING ROOM, BEDROOM, BATHROOM, AND KITCHEN)
ASSESSMENT CRITERION:
1. The principles and procedures in cleaning and polishing (Living Room, Bedroom,
Bathroom, and Kitchen) are explained / discussed in accordance to established
procedures.
CONTENTS:
 Procedures in Cleaning and Polishing Rooms (Living Room, Bedroom, Bathroom,

and Kitchen)
 Method of removing suitable dirt/stain
 Different Areas Where Dirt and Dust Can Easily Accumulate
CONDITIONS:
 All-Purpose Detergent
 All-Purpose Soap
 Disinfectants
 Drain Solvent
 Garbage Bag
 Scouring Pad
 Dish Pan
 Dish Sponge/Dish Cloth
 Pan with Hot Water
 Rolled Newspaper
 Cleaning Rag
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
LO2. CLEAN AND SANITIZE TOILET AND BATHROOM
1. Appropriate removal/cleaning equipment, supplies, materials, procedures and

techniques are used in accordance to established procedures.
2. Cleaning and sanitizing are performed according to standard operating
procedures.
3. Cleaning equipment, supplies and materials are used following safety procedures
and manufacturer’s specifications.
4. Cleaning/polishing equipment is cleaned and stored after use in accordance with
relevant safety procedures and manufacturer’s instructions.
5. Ceilings and walls are cleaned in accordance with standard operating procedures
and techniques.
6. Window edges and sills are wiped clean in accordance with standard operating
procedures.
7. Bath tub, lavatory and toilet bowls are scrubbed and disinfected in accordance
with standard operating procedures and techniques.
8. Toilet and bathroom supplies are replenished and defective accessories replaced
as per SOPs.
CONTENTS:
 Types/Uses/Functions of Cleaning Equipment, Supplies and Materials

 Method of identifying and removing Stains, Mud, Dirt and Grease
 Stain Removal Techniques
 Procedures in Cleaning, Disinfecting and Sanitizing Rooms (Toilet and Bathroom)
 Types and Characteristics of Floors
CONDITIONS:
 Brooms
 Mop Head and Bucket
 Dust Pan
 Dust pan and brush
 Lint Free Clothing Cloths
 Personal Toiletries
 Bathroom Slippers
 Floor Towel
 Trash Can
 Cleaning and sanitizing supplies/materials
- Liquid and Bar Soap
- Toilet Paper
- Bathroom Deodorizer
- Solvent Spray
- Anti-Static Solution
- Anti-Static Spray
- Cloth/Paper Towels
 Handouts /Manuals
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
LO3. IDENTIFY DIFFERENT KINDS OF CLEANING AGENTS
1. Different kinds of cleaning agents are identified according to use/purpose.

2. Chemical properties/elements of cleaning agents are discussed / explained.
3. Appropriate storage for all types of cleaning agents is identified following
manufacturer’s instructions.
CONTENTS:
 Kinds of cleaning agents

 Types/Uses/Functions of Cleaning Agents
 Chemical properties of Cleaning Agents
 Use, Care and Proper Storage of Cleaning Agents
CONDITIONS:
 Liquid/Powder Detergent
 Bowl cleaner
 Toilet Disinfectant
 Acid Cleaner
 Cleaning solution
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
LO4. MAKE UP BEDS AND COTS (OPEN AND CLOSED BEDS)
1. Mattress is aired, freed from and vacuumed in accordance with SOPs.

2. Soiled linens an pillowcases are replaced in accordance with SOPs.
3. Linens are centered and mitered when replaced as per SOPs.
4. Beds and cots are made-up according to prescribed procedure.
CONTENTS:
 Procedures in Bed Making

 Different Linen and Fabric
CONDITIONS:
 Flat Sheets
 Fitted Sheet
 Pillow
 Pillow Case
 Bed Mattress
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
LO5. MAINTAIN A CLEAN ROOM ENVIRONMENT
1. All equipment and cleaning paraphernalia are checked and maintained according
to manufacturer’s instructions.
2. All wastes are removed and disposed of in accordance with employer’s
requirements.
3. All movable furniture and fittings are shifted to allow access to hidden
dust/waste/dirt and as per SOPs.
4. Rooms are checked regularly for orderliness/tidiness in accordance with
employer’s requirements.
CONTENTS:
 Checking and maintaining equipment and paraphernalia

 Proper waste removal and disposal
 Procedures in Cleaning and Maintaining Room Furniture and Furnishings
 Procedures in Cleaning, Polishing, Disinfecting and Sanitizing Rooms (Living
Room, Dining Room, Bedrooms, Toilets and Kitchen)
 Types and Characteristics of Floors
 Method of Removing Suitable Dirt/Stain
 Different Areas Where Dirt and Dust Can Easily Accumulate
CONDITIONS:
 Brooms
 Dust pan and brush
 Cleaning implements
 Vacuum cleaner
 Floor Carpet
 Rubber Spatula
 Floor Mop
 Handouts/Manual
METHODOLOGIES:
 Role playing
ASSESSMENT METHODS:
 Hands-on
1. Equipment and cleaning paraphernalia are checked and maintained according to

manufacturer’s instructions.
safety procedures.
procedures.
CONTENTS:
 Types/Uses/Functions of paraphernalia
 Procedures in storing paraphernalia
 Care of materials and paraphernalia
CONDITIONS:
 Cleaning Equipment and paraphernalia for Living Room, Dining Room,

Bedrooms, Toilets, Bathrooms and Kitchen
 Cleaning supplies and materials
 Hand outs
 Modules
 References/Textbooks on Living Room, Dining Room, Bedrooms, Toilets,
Bathrooms and Kitchen paraphernalia and toiletries
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on
UNIT OF COMPETENCY : WASH AND IRON CLOTHES, LINEN AND FABRIC
MODULE TITLE : WASHING AND IRONING CLOTHES, LINEN AND

FABRIC
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to perform home management by providing
clean, safe environment.
PREREQUISITE :
LO1. Explain the principles and procedures in washing and ironing clothes
LO2. Explain the procedures in operating tools and equipment
LO3. Perform laundry
LO4. Iron clothes, linens and fabrics
LO5. Perform after care activities of materials and equipment
LO1. EXPLAIN THE PRINCIPLES AND PROCEDURES IN WASHING AND IRONING
CLOTHES
1. Principles in washing and ironing clothes are explained according to equipment

requirement.
2. Washing and Ironing procedures are explained according to color, type and
weight of garments.
CONTENTS:
 Principles in washing and ironing clothes

 Standard procedures in washing and ironing clothes
 Language Label (Fabric and Garments Labels)
 Types and Characteristics of Clothes, Linen and Fabric
 Standard Procedures in Checking and Preparing Washing Machine
 Procedures in Preparing Laundry Supplies and Materials
 Preparing Mixtures or Bleaching Solutions
CONDITIONS:
 Washers
 Dryers
 Clothesline
 Clothes Pins
 Clothespin Bag
 Clothes Rack
METHODOLOGIES:
 Hands-on
ASSESSMENT METHODS:
LO2. EXPLAIN THE PROCEDURES IN OPERATING TOOLS AND EQUIPMENT
1. Procedures in operating tools and equipment are explained according to

manufacturer’s manual of operation.
2. Operation of Tools and equipment are discussed according to type/use/ function.
CONTENTS:
 Standard procedures in operating tools and equipment (Washing Machine,

Dryers, Ironing Equipment)
 Standard Procedures in Checking and Preparing Washing Machine, Dryers and
Ironing Equipment
CONDITIONS:
 Washers
 Dryers
 Iron
 Clothesline
 Clothes Pins
 Clothespin Bag
 Clothes Rack
METHODOLOGIES:
 Hands-on
ASSESSMENT METHODS:

LO3. PERFORM LAUNDRY
1. Correct laundry method is selected as per SOPs.

2. Clothes, linen and fabric are washed according to the labeling codes and
washing instructions.
3. Laundry equipment is used in accordance with manufacturer’s instruction.
4. Clothing, linen and fabric are freed from stain, dirt and unpleasant odor after
washing based on procedures.
5. Washed clothes, linen and fabric are sun-dried/machine dried as per instructions.
6. Dried clothes, linen and fabric are freed from unpleasant odor and static cling.
7. Washing area is cleaned in accordance with safety and health procedures.
CONTENTS:
 Types of laundry method

 Types and Uses of Washing Machines and Dryers
 Hygiene, Health and Safety Issues of Specific Relevance to Laundry Operations
 Maintenance of Laundry Area
CONDITIONS:
 Sorting Baskets/Shelves
 Hangers
 Stain Removing Agents
 Fabric Softener
 Chlorine Bleach
 Laundry Bag
 Laundry Basket
METHODOLOGIES:
 Hands-on
ASSESSMENT METHODS:

LO4. IRON CLOTHES, LINENS AND FABRICS
1. Ironing is done in accordance to the standard procedures

2. Ironed clothes, linens and fabrics are folded, placed in a hanger and stored in
designated cabinets as per instructions.
3. Ironing equipment and materials are stored in the appropriate area following
safety procedures.
CONTENTS:
 Standard procedures for ironing clothes, linens and fabrics

 Basics of Pressing
 Types and Uses of Irons, Ironing Boards and Ironing Accessories
 Types and Use of Hangers
 Folding Method and Techniques
 Procedures in storing equipment and materials
CONDITIONS:
 Sorting Baskets/Shelves
 Hangers
 Iron
 Ironing board
 Spray starch
METHODOLOGIES:
 Hands-on
ASSESSMENT METHODS:

1. Washing machine, dryer and ironing paraphernalia are checked and maintained
according to manufacturer’s instructions.
safety procedures.
procedures.
CONTENTS:
 Types/Uses/Functions of Washing Machines, Dryers and Ironing equipment and

paraphernalia
 Procedures in storing materials and paraphernalia
 Care of equipment, materials and paraphernalia
CONDITIONS:
 Washing Equipment and Ironing paraphernalia

 Laundry supplies and materials
 Hand outs
 Modules
 References/Textbooks on Children’s paraphernalia and toiletries
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on

UNIT OF COMPETENCY : PREPARE HOT AND COLD MEALS/FOOD
MODULE TITLE : PREPARING HOT AND COLD MEALS/FOOD
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitudes in
cooking basic hot food and cold meals. It includes
preparation of ingredients, prepare cooked preparation of
appetizers, sauces dressing and garnishes, cooking meals
and dishes according to recipes/dietary requirements, setting
table and serving cooked dishes. present, ,
NOMINAL DURATION : 100 HRS
PREREQUISITE :
1. Explain the procedures in preparing hot and cold meals

2. Prepare hot and cold meals
3. Prepare appetizers, sauces, dressing and garnishes
4. Cook meals and dishes according to recipe/dietary requirements
5. Set table and serve cooked dishes
6. Perform after care activities of materials and equipment

LO 1. EXPLAIN THE PROCEDURES IN PREPARING HOT AND COLD MEAL
1. Procedures in preparing hot and cold meals are explained in accordance with
enterprise requirements
2. Ingredients are identified correctly, according to standard recipes, recipe
cards or enterprise requirements
3. Ingredients are assembled according to correct quantity, type and quality
required
4. Ingredients are prepared based on the required form and time frame
CONTENTS:
 Food Theory
 Uses and characteristics of basic food products and types of menus as
required
 Safe work practices according to occupational health and safety principles
and procedures, particularly in using knives
CONDITIONS:
 Meat
 Vegetable
 Seafood
 Soaking
 Unfreezing
METHODOLOGIES:
 Lecture
 Demonstration
 Hands-on
ASSESSMENT METHODS:
 Oral And Written Exams

LO 2. PREPARE HOT AND COLD MEALS
1. Ingredients are procured in accordance with the purchase lists.

2. “Mise en place” is checked as per SOPs.
3. Thawing is prepared according to thawing procedures.
4. Meat are prepared according to procedures and prescribed recipe.
5. Vegetables are prepared according to the manner of preparation.
6. Seafoods are prepared according to the method of preparation.
CONTENTS:
 Food Theory
 Materials Specifications and Uses
 Mise en place
 Thawing procedures
 Preparing meat, vegetables and seafood
CONDITIONS:
 Meat
 Vegetable
 Seafood
 Soaking
 Unfreezing
METHODOLOGIES:
 Lecture
 Demonstration
 Hands-on
ASSESSMENT METHODS:
 Oral And Written Exams

LO3. PREPARE APPETIZERS, SAUCES, DRESSING AND GARNISHES
1. D’oeuvres are prepared according to requirement and preference of client.

2. Canape’s are prepared according to requirement for preference of client.
3. Finger foods are prepared according to requirement or preference of client.
4. Materials, equipment/utensils are prepared prior to preparation of sauces,
dressings and garnishes as per SOPs.
5. Sauces, garnishes, hot and cold dressing are prepared as per SOPs.
CONTENTS:
 Preparing D’oeuvres
 Preparing Canape’s
 Preparing Finger foods
 Uses of Materials, equipment/utensils
 Preparing Sauces, garnishes, hot and cold dressing
 Food and Safety Hazard
 Safe Food Handling
CONDITIONS:
 Ingredients
 Plates / Platters
METHODOLOGIES:
 Lecture
 Demonstration
 Hands-on
ASSESSMENT METHODS:

LO 4. COOK MEALS AND DISHES ACCORDING TO RECIPE/DIETARY
REQUIREMENTS
1. Soup is cooked as per menu.

2. Vegetable dishes are cooked according to recipe/dietary requirements.
3. Meat dishes are cooked according to culinary Method.
4. Poultry and game dishes are cooked according to recipe/dietary requirements.
5. Sea food dishes are cooked according to recipe /dietary requirements.
6. Egg dishes are cooked according to client’s preference
7. Pasta grain and farinaceous dishes are cooked according to recipe /dietary
requirements.
CONTENTS:
 Soup menus
 Vegetable dishes recipe
 Culinary method for meat dishes
 Poultry and game dishes recipe
 Sea food dishes recipe
 Cooking different types of Egg dishes
 Pasta grain and farinaceous dishes recipe
CONDITIONS:
 Ingredients
 Pans
 Utensils
METHODOLOGIES:
 Lecture
 Demonstration
 Hands-on
ASSESSMENT METHODS:

LO 5. SET TABLE AND SERVE COOKED DISHES
1. Serving portion is standardized.

2. Presentation of cooked dishes are developed and corrected in accordance with
SOPs.
3. Food quality is maintained and checked as per SOPs.
4. Time and temperature condition of foods is ensured before serving based on
freezing temperature.
CONTENTS:
 Standard serving portion

 Presentation of cooked dishes
 Food condition and quality
 Food temperature
CONDITIONS:
 Washers
 Dryers
 Clothesline
 Clothes Pins
 Clothespin Bag
 Clothes Rack for Indoor Drying
 Providing Safe Food
 food and Safety Hazard
METHODOLOGIES:
 Hands-on
ASSESSMENT METHODS:

LO6. PERFORM AFTER CARE ACTIVITIES FOR MATERIALS AND EQUIPMENT
1. Kitchen equipment are cleaned after use according to standard operating

procedures and in accordance with relevant safety procedures
2. Kitchen tools/utensils and equipment are placed / stored in the appropriate area
following safety procedures.
3. All Kitchen tools/utensils and equipment are checked regularly for
orderliness/tidiness in accordance with employer’s requirements.
procedures
CONTENTS:
 Cleaning kitchen equipment

 Types/Uses/Functions of Kitchen tools/utensils and appliances
 Procedures in storing Kitchen tools/utensils
 Care of Kitchen tools/utensils and appliances
CONDITIONS:
 Kitchen tools/utensils and appliances

 Hand outs
 Modules
 References/Textbooks on Kitchen tools/utensils and appliances
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Hands-on

What is Competency-Based Curriculum (CBC)
 A competency-based curriculum is a framework or guide for the

subsequent detailed development of competencies, associated
methodologies, training and assessment resources.
 The CBC specifies the outcomes which are consistent with the
requirements of the workplace as agreed through the industry or
community consultations.
 CBC can be developed immediately when competency standards exist.
 When competency standards do not exist, curriculum developers need

to clearly define the learning outcomes to be attained. The standard of
performance required must be appropriate to industry and occupational
needs through the industry/enterprise or specified client group
consultations.
These materials are available in both printed and electronic copies.
For more information please contact:

Technical Education and Skills Development Authority (TESDA)
Telephone Nos.: 893-8281, 817-4076 to 82 loc. 611, 630 and 631 or visit our
website: www.tesda.gov.ph
or the TESDA Regional or Provincial Office nearest you.

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COMPETENCY-BASED

A. . COURSE DESIGN ....................................................................................... 1-7

B. MODULES OF INSTRUCTION ................................................................ 8-106

 Basic Competencies .................................................................................. 8

 Common Competencies .......................................................................... 25

 Core Competencies ................................................................................. 43

COURSE TITLE : Caregiving NC II

NOMINAL DURATION : 786 hours

 can communicate both in oral and written form;

CBC Caregiving NC II -1-

3. Practice career 3.1 Practicing 3.1.1 Integrate personal 4 hours

4. Practice 4.1 Practicing 4.1.1 Evaluate hazards and risks. 6 hours

1. Implement and 1.1 Implementing 1.1.1 Provide information to the 4 hours

CBC Caregiving NC II -2-

4. Maintain high 4.1 Maintaining 4.1.1 Communicate appropriately 4 hours

2. Provide care 2.1 Providing care 2.1.1 Explain the importance of 50

CBC Caregiving NC II -3-

3. Foster social, 3.1 Fostering 3.1.1 Explain the concepts and 50

CBC Caregiving NC II -4-

7. Maintain a 7.1 Maintaining a 7.1.1 Explain the concepts and 30

8. Respond to 8.1 Responding to 8.1.1 Discuss signs and 40

CBC Caregiving NC II -5-

CBC Caregiving NC II -6-

TOOLS EQUIPMENT MATERIAL

CBC Caregiving NC II -7-

 Must be a holder of NC III

* Optional. Only when required by the hiring institution.

CBC Caregiving NC II -8-

UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION

MODULE TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION

NOMINAL DURATION : 4 hours

PREREQUISITE : Receive and Respond to Workplace Communication.

SUMMARY OF LEARNING OUTCOMES:

LO1. Obtain and convey workplace information

LO2. Participate in workplace meeting and discussion.

LO3. Complete relevant work related documents.

1. Specific relevant information is accessed from appropriate sources.

The students/ trainees must be provided with the following:

 Writing materials (pen & paper)

1. Team meetings are attended on time.

The students/trainees must be provided with the following:

1. Ranges of forms relating to conditions of employment are completed accurately

The students/trainees must be provided with the following:

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT

MODULE TITLE : WORKING IN A TEAM ENVIRONMENT

NOMINAL DURATION : 4 hours

PREREQUISITE : TEAMWORK (NC I)

SUMMARY OF LEARNING OUTCOMES:

LO1. Describe and identify team role and responsibility in a team.

LO2. Describe work as a team.

1. Role and objective of the team is identified.

The students/ trainees must be provided with the following:

 Standard operating procedure (SOP) of workplace

1. Appropriate forms of communication and interactions are undertaken.

The students/trainees must be provided with the following:

 Observation of work activities

MODULE TITLE : PRACTICING CAREER PROFESSIONALISM

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to: