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This document outlines a module on personal entrepreneurial competencies for Grade 12 students. The module aims to help students understand and develop the skills needed for technical drafting, including preparing, layouting structural, electrical, sanitary, and mechanical details using CAD. It consists of tasks for students to complete, such as identifying areas for self-improvement, aligning their competencies with their career choice, and creating a plan of action for success. The document provides teaching guidelines for facilitating students' understanding of entrepreneurial competencies and inspiring them to consider entrepreneurship through real-life examples and activities.
This document outlines a module on personal entrepreneurial competencies for Grade 12 students. The module aims to help students understand and develop the skills needed for technical drafting, including preparing, layouting structural, electrical, sanitary, and mechanical details using CAD. It consists of tasks for students to complete, such as identifying areas for self-improvement, aligning their competencies with their career choice, and creating a plan of action for success. The document provides teaching guidelines for facilitating students' understanding of entrepreneurial competencies and inspiring them to consider entrepreneurship through real-life examples and activities.
This document outlines a module on personal entrepreneurial competencies for Grade 12 students. The module aims to help students understand and develop the skills needed for technical drafting, including preparing, layouting structural, electrical, sanitary, and mechanical details using CAD. It consists of tasks for students to complete, such as identifying areas for self-improvement, aligning their competencies with their career choice, and creating a plan of action for success. The document provides teaching guidelines for facilitating students' understanding of entrepreneurial competencies and inspiring them to consider entrepreneurship through real-life examples and activities.
$rade 1% Module 1: Personal Entrepreneurial Competencies (PECs) &uarter I ' rs( Grade Level Standard: Tis is a s)ecia!i*ation course +ic !eads to Tecnica! Draftin" Nationa! Certificate Le,e! II -NC II.( It co,ers fi,e -/. core Com)uter0Aided Dra+in" -CAD. com)etencies tat a $rade 1% Tecno!o"# and Li,e!iood Education -TLE. student ou"t to )ossess1 name!#2 1. )re)arin" Com)uter0Aided Dra+in" -CAD.3 2. !a#outin" structura! detai!s3 4. !a#outin" e!ectrica! and e!ectronic detai!s '. !a#outin" sanitar# and )!um5in" detai!s3 /. !a#outin" mecanica! detai!s( Te )re!iminaries of tis s)ecia!i*ation course inc!ude te fo!!o+in"2 1. discussion on te re!e,ance of te course3 2. e6)!anation of 7e# conce)ts re!ati,e to te course3 and 4. e6)!oration on career o))ortunities( Content Standard Te !earner demonstrates understandin" of one8s 9ersona! Entre)reneuria! Com)etencies in Tecnica! Draftin"( Performance Standard Te !earner inde)endent!# creates a )!an of action tat stren"tens and or furter de,e!o)s is:er 9ECs in Tecnica! Draftin"( Learning Competencies De,e!o) and stren"ten 9ECs needed in Tecnica! Draftin"( I. Introduction Tis teacin" "uide +i!! !ead #ou in effecti,e!# and efficient!# teac modu!e 13 moreo,er1 tis +i!! "uide #ou in determinin" re!e,ant and a))ro)riate teacin" tecni;ues and strate"ies tat +i!! tai!or fit to te !earnin" needs and demands of te !earners to ma7e tem 5est understand1 a))reciate and 5e ins)ired in rea!isin" te im)ortance of entre)reneursi) and te entre)reneuria! com)etencies re!ated to Tecnica! Draftin"( Tis modu!e +i!! a!so )ro,ide !earners an o))ortunit# to 7no+ tat Indi,idua!s )ossess different 9ECs1 tese 9ECs inc!ude caracteristics1 attri5utes1 !ifest#!es1 s7i!!s1 or traits tat ma7e a )erson different from oters( Li7e+ise1 +en one a!i"ns tese com)etencies +it te com)etencies of successfu! )ractitioners or entre)reneurs1 e or se ma# 5ecome read# to face te e6)eriences of startin" a 5usiness or 5ein" em)!o#ed( Moreo,er1 tis modu!e is desi"ned to stimu!ate te !earners mind to tin7 a5out entre)reneursi) and its ro!e in te communit# and to economic and socia! de,e!o)ment( II. !"ectives <it #our assistance and te "uidance of tis modu!e1 !earners are e6)ected to understand te under!#in" )rinci)!es and conce)ts of 9ECs more )articu!ar!# in2 0 identif#in" areas for im)ro,ement1 de,e!o)ment and "ro+t3 0 a!i"nin" !earners 9ECs accordin" to #our 5usiness or career coice3 and 0 creatin" a )!an of action tat ensures success in #our 5usiness or career coice( III. Presentation of Content Introduction $uide !earners in a))reciatin" and understandin" 9ECs in order to 5e successfu! in 5usiness or in te +or!d of +or7 5# sarin" : te!!in" tem ins)irin" rea! !ife stories of successfu! 5usinessman and or +e!!07no+n +or7ers in te fie!d of Tecnica! Draftin" in #our )ro,ince( E6)!ain to !earners te im)ortance of assessin" teir 9ECs( $uide !earners in ma7in" tem understand te im)ortance of entre)reneurs and entre)reneursi)( Objectives $uide !earners in identif#in" and com)reendin" te o5=ecti,es of tis modu!e( Pre-Assessment Uti!i*e te sam)!e )re0assessment test a,ai!a5!e in te !earnin" modu!e or craft a com)reensi,e teacer made test to assess !earner8s )rior 7no+!ed"e and s7i!!s in 9ECs( E,a!uate te resu!t of te assessment and )re)are a )!an of action to strate"ica!!# address te !earnin" needs and re;uirements of te !earners( Guide Questions >a,e !earners acti,e!# )erform tas7 21 and !et tem sare teir ans+ers and re!e,ant e6)eriences to te c!ass( 9rocess !earners understandin" on te "uide ;uestions )resented on tas7 2( Learning Goals and Target >e!) !earners in uti!i*in" a,ai!a5!e tecno!o"# : resources in )!annin" teir o+n !earnin" "oa!s and tar"ets as ref!ected on )a"e ?( Group Activity $rou) !earners ten !et tem )erform Tas7 4 and !et tem sare teir tou"t to te c!ass( 9rocess !earners understandin" and "uide tem in arri,in" to a re!e,ant and acce)ta5!e "enera!i*ation( IV. #no$% Process% &eflect and 'nderstand% and (ransfer Know Discuss:)resent te im)ortance of assessin" )ersona! entre)reneuria! com)etencies and s7i!!s ,is0@0,is a )racticin" entre)reneur or em)!o#ee3 )ro,ide a so!id e6am)!e of an entre)reneur or em)!o#ee e6istin" in #our 9ro,ince( E6)and !earner8s curiosit# 5# as7in" essentia! ;uestions on te im)ortant caracteristics: traits:attri5utes and s7i!!s of a "ood entre)reneur( Assist:$uide !earners in understandin" te entre)reneuria! com)etencies -caracteristics1 traits1 attri5utes and s7i!!s. and s7i!!s of "ood entre)reneur( >a,e an a))ro)riate1 re!e,ant and time!# !earnin" acti,it# for te !earners to a))reciate te 5est entre)reneuria! com)etencies( Assess !earner8s 7no+!ed"e1 s7i!!s and understandin"( Uti!i*e te resu!t of te assessment to im)ro,e te !earnin"( Process Let !earners accom)!is tas7 ' -9ECs Cec7!ist. on )a"e 1% A 11( Let tem a,e teir o+n inter)retation or )ersona! insi"ts 5ased from te accom)!ised tas7( Baci!itate student0to0student interactions and )rocess !earners understandin"( e!lect and "nderstand Dee)en !earners understandin" on 9ECs 5# "uidin" tem to accom)!is tas7 / -Inter,ie+. on )a"es 11 0 1'( Baci!itate a))ro)riate !earnin" acti,ities to finis te tas7( Encoura"e !earners to re)ort teir accom)!isments to te c!ass( 9rocess !earners understandin"( Trans!er Assist !earners in indi,idua!!# accom)!isin" tas7 C -9re)aration of a 9!an of Action. on )a"e 1'( Let tem inte!!i"ent!# craft teir o+n )!an of action( >a,e !earners )resent tis on c!ass and )rocess teir understandin"( $uide !earners in ans+erin" essentia! ;uestions )resented on tas7 ? -Essentia! &uestions. a,ai!a5!e on )a"e 1/( >a,e !earners sare teir ans+ers to te c!ass and ten )rocess teir understandin"( 9ro,ide !earners more concrete e6am)!es and enricment acti,ities to furter dee)en teir understandin" a5out 9ECs and its im)ortance in da#0to0da# !i,in" as future entre)reneurs or +or7ers( 9ro,ide !earners a))!ica5!e acti,ities +ere5# te# can transfer to te communit# +at te# a,e !earned( Let !earners uti!i*e a,ai!a5!e resources in te communit# to accom)!is te tas7( ). *eed!ac+ Pre #Post Assessment 1( E C( B 2( K ?( C 4( > D( I '( A E( D /( F 1%( B