Training Regulations: Caregiving (Grade Schooler To Adolescent) NC Ii

TRAINING REGULATIONS
CAREGIVING (GRADE SCHOOLER

TO ADOLESCENT) NC II
HUMAN HEALTH/HEALTH CARE SECTOR
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Luzon Expressway (SLEX), Taguig City, Metro Manila
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, “Establishment and Administration of the National

Trade Skills Standards” of the RA 7796 known as the TESDA
Act mandates TESDA to establish national occupational skills
standards. The Authority shall develop and implement a
certification and accreditation program in which private
industry group and trade associations are accredited to
conduct approved trade tests, and the local government units
to promote such trade testing activities in their respective areas
in accordance with the guidelines to be set by the Authority.
The Training Regulations (TR) serve as basis for the:
1. Registration and delivery of training programs;

2. Development of curriculum and assessment instruments; and
3. Competency assessment and certification
Each TR has four sections:
Section 1 Definition of Qualification refers to the group of competencies that

describes the different functions of the qualification.
Section 2 Competency Standards gives the specifications of competencies

required for effective work performance.
Section 3 Training Arrangements contains information and requirements in

designing training program for certain Qualification. It includes
curriculum design; training delivery; trainee entry requirements; tools,
equipment and materials; training facilities; trainer’s qualification; and
institutional assessment.
Section 4 Assessment and Certification Arrangements describes the policies

governing assessment and certification procedure.
TABLE OF CONTENTS
HUMAN HEALTH/HEALTH CARE SECTOR
CAREGIVING (GRADE SCHOOLER TO ADOLESCENT) NC II
Page No.
SECTION 1 DEFINITION OF QUALIFICATION …………..…………….... 1
SECTION 2 COMPETENCY STANDARDS ……………………..……...…. 2 – 94

• Basic Competencies ……………….…………...……... 2 – 35
• Common Competencies ……………………...………. 36 – 59
• Core Competencies ……….…………………...…..….. 60 – 94
SECTION 3 TRAINING ARRANGEMENTS ……….……..………..…….... 95 – 149

3.1 Curriculum Design ………………………………..…. 95
 Basic Competencies ……………..……...……..…. 96 – 104
 Common Competencies …..……...……...……….. 105 – 114
 Core Competencies ……………..……………...…. 115 – 136
3.2 Training Delivery ……………………..…………….… 137 – 138
3.3 Trainee Entry Requirements ………………….…..... 138
3.4 Tools, Materials and Equipment ……………….….. 139 – 148
3.5 Training Facilities …………………...……...….…….. 149
3.6 Trainer's Qualifications ………………………...…… 149
3.7 Institutional Assessment …………….…………..…. 149
SECTION 4 ASSESSMENT AND CERTIFICATION ……..…………...….. 150 – 151

ARRANGEMENTS
COMPETENCY MAP ……………………………………………………...…….. 152 – 154
GLOSSARY OF TERMS …...……………...………………….………………… 155 – 158
ACKNOWLEDGEMENTS ………………………….…………….…..….……… 159 – 160
TRAINING REGULATIONS DOCUMENT REVISION HISTORY …………... 161

TRAINING REGULATIONS FOR
SECTION 1 DEFINITION OF QUALIFICATION

The CAREGIVING (GRADE SCHOOLER TO ADOLESCENT) NC II Qualification
consists of competencies that a person must achieve to provide assistance and care to
personal needs of grade schooler, foster physiological needs and cognitive development of
grade schooler, foster physical growth and development of grade schooler, respond to
emergency for grade schooler, foster physical growth and development of adolescent,
promote developmental tasks for adolescent and respond to emergency for adolescent.
The Units of Competency comprising this Qualification include the following:
Unit Code BASIC COMPETENCIES

400311210 Participate in workplace communication
400311211 Work in team environment
400311212 Solve/address general workplace problems
400311213 Develop career and life decisions
400311214 Contribute to workplace innovation
400311215 Present relevant information
400311216 Practice occupational safety and health policies and procedures
400311217 Exercise efficient and effective sustainable practices in the workplace
400311218 Practice entrepreneurial skills in the workplace
Unit Code COMMON COMPETENCIES

HHC532201 Implement and monitor infection control policies and procedures
HHC532202 Respond effectively to difficult/challenging behavior
HHC532203 Apply basic first aid
HHC532204 Maintain high standard of patient / client services
Unit Code CORE COMPETENCIES

HHC532313 Provide assistance and care to personal needs of grade schooler
HHC532314 Foster physiological needs and cognitive development of grade
schooler
HHC532315 Foster physical growth and development of grade schooler
HHC532316 Respond to emergency for grade schooler
HHC532317 Foster physical growth and development of adolescent
HHC532318 Promote developmental tasks for adolescent
HHC532319 Respond to emergency for adolescent
A person who has achieved this Qualification is competent to be:
 Caregiver for Grade schooler (6-12 years old)

 Caregiver for Adolescent (13-19 years old)
TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 1

SECTION 2 COMPETENCY STANDARDS
This section gives the details of the contents of the units of competency required in
CAREGIVING (GRADE SCHOOLER TO ADOLESCENT) NC II.
BASIC COMPETENCIES
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
UNIT CODE : 400311210
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to gather, interpret and convey information in
response to workplace requirements.
PERFORMANCE
CRITERIA REQUIRED REQUIRED
ELEMENT Italicized terms are
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Obtain and 1.1 Specific and relevant 1.1 Effective verbal and 1.1 Following simple
convey information is accessed nonverbal spoken language
workplace from appropriate communication 1.2 Performing routine
information sources 1.2 Different modes of workplace duties
1.2 Effective questioning, communication following simple
active listening and 1.3 Medium of written notices
speaking skills are communication in 1.3 Participating in
used to gather and the workplace workplace
convey information meetings and
1.3 Appropriate medium is 1.4 Organizational discussions
used to transfer policies 1.4 Preparing work-
information and ideas 1.5 Communication related documents
1.4 Appropriate non- verbal procedures and 1.5 Estimating,
communication is used systems calculating and
1.5 Appropriate lines of 1.6 Lines of recording routine
communication with Communication workplace
supervisors and 1.7 Technology relevant measures
colleagues are to the enterprise and 1.6 Relating/
identified and followed the individual’s work Interacting with
1.6 Defined workplace responsibilities people of various
procedures for the 1.8 Workplace etiquette levels in the
location and storage of workplace
information are used 1.7 Gathering and
1.7 Personal interaction is providing basic
carried out clearly and information in
concisely response to
workplace
requirements
1.8 Applying basic
business writing
skills

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1.9 Applying
interpersonal skills
in the workplace
1.10 Performing
active-listening
skills
2. Perform 2.1 Written notices and 2.1 Effective verbal and 2.1 Following simple
duties instructions are read non-verbal spoken
following and interpreted in communication instructions
workplace accordance with 2.2 Different modes of 2.2 Performing routine
instructions organizational communication workplace duties
guidelines 2.3 Medium of following simple
2.2 Routine written communication in written notices
instruction is followed the workplace 2.3 Participating in
based on established 2.4 Organizational/ workplace
procedures workplace policies meetings and
2.3 Feedback is given to 2.5 Communication discussions
workplace supervisor- procedures and 2.4 Completing work-
based instructions/ systems related documents
information received 2.6 Lines of 2.5 Estimating,
2.4 Workplace communication calculating and
interactions are 2.7 Technology relevant recording routine
conducted in a to the enterprise and workplace
courteous manner the individual’s work measures
2.5 Where necessary, responsibilities 2.6 Relating/
clarifications about 2.8 Effective questioning Responding to
routine workplace techniques (clarifying people of various
procedures and and probing) levels in the
matters concerning 2.9 Workplace etiquette workplace
conditions of 2.7 Gathering and
employment are providing
sought and asked from information in
appropriate sources response to
2.6 Meetings outcomes are workplace
interpreted and requirements
implemented 2.8 Applying basic
questioning/
querying
2.9 Applying skills in
reading for
information
2.10 Applying skills in
locating
3. Complete 3.1 Range of forms 3.1 Effective verbal and 3.1 Completing work-
relevant work relating to conditions of non-verbal related documents
related employment are communication 3.2 Applying
documents completed accurately 3.2 Different modes of operations of
and legibly communication addition,
3.2 Workplace data is 3.3 Workplace forms subtraction,
recorded on standard and documents division and
workplace forms and 3.4 Organizational/ multiplication
documents Workplace policies

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
3.3 Errors in recording 3.5 Communication 3.3 Gathering and
information on forms/ procedures and providing
documents are systems information in
identified and acted 3.6 Technology relevant response to
upon to the enterprise and workplace
3.4 Reporting requirements the individual’s work requirements
to supervisor are responsibilities 3.4 Applying Effective
completed according to record keeping
organizational skills
guidelines

RANGE OF VARIABLES
VARIABLE RANGE
1. Appropriate sources May include:
1.1. Team members
1.2. Supervisor/Department Head
1.3. Suppliers
1.4. Trade personnel
1.5. Local government
1.6. Industry bodies
2. Medium May include:
2.1. Memorandum
2.2. Circular
2.3. Notice
2.4. Information dissemination
2.5. Follow-up or verbal instructions
2.6. Face-to-face communication
2.7. Electronic media (disk files, cyberspace)
3. Storage May include:
3.1. Manual filing system
3.2. Computer-based filing system
4. Workplace interactions May include:
4.1. Face-to-face
4.2. Telephone
4.3. Electronic and two-way radio
4.4. Written including electronic means, memos,
instruction and forms
4.5. Non-verbal including gestures, signals, signs and
diagrams
5. Forms May include:
5.1. HR/Personnel forms, telephone message forms,
safety reports

EVIDENCE GUIDE
1. Critical Aspects of Assessment requires evidence that the candidate:

Competency 1.1 Prepared written communication following standard
format of the organization
1.2 Accessed information using workplace communication
equipment/systems
1.3 Made use of relevant terms as an aid to transfer
information effectively
1.4 Conveyed information effectively adopting formal or
informal communication
2. Resource Implications The following resources should be provided:
2.1 Fax machine
2.2 Telephone
2.3 Notebook
2.4 Writing materials
2.5 Computer with Internet connection
3. Methods of Competency in this unit may be assessed through:
Assessment 3.1 Demonstration with oral questioning
3.2 Interview
3.3 Written test
3.4 Third-party report
4. Context for 4.1 Competency may be assessed individually in the actual
Assessment workplace or through an accredited institution

UNIT OF COMPETENCY : WORK IN A TEAM ENVIRONMENT
UNIT CODE : 400311211
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes to identify
one’s roles and responsibilities as a member of a team.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Describe 1.1 The role and objective 1.1 Group structure 1.1 Communicating
team role of the team is identified 1.2 Group development with others,
and scope from available sources 1.3 Sources of appropriately
of information information consistent with
1.2 Team parameters, the culture of the
reporting relationships workplace
and responsibilities are 1.2 Developing ways
identified from team in improving work
discussions and structure and
appropriate external performing
sources respective roles in
the group or
organization
2. Identify one’s 2.1 Individual roles and 2.1 Team roles and 2.1 Communicating
role and responsibilities within objectives with others,
responsibility the team environment 2.2 Team structure and appropriately
within a team are identified parameters consistent with
2.2 Roles and objectives of 2.3 Team development the culture of the
the team is identified 2.4 Sources of workplace
from available sources information 2.2 Developing ways
of information in improving work
2.3 Team parameters, structure and
reporting relationships performing
and responsibilities are respective roles in
identified based on the group or
team discussions and organization
appropriate external
sources
3. Work as a 3.1 Effective and 3.1 Communication 3.1 Communicating
team appropriate forms of Process appropriately,
member communications are 3.2 Workplace consistent with
used and interactions communication the culture of the
undertaken with team protocol workplace
members based on 3.3 Team planning and 3.2 Interacting
company practices decision making effectively with
3.2 Effective and 3.4 Team thinking others
appropriate 3.5 Team roles 3.3 Deciding as an
contributions made to 3.6 Process of team individual and as
complement team development a group using
activities and 3.7 Workplace context group think
objectives, based on strategies and
workplace context techniques
3.3 Protocols in reporting 3.4 Contributing to
are observed based on Resolution of

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
standard company issues and
practices concerns
3.4 Contribute to the
development of team
work plans based on an
understanding of team’s
role and objectives

RANGE OF VARIABLES
VARIABLE RANGE
1. Role and objective of May include but not limited to:
team 1.1. Work activities in a team environment with
enterprise or specific sector
1.2. Limited discretion, initiative and judgement maybe
demonstrated on the job, either individually or in a
team environment
2. Sources of information May include but not limited to:
2.1. Standard operating and/or other workplace
procedures
2.2. Job procedures
2.3. Machine/equipment manufacturer’s specifications
and instructions
2.4. Organizational or external personnel
2.5. Client/supplier instructions
2.6. Quality standards
2.7. OHS and environmental standards
3. Workplace context May include but not limited to:
3.1. Work procedures and practices
3.2. Conditions of work environments
3.3. Legislation and industrial agreements
3.4. Standard work practice including the storage,
safe handling and disposal of chemicals
3.5. Safety, environmental, housekeeping and quality
guidelines

EVIDENCE GUIDE

Competency 1.1 Worked in a team to complete workplace activity
1.2 Worked effectively with others
1.3 Conveyed information in written or oral form
1.4 Selected and used appropriate workplace language
1.5 Followed designated work plan for the job
2. Resource The following resources should be provided:
Implications 2.1 Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2 Materials relevant to the proposed activity or tasks
Assessment 3.1 Role play involving the participation of individual member
to the attainment of organizational goal
3.2 Case studies and scenarios as a basis for discussion of
issues and strategies in teamwork
3.3 Socio-drama and socio-metric methods
3.4 Sensitivity techniques
3.5 Written Test
4. Context for 4.1 Competency may be assessed in workplace or in a
Assessment simulated workplace setting
4.2 Assessment shall be observed while task are being
undertaken whether individually or in group

UNIT OF COMPETENCY : SOLVE/ADDRESS GENERAL WORKPLACE
PROBLEMS
UNIT CODE : 400311212
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes required
to apply problem-solving techniques to determine the origin
of problems and plan for their resolution. It also includes
addressing procedural problems through documentation,
and referral.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Identify 1.1 Routine problems or 1.1 Current industry 1.1 Identifying current
routine procedural problem hardware and industry hardware
problems areas are identified software products and software
1.2 Problems to be and services products and
investigated are defined 1.2 Industry services
and determined maintenance, 1.2 Identifying current
1.3 Current conditions of service and helpdesk industry
the problem are practices, processes maintenance,
identified and and procedures services and
documented 1.3 Industry standard helpdesk
diagnostic tools practices,
1.4 Malfunctions and processes and
resolutions procedures.
1.3 Identifying current
industry standard
diagnostic tools
1.4 Describing
common
malfunctions and
resolutions.
1.5 Determining the
root cause of a
routine
malfunction

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
2. Look for 2.1 Potential solutions to 2.1 Current industry 2.1 Identifying current
solutions to problem are identified hardware and industry hardware
routine 2.2 Recommendations software products and software
problems about possible solutions and services products and
are developed, 2.2 Industry service and services
documented, ranked helpdesk practices, 2.2 Identifying
and presented to processes and services and
appropriate person for procedures helpdesk
decision 2.3 Operating systems practices,
2.4 Industry standard processes and
diagnostic tools procedures.
2.5 Malfunctions and 2.3 Identifying
resolutions. operating system
2.6 Root cause analysis 2.4 Identifying current
industry standard
diagnostic tools
2.5 Describing
common
malfunctions and
resolutions.
2.6 Determining the
root cause of a
routine
malfunction
3. Recommend 3.1 Implementation of 3.1 Standard procedures 3.1 Producing
solutions to solutions are planned 3.2 Documentation documentation
problems 3.2 Evaluation of produce that recommends
implemented solutions solutions to
are planned problems
3.3 Recommended 3.2 Following
solutions are established
documented and submit procedures
to appropriate person
for confirmation

RANGE OF VARIABLES
VARIABLE RANGE
1. Problems/Procedural May include but not limited to:
Problem 1.1 Routine/non – routine processes and quality
problems
1.2 Equipment selection, availability and failure
1.3 Teamwork and work allocation problem
1.4 Safety and emergency situations and incidents
1.5 Work-related problems outside of own work area
2. Appropriate person May include but not limited to:
2.1 Supervisor or manager
2.2 Peers/work colleagues
2.3 Other members of the organization
3. Document May include but not limited to:
3.1 Electronic mail
3.2 Briefing notes
3.3 Written report
3.4 Evaluation report
4. Plan May include but not limited to:
4.1 Priority requirements
4.2 Co-ordination and feedback requirements
4.3 Safety requirements
4.4 Risk assessment
4.5 Environmental requirements

EVIDENCE GUIDE

Competency 1.1 Determined the root cause of a routine problem
1.2 Identified solutions to procedural problems.
1.3 Produced documentation that recommends solutions to
problems.
1.4 Followed established procedures.
1.5 Referred unresolved problems to support persons.
2. Resource 2.1. Assessment will require access to a workplace over an

Implications extended period, or a suitable method of gathering
evidence of operating ability over a range of situations.
Assessment 3.1 Case Formulation
3.2 Life Narrative Inquiry
3.3 Standardized test
The unit will be assessed in a holistic manner as is practical and
may be integrated with the assessment of other relevant units of
competency. Assessment will occur over a range of situations,
which will include disruptions to normal, smooth operation.
Simulation may be required to allow for timely assessment of
parts of this unit of competency. Simulation should be based on
the actual workplace and will include walk through of the relevant
competency components.
Assessment workplace or simulation environment in TESDA accredited
institutions.

UNIT OF COMPETENCY : DEVELOP CAREER AND LIFE DECISIONS
UNIT CODE : 400311213
UNIT DESCRIPTOR : This unit covers the knowledge, skills, and attitudes in
managing one’s emotions, developing reflective practice,
and boosting self-confidence and developing self-
regulation.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Manage 1.1 Self-management 1.1 Self-management 1.1 Managing properly
one’s strategies are strategies that assist one’s emotions and
emotion identified in regulating recognizing
1.2 Skills to work behavior and situations that
independently and to achieving personal cannot be changed
show initiative, to be and learning goals and accept them
conscientious, and (e.g. Nine self- and remain
persevering in the face management professional
of setbacks and strategies according 1.2 Developing self-
frustrations are to Robert Kelley) discipline, working
developed 1.2 Enablers and independently and
1.3 Techniques for barriers in achieving showing initiative to
effectively handling personal and career achieve personal
negative emotions and goals and career goals
unpleasant situation 1.3 Techniques in 1.3 Showing
in the workplace are handling negative confidence, and
examined emotions and resilience in the
unpleasant situation face of setback and
in the workplace frustrations and
such as frustration, other negative
anger, worry, emotions and
anxiety, etc. unpleasant
situations in the
workplace
2. Develop 2.1 Personal strengths and 2.1 Basic SWOT 2.1 Using the basic
reflective achievements, based analysis SWOT analysis as
practice on self-assessment 2.2 Strategies to self-assessment
strategies and teacher improve one’s strategy
feedback are attitude in the 2.2 Developing
contemplated workplace reflective practice
2.2 Progress when seeking 2.3 Gibbs’ Reflective through realization
and responding to Cycle/Model of limitations,
feedback from (Description, likes/ dislikes;
teachers to assist them Feelings, through showing
in consolidating Evaluation, of self-confidence
strengths, addressing Analysis, 2.3 Demonstrating self-
weaknesses and Conclusion, and acceptance and
fulfilling their potential Action plan) being able to
are monitored accept challenges
2.3 Outcomes of personal
and academic
challenges by

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
reflecting on previous
problem solving and
decision-making
strategies and
feedback from peers
and teachers are
predicted
3. Boost self- 3.1 Efforts for continuous 3.1 Four components of 3.1 Performing
confidence self-improvement are self-regulation based effective
and develop demonstrated on Self-Regulation communication
self- 3.2 Counter-productive Theory (SRT) skills – reading,
regulation tendencies at work are 3.2 Personality writing, conversing
eliminated development skills
3.3 Positive outlook in life concepts 3.2 Showing affective
are maintained 3.3 Self-help concepts skills – flexibility,
(e. g., 7 Habits by adaptability, etc.
Stephen Covey, 3.3 Self-assessment
transactional for determining
analysis, psycho- one’s strengths and
spiritual concepts) weaknesses

RANGE OF VARIABLES
VARIABLE RANGE
1. Self-management May include but not limited to:
strategies 1.1 Seeking assistance in the form of job coaching or
mentoring
1.2 Continuing dialogue to tackle workplace grievances
1.3 Collective negotiation/bargaining for better working
conditions
1.4 Share your goals to improve with a trusted co-worker
or supervisor
1.5 Make a negativity log of every instance when you
catch yourself complaining to others
1.6 Make lists and schedules for necessary activities
2. Unpleasant situation May include but not limited to:
2.1 Job burn-out
2.2 Drug dependence
2.3 Sulking
EVIDENCE GUIDE

Competency 1.1 Express emotions appropriately
1.2 Work independently and show initiative
1.3 Consistently demonstrate self-confidence and self-
discipline
2.1. Access to workplace and resource s
2.2. Case studies
Assessment 3.1. Demonstration or simulation with oral questioning
3.2. Case problems involving work improvement and
sustainability issues
3.3. Third-party report
4. Context for 4.1. Competency assessment may occur in workplace or
Assessment any appropriately simulated environment

UNIT OF COMPETENCY : CONTRIBUTE TO WORKPLACE INNOVATION
UNIT CODE : 400311214
to make a pro-active and positive contribution to workplace
innovation.
PERFORMANCE
ELEMENT Italicized terms are KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Identify 1.1 Opportunities for 1.1 Roles of individuals 1.1 Identifying
opportunities to improvement are in suggesting and opportunities to
do things better identified proactively in making improve and to do
own area of work improvements things better
1.2 Information are 1.2 Positive impacts involvement
gathered and reviewed and challenges in 1.2 Identifying the
which may be relevant innovation positive impacts
to ideas and which 1.3 Types of changes and the challenges
might assist in gaining and responsibility of change and
support for idea 1.4 Seven habits of innovation
highly effective 1.3 Identifying
people examples of the
types of changes
that are within and
outside own scope
of responsibility
2. Discuss and 2.1 People who could 2.1 Roles of individuals 2.1 Identifying
develop provide input to ideas in suggesting and opportunities to
ideas with for improvements are making improve and to do
others identified improvements things better.
2.2 Ways of approaching 2.2 Positive impacts Involvement
people to begin sharing and challenges in 2.2 Identifying the
ideas are selected innovation positive impacts
2.3 Meeting is set with 2.3 Types of changes and the challenges
relevant people and responsibility of change and
2.4 Ideas for follow up are 2.4 Seven habits of innovation
review and selected highly effective 2.3 Providing examples
based on feedback people of the types of
2.5 Critical inquiry changes that are
method is used to within and outside
discuss and develop own scope of
ideas with others responsibility
2.4 Communicating
ideas for change
through small group
discussions and
meetings
3. Integrate 3.1 Critical inquiry method 3.1 Roles of individuals 3.1 Identifying
ideas for is used to integrate in suggesting and opportunities to
change in different ideas for making improve and to do
change of key people improvements

PERFORMANCE
elaborated in the
Range of Variables
the 3.2 Summarizing, 3.2 Positive impacts things better
workplace analyzing and and challenges in involvement
generalizing skills are innovation 3.2 Identifying the
used to extract salient 3.3 Types of changes positive impacts
points in the pool of and responsibility and the challenges
ideas 3.4 Seven habits of of change and
3.3 Reporting skills are highly effective innovation
likewise used to people 3.3 Providing examples
communicate results 3.5 Basic research of the types of
3.4 Current Issues and skills changes that are
concerns on the within and outside
systems, processes own scope of
and procedures, as responsibility
well as the need for 3.4 Communicating
simple innovative ideas for change
practices are identified through small group
discussions and
meetings
3.5 Demonstrating skills
in analysis and
interpretation of
data

RANGE OF VARIABLES
VARIABLE RANGE
1. Opportunities for May include:
improvement 1.1 Systems
1.2 Processes
1.3 Procedures
1.4 Protocols
1.5 Codes
1.6 Practices
2. Information May include:
2.1 Workplace communication problems
2.2 Performance evaluation results
2.3 Team dynamics issues and concerns
2.4 Challenges on return of investment
2.5 New tools, processes and procedures
2.6 New people in the organization
3. People who could May include:
provide input 3.1 Leaders
3.2 Managers
3.3 Specialists
3.4 Associates
3.5 Researchers
3.6 Supervisors
3.7 Staff
3.8 Consultants (external)
3.9 People outside the organization in the same field or
similar expertise/industry
3.10 Clients
4. Critical inquiry method May include:
4.1 Preparation
4.2 Discussion
4.3 Clarification of goals
4.4 Negotiate towards a Win-Win outcome
4.5 Agreement
4.6 Implementation of a course of action
4.7 Effective verbal communication. See our pages Verbal
Communication and Effective Speaking
4.8 Listening
4.9 Reducing misunderstandings is a key part of effective
negotiation
4.10 Rapport Building
4.11 Problem Solving
4.12 Decision Making
4.13 Assertiveness
4.14 Dealing with Difficult Situations
5. Reporting skills May include:
5.1 Data management
5.2 Coding
5.3 Data analysis and interpretation
5.4 Coherent writing
5.5 Speaking

EVIDENCE GUIDE

Competency 1.1 Identified opportunities to do things better
1.2 Discussed and developed ideas with others on how to
contribute to workplace innovation
1.3 Integrated ideas for change in the workplace
1.4 Analyzed and reported rooms for innovation and
learning in the workplace
Implications 2.1 Pens, papers and writing implements
2.2 White board
2.3 Manila papers
Assessment 3.1 Psychological and behavioral Interviews
3.2 Performance Evaluation
3.3 Life Narrative Inquiry
3.4 Review of portfolios of evidence and third-party
workplace reports of on-the-job performance.
3.5 Sensitivity analysis
3.6 Organizational analysis
3.7 Standardized assessment of character strengths and
virtues applied
Assessment workplace or simulation environment in TESDA
accredited institutions

UNIT OF COMPETENCY : PRESENT RELEVANT INFORMATION
UNIT CODE : 400311215
UNIT DESCRIPTOR : This unit of covers the knowledge, skills and attitudes
required to present data/information appropriately.
PERFORMANCE
elaborated in the
Range of Variables
1. Gather data/ 1.1 Evidence, facts and 1.1 Organisational 1.1 Describing
information information are protocols organisational
collected 1.2 Confidentiality protocols relating to
1.2 Evaluation, terms of 1.3 Accuracy client liaison
reference and 1.4 Business 1.2 Protecting
conditions are mathematics and confidentiality
reviewed to determine statistics 1.3 Describing
whether 1.5 Data analysis accuracy
data/information falls techniques/procedu 1.4 Computing
within project scope res business
1.6 Reporting mathematics and
requirements to a statistics
range of audiences 1.5 Describing data
1.7 Legislation, policy analysis
and procedures techniques/
relating to the procedures
conduct of 1.6 Reporting
evaluations requirements to a
1.8 Organisational range of audiences
values, ethics and 1.7 Stating legislation,
codes of conduct policy and
procedures relating
to the conduct of
evaluations
1.8 Stating
organisational
values, ethics and
codes of conduct

PERFORMANCE
elaborated in the
Range of Variables
2. Assess 2.1 Validity of data/ 2.1 Business 2.1 Computing
gathered information is assessed mathematics and business
data/ 2.2 Analysis techniques are statistics mathematics and
information applied to assess data/ 2.2 Data analysis statistics
information techniques/ 2.2 Describing data
2.3 Trends and anomalies procedures analysis
are identified 2.3 Reporting techniques/
2.4 Data analysis requirements to a procedures
techniques and range of audiences 2.3 Reporting
procedures are 2.4 Legislation, policy requirements to a
documented and procedures range of audiences
2.5 Recommendations are relating to the 2.4 Stating legislation,
made on areas of conduct of policy and
possible improvement evaluations procedures relating
2.5 Organisational to the conduct of
values, ethics and evaluations
codes of conduct 2.5 Stating
organisational
values, ethics and
codes of conduct
3. Record and 3.1 Studied 3.1 Data analysis 3.1 Describing data
present data/information are techniques/ analysis
information recorded procedures techniques/
3.2 Recommendations are 3.2 Reporting procedures
analysed for action to requirements to a 3.2 Reporting
ensure they are range of audiences requirements to a
compatible with the 3.3 Legislation, policy range of audiences
project’s scope and and procedures 3.3 Stating legislation,
terms of reference relating to the policy and
3.3 Interim and final reports conduct of procedures relating
are analysed and evaluations to the conduct of
outcomes are 3.4 Organisational evaluations
compared to the criteria values, ethics and 3.4 Stating
established at the codes of conduct organisational
outset values, ethics and
3.4 Findings are presented codes of conduct
to stakeholders practices

RANGE OF VARIABLES
VARIABLE RANGE
1. Data analysis May include but not limited to:
techniques 1.1. Domain analysis
1.2. Content analysis
1.3. Comparison technique
EVIDENCE GUIDE

Competency 1.1 Determine data / information
1.2 Studied and applied gathered data/information
1.3 Recorded and studied data/information
These aspects may be best assessed using a range of
scenarios what ifs as a stimulus with a walk through forming
part of the response. These assessment activities should
include a range of problems, including new, unusual and
improbable situations that may have happened.
2. Resource Implications Specific resources for assessment
2.1 Evidence of competent performance should be obtained
by observing an individual in an information management role
within the workplace or operational or simulated environment.
Assessment 3.1 Written Test
3.2 Interview
3.3 Portfolio
The unit will be assessed in a holistic manner as is practical
and may be integrated with the assessment of other relevant
units of competency. Assessment will occur over a range of
situations, which will include disruptions to normal, smooth
operation. Simulation may be required to allow for timely
assessment of parts of this unit of competency. Simulation
should be based on the actual workplace and will include walk
through of the relevant competency components.
4. Context for 4.1 In all workplace, it may be appropriate to assess this unit
Assessment concurrently with relevant teamwork or operation units.

UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL SAFETY AND HEALTH
POLICIES AND PROCEDURES
UNIT CODE : 400311216
required to identify OSH compliance requirements, prepare
OSH requirements for compliance, perform tasks in
accordance with relevant OSH policies and procedures.
PERFORMANCE
elaborated in the
Range of Variables
1. Identify OSH 1.1 Relevant OSH 1.1 OSH preventive 1.1 Applying
compliance requirements, and control communication
requirements regulations, policies requirements skills
and procedures are 1.2 Hierarchy of 1.2 Applying
identified in accordance Controls interpersonal skills
with workplace policies 1.3 Hazard Prevention 1.3 Applying critical
and procedures and Control thinking skills
1.2 OSH activity non- 1.4 General OSH 1.4 Applying
conformities are principles observation skills
conveyed to 1.5 Work standards
appropriate personnel and procedures
1.3 OSH preventive and 1.6 Safe handling
control requirements procedures of
are identified in tools, equipment
accordance with OSH and materials
work policies and 1.7 Standard
procedures emergency plan
and procedures in
the workplace
2. Prepare OSH 2.1 OSH work activity 2.1 Resources 2.1 Applying
requirements material, tools and necessary to Communication
for equipment requirements execute hierarchy skills
compliance are identified in of controls 2.2 Applying
accordance with 2.2 General OSH estimation skills
workplace policies and principles 2.3 Applying
procedures 2.3 Work standards interpersonal skills
2.2 Required OSH and procedures 2.4 Applying critical
materials, tools and 2.4 Safe handling thinking skills
equipment are acquired procedures of 2.5 Applying
in accordance with tools, equipment observation skills
workplace policies and and materials 2.6 Identifying
procedures 2.5 Different OSH material, tool and
2.3 Required OSH control measures equipment
materials, tools and
equipment are
arranged/ placed in
accordance with OSH
work standards
3. Perform tasks 3.1 Relevant OSH work 3.1 OSH work 3.1 Applying
in procedures are standards communication
accordance identified in accordance skills

PERFORMANCE
elaborated in the
Range of Variables
with relevant with workplace policies 3.2 Industry related 3.2 Applying
OSH policies and procedures work activities interpersonal skills
and 3.2 Work Activities are 3.3 General OSH 3.3 Applying
procedures executed in accordance principles troubleshooting
with OSH work 3.4 OSH Violations skills
standards 3.5 Non-compliance 3.4 Applying critical
3.3 Non-compliance work work activities thinking skills
activities are reported 3.5 Applying
to appropriate observation skills
personnel

RANGE OF VARIABLES
VARIABLE RANGE
1. OSH Requirements, May include:
Regulations, Policies and 1.1 Clean Air Act
Procedures 1.2 Building code
1.3 National Electrical and Fire Safety Codes
1.4 Waste management statutes and rules
1.5 Permit to Operate
1.6 Philippine Occupational Safety and Health
Standards
1.7 Department Order No. 13 (Construction Safety
and Health)
1.8 ECC regulations
2. Appropriate Personnel May include:
2.1 Manager
2.2 Safety Officer
2.3 EHS Offices
2.4 Supervisors
2.5 Team Leaders
2.6 Administrators
2.7 Stakeholders
2.8 Government Official
2.9 Key Personnel
2.10 Specialists
2.11 Himself
3. OSH Preventive and May include:
Control Requirements 3.1 Resources needed for removing hazard effectively
3.2 Resources needed for substitution or replacement
3.3 Resources needed to establishing engineering
controls
3.4 Resources needed for enforcing administrative
controls
3.5 Personal Protective equipment
4. Non OSH-Compliance May include non-compliance or observance of the
Work Activities following safety measures:
4.1 Violations that may lead to serious physical harm
or death
4.2 Fall Protection
4.3 Hazard Communication
4.4 Respiratory Protection
4.5 Power Industrial Trucks
4.6 Lockout/Tag-out
4.7 Working at heights (use of ladder, scaffolding)
4.8 Electrical Wiring Methods
4.9 Machine Guarding
4.10 Electrical General Requirements
4.11 Asbestos work requirements
4.12 Excavations work requirements

EVIDENCE GUIDE

Competency 1.1. Convey OSH work non-conformities to appropriate
personnel
1.2. Identify OSH preventive and control requirements in
accordance with OSH work policies and procedures
1.3. Identify OSH work activity material, tools and
equipment requirements in accordance with workplace
policies and procedures
1.4. Arrange/Place required OSH materials, tools and
equipment in accordance with OSH work standards
1.5. Execute work activities in accordance with OSH work
standards
1.6. Report OSH activity non-compliance work activities to
appropriate personnel
2.1 Facilities, materials tools and equipment necessary for
the activity
3. Methods of Assessment Competency in this unit may be assessed through:
3.1 Observation/Demonstration with oral questioning
3.2 Third party report
4. Context for Assessment 4.1 Competency may be assessed in the work place or in
a simulated work place setting

UNIT OF COMPETENCY : EXERCISE EFFICIENT AND EFFECTIVE SUSTAINABLE
PRACTICES IN THE WORKPLACE
UNIT CODE : 400311217
UNIT DESCRIPTOR : This unit covers knowledge, skills and attitude to identify the
efficiency and effectiveness of resource utilization,
determine causes of inefficiency and/or ineffectiveness of
resource utilization and Convey inefficient and ineffective
environmental practices.
PERFORMANCE
ELEMENTS Italicized terms are
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Identify the 1.1 Required resource 1.1 Importance of 1.1 Recording skills
efficiency and utilization in the environmental 1.2 Writing skills
effectiveness workplace is literacy 1.3 Applying innovation
of resource measured using 1.2 Environmental work skills
utilization appropriate procedures
techniques 1.3 Waste minimization
1.2 Data are recorded in 1.4 Efficient energy
accordance with consumptions
workplace protocol
1.3 Recorded data are
compared to
determine the
efficiency and
effectiveness of
resource utilization
according to
established
environmental work
procedures
2. Determine 2.1 Potential causes of 2.1 Causes of 2.1 Applying deductive
causes of inefficiency and/or environmental reasoning skills
inefficiency ineffectiveness are inefficiencies and 2.2 Applying critical
and/or listed ineffectiveness thinking
ineffectiveness 2.2 Causes of 2.3 Applying problem
of resource inefficiency and/or solving skills
utilization ineffectiveness are 2.4 Applying
identified through observation skills
deductive reasoning
2.3 Identified causes of
inefficiency and/or
ineffectiveness are
validated thru
established
environmental
procedures
3. Convey 3.1 Efficiency and 3.1 Appropriate 3.1 Applying written
inefficient and effectiveness of Personnel to address and oral
ineffective resource utilization the environmental communication
environmental are reported to hazards skills
practices

PERFORMANCE
ELEMENTS Italicized terms are
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
appropriate 3.2 Environmental 3.2 Applying critical
personnel corrective actions thinking
3.2 Concerns related 3.3 Applying problem
resource utilization solving
are discussed with 3.4 Applying
appropriate personnel observation skills
3.3 Feedback on 3.5 Practicing
information/ concerns environmental
raised are clarified awareness
with appropriate
personnel

RANGE OF VARIABLES
VARIABLE RANGE
1. Environmental Work May include:
Procedures 1.1 Utilization of Energy, Water, Fuel Procedures
1.2 Waster Segregation Procedures
1.3 Waste Disposal and Reuse Procedures
1.4 Waste Collection Procedures
1.5 Usage of Hazardous Materials Procedures
1.6 Chemical Application Procedures
1.7 Labeling Procedures
2. Appropriate Personnel May include:
2.1 Manager
2.2 Safety Officer
2.3 EHS Offices
2.4 Supervisors
2.5 Team Leaders
2.6 Administrators
2.7 Stakeholders
2.8 Government Official
2.9 Key Personnel
2.10 Specialists
2.11 Himself

EVIDENCE GUIDE

Competency 1.1 Measured required resource utilization in the workplace
using appropriate techniques
1.2 Recorded data in accordance with workplace protocol
1.3 Identified causes of inefficiency and/or ineffectiveness
through deductive reasoning
1.4 Validate the identified causes of inefficiency and/or
ineffectiveness thru established environmental
procedures
1.5 Report efficiency and effectives of resource utilization to
1.6 Clarify feedback on information/concerns raised with
Implications 2.1 Workplace
2.2 Tools, materials and equipment relevant to the tasks
2.3 PPE
2.4 Manuals and references
Assessment 3.1 Demonstration
3.2 Oral questioning
3.3 Written examination
4. Context for 4.1 Competency assessment may occur in workplace or any
Assessment appropriately simulated environment
4.2 Assessment shall be observed while task are being
undertaken whether individually or in-group

UNIT OF COMPETENCY : PRACTICE ENTREPRENEURIAL SKILLS IN THE
WORKPLACE
UNIT CODE : 400311218
UNIT DESCRIPTOR : This unit covers the outcomes required to apply

entrepreneurial workplace best practices and implement
cost-effective operations.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Apply 1.1 Good practices 1.1 Workplace best 1.1 Applying
entrepreneurial relating to workplace practices, policies communication
workplace best operations are and criteria skills
practices observed and selected 1.2 Resource utilization 1.2 Complying with
following workplace 1.3 Ways in fostering quality procedures
policy entrepreneurial
1.2 Quality procedures attitudes:
and practices are 1.3.1 Patience
complied with
according to workplace 1.3.2 Honesty
requirements 1.3.3 Quality-
1.3 Cost-conscious habits consciousness
in resource utilization 1.3.4 Safety-
are applied based on consciousness
industry standards 1.3.5 Resourcefulness
2. Communicate 2.1 Observed good 2.1 Workplace best 2.1 Applying
entrepreneurial practices relating to practices, policies communication
workplace best workplace operations and criteria skills
practices are communicated to 2.2 Resource utilization 2.2 Complying with
appropriate person 2.3 Ways in fostering quality procedures
2.2 Observed quality entrepreneurial 2.3 Following
procedures and attitudes: workplace
practices are 2.3.1 Patience communication
communicated to 2.3.2 Honesty protocol
appropriate person 2.3.3 Quality-
2.3 Cost-conscious habits consciousness
in resource utilization 2.3.4 Safety-
are communicated consciousness
based on industry 2.3.5 Resourcefulness
standards

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
3. Implement 3.1 Preservation and 3.1 Optimization of 3.1 Implementing
cost-effective optimization of workplace preservation and
operations workplace resources is resources optimizing
implemented in 3.2 5S procedures and workplace
accordance with concepts resources
enterprise policy 3.3 Criteria for cost- 3.2 Observing
3.2 Judicious use of effectiveness judicious use of
workplace tools, 3.4 Workplace workplace tools,
equipment and productivity equipment and
materials are observed 3.5 Impact of materials
according to manual entrepreneurial 3.3 Making
and work requirements mindset to constructive
3.3 Constructive workplace contributions to
contributions to office productivity office operations
operations are made 3.6 Ways in fostering
entrepreneurial 3.4 Sustaining ability
according to enterprise to work within
requirements. attitudes:
3.6.1 Quality- allotted time and
3.4 Ability to work within consciousness finances
one’s allotted time and 3.6.2 Safety-
finances is sustained consciousness

RANGE OF VARIABLES
VARIABLE RANGE
1.Good practices May include:
1.1 Economy in use of resources
1.2 Documentation of quality practices
2.Resources utilization May include:

2.1 Consumption/ use of consumables
2.2 Use/Maintenance of assigned equipment and
furniture
2.3 Optimum use of allotted /available time
EVIDENCE GUIDE

Competency 1.1 Demonstrated ability to identify and sustain cost-
effective activities in the workplace
1.2 Demonstrated ability to practice entrepreneurial
knowledge, skills and attitudes in the workplace.
2.1 Simulated or actual workplace
2.2 Tools, materials and supplies needed to
demonstrate the required tasks
2.3 References and manuals
2.3.1 Enterprise procedures manuals
2.3.2 Company quality policy
3. Methods of Assessment Competency in this unit should be assessed through:
3.1 Interview
3.2 Third-party report
4.Context of Assessment 4.1 Competency may be assessed in workplace or in a
simulated workplace setting
4.2 Assessment shall be observed while tasks are being
undertaken whether individually or in-group

COMMON COMPETENCIES
UNIT OF COMPETENCY : IMPLEMENT AND MONITOR INFECTION CONTROL

POLICIES AND PROCEDURES
UNIT CODE : HHC532201
UNIT 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.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Provide 1.1 Relevant information 1.1 Literacy levels and 1.1 Applying
information to about the organization's communication skills effective
the work infection control policy of work group communication
group about and procedures, and members and and interpersonal
the applicable industry consequent suitable skills
organization's codes of practice are communication 1.1.1 Language
infection accurately and clearly techniques competence
control explained to the work 1.2 Concepts of mode of and reading
policies and group communication competence
procedures 1.2 Information about 1.3 Reporting, 1.1.2 Negotiating
identified hazards and documentation and skills
the outcomes of use of non-verbal 1.1.3 Intra and
infection risk and verbal interpersonal
assessments is communication skills
regularly provided to the 1.4 Knowledge on OSH, 1.2 Identifying mode
work group infection control, of
1.3 Opportunity is provided environmental and communication
for the work group to institutional, rules, 1.3 Practicing
seek further information guidelines, policies communication
on workplace infection and procedures skills with ease
control issues and 1.5 Respect for client’s 1.4 Applying
practices rights principles of
1.6 Knowledge on the infection control
use of personal 1.5 Using PPE
protective equipment (Personal
1.7 Basic knowledge on Protective
infectious diseases Equipment)
transmission 1.6 Identifying
1.9 Principles of transmission of
infection control infectious
1.9.1 Frequent diseases
handwashing 1.7 Implementing
(WHO OSH, infection
Standard) control,

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1.9.2 Body Substance environmental
Isolation (BSI) and institutional
by using PPE rules, guidelines,
(Personal policies and
Protective procedures
Equipment) 1.8 Operating
1.10 Use of disinfectant equipment for
1.11 Observe “Social operation
Distancing” 1.9 Reporting and
1.12 Stay at home documentation
as needed with accuracy
1.13 Knowledge on
equipment for
communication to
be used (computer,
telephone, cell
phone etc.)
2. Integrate the 2.1 Therapeutic 2.1 Use of verbal and 2.1 Applying verbal
organization's communication is non-verbal and non-verbal
infection applied to ensure therapeutic communication
control policy implementation of communication 2.2 Implementing
and infection control policy in 2.2 RA 11058 – OSH infection control
procedure the work place Law policy and
into work 2.2 Infection control 2.3 RA 9008 – procedures
practices policies and Ecological Solid 2.3 Coaching
procedures are Waste Management employees to
implemented based on Act ensure the
established procedure 2.4 RA 856 – Sanitation practice of
2.3 Employer’s coaching Code of the Phil. infection control
and support ensures 2.5 Hazards and 2.4 Adopting work
the individuals/teams are infectious risks procedures to
able to practice infection 2.6 Appropriate wearing, reflect appropriate
control procedures removal and infection control
2.4 Safe work procedures disposal of PPE practices
are adopted to reflect (Personal Protective 2.5 Encouraging
appropriate infection Equipment) employees to
control practices in the 2.7 Use of computer for report hazards and
work place documentation and risks in the work
2.5 Employees are reporting place
encouraged to report 2.6 Recognizing
hazardous and suggestions of
infectious risks and to employees to
suggest improvement of improve infection
infection control control practices
procedures
3. Monitor 3.1 Infection control 3.1 Reporting, 3.1 Using personal
infection hazardous events are documentation and protective
control investigated promptly to use of non-verbal equipment
performance identify their cause in and verbal 3.2 Identifying
and accordance with communication transmission of
implement organization policy and 3.2 Knowledge on OSH, infectious
procedures infection control, diseases

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
improvements 3.2 Work procedures to environmental and 3.3 Using therapeutic
in practices control infection risks are institutional, rules, communication
monitored and reviewed guidelines, policies 3.4 Implementing
to ensure compliance and procedures OSH, infection
3.3 Training in work 3.3 Concepts on modes control,
procedures is provided of communication environmental
as required to ensure 3.4 RA 9003 – and institutional,
maintenance of Ecological Solid rules, guidelines,
infection control Waste Management policies and
standards Act procedures
3.4 Inadequacies in work 3.5 Knowledge on the 3.5 Applying effective
procedures and infection use of personal communication
control measures are protective and interpersonal
identified, corrected or equipment skills
reported to designated 3.6 Basic knowledge on 3.6 Monitoring of
personnel infectious diseases incidence of
3.5 Records of infection transmission infection in the
control risks and 3.7 Knowledge on workplace
incidents are accurately equipment for 3.7 Reporting and
maintained as required communication to be documentation
3.6 Aggregate infection used (computer, with accuracy
control information telephone, cell
reports are used to phone etc.)
identify hazards, to
monitor and improve risk
control Method and to
indicate training needs

RANGE OF VARIABLES
VARIABLE RANGE
1. Industry Codes of May include:
Practice 1.1 National Health and Medical Research Council
Guidelines for infection control
1.2 Local & National Government Guidelines and Standards
1.3 Manufacturer's recommendations and operating manuals
2. Hazards and the May include:
outcomes of infection 2.1 Sharps
risk assessments 2.2 Glass
2.3 Waste
2.4 Human waste and human tissues
2.5 Personal contact with infectious patients / clients
2.6 Animals, insects and vermin
2.7 Stock, including food, which has passed "used-by"
dates
2.8 Incorrect concentration of disinfectants and chemicals
2.9 Cleaning procedures
2.10 Linen handling procedures
2.11 Work flows
2.12 Use of personal protective clothing
2.13 Food safety
2.14 Personal hygiene
3. Therapeutic May include:
communication 3.1 Verbal communication
3.1.1 One on one dialogue
3.1.2 Orientation
3.1.3 Meeting
3.1.4 Conference
3.2 Non-verbal communication
3.2.1 Memorandum
3.2.2 Minutes of the meeting
3.2.3 Flyers
3.2.4 Billboards
3.2.5 Journals
3.2.6 Warning signs and devices
4. Infection Control May include:
Policies and Procedures 4.1 Company’s manual on infection control policies and
procedures
4.2 COVID 19 infection control in your workplace
4.3 RA 11058 - OSH law
4.4 RA 9003 – Ecological Solid Waste Management
5. Employer’s coaching May include:
and support 5.1 Provide a workplace free of hazards
5.2 Comply with OSH standard
5.3 Make sure employees have and use of safe tools and
equipment and properly maintained
5.4 Use color code poster labels and signs to warn
employees of potential hazards
5.5 Provide information that work areas, machinery and
equipment are kept in a safe condition

VARIABLE RANGE
5.6 Provide information, training instructions and
supervisions of employees so they can work safely
5.7 Provide new employees with specialized orientation
training to help them become familiar with their new
work environment
6. Safe work procedures May include:
6.1 DOLE manual
6.2 OSH manual
6.3 Company’s rules and regulations manual
6.4 Job description for each employees hand outs
6.5 Workplace safety tips
6.5.1 Health and safety company protocol about COVID
19
6.5.1.1 Keep oneself healthy thru vaccine,
vitamins and healthy tips style
6.5.1.2 Maintain personal hygiene
6.5.1.3 Environmental cleaning and
decontamination
6.5.1.4 Cover mouth when coughing and
sneezing
6.5.1.5 Hands off on your nose and mouth
6.5.1.6 Frequent handwashing and use of
disinfectant
6.5.1.7 Wear, remove and dispose PPE properly
6.5.1.8 Always disinfect working area
6.5.1.9 Reducing contact by observing social
distancing
6.5.1.10 Observe isolation technique if you are
sick to prevent spread of infection
6.5.2 “Five S” in workplace, its purpose and benefits
6.5.3 Follow safety procedures
6.5.4 Don’t take shortcuts
6.5.5 Clear up
6.5.6 Clear and organized area
6.5.7 Emergency exit location
6.5.8 Be alert on the job
6.5.9 Take regular break
6.5.10 Be vigilant
6.5.11 F.A. box location
6.5.12 Immediately report incident
6.5.13 Safe and hygiene facilities including toilet, eating
area and first aid with complete contents
7. Hazardous and May include:
infectious risks 7.1 Categories of hazard
7.1.1 Safety
7.1.2 Health
7.1.3 Environment
7.2 Classes of hazard
7.2.1 Natural
7.2.2 Man made
7.2.2 Technology

VARIABLE RANGE
7.2.3 Behavior/attitude
7.3 Specific hazard
7.3.1 Mechanical
7.3.2 Chemical
7.3.3 Physical
7.3.4 Biological
7.3.5 Psychological
7.4 Risks in the workplace
7.4.1 Corona virus – accommodating high risk
employee returning to work
7.4.2 Ergonomics
7.4.3 Risk examples
7.4.3.1 Health risk (smoking)
7.4.3.2 Exposure to computer
7.4.3.3 Working at height
7.4.3.4 Hazardous substances exposure
7.4.3.5 Slips and trips
7.4.3.6 Strain, sprain and pain
7.5 Adapt best practices in the workplace
7.5.1 Provide clear expectations
7.5.2 Give people the opportunity to use their skills
7.5.3 Encourage people to contribute ideas and get
involved in decision making
7.5.4 Reward effort
7.5.5 Stay committed
7.5.6 Hold regular meetings
7.5.7 Seek cultural cohesiveness
8. Infection control May include:
standards 8.1 Goals of infection control policy
8.2 Basic infection control
8.3 Main universal precautions
8.4 Standard infection control precautions
8.5 WHO infection prevention and control
8.6 Data analysis
9. Designated personnel May include:
9.1 Medical team of the company or agency
9.2 Support group
9.2.1 Manager
9.2.2 Infection Control Coordinator
9.2.3 Quality Improvement Coordinator
9.2.4 Infection Control Committee
9.2.5 Occupational Health and Safety Committee
10. Aggregate infection May include:
control information 10.1 Records of needle stick injuries
10.2 Hospital-acquired infection rates
10.3 DOH healthcare standards clinical indicators
10.4 HACCP (Hazards Analysis Critical Control Point)
records
10.5 Hazard reports

EVIDENCE GUIDE

Competency 1.1. Communicated with team and individuals on
organizational policy and procedures for infection control
1.2. Applied infection control policies and procedures which
impact on work processes of the specific work unit
1.3. Applied procedures for adopting appropriate infection
practices within work unit
1.4. Demonstrated appropriate handwashing technique
1.5. Demonstrated the ability to appropriately wear, remove
and dispose PPE (Personal Protective Equipment)
1.6. Provided appropriate supervision of work group
2.1. Workplace infection control and health and safety
2.2. Waste management procedures
2.3. Food safety procedures
2.4. Other organizational policies and procedures
2.5. Duties statements and/or job descriptions
3. Methods of Assessment Competency in this unit may be assessed through:
3.1. Observation
3.2. Interview
3.3. Portfolio
3.4. Demonstration with questioning
4. Context of Assessment 4.1. Competency maybe assessed in actual workplace or at
the designated TESDA Accredited Assessment Center.

UNIT OF COMPETENCY : RESPOND EFFECTIVELY TO DIFFICULT/
CHALLENGING BEHAVIOR
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills and
attitudes to effectively respond to difficult or challenging
behaviour of patient / client.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Plan 1.1 Responses are 1.1 Use of therapeutic 1.1 Applying
responses planned to instances communication therapeutic
of difficult or 1.2 RA 11058 - OSH Law communication
challenging behavior to 1.3 Reporting and 1.2 Implementing
maximize the documentation environmental and
availability of other 1.4 Environmental institutional, rules,
appropriate staff and RA 9003 (Ecological guidelines,
resources based on Solid Waste policies and
established standard Management Act) procedures
practice 1.5 Difficult and 1.3 Identifying issues
1.2 Specific manifestations challenging behavior relating to difficult
of difficult or 1.6 Client issues which and challenging
challenging behavior need to be referred to behavior
are identified and an appropriate health 1.4 Identifying client
strategies professional issues which need
appropriate to these 1.7 Rules of health to be referred to
behaviors are planned professionals involved an appropriate
as required based on with the care of client health
established procedure professional
1.3 Safety of self and 1.5 Thinking and
others is given priority responding quickly
in responding to and strategically
difficult or challenging 1.6 Remaining alert to
behavior according to potential incidents
institutional policies of difficult or
and procedures challenging
behavior
1.7 Working with
others and display
empathy with
client and relatives
1.8 Applying intra and
1.9 Reporting and
documentation
with accuracy
2. Apply 2.1 Difficult or challenging 2.1 Reporting and 2.1 Applying
response behavior is dealt with documentation therapeutic
promptly, firmly and 2.2 Knowledge on communication
diplomatically in institutional, rules, 2.2 Implementing
accordance with guidelines, policies institutional, rules,
and procedures guidelines,

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
institutional policies 2.3 Issues relating to policies and
and procedures difficult and procedures
2.2 Communication is challenging behavior 2.3 Identifying issues
used effectively to 2.4 Client issues which relating to difficult
achieve the desired need to be referred to and challenging
outcomes in an appropriate health behavior
responding to difficult professional 2.4 Identifying client
or challenging 2.5 Knowledge on issues which
behavior policies and rules of need to be
2.3 Appropriate health professionals referred to an
strategies are involved with the care appropriate health
selected to suit of client professional
particular instances of 2.5 Remaining alert
difficult or challenging to potential
behavior incidents of
difficult or
challenging
behavior
2.6 Reporting and
documentation
with accuracy
3. Report and 3.1 Incidents are reported 3.1 Use of therapeutic 3.1 Applying
review and reviewed communication therapeutic
incidents according to 3.2 Reporting and communication
institutional policies documentation 3.2 Reporting and
and procedures 3.3 Knowledge on documentation
3.2 Incidents are reviewed environment RA 9003 with accuracy
with appropriate staff – Ecological Solid
and suggestions Waste Management
appropriate to area of 3.4 Use of computer for
responsibility are documentation and
made reporting
3.3 Advice and
assistance are
sought from
legitimate sources as
needed according to
agency policies and
procedures

RANGE OF VARIABLES
VARIABLE RANGE
1. Planned responses May include:
1.1 Own ability and experience
1.2 Established institutional procedures
1.3 Knowledge of individual persons and underlying causes
2. Difficult or challenging May include:
behaviors 2.1 Aggression/Assaultive behavior
2.2 Confusion or other cognitive impairment
2.3 Noisiness
2.4 Manipulative
2.5 Wandering
2.6 Self-destructive
2.7 Intoxication
2.8 Withdrawn/depressed
2.9 Negativistic
2.10 Intrusive behavior
2.11 Verbal offensiveness
3. Strategies appropriate May include:
for dealing with 3.1 Diversional activities
challenging behaviors 3.2 Referring to appropriate personnel e.g. supervisor,
security officer
3.3 Following established emergency response procedures
4. Institutional policies May include:
and procedures 4.1 Incident reporting and documentation
4.2 Operational guidelines for handling incidents and/or
cases involving difficult and challenging behavior
4.3 Debriefing of staff involved in the incident
5. Selection of May include:
appropriate strategies 5.1 The nature of the incident
for dealing with 5.2 Potential effect on different parties, patient / client, staff
challenging behaviors and others
5.3 Established procedures and guidelines
6. Report and review May include:
6.1 Purposes of the incident report review
6.2 Characteristics of an incident report review
6.3 Element of an effective incident report review
7. Incident report May include:
7.1 Data of worker/s
7.1.1 Name of worker
7.1.2 Job title / occupation
7.1.3 Time and date of injury
7.1.4 Exact location of the worker at the time of injury
7.1.5 Exact description of how the injury was sustained

7.1.6 If any treatment was provided to the injured and if
so, what kind of treatment
7.1.7 Nature of injury and part of the body affected
7.1.8 Date and time reported
7.1.9 Name and signature of the person making the
report
7.2 Ten essential elements of an incident report
8. Advice and assistance May include:
from legitimate source 8.1 According to company’s policy
8.2 Recommendations
8.3 Employees training on safe work practice
8.4 Preventive maintenance activities that keep equipment
in good operating condition
8.5 Evaluation of job procedures with recommendation for
changes
8.6 Conducting a job hazard analysis to evaluate the task
for any other hazards and then train employees for
these hazards
EVIDENCE GUIDE

Competency 1.1. Identified specific manifestations of difficult or
challenging behavior and strategies are planned,
selected and applied as required
1.2. Maintained personal safety and the safety of others
1.3. Reported incidents, reviewed and responded quickly
and effectively to contingencies
1.4. Used debriefing mechanisms
2.1. Access to relevant workplace or appropriately simulated
environment where assessment can take place
2.2. Relevant institutional policy, guidelines, procedures and
protocols
2.3. Emergency response procedures and employee support
arrangements
Assessment 3.1. Observation with questioning
4. Context of 4.1. Competency maybe assessed in actual workplace or at
Assessment the designated TESDA Accredited Assessment Center.

UNIT OF COMPETENCY : APPLY BASIC FIRST AID
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.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Assess the 1.1 Emergency action 1.1 First Aid standard 1.1 Applying emergency
situation principle of First Aid operating action principles of
is applied based on procedure first aid
established procedure 1.2 OSH Law RA 1.2 Identifying physical
1.2 Physical hazards to 11058 hazards
self and casualty’s 1.3 Physical hazards 1.3 Controlling and
health and safety are 1.4 Immediate risk minimizing
identified based on 1.5 Use of gloves and immediate risk for
established procedure mask self and casualty
1.3 Immediate risks to 1.6 First aid kit 1.4 Applying principle to
self and casualty are activate medical
minimized by controlled assistance
in accordance with 1.5 Wearing of mask
OHS requirements and gloves
1.4 First Aid kit must be 1.6 Using of First Aid kit
available at all times
based on OSH Law
and First Aid manual
2. Perform 2.1 Principles of Body 2.1 OSH Law RA 11058 2.1 Applying OSH Law
primary Substance Isolation is 2.2 RA 9003 Solid and RA 9003
survey of the applied based on Waste Management 2.2 Applying principles
victim standard First Aid 2.3 First Aid manual of body substance
procedure 2.4 Principles of body isolation
2.2 Responses and level substance isolation 2.3 Wearing of mask
of consciousness of 2.5 Basic Life Support and gloves
the victim or casualty 2.6 Wear mask and 2.4 Identifying any
are checked based on gloves potentially life-
established standard threatening
first aid procedure condition of
2.3 Potentially life- casualty
threatening condition 2.5 Activating medical
is identified and then assistance is
appropriate treatment is applied
began based on first 2.6 Applying basic life
aid standard procedure support
2.4 Activate medical
assistance is applied
based on established
first aid procedure
2.5 Basic life support is
applied based on

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
established first aid
procedure
3. Apply 3.1 Detailed history of 3.1 Therapeutic 3.1 Applying
secondary casualty is obtained communication therapeutic
survey of based on established 3.2 OSH Law RA 11058 communication
casualty standard procedure of 3.3 RA 9003 – 3.2 Applying OSH Law
first aid Ecological Solid RA 11058 and RA
3.2 Physical examination Waste Management 9003
of the casualty is done 3.4 Detailed history of 3.3 Obtaining history of
based on established casualty casualty
procedure 3.5 Physical 3.4 Doing the physical
3.3 Vital signs of casualty examination of the examination
are obtained based on casualty 3.5 Obtaining and
established standard 3.6 Vital signs documenting
procedure of first aid paraphernalia casualty’s vital
3.4 Casualty is endorsed to 3.7 Write an incident signs
physician or paramedic report using pen and 3.6 Documenting and
based on standard paper reporting of
procedure of first aid 3.8 Use of computer for incident
3.5 Written incident recording purpose
report is submitted
based on standard
procedure of company
or home facility

RANGE OF VARIABLES
VARIABLE RANGE
1. Emergency action May include:
principles of first aid 1.1 Concept of first aid
1.2 Objectives of first aid
1.3 Role of first aider
1.4 Survey the scene
1.4.1 Is the scene safe?
1.4.2 What happened?
1.4.3 How many people are injured?
1.4.4 Are there by standers who can help?
1.4.5 Are there available equipment to be used?
1.4.6 Identify yourself as First aider with your PPEs on
1.4.7 Wear mask and gloves
1.4.8 Get consent to give care
2. Physical hazards May include:
2.1 Quick assessment of the surroundings to identify
physical hazards like
2.1.1 Falls
2.1.2 Slips
2.1.3 Working from heights
2.1.4 Collapsed of building
2.1.5 Fire
2.1.6 Presence of toxic chemicals, etc.
3. Immediate risk to self May include:
and casualty 3.1 Injury of the first aider and further injury to casualty
3.2 Death which may occur either or both first aider and
casualty
4. First aid kit May include:
4.1 Digital BP apparatus
4.2 Digital thermometer
4.3 Pulse oximeter
4.4 Cotton balls
4.5 Alcohol
4.6 Disposable gloves (1 box)
4.7 Disposable mask (1 box)
4.8 Cervical collar
4.9 Surgical scissors
4.10 Bandage scissors
4.11 Forceps
4.12 Splint
4.13 Sterile gauze pads
4.14 Spine board
4.15 Ice cap
4.16 Hot water bag
4.17 Medical / adhesive tapes

VARIABLE RANGE
5. Principles of body May include:
substance isolation 5.1 Definition of Body substance Isolation (BSI)
5.1.1 Mode of transmission methods
5.1.1.1 Blood or fluid splash
5.1.1.2 Surface contamination
5.1.1.3 Needle stick exposure
5.1.1.4 Oral contamination due to improper
handwashing
5.2 Proper handwashing (WHO standard)
5.3 Proper wearing, removal and disposal of mask and
gloves (PPE)
5.4 Wearing of HazMat (Hazardous material suit) as
needed
5.5 Use of disinfectant
6. Level of May include:
consciousness 6.1 Awake
6.2 Confused
6.3 Disoriented
6.4 Lethargic
6.5 Obtunded
6.6 Stuporous
6.7 Comatose
6.7.1 Protect spine if necessary
6.7.2 Check C-A-B
6.7.2.1 Circulation
6.7.2.2 Airway
6.7.2.3 Breathing
7 Potentially life- May include:
threatening condition 7.1 Types of unconscious victim
7.1.1 +B +P = Syncope
7.1.2 –B + P = Respiratory arrest
7.1.3 –B - P = Cardiac arrest
* B-breathing: *P - pulse
7.2 TRIAGE (TRIAGE PRIORITY)
7.3 Casualty who has life threatening condition that
involves C-A-B. Treat this victim first and transport as
soon as possible
7.3.1 Airway and breathing difficulties
7.3.2 Choking
7.3.3 Uncontrolled and severe bleeding
7.3.4 Decreased level of consciousness
7.3.5 Shock (different types)
7.3.6 Severe burns (2nd and 3rd degree) with
difficulty of breathing
7.4 Person/casualty who are injured but the condition is
not life threatening. Treatment can be delayed
temporarily
7.4.1 Burns without airway problem
7.4.2 major or multiple or joint injury
7.4.3 Back injuries with or without spinal cord injury
7.5 Person who is injured but only minor. Treatment can

VARIABLE RANGE
be delayed
7.5.1 Minor fracture
7.5.2 minor soft tissue injury
7.6 Lowest priority (Black) person who is already dead or
have little chance of survival
7.6.1 Obvious death
7.6.2 Obviously non survivable injury
7.6.2.1 Major open brain trauma
7.6.2.2 Full cardiac arrest
8 Activate medical May include:
assistance 8.1 Arrange transfer facilities
8.1.1 Phone first – activate or call medical assistance
then return to the victim
8.1.2 Phone fast – CPR first before calling for medical
assistance
9 Basic life support May include:
9.1 Basic life support definition
9.1.1 Respiratory arrest
9.1.2 Cardiac arrest
9.1.3 Artificial respiration or rescue breathing
9.1.4 Cardiopulmonary resuscitation
9.1.4.1 CPR for infant
9.1.4.2 CPR for children
9.1.4.3 CPR for adult
* Follow CPR under AHA ( American Heart
Association C-A-B procedure)
9.2 Check Circulation – Airway - Breathing
9.2.1 Carotid pulse for adult
9.2.2 Brachial pulse for infant
9.2.3 Open airway
9.2.3.1 Head tilt chin lift maneuver
9.2.3.2 Jaw thrust maneuver
9.2.3.3 Modified jaw thrust maneuver
9.3 When to stop CPR
9.3.1 S - Spontaneous breathing and pulse has
occurred
9.3.2 T – Turned over to the physician or
paramedics
9.3.3 O – Operator or first aider is already
exhausted
9.3.4 P – Physician assumed responsibility and if
the casualty has been declared dead
10 Detailed history of May include:
casualty 10.1 Ask the following data:
10.1.1 Signs and symptoms of the episode
10.1.2 What occurred at the onset of accident
10.1.3 Any known allergies
10.1.4 Present medication
10.1.4.1 Name of medication
10.1.4.2 Frequency of medication
10.1.4.3 Dosage

VARIABLE RANGE
10.1.4.4 Time when last taken
10.1.5 Past history of casualty’s medical condition
10.1.6 Last oral intake, last meal, drink or
medication taken prior to accident
10.1.7 Events leading to injury or illness
11 Physical examination May include:
11.1 Begin care and assessment in the order of
importance:
11.1.1 A – Airway
11.1.2 B – Breathing
11.1.3 C – Circulation
11.1.4 D – Disabilities which includes mental status
11.1.5 E - Expose any body part that is fractured
like extremities but still maintain casualty’s
privacy and dignity
11.2 Techniques of physical examination
11.2.1 Inspection
11.2.2 Palpation
11.2.3 Auscultation
11.2.4 Percussion
11.3 Examine the following:
11.3.1 D - Deformity
11.3.2 C - Contusion
11.3.3 A - Abrasion
11.3.4 P – Punctured
11.3.5 B – Bleeding and burns
11.3.6 T – Tenderness
11.3.7 L - Laceration
11.3.8 S – Swelling
11.4 For casualty - fall from heights
11.4.1 Don’t move the casualty
11.4.2 Wait for the paramedics
11.4.3 Keep the casualty calm and well ventilated
12 Vital signs 12.1 Baseline vital signs
12.1.1 Body temperature
12.1.2 Pulse rate
12.1.3 Respiratory rate
12.1.4 Blood pressure
12.2 Assessment of pain
12.2.1 Use of pain scale
13 Incident report 13.1 Definition of term
13.1.1 Accident report
13.1.2 Incident report
13.2 Find the factor
13.2.1 Date, Time and specific location of incident
13.2.2 Name, job title and department of employee
involved
13.2.3 Names and accounts of witness
13.2.4 Events leading up to incident
13.2.5 Exactly what the casualty was doing at the
moment of incident

VARIABLE RANGE
13.2.6 Environmental condition e.g. slippery, wet
floor, lighting, noise, etc.
13.2.7 Circumstances like tools, equipment, PPE
13.2.8 Specific injuries of casualty
13.2.9 Type of treatment given
13.2.10 Damage equipment if there are tools and
equipment involved in the accident
13.2.11 Determine the sequence
13.2.12 Events involved in the incident
13.2.13 Events after the incident
13.2.14 Analyze
13.2.15 Recommend
13.2.16 Name, signature, date and time of the
person who wrote the incident report
EVIDENCE GUIDE

Competency 1.1 Complied with institutional requirements, OSH laws
infections control and manual handling procedures and
relevant health regulations
1.2 Identified physical hazards of the casualty and
minimized immediate risks
1.3 Assessed and monitored the physical condition of the
casualty
1.4 Responded to emergency using basic life support
measures.
1.5 Provided initial response where First Aid is required
1.6 Dealt with complex casualties or incident
1.7 Prepared reports to concerned personnel in a timely
manner
2.1 Access to relevant work station
2.2 Relevant institutional policies, guidelines procedure
and protocol
2.3 Equipment and materials relevant to the proposed
activities
Assessment 3.1 Demonstration with questioning
3.2 Interview
3.3 Third Party report
3.4 Portfolio
4. Context of Assessment 4.1 Competency maybe assessed in actual workplace or
at the designated TESDA Assessment Center.

UNIT OF COMPETENCY : MAINTAIN HIGH STANDARDS OF CLIENT SERVICES
in the maintenance of high standards of patient / client
services.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Communicate 1.1 Effective 1.1 Reporting, 1.1 Calculating the
appropriately communication documentation and cost for additional
with patients / strategies and use of non-verbal and personnel
clients techniques are verbal communication equipment (ex.
identified and used to 1.2 Management of Interpreter,
achieve best client conflict gadgets)
service outcomes 1.3 Knowledge on 1.2 Identifying the
1.2 Complaints are cultural differences of mode on
responded to in client including rules communication
accordance with and policies as appropriate for
organizational policy necessary the situation
to ensure best service 1.4 Roles and 1.3 Applying modes
to clients responsibilities of self of communication
1.3 Complaints are dealt and other workers 1.4 Operating
with in accordance within the equipment of
with established organization communication
procedures 1.5 Knowledge on client needed
1.4 Interpreter services issues that need to 1.5 Establishing and
are accessed as be referred to an maintaining
required appropriate health relationships,
1.5 Action is taken to professional taking into
resolve conflicts either 1.6 Organizational / account individual
directly, where a institutional policies differences
positive outcome can and procedures for 1.6 Following the
be immediately privacy and instructions and
achieved, or by confidentiality of guidance of
referral to the information provided health
appropriate personnel by clients and others professionals
1.6 Participation in work 1.7 Institutional policy on involved with the
team is constructive patient / client rights care of client
and collaborative and and responsibilities 1.7 Respecting client
demonstrates an 1.8 Knowledge on the rights
understanding of own use mathematical 1.8 Using effective
role operations such as listening
addition, subtraction, techniques
division, multiplication 1.9 Using appropriate
1.9 Concepts on modes verbal and non-
of communication verbal
1.10 Knowledge on the communication
use of equipment styles
1.11 Knowledge on 1.10 Using oral and
operating of written
equipment needed communication

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
for communication 1.11 Applying
(computer, cell problem solving
phone, and other skills that
forms of media) includes using
available
resources while
prioritizing
workload
1.12 Dealing with
conflict
1.13 Working with
others and
displaying
empathy with
client and
relatives
1.14 Demonstrating
intra and
interpersonal
skills
1.15 Reporting and
documentation
with accuracy
2. Establish and 2.1 Rapport is established 2.1 Reporting, 2.1 Identifying the
maintain good to ensure the service documentation and mode on
interpersonal is appropriate to and use of non-verbal communication
relationship in the best interests of and verbal appropriate for
with clients clients communication the situation
2.2 Effective listening 2.2 Management of 2.2 Applying modes
skills are used to conflict of communication
ensure a high level of 2.3 Knowledge on 2.3 Operating
effective cultural differences equipment of
communication and of client including communication
quality of service rules and policies as needed
necessary 2.4 Establishing and
2.3 Client concerns and
2.4 Organizational / maintaining
needs are correctly
institutional policies relationships,
identified and
and procedures for taking into
responded to
privacy and account individual
responsibly and
confidentiality of differences
accordingly
information provided 2.5 Following the
established
by clients and others instructions and
procedures and
2.5 Institutional policy on guidance of
guidelines
client rights and health
2.4 Effectiveness of responsibilities professionals
interpersonal 2.6 Concepts on modes involved with the
interaction is of communication care of client
consistently 2.7 Knowledge on the 2.6 Respecting for
monitored and use of equipment client rights
evaluated to ensure 2.8 Knowledge on 2.7 Using effective
best client service operating of listening
outcomes equipment needed techniques

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
for communication 2.8 Using appropriate
(computer, cell verbal and non-
phone, and other verbal
forms of media) communication
styles
2.9 Using oral and
written
communication
2.10 Working with
others and
displaying
empathy with
client and
relatives
2.11Applying conflict
management
skills
2.12Demonstrating
intra and
interpersonal
skills
2.13Reporting and
documentation
with accuracy
3. Act in a 3.1 Respect for 3.1 Reporting, 3.1 Identifying the
respectful differences is documentation and mode on
manner at all positively, actively use of non-verbal and communication
times and consistently verbal appropriate for
demonstrated in all communication the situation
work 3.2 Management of 3.2 Applying modes of
3.2 Confidentiality and conflict communication
privacy of client is 3.3 knowledge on cultural 3.3 Operating
maintained differences of client equipment of
including rules and communication
3.3 Courtesy is
policies as necessary needed
demonstrated in all
3.4 Organizational / 3.4 Establishing and
interactions with
institutional policies maintaining
clients, their visitors,
and procedures for relationships,
careers and family
privacy and taking into
3.4 Assistance with the confidentiality of account individual
care of clients with information provided differences
challenging behaviors by clients and others 3.5 Following the
is provided in 3.5 Institutional policy on instructions and
accordance with client rights and guidance of
established responsibilities health
procedures 3.6 Concepts on modes professionals
3.5 Techniques are used of communication involved with the
to manage and 3.7 Knowledge on the care of client
minimize aggression use of equipment 3.6 Respecting for
3.8 knowledge on client rights
operating of
equipment needed

PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
for communication 3.7 Using effective
(computer, cell listening
phone, and other techniques
forms of media) 3.8 Using appropriate
verbal and non-
verbal
communication
styles
3.9 Using oral and
written
communication
3.10Working with
others and
displaying
empathy with
client and
relatives
3.11Applying conflict
management
skills
3.12Demonstrating
intra and
interpersonal
skills
3.13Reporting and
documentation
with accuracy
4. Evaluate own 4.1 Advice and 4.1 Reporting, 4.1 Identifying the
work to assistance are documentation and mode on
maintain a received or sought use of non-verbal communication
high standard from appropriate and verbal appropriate for
of client sources on own communication the situation
service performance 4.2 Concepts on modes 4.2 Applying modes
of communication of communication
4.2 Own work is adjusted,
4.3 Knowledge on 4.3 Identifying
incorporating
evaluation and standards for
recommendations that
analysis of work work procedures
address performance
performance 4.4 Implementing
issues, to maintain
standards for
the agreed standard
work procedures
of client support
4.5 Maintaining
standards for
work procedures
4.6 Demonstrating
intra and
interpersonal
skills
4.7 Reporting and
documentation

RANGE OF VARIABLES
VARIABLE RANGE
1. Communication May include:
1.1. English/Tagalog/vernacular
1.2. Sign language
1.3. Through an interpreter
1.4. Community language as required by the service /
organization
2. Clients May include:
2.1. Clients
2.2. Prospective clients to the service or services
2.3. Clients may be in contact with the institution through
appropriate health care personnel and professionals or
other advocates or agencies
3. Respect for difference May include:
3.1 Physical
3.2 Cognitive/mental or intellectual issues that may impact
on communication
3.3 Cultural and ethnic
3.4 Religious/spiritual
3.5 Social
3.6 Age
3.7 Language literacy and numeracy abilities
3.8 Sexuality and sexual preference
4. Confidentiality and May include:
privacy of clients 4.1 Fees
4.2 Health fund entitlements
4.3 Welfare entitlements
4.4 Payment Method and records
4.5 Public environments
4.6 Legal and ethical requirements
4.7 Writing details ie. medical and consent forms
4.8 Conversations on the telephone
4.9 Secure location for written records
4.10 Offering a private location for discussions
4.11 Information disclosed to an appropriate person
consistent with one’s level of responsibility
5. Others with whom May include:
interaction is required 5.1 Other staff and team members
in regard to client 5.2 Service units or departments
services 5.3 Family members, careers and friends of clients
5.4 Professional representatives or agents of clients such as:
5.4.1 Medical specialists
5.4.2 Nurses
5.4.3 Social workers
5.4.4 Dietitians
5.4.5 Therapists
5.4.6 Allied health professionals
5.4.7 Volunteers

VARIABLE RANGE
5.4.8 Teachers and/or spiritual
5.4.9 Community
5.5 General public
6. Modes of May include:
communication: 6.1 Continuing interaction with clients
6.2 Verbal conversations either in person or via telephone
6.3 Written notes by post or electronic media
6.4 Worker, family member friend or professional interpreter
who has relevant languages
7. Performance May include:
monitoring 7.1 Self- assessment and monitoring
7.2 Supervisor assessment
7.3 Client feedback
7.4 Co-workers’ feedback / peer evaluation
EVIDENCE GUIDE

Competency 1.1. Communicated appropriately with clients
1.2. Handled complaints and resolved conflict, or referred
matters to supervisors when required
1.3. Complied with relevant policies, protocols, guidelines
and procedures of the organization
1.4. Established and maintained good interpersonal
relationship with clients
1.5. Demonstrated courtesy in all interactions with clients,
their visitors, and family
2.1. Access to relevant workplace or appropriately
simulated environment where assessment can take
place
2.2. Relevant government and organizational policy,
guidelines, procedures and protocols
2.3. Any relevant legislation in relation to service delivery
Assessment 3.1. Demonstration with questioning
3.2. Interview
3.3. Third party report
4. Context of 4.1. Competency maybe assessed in actual workplace or at
Assessment the designated TESDA Accredited Assessment Center.

CORE COMPETENCIES
UNIT OF COMPETENCY : PROVIDE ASSISTANCE AND CARE TO PERSONAL

NEEDS OF GRADE SCHOOLER
to provide assistance and care to personal needs of grade
schooler between six (6) years old and twelve (12) years
old.
PERFORMANCE
CRITERIA REQUIRED
ELEMENT Italicized terms are REQUIRED SKILLS
KNOWLEDGE
elaborated in the Range of
Variables
1. Instilling 1.1 Hygiene practices are 1.1 Principle of 1.1 Applying
personal explained clearly to therapeutic therapeutic
hygiene grade schooler based communication communication
practices to on established 1.2 Oral and written techniques
grade schooler procedures communication 1.2 Applying standard
1.2 Personal hygiene 1.3 Disciplinary policies and additional
procedure is and practices precautions in
demonstrated to grade 1.4 OHS Law (RA infection control
schooler based on 11058) 1.3 Observing,
health and safety 1.5 Grade schooler recording and
procedures workplace reporting of grade
1.3 Grade schooler environment schooler’s state of
paraphernalia are 1.6 Principle of health and well
maintained based on personal hygiene being
healthy procedures practices and 1.4 Performing proper
techniques hand washing
1.7 Principle of cross techniques
contamination .
1.8 Good sanitation
practice
1.9 Materials, supplies
and tools in
accordance with
the standards
2. Bathe and 2.1 Grade schooler’s body 2.1 Oral and written 2.1 Applying
dress grade temperature is checked communication therapeutic
schooler before bathing based 2.2 Principles of communication
on procedures therapeutic 2.2 Performing proper
2.2 Bathing paraphernalia communication hand washing
are prepared as per 2.3 Principle of techniques
procedure interpersonal skills 2.3 Checking body
2.3 Bath water quantity 2.4 OHS Law (RA temperature
and temperature are 11058) 2.4 Performing bathing
checked based on 2.5 Grade schooler skills
health requirements of workplace 2.5 Promoting self-
the grade schooler environment care and self-
2.4 Grade schooler are 2.6 Conduciveness of control
assisted in dressing up area

according to prevailing 2.7 Use of personal 2.6 Applying proper
weather condition protective body mechanics
2.5 Grade schooler’s equipment 2.7 Performing proper
preferences and 2.8 Procedure in taking dressing /
decisions are body temperature undressing
acknowledged, 2.9 Bathing and techniques
respected and followed dressing / 2.8 Handling challenge
whenever appropriate undressing behavior
and possible based on procedures 2.9 Applying standard
established standard 2.10 Cultural and additional
2.6 Grade schooler with consideration in precautions in
difficult behavior in bathing, dressing infection control
bathing is dealt with and undressing
appropriately as per 2.11 Safety in bathing
procedure procedures
2.12 Ergonomics
2.13 Self-care skills for
grade schooler
2.14 Principle of in
decision making
2.15 Problems in
handling
opportunities in
bathing
2.16 Hand washing
techniques
2.17 Types of clothing
2.18 Responsible
behavior approach
2.19 Principle of cross
contamination
2.20 Good sanitation
practice
and tools in
accordance with
the standard
3. Feed grade 3.1 Nutritional 3.1 Oral and written 3.1 Applying therapeutic
schooler requirements of grade communication communication
schooler are 3.2 Principles of techniques
determined according therapeutic 3.2 Preparing and
to their developmental communication cooking nutritious
stage 3.3 Principle of foods suitable for
3.2 Menu is prepared in interpersonal skills grade schooler
accordance with grade 3.4 OHS Law (RA 3.3 Demonstrating food
schooler’s nutritional 11058) sanitation
and cultural 3.5 Grade schooler techniques
requirements workplace 3.4 Assisting self-
3.3 Appetizing food and environment feeding techniques
drink are prepared 3.6 Conduciveness of 3.5 Handling behavior
and served sufficiently area challenges
and appropriately 3.7 Use of personal
according to the grade protective
schooler’s health equipment
needs and 3.8 Nutritional needs of
preferences grade schooler

3.4 Grade schooler is fed 3.9 Dietary guideline
following healthy requirements for
procedures grade schooler
3.10 Cultural practices
and beliefs about
food provision
3.11 Impact of food and
drinks on dental
health
3.12 Go, grow, and glow
food
3.13 Consideration in
feeding practices
3.14 Commercial food
preference
3.15 Food preparation
and cooking
standards
3.16 Food storage
3.17 Self-feeding
3.18 Principle of cross
contamination
3.19 Good sanitation
practice
and tools in
accordance with
the standard
3.21 Food measurement
3.22 Body Mass Index

RANGE OF VARIABLES
VARIABLE RANGE
1. Grade Schooler’s May include:
Paraphernalia 1.1. Bathing paraphernalia and toiletries
1.2. Clothes
1.3 Grooming Kit (hairbrush, comb, nail scissors / nail
cutter)
1.4. Oral Hygiene (toothbrush, toothpaste)
1.5. Digital Thermometer
1.6. Medical Tray
2. Nutritional Requirements May include:
2.1. Nutritious food
2.2. Balance diet
2.3. Relevant nutritional needs according to age level
2.4. Dietary guideline requirements
2.5. Socio-economic consideration
3. Menu May include:
3.1. Breakfast
3.2. Lunch
3.3. Dinner
3.4. Snacks
4. Cultural Requirements May include:
4.1. Meal patterns over a day
4.2. Drinks provided
4.3. Foods used
4.4 Hot or cold meals
4.5. Spices and flavorings used
4.6. Inclusion of sweets
5. Appetizing Food and Drink May include:
5.1. Color
5.2. Shape
5.3. Texture
5.4. Variety
5.5. Smell
6. Health Needs of Grade May include:
Schooler 6.1. Medical advice and diet
6.2. Allergies to certain foods
7. Food and Drink May include:
Preferences 7.1. Culture
7.2. Dietary Requirements
7.3. Religion
7.4. Age
7.5. Family Patterns
7.6. Individual Tastes
7.7. Stage of the Day

EVIDENCE GUIDE

Competency 1.1. Instilled personal hygiene practices to grade
schooler.
1.2. Took vital signs before bathing the grade schooler.
1.3. Demonstrated ability to prepare nutritious foods
suitable for grade schooler.
1.4. Demonstrated feeding procedures.
2. Resource Implication The following resources should be provided:
2.1. A grade schooler care workplace
2.2. Facilities, equipment and materials relevant to the
unit of competency
3.Method of Assessment Competency in this unit must be assessed through:
3.1. Demonstration with Oral Questioning
3.2. Interview
4. Context of Assessment 4.1. Competency may be assessed in the workplace or
in a simulated work setting.
4.2. Assessment shall be observed while task are being
undertaken whether individually or in a group/

UNIT OF COMPETENCY : FOSTER PHYSIOLOGICAL NEEDS AND COGNITIVE
DEVELOPMENT OF GRADE SCHOOLER
UNIT DESCRIPTOR : The unit covers the knowledge, skills and attitudes required
to foster physiological needs and cognitive development of
grade schooler.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Foster grade 1.1 Opportunities to 1.1 Oral and written 1.1 Applying
schooler’s develop self- help skills communication therapeutic
conscientiousn and independence are 1.2 Principles of communication
ess provided as needed therapeutic techniques
based on standards communication 1.2 Applying
1.2 Grade schoolers are 1.3 Principle of interpersonal and
given opportunities to interpersonal skills motivation skills
make choice in 1.4 OHS Law (RA 1.3 Demonstrating
appropriate ways 11058) creative activity or
taking into 1.5 Conduciveness of role play to grade
consideration their area schooler
individual differences 1.6 Use of personal 1.4 Preparing task
according to standards protective equipment accomplished
1.3 Grade schoolers are 1.7 Creative grade skills
encouraged to accept schooler workplace 1.5 Applying time
responsibility for their 1.8 Parallel play ground management task
own actions according 1.9 Motor skills skills
to established workplace
standards 1.10 Foundation in
1.4 Opportunities are growth and
created for grade development of
schoolers to participate grade schooler
in decision making 1.11 Psychological
based on established development of
procedures and grade schooler
standards 1.12 Skills development
of grade schooler
1.13 Cultural awareness
1.14 Processes for
creative and artistic
expression
1.15 Motor skills
1.16 Guidelines in task
accomplishments
1.17 Process in decision
making for grade
schooler
2. Encourage 2.1 Grade schoolers are 2.1 Oral and written 2.1 Applying
grade encouraged to express communication therapeutic
schooler to their feelings, ideas communication
express their techniques

feelings, and needs based on 2.2 Principles of 2.2 Applying
ideas and social norm therapeutic interpersonal and
needs 2.2 Grade schoolers are communication motivation skills
provided with activities 2.3 Principle of 2.3 Demonstrating
as means of releasing interpersonal skills creative activity or
their feelings according 2.4 OHS Law (RA role play to grade
to their interests and 11058) schooler
needs 2.5 Conduciveness of
2.3 Grade schoolers are area
encouraged to respect 2.6 Use of personal
each other’s individual protective equipment
needs, abilities and 2.7 Creative grade
interest based on schooler workplace
established social and 2.8 Parallel play ground
cultural norms 2.9 Processes for
creative and artistic
behavior
2.10 Role play
2.11 Cultural awareness
2.12 Needs, interest and
problems of grade
schooler
2.13 Influence of five
senses in grade
schooler
development
2.14 Model Calm
Behavior
2.15 Respond with
Empathy
2.16 Create a safe
environment to talk
about feelings
3. Stimulate 3.1 Grade schooler is 3.1 Oral and written 3.1 Applying
grade encouraged to express communication therapeutic
schooler’s their imagination and 3.2 Principles of communication
awareness creativity based therapeutic techniques
and creativity developmental needs communication 3.2 Applying
3.2 Grade schooler is 3.3 Principle of interpersonal and
provided with activities interpersonal skills motivation skills
that would support 3.4 OHS Law (RA 3.3 Demonstrating
awareness of the range 11058) creative activity or
of movements of their 3.5 Conduciveness of role play to grade
own body based on area schooler
developmental needs 3.6 Use of personal 3.4 Facilitating social
3.3 Materials and protective care
experiences are equipment
provided that would 3.7 Creative grade
stimulate their various schooler workplace
senses based on their 3.8 Parallel play ground
interests 3.9 Physiological needs
3.4 Experiences that for grade schooler
develop and enhance 3.10 Basic human body
imagination and parts chart
creativity are provided 3.11 Different colorful
based on their interests posters
3.12 Building blocks

3.13 Role Play
3.14 Techniques in
developing
creative thinking
for grade schooler
3.15 Push and pull toys
3.16 Principles of
growth and
development
3.17 Types of different
plays
3.18 Social
development of
grade schooler
3.19 Imagination,
expression, and
experimentation

RANGE OF VARIABLES
VARIABLE RANGE
1. 1. Opportunities May include:
1.1. Socio dramatic play
1.2. Movement
1.3. Listening to music
1.4. Art experiences including day and finger painting
2. 2. Individual Differences May include:
2.1. Age
2.2. Gender
2.3. Family background and lifestyle
2.4. Abilities and disabilities
2.5. Style of social interaction
2.6. Appearance
2.7. Cultural beliefs and practices
2.8. Temperament
2.9. Interests
2.10. Peer group acceptance, membership or isolation
3. Grade Schooler’s May include:
Activities 3.1. Grade schooler’s activities are carried out with the
use of the following:
3.1.1. Playpen with approximate toys according to
age group (cradle toys, objects to explore by
mouth, swinging toys, rattles, toys to poke,
squeeze and push along
3.1.2. Audio Visual Equipment (computer,
Smartphone, TV, USB flash drive, etc.)
3.1.3. Coloring Books
3.1.4. Crayons
3.1.5. Pencils
3.1.6. Peg Boards
3.1.7. Beads to String
3.1.8. Construction Sets
3.1.9. Scissors
3.1.10. Paper
3.1.11. Color
3.1.12. Paint/Short Fat Paint Brushes
3.1.13. Play Dough
3.1.14. Activity Kit
3.1.15. Puzzles
3.1.16. Books
3.1.17. Manual

EVIDENCE GUIDE

Competency 1.1. Demonstrated ability to evaluate the emotional and
psychological stage of the grade schooler and to plan
activities which will enhance their development
1.2. Demonstrated ability to assist grade schooler to be
creative through providing a stimulating and
challenging environment, taking into account grade
schooler’s age, development, culture and abilities
1.3. Demonstrated ability to engage grade schooler in a
range of developmental opportunities which are
matched to their developmental stage and specific
needs
unit of competency
3. Method of Assessment Competency in this unit must be assessed through:
3.1. Demonstration with oral questioning
3.2. Interview
4. Context of Assessment 4.1. Competency may be assessed either in the
workplace or in a simulated workplace setting.

UNIT OF COMPETENCY : FOSTER PHYSICAL GROWTH AND DEVELOPMENT
OF GRADE SCHOOLER
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes required to
foster physical growth and development of grade schooler.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Enhance 1.1 Grade schooler is 1.1 Oral and written 1.1 Applying
physical provided with tools communication therapeutic
activities of and equipment based 1.2 Principles of communication
grade on physical therapeutic techniques
schooler developmental needs communication 1.2 Applying
1.2 Grade schooler is 1.3 Principle of interpersonal and
given exercise or interpersonal skills motivation skills
activities based 1.4 OHS Law (RA 1.3 Demonstrating
physical 11058) appropriate
developmental needs 1.5 Conduciveness of learning activities
area for grade schooler
1.6 Use of personal 1.4 Demonstrating
protective equipment ability to engage
1.7 Creative grade grade schooler in a
schooler workplace range of
1.8 Parallel play ground developmental
1.9 Physical growth and opportunities
development of
grade schooler
1.10 Physical activity
1.11 Movement of the
body that uses
energy
1.12 Safety procedures
1.13 Different types of
learning activities
for grade schooler
1.14 Parallel play
1.15 Social Interaction
1.16 Types of active
toys for grade
schooler
1.17 Behavioral
challenges
1.18 Skills Development
1.19 Relevant
organizational
standards, policies
and procedures

2. Create 2.1 Grade schooler is 2.1 Oral and written 2.1 Applying
opportunities provided opportunities communication therapeutic
for grade to develop their 2.2 Principles of communication
schooler to physical skills based therapeutic techniques
develop a on development needs communication 2.2 Applying
wider range of 2.2 Grade schooler is 2.3 Principle of interpersonal and
physical given the opportunities interpersonal skills motivation skills
development to develop themselves 2.4 OHS Law (RA 2.3 Demonstrating
physically in 11058) appropriate
accordance with 2.5 Conduciveness of learning activities
resources available area for grade schooler
2.3 Equipment and tools 2.6 Use of personal 2.4 Creating
are made available protective equipment opportunities for
based on needs 2.7 Creative Grade grade schooler to
2.4 Opportunities to schooler workplace develop a wider
develop physical 2.8 Parallel play ground range of physical
fitness skills are 2.9 Physical development
provided based on environment –
grade schooler’s stage constraints and
of growth and potentials
development 2.10 Grade schooler /
2.5 Grade schooler are worker ratios
monitored and 2.11 Purpose of Service
encouraged to develop 2.12 Developmental
healthy sleeping milestone of grade
patterns and practices schooler
based on physical 2.13 Support system for
needs grade schooler
2.14 Physical activities
and skills for grade
schooler
2.15 Stages of growth
and development
for grade schooler
2.16 Types of active
toys for grade
schooler
2.17 Acceptance of
grade schooler’s
rate of
developments,
needs, interests,
and strengths
2.18 Equipment, toys
and resources to
stimulate physical
development
2.19 Behavioral
challenges
2.20 Motor skills
development
2.21 Relevant
organizational
standards, policies
and procedures
3. Provide 3.1 Experiences are 3.1 Oral and written 3.1 Applying
experience to provided which will communication therapeutic

support develop and enhance 3.2 Principles of communication
physical physical fitness therapeutic techniques
development based on established communication 3.2 Applying
of grade policies and standards 3.3 Principle of interpersonal and
schooler 3.2 Encouragement is interpersonal skills motivation skills
given to grade 3.4 OHS Law (RA 3.3 Demonstrating
schooler to learn to 11058) appropriate
develop habit forming 3.5 Conduciveness of learning activities
physical activities area for grade schooler
based on established 3.6 Use of personal 3.4 Creating
policies and standards protective opportunities for
3.3 Ways and means for equipment grade schooler to
the grade schooler to 3.7 Creative grade develop a wider
participate in physical schooler workplace range of physical
fitness are 3.8 Parallel play ground development
communicated, 3.9 Physical 3.5 Providing
modeled and practiced environment – opportunities to
based on established constraints and practice new skills
policies and standards potentials
active sports and
games
3.11Appropriate types
of exercises for
grade schooler
3.12 Socio-dramatic
play
3.13 Art activities
3.14 Opportunities to
practice large
muscle skills
(jumping, running,
catching a ball,
etc.)
3.15 Opportunities for
development of
balance for
climbing, riding,
skating.
3.16 Behavioral
challenges
3.17 Motor skills
development
3.18 Relevant
organizational
standards, policies
and procedures
3.19 Posture and
Balance

RANGE OF VARIABLES
VARIABLE RANGE
1. Tools and Equipment May include:
1.1. Playpen with approximate toys according to age
group (cradle toys, objects to explore by mouth,
swinging toys, rattles, toys to poke, squeeze and
push along
1.2. Audio Visual Equipment (computer, Smartphone,
TV, USB flash drive, etc.)
1.3. Coloring Books
1.4. Crayons
1.5. Pencils
1.6. Peg Boards
1.7. Beads to String
1.8. Construction Sets
1.9. Scissors
1.10. Paper
1.11. Color
1.12. Paint/Short Fat Paint Brushes
1.13. Play Dough
1.14. Activity Kit
1.15. Puzzles
1.16. Books
1.17. Manual
1.18. Push and pull toys
2. Physical Skills May include:
2.1. Skills in motor areas – fine and gross motor
2.2. Dexterity
2.3. Eye – Hand Coordination
2.4. Balance
2.5. Locomotion
2.6. Coordination
3. Opportunities to develop
4.1 May include:
physical fitness skills 3.1. Active Games
3.2. Sports
3.3. Exercises
3.4. Setting up venue/environment
3.5. Range of environments and equipment
3.6. Socio dramatic play
3.7. Play with construction materials
3.8. Art activities
4. Develop and enhance May include:
physical skills 4.1. Opportunities for development of balance, skilled
climbing, riding, skating and opportunities to
develop skills in running kicking, catching,
skipping, throwing, writing, drawing, gluing etc.
4.2. Indoor and Outdoor Facilities
4.3. Environment
4.4. Venue/Location
4.5. Type of Service
4.6. Workers own physical capabilities

4.7. The desire for grade schooler to set up
equipment themselves
4.8. Safety considerations
4.9. Peer group pressure
EVIDENCE GUIDE

Competency 1.1. Demonstrated ability to engage grade schooler in
a range of developmental opportunities which are
matched to their developmental stage and specific
needs
unit of competency
3.1. Interview / Oral Questioning
4. Context of Assessment 4.1 Competency may be assessed either in the
workplace or in a simulated workplace setting.

UNIT OF COMPETENCY : RESPOND TO EMERGENCY FOR GRADE SCHOOLER
UNIT DESCRIPTOR : This unit covers the knowledge skills and attitudes required
to respond to emergency situation for grade schooler.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Implement 1.1 Exclusion guidelines for 1.1 Oral and written 1.1 Establishing
procedures grade schooler and communication rapport to the
for infection others suffering from an 1.2 Principles of grade schooler
control and infectious condition are therapeutic 1.2 Writing incident
prevention followed according to communication reports
established protocol and 1.3 Monitoring and 1.3 Preventing cross
guidelines Evaluation Procedure contamination
1.2 Hygiene and health 1.4 OHS Law (RA 11058) 1.4 Performing
principles are 1.5 Conduciveness of aseptic hand
implemented in care area washing
practice based on 1.6 Use of personal 1.5 Wearing PPE
standard procedures protective equipment properly
1.3 Infection control 1.7 Good sanitation 1.6 Assessing
guidelines are followed practice environmental
with accordance to 1.8 Guidelines for hazards
established protocols infection control
and guidelines 1.9 Materials, supplies
and tools in
accordance with the
standards
requirements
1.10 Body substance
isolation precaution
(Ex. Personal
Protective
Equipment-PPE)
1.11 Environmental
Protection Agency
(EPA) registered
disinfectant
1.12 Incident reports
1.13 Disease spread and
transmission
1.14 Organizational
standards, policies,
and procedures
2. Recognize 2.1 Signs of potential 2.1 Oral and written 2.1 Establishing
and respond illness in emergency communication rapport to the
to signs of are reported based on 2.2 Principles of grade schooler
potential the established therapeutic 2.2 Writing incident
illness standards communication reports
2.2 Medical assistance is 2.3 Assessing for
sought as necessary early signs and

according to policies 2.3 Monitoring and symptoms of
and procedures Evaluation emergency
2.3 Clients and relatives are Procedure 2.4 Offering emotional
informed as soon as 2.4 OHS Law (RA support to grade
possible according to 11058) schooler and
policies and procedures 2.5 Conduciveness of relatives
2.4 Client is comforted and area 2.5 Maintaining and
settled in accordance 2.6 Code of sanitation caring in a calm
with policies and 2.7 Use of personal and
procedures protective nonjudgmental
equipment approach
2.8 Basic disease and 2.6 Demonstrating
illness for ability to respond
emergency quickly to
2.9 Signs and emergency
symptoms of 2.7 Reporting signs of
potential emergency abuse to
illness appropriate
2.10 Indicators of grade authorities
schooler abuse
grade schooler
abuse
2.12 Documentation and
report process
2.13 Legal ethics
pertaining to grade
schooler abuse
2.14 Relevant
organizational
standards, policies
and procedures
3. Respond to 3.1 The safety of self and 3.1 Oral and written 3.1 Establishing
emergencies others is ensured communication rapport to the
and accidents according to 3.2 Principles of grade schooler
established standards therapeutic 3.2 Writing incident
and procedures communication reports
3.2 Immediate first aid and 3.3 Monitoring and 3.3 Making decision
basic life support are Evaluation under pressure
provided based on Procedure 3.4 Performing first
established standards 3.4 OHS Law (RA aid procedures to
and procedures 11058) grade schooler
3.3 Strategies to calm, 3.5 Conduciveness of 3.5 Performing basic
reassure and comfort area life support to
clients are implemented 3.6 Code of sanitation grade schooler
according to 3.7 Use of personal 3.6 Collaborating with
established standards protective health care team
and procedures equipment 3.7 Identifying grade
3.4 Details of emergency 3.8 Basic disease and schooler issues
are recorded and illness related to which need to be
reported accurately emergencies and referred to an
based on established accidents appropriate
standards and 3.9 Environmental health
procedures hazards and professional
3.5 Information is provided situations related to 3.8 Identifying issues
to others according to first aid relating to difficult
established policies

3.6 Emergencies and 3.10 Safety and and challenging
accidents are standard protocols behavior
responded according to 3.11 First aid principles
the established and procedures
guidelines and 3.12 Aseptic techniques
legislative requirements 3.13 Infection control
procedures
reports process
3.15 Health care system
in emergency
situation
3.16 Rules of
confidentiality
3.17 Information
decimation on
emergency protocol
3.18 Basic life support
for grade schooler
3.19 Choking incident
3.20 Legal laws in
assisting
emergency cases
3.21 Relevant
organizational
standards, policies
and procedures
4. Respond to 4.1 Remove grade 4.1 Oral and written 4.1 Applying
threats and schooler from communication therapeutic
situations of threat/danger or 4.2 Principles of communication
danger remove danger/threat therapeutic 4.2 Establishing
from grade schooler communication rapport to the
based on established 4.3 Monitoring and grade schooler
standards and Evaluation 4.3 Assessing threats
procedures Procedure and danger in the
4.2 The level of immediate 4.4 OHS Law (RA area according to
danger is assessed 11058) the standards
and reported to an 4.5 Conduciveness of 4.4 Responding to
appropriate person area threats and
according to 4.6 Code of sanitation situations of
established protocol 4.7 Use of personal danger
and standards. protective 4.5 Remaining alert
4.3 Appropriate emergency equipment to potential
procedures are 4.8 Threats and danger threats and
implemented to ensure situation or dangers or
the safety of grade environment challenging
schooler and workers 4.9 Safety and standard behavior
based on established protocols 4.6 Reporting and
policies, standards and 4.10 Environmental documenting
procedures hazards incident reports
4.11 First aid principles accurately
and procedures
4.12 Aseptic techniques
4.13 Infection control
procedures
reports process

in emergency
situation
4.16 Recovery
procedures after
emergency
4.17 Legal laws in
assisting
emergency cases
4.18 Relevant
organizational
standards, policies
and procedures

RANGE OF VARIABLES
VARIABLE RANGE
2. 1. Hygiene and Health May include:
Principles 1.1. Hand Washing
1.2. Use of disposable gloves when cleaning up body
wastes
1.3. Removal and disposal of infected articles
1.4. Cleaning equipment
1.5. Disposal of unused foods
1.6. Cleaning of utensils after use
1.7. Regular disinfecting of toys
1.8. Removal of body waste products (e.g. feces, urine,
saliva, vomit) and disinfection of affected area
2. Signs of Potential Illness May include:
in Emergency 2.1. Has bleeding that can’t be controlled
2.2. Is or becomes unconscious (not related to a
seizure)
2.3. Has no pulse
2.4. Has trouble breathing or is breathing in a strange
way
2.5. Has chest pain or pressure
2.6. Has severe injuries such as broken bones as a
result of an accident
2.7. Is choking (not breathing and not coughing)
2.8. Has injuries to the head, neck or back
2.9. Has gone into shock
2.10. Has a seizure lasting five minutes (and this is not
normal for this person) or has continuous seizures
2.11. Has suffered electrical shock
2.12. Is drowning or near drowning
2.13. Suffers severe burns
3. First Aid and Basic Life May include:
Support 3.1. First aid treatment for the following:
3.1.1. Animal Bites
3.1.2. Sprains
3.1.3. Fractures
3.1.4. Wounds
3.1.5. Dislocations
3.1.6. Falls
3.1.7. Poison
3.1.8. Shocks
3.1.9. Burns
3.1.10. Any related medical and environmental
emergency
3.2. Basic life support procedure for the following:
3.2.1. Choking
3.2.2. Cardiac arrest
3.2.3. Near drowning

EVIDENCE GUIDE

Competency 1.1. Demonstrated ability to respond quickly to
emergencies and implement correct procedures
including administering first aid
1.2. Implemented procedures for infection control and
prevention
1.3. Recognized and responded to signs of potential
illness
1.4. Responded to emergencies and accidents
1.5. Responded to threats and situations of danger.
2.2. Facilities, equipment, supplies and materials
relevant to the unit of competency
3.2. Interview
4. Context of Assessment 4.1. Competency may be assessed in the workplace
or in a simulated workplace setting.

UNIT OF COMPETENCY : FOSTER PHYSICAL GROWTH AND DEVELOPMENT
OF ADOLESCENT
required to foster physical growth and development of
adolescent ages from seven (7) to nineteen (19) years old.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Determine 1.1 Care plan details are 1.1 Oral and written 1.1 Applying
support needs confirmed with the communication therapeutic
adolescent’s, family 1.2 Principles of communication
members and caregiver therapeutic 1.2 Conforming care
based on established communication plan details of
procedure 1.3 Communication adolescent
1.2 Support activities are techniques 1.3 Collaborating with
prepared according to 1.4 SMARTER other health care
adolescent’s care plan (Specific, team
based on established Measurable, 1.4 Maintaining
industry standards Attainable, confidentiality and
1.3 Actions and activities Realistic, Time- privacy of the
that support the care bounded, Evaluate, adolescent
plan and promote the Re-evaluate) 1.5 Planning of action
adolescent’s approach to care and management
independence and plan
rights and to make 1.5 Environmental
informed decisions are Workplace
identified based on 1.6 Patient’s Bill of
principle of autonomy Rights
1.4 Caregiver’s own role in 1.7 OHS Law (RA
adolescent’s care plan 11058)
is interpreted and 1.8 Principle of human
clarified according to rights
approved individualized 1.9 Principle of
care plan autonomy
1.10 Data Privacy Act
(RA 10173)
1.11 Individualized care
plan
1.12 Activities that
promote
adolescent
independence and
self determination

2. Foster 2.1 Secondary sex 2.1 Principle of 2.1 Applying
physical characteristics therapeutic therapeutic
growth and transitions are communication communication
development explained based on 2.2 Oral and written 2.2 Promoting self-
of adolescent developmental communication care and self-
changes 2.3 Disciplinary policies control
2.2 Secondary sex and practices 2.3 Handling
characteristics are 2.4 Conduciveness of behavioral
understood based on area challenges
physical growth and 2.5 Growth and
development development for
2.3 Hormonal changes are adolescent
identified based on 2.6 Theories and
growth and principles of
development secondary sex
2.4 Opportunities to characteristics
develop adolescent 2.7 Principle of
physical skills are autonomy
provided based on 2.8 Hormonal changes
developmental needs in adulthood
2.5 Exercises or activities 2.9 Materials, supplies
are given based on and tools in
developmental needs accordance with the
standards

3. Facilitate 3.1 Critical thinking is 3.1 Principle of 3.1 Applying
cognitive developed based on therapeutic therapeutic
development the established communication communication
of adolescent standards approach 3.2 Encouraging
3.2 Goal setting is 3.2 Oral and written adolescent to
encouraged according communication share ideas and
to developmental 3.3 Disciplinary policies thoughts with the
needs and practices caregivers
3.3 Cognitive maturity is 3.4 Conduciveness of 3.3 Promoting self-
attained according to area control and setting
the developmental 3.5 Appropriate work up goal
stages environment
3.6 Critical thinking
skills
3.7 Problem solving,
logical reasoning
and decision-
making skills
3.8 Principle of
autonomy
3.9 Goal orientation
3.10 Theory of cognitive
development
3.11 Development of
realistic goals
pertaining to future
career or goal
3.12 Development of
sense of self
identity
3.13 Knowledge in
refining moral,
religious and
sexual values

RANGE OF VARIABLES
VARIABLE RANGE
1. Care Plan May include:
1.1. Nursing care plan
1.2. Client’s chart
1.3. Caregiver’s plan based on doctor’s order
1.4. Risk management plan
1.5. Home care plan
2. Support Activities May include:
2.1. Range of activities
2.2. Therapeutic exercises
2.3. Appropriate recreational activities
2.4. Appropriate play activities
2.5. Music and art therapy
3. Secondary Sex May include:
Characteristics 3.1. Breast development
3.2. Fat deposition
3.3. Development of the genitalia
3.4. Changes in the larynx
3.5. Body hair growth
3.6. Widened hips
3.7. Height and body shapes
4. Cognitive Maturity May include:
4.1. Develop realistic goals pertaining to future
vocation and career
4.2. Develop sense of self-identity
4.3. Refining moral, religious, and sexual values.

EVIDENCE GUIDE
1. Critical Aspects of Assessment may require evidence that the candidate:

Competency 1.1. Used individualized care plan as the basis of
support
1.2. Handled behavioral challenges among
adolescents
1.3. Demonstrated ability to prepare activities that
will facilitate goal setting to the adolescents
2.1. Appropriate workplace environment
2.2. Facilities, equipment and materials relevant to
the unit of competency
3.Method of Assessment Competency in this unit must be assessed through:
3.1. Oral questioning
3.2. Interview
or in a simulated work setting.
4.2. Assessment shall be observed while task are
being undertaken whether individually or in a
group

UNIT OF COMPETENCY : PROMOTE DEVELOPMENTAL TASKS FOR
ADOLESCENT
to promote developmental tasks for adolescent that will
bring a new awareness of self and influence other’s
reactions to them.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Establish and 1.1 Social peers are 1.1 Oral and written 1.1 Applying
maintain social identified based on communication therapeutic
relationship established standards 1.2 Principles of communication
with others and procedures therapeutic and interpersonal
1.2 Social relationship is communication skills
established and 1.3 Principle of 1.2 Promoting self-
maintained according interpersonal skills care and self-
to developmental 1.4 Conduciveness of control
needs area 1.3 Handling
1.3 Mature relationship 1.5 Appropriate behavioral
with friends and family workplace challenges
are developed based environment
established standards 1.6 Social peers and
and procedures relationship of
1.4 Feeling is understood adolescent with
based on the families, significant
developmental needs. others friends,
1.5 Healthy and unhealthy romantic and with
relationship are other adults.
recognized based on 1.7 Principle of
the developmental autonomy
needs 1.8 Social role of
adolescent
1.9 Emotional
independence from
parents and other
adults
1.10 Set of values and
ethical system as a
guide to behavior
1.11 Ideology
1.12 Social
Responsibility
2. Provide 2.1 Sexual or gender 2.1 Oral and written 2.1 Applying
appropriate identity / orientation communication therapeutic
support to are recognized based 2.2 Principles of communication,
adolescent on the developmental therapeutic motivational skills
needs communication and interpersonal
2.2 Feeling of 2.3 Principle of skills
independencies are interpersonal skills

recognized based on 2.4 Appropriate 2.2 Promoting self-
established research workplace care and self-
2.3 Sexual behavior is environment control
expressed according to 2.5 Conduciveness of 2.3 Handling
psychosocial area behavioral
developmental needs 2.6 Sexual or gender challenges
identity / orientation
2.7 Principle of
autonomy
2.8 Identity
development in
adolescent
2.9 Sexual role and
responsibility
2.10 Sexual behavior
2.11 Sex, gender
identity crisis
3. Facilitate 3.1 Body changes 3.1 Oral and written 3.1 Applying
behavioral sensitivity are identified communication therapeutic
challenges based on the growth 3.2 Principles of communication,
and development therapeutic motivational skills
3.2 Separation anxiety is communication and interpersonal
recognized based on 3.3 Principle of skills
established policies interpersonal skills 3.2 Promoting self-
and procedures 3.4 Appropriate care and self-
3.3 Depression and anxiety workplace control
are explained environment 3.3 Handling
according to 3.5 Conduciveness of behavioral
established standards area challenges
and policies. 3.6 Principle of growth
and development
3.7 Behavioral
challenges in body
changes
3.8 Safety precaution
3.9 Separation anxiety
3.10 Depression and
anxiety

RANGE OF VARIABLES
VARIABLE RANGE
1. Social Peers May include:
1.1. Same-aged individuals who share similar
interests and a part of the same social class
1.2. Sports teams of which adolescence are a part of:
1.2.1. Basketball
1.2.2. Soccer
1.2.3. Football
1.2.4. Volleyball
1.2.5. etc.
1.3. School organizations and clubs
1.3.1. Student body organization
1.3.2. Chess club
1.3.3. Science Club
1.3.4. Guild
1.3.5. Band or orchestra
1.3.6. etc.
2. Mature Relationship May include:
2.1. Adolescence and peer relationship
2.2. Adolescence and family relationship
2.2.1. Parents
2.2.2. Siblings
2.2.3. Relatives or significant others
2.3. Adolescence and romantic relationship
2.4. Adolescence and with other adults
3. Sexual or Gender Identity May include:
/Orientation 3.1. Agender
3.2. Bigender
3.3. Cisgender
3.4. Gender expression
3.5. Gender fluid
3.6. Genderqueer
3.7. Gender variant
3.8. Intersex
3.9. Mx.
3.10. Third gender
3.11. Transgender
3.12. Two-spirit
3.13. Ze / Hir
4. Sexual Behavior May include:
4.1. Solitary activity
4.2. Sociosexual activity
4.2.1. Heterosexual activity
4.2.2. Homosexual activity

EVIDENCE GUIDE

Competency 1.1. Used appropriate therapeutic communication
skills and interpersonal skills in handling
behavioral challenges among adolescence
1.3. Demonstrated ability to prepare activities that will
facilitate self control, self role and self
responsibility of the adolescence
2.1. Appropriate workplace environment
2.2. Facilities, equipment and materials relevant to
the unit of competency
3.1. Oral questioning
3.2. Interview
or in a simulated work setting.
4.2. Assessment shall be observed while task are
being undertaken whether individually or in a
group

UNIT OF COMPETENCY : RESPOND TO EMERGENCY FOR ADOLESCENT
to respond to emergency situation adolescent.
PERFORMANCE
KNOWLEDGE SKILLS
elaborated in the
Range of Variables
1. Implement 1.1 Exclusion guidelines for 1.1 Oral and written 1.1 Establishing
procedures for adolescent and others communication rapport to the
infection suffering from an 1.2 Principles of adolescent
control and infectious condition are therapeutic 1.2 Writing incident
prevention followed according to communication reports
established protocol and 1.3 Monitoring and 1.3 Preventing cross
guidelines Evaluation contamination
1.2 Hygiene and health Procedure 1.4 Performing aseptic
principles are 1.4 OHS Law (RA hand washing
implemented in care 11058) 1.5 Wearing PPE
practice based on 1.5 Conduciveness of properly
standard procedures area 1.6 Assessing
1.3 Infection control 1.6 Use of personal environmental
guidelines are followed protective hazards
with accordance to equipment
established protocols 1.7 Good sanitation
and guidelines practice
1.8 Guidelines for
infection control
and tools in
accordance with the
standards
requirements
1.10 Personal Protective
Equipment (PPE)
1.11 EPA registered
disinfectant
1.12 Incident reports
1.13 Disease spread
and transmission
1.14 Organizational
standards, policies,
and procedures
2. Recognize 2.1 Signs of potential 2.1 Oral and written 2.1 Establishing
and respond to illness in emergency communication rapport to the
signs of are reported based on 2.2 Principles of adolescent
potential the established therapeutic 2.2 Writing incident
illness standards communication reports
2.2 Medical assistance is 2.3 Monitoring and 2.3 Assessing for
sought as necessary Evaluation early signs and
according to policies Procedure symptoms of
and procedures 2.4 OHS Law (RA emergency
11058)

2.3 Clients and relatives are 2.5 Conduciveness of 2.4 Offering emotional
informed as soon as area support to
possible according to 2.6 Code of sanitation adolescent and
policies and procedures 2.7 Use of personal relatives
2.4 Client is comforted and protective 2.5 Maintaining caring,
settled in accordance equipment calm and non-
with policies and 2.8 Basic disease and judgmental
procedures illness for approach
emergency 2.6 Demonstrating
2.9 Signs and ability to respond
symptoms of quickly to
potential emergency emergency
illness 2.7 Reporting signs of
2.10 Indicators of abuse to
Adolescent abuse appropriate
2.11 Different types of authorities
Adolescent abuse
2.12 Documentation
and report process
2.13 Legal ethics
pertaining to
Adolescent abuse
2.14 Relevant
organizational
standards, policies
and procedures
3. Respond to 3.1 The safety of self and 3.1 Oral and written 3.1 Establishing
emergencies others is ensured communication rapport to the
and accidents according to established 3.2 Principles of adolescent
standards and therapeutic 3.2 Writing incident
procedures communication reports
3.2 Immediate first aid and 3.3 Monitoring and 3.3 Making decision
basic life support are Evaluation under pressure
provided based on Procedure 3.4 Performing first aid
established standards 3.4 OHS Law (RA procedures to
and procedures 11058) adolescent
3.3 Strategies to calm, 3.5 Conduciveness of 3.5 Performing basic
reassure and comfort area life support to
clients are implemented 3.6 Code of sanitation adolescent
according to established 3.7 Use of personal 3.6 Collaborating with
standards and protective health care team
procedures equipment 3.7 Identifying
3.4 Details of emergency 3.8 Basic disease and adolescent issues
are recorded and illness related to which need to be
reported accurately emergencies and referred to an
based on established accidents appropriate health
standards and 3.9 Safety and standard professional
procedures protocols 3.9 Identifying issues
3.5 Information is provided 3.10 First aid principles relating to difficult
to others according to and procedures and challenging
established policies. 3.11 Aseptic techniques behavior
3.6 Emergencies and 3.12 Infection control
accidents are procedures
responded to according 3.13 Documentation
to the established and reports process
guidelines and
legislative requirements

in emergency
situation
3.15 Rules of
confidentiality
3.16 Information
decimation on
emergency
protocol
3.17 Basic life support
for Adolescent
3.18 Choking incident
3.19 Legal laws in
assisting
emergency cases
3.20 Relevant
organizational
standards, policies
and procedures
4. Respond to 4.1 Remove adolescent 4.1 Oral and written 4.1 Applying
threats and from threat/danger or communication therapeutic
situations of remove danger/threat 4.2 Principles of communication
danger from adolescent based therapeutic 4.2 Establishing
on established communication rapport to the
standards and 4.3 Monitoring and adolescent
procedures Evaluation 4.3 Assessing threats
4.2 The level of immediate Procedure and danger in the
danger is assessed 4.4 OHS Law (RA area according to
and reported to an 11058) the standards
appropriate person 4.5 Conduciveness of 4.4 Responding to
according to area threats and
established protocol 4.6 Code of sanitation situations of
and standards 4.7 Use of personal danger
4.3 Appropriate emergency protective 4.5 Remaining alert to
procedures are equipment potential threats
implemented to ensure 4.8 Threats and danger and dangers or
the safety of situation or challenging
adolescent and environment behavior
workers based on 4.9 Safety and standard 4.6 Reporting and
established policies, protocols documenting
standards and 4.10 Environmental incident reports
procedures hazards accurately
4.11 First aid principles
and procedures
4.12 Aseptic techniques
4.13 Infection control
procedures
4.14 Documentation
and reports
process
in emergency
situation
4.16 Recovery
procedures after
emergency

4.17 Legal laws in
assisting
emergency cases
4.18 Relevant
organizational
standards, policies
and procedures
RANGE OF VARIABLES
VARIABLE RANGE
2. 1. Hygiene and Health May include:
Principles 1.1. Hand Washing
1.2. Use of disposable gloves when cleaning up body
wastes
1.3. Removal and disposal of infected articles
1.4. Cleaning equipment
1.5. Disposal of unused foods
1.6. Cleaning of utensils after use
1.7. Regular disinfecting of soft toys
1.8. Removal of body waste products (e.g. feces, urine,
saliva, vomit) and disinfection of affected area
2. Signs of Potential Illness May include:
in Emergency 2.1. Has bleeding that can’t be controlled
2.2. Is or becomes unconscious (not related to a
seizure)
2.3. Has no pulse
2.4. Has trouble breathing or is breathing in a strange
way
2.5. Has chest pain or pressure
2.6. Has severe injuries such as broken bones as a
result of an accident
2.7. Is choking (not breathing and not coughing)
2.8. Has injuries to the head, neck or back
2.9. Has gone into shock
2.10. Has a seizure lasting five minutes (and this is not
normal for this person) or has continuous seizures
2.11. Has suffered electrical shock
2.12. Is drowning or near drowning
2.13. Suffers severe burns
3. First Aid and Basic Life May include:
Support 3.1. First aid treatment for the following:
3.1.1. Animal Bites
3.1.2. Sprains
3.1.3. Fractures
3.1.4. Wounds
3.1.5. Dislocations
3.1.6. Falls
3.1.7. Poison
3.1.8. Shocks

3.1.9. Burns
3.1.10. Any related medical and environmental
emergency
3.2. Basic life support procedure for the following:
3.2.1. Choking
3.2.2. Cardiac arrest
3.2.3. Near drowning
EVIDENCE GUIDE

Competency 1.1. Demonstrated ability to respond quickly to
emergencies and implement correct procedures
including administering first aid
1.2. Implemented procedures for infection control and
prevention
1.3. Recognized and responded to signs of potential
illness
1.4. Responded to emergencies and accidents
1.5. Responded to threats and situations of danger.
2.1. Adolescence care workplace
2.2. Facilities, equipment, supplies and materials
relevant to the unit of competency
3.2. Interview
or in a simulated workplace setting.

SECTION 3 TRAINING ARRANGEMENTS
These standards are set to provide technical and vocational education and training
(TVET) providers with information and other important requirements to consider when
designing training programs for CAREGIVING NC II for grade schooler and adolescent
ages 6 yrs. old to 19 years old.
3.1 CURRICULUM DESIGN
TESDA shall provide the training on the development of competency-based

curricula to enable training providers develop their own curricula with the components
mentioned below.
Delivery of knowledge requirements for the basic, common and core units of
competency specifically in the areas of mathematics, science/technology,
communication/language and other academic subjects shall be contextualized. To
this end, TVET providers shall develop a Contextual Learning Matrix (CLM) to
accompany the curricula.
Course Title: CAREGIVING (Grade schooler NC Level: NC II

to Adolescent)
Nominal Training Duration:
37 hours Basic Competencies

112 hours Common Competencies
240 hours Core Competencies
389 hours
160 hours Supervised Industry Learning (SIL)
549 hours TOTAL
Course Description:
This course is designed to provide the learner with knowledge, skills and
attitude, applicable in performing work activities involve in providing care and support,
fostering physical needs, cognitive development to grade schooler (6 years old to 12
years old), and fostering physical growth and development, and promoting
developmental tasks for adolescent (13 years old to 19 years old). This include
classroom learning activities and simulation area.
Upon completion of the program, the learners are expected to demonstrate

the above-mentioned competencies to be employed. To obtain this, all units
prescribed for this qualification must be achieved.

BASIC COMPETENCIES
(37 HOURS)
Unit of Learning Assessment Nominal

Learning Activities Methodology
Competency Outcomes Approach Duration
1. Participate in 1.1. Obtain and  Describe organizational policies  Group discussion  Oral evaluation 2 hours
workplace convey  Read:  Lecture  Written
communication workplace o Effective communication  Demonstration examination
information o Written communication  Observation
o Communication procedures and systems
 Identify:
o Different modes of communication
o Medium of communication
o Flow of communication
o Available technology relevant to the
enterprise and the individual’s work
responsibilities
 Prepare different types of question
 Gather different sources of information
 Apply storage system in establishing
workplace information
 Demonstrate Telephone courtesy
1.2. Perform duties  Read:  Group discussion  Oral evaluation 2 hours
following o Written notices and instructions  Lecture  Written
workplace o Workplace interactions and procedures  Demonstration examination
instructions  Read instructions on work related  Observation
forms/documents
 Perform workplace duties scenario following
workplace instructions
1.3. Complete  Describe communication procedures and  Group discussion  Oral evaluation 2 hours
relevant work- systems  Lecture  Written
related  Read:  Demonstration examination
documents o Meeting protocols  Role play  Observation
o Nature of workplace meetings
o Workplace interactions

o Barriers of communication
 Read instructions on work related
forms/documents
 Practice:
o Estimate, calculate and record routine
workplace measures
o Basic mathematical processes of
addition, subtraction, division and
multiplication
 Demonstrate office activities in:
o workplace meetings and discussions
scenario
 Perform workplace duties scenario following
simple written notices
 Follow simple spoken language
 Identify the different Non-verbal
communication
 Demonstrate ability to relate to people of
social range in the workplace
 Gather and provide information in response
to workplace requirements
 Complete work-related documents
2. Work in a team 2.1 Describe team  Discussion on team roles and scope  Lecture/  Role Play 1 hour
environment role and scope  Participate in the discussion: Discussion  Case Study
o Definition of Team  Group Work  Written Test
o Difference between team and group  Individual Work
o Objectives and goals of team  Role Play
 Locate needed information from the different
sources of information
2.2 Identify one’s  Role play:  Role Play  Role Play 1 hour
role and o individual role and responsibility  Lecture/  Written Test
responsibility  Role Play Discussion
within team o Understanding Individual differences

 Discussion on gender sensitivity
2.3 Work as a team  Participate in group planning activities  Group work  Role Play 1 hour
member  Role play : Communication protocols  Role Play  Written Test
 Participate in the discussion of standard work  Lecture/
procedures and practices Discussion
3. Solve/address 3.1 Identify routine  Review of the current industry hardware and  Group discussion  Case Formulation 1 hour
routine problems problems software products and services  Lecture  Life Narrative
 Identify correctly the industry maintenance,  Demonstration Inquiry (Interview)
service and helpdesk practices, processes and  Role playing  Standardized test
procedures
 Make use of the industry standard diagnostic
tools
 Share best practices in determining basic
malfunctions and resolutions to general
problems in the workplace
 Analyze routine/procedural problems
3.2 Look for  Review of the current industry hardware and  Group discussion  Case Formulation 1 hour
solutions to software products and services  Lecture  Life Narrative
routine problems  Identify correctly the industry maintenance,  Demonstration Inquiry (Interview)
procedures
tools
 Formulate possible solutions to problems and
document procedures for reporting
3.3 Look for  Review of the current industry hardware and  Group discussion  Case Formulation 1 hour
solutions to software products and services  Lecture  Life Narrative
routine problems  Identify correctly the industry maintenance,  Demonstration Inquiry (Interview)
procedures

tools
 Formulate possible solutions to problems and
document procedures for reporting
4. Develop Career 4.1 Manage one’s  Demonstrate self-management strategies that  Discussion  Demonstration or 1 hour
and Life emotion assist in regulating behavior and achieving  Interactive simulation with
Decisions personal and learning goals Lecture oral questioning
 Explain enablers and barriers in achieving  Brainstorming  Case problems
personal and career goals  Demonstration involving
 Identify techniques in handling negative  Role-playing workplace diversity
emotions and unpleasant situation in the issues
workplace such as frustration, anger, worry,
anxiety, etc.
 Manage properly one’s emotions and
recognize situations that cannot be changed
and accept them and remain professional
 Recall instances that demonstrate self-
discipline, working independently and showing
initiative to achieve personal and career goals
 Share experiences that show confidence, and
resilience in the face of setbacks and
frustrations and other negative emotions and
unpleasant situations in the workplace
4.2 Develop  Enumerate strategies to improve one’s attitude  Small Group  Demonstration or 1 hour
reflective in the workplace Discussion simulation with
practice  Explain Gibbs’ Reflective Cycle/Model  Interactive oral questioning
(Description, Feelings, Evaluation, Analysis, Lecture  Case problems
Conclusion, and Action plan)  Brainstorming involving
 Use basic SWOT analysis as self-assessment  Demonstration workplace diversity
strategy  5 Role-playing issues

 Develop reflective practice through realization
of limitations, likes/ dislikes; through showing
of self-confidence
 Demonstrate self-acceptance and being able
to accept challenges
4.3 Boost self-  Describe the components of self-regulation  Small Group  Demonstration or 1 hour
confidence and based on Self-Regulation Theory (SRT) Discussion simulation with
develop self-  Explain personality development concepts  Interactive oral questioning
regulation  Cite self-help concepts (e. g., 7 Habits by Lecture  Case problems
Stephen Covey, transactional analysis,  Brainstorming involving
psycho-spiritual concepts)  Demonstration workplace diversity
 Perform effective communication skills –  Role-playing issues
reading, writing, conversing skills
 Show affective skills – flexibility, adaptability,
etc.
 Determine strengths and weaknesses
5. Contribute to 5.1 Identify  Identify different roles of individuals in  Interactive  Psychological and 1 hour
workplace opportunities to contributing to doing things better in the Lecture behavioral
innovation do things better workplace  Appreciative Interviews
 Explain the concepts of positive impacts and Inquiry  Performance
challenges in innovation  Demonstration Evaluation
 Show mastery of the different types of  Group work  Life Narrative
changes and levels of participation in the Inquiry
workplace  Review of
 Discuss 7 habits of highly effective people portfolios of
evidence and
third-party
workplace reports
of on-the-job
performance
 Standardized
assessment of
character

strengths and
virtues applied
5.2 Discuss and  Identify different roles of individuals in  Interactive  Psychological and 1 hour
develop ideas contributing to doing things better in the Lecture behavioral
with others workplace  Appreciative Interviews
 Communicate ideas through small group evidence and
discussions and meetings third-party
workplace reports
of on-the-job
performance.
 Standardized
assessment of
character
strengths and
virtues applied
5.3 Integrate ideas  Identify different roles of individuals in  Interactive  Psychological and 1 hour
for change in the contributing to doing things better in the Lecture behavioral
workplace workplace  Appreciative Interviews
 Communicate ideas through small group evidence and
discussions and meetings third-party
 Demonstrate basic skills in data analysis workplace reports

of on-the-job
performance.
 Standardized
assessment of
character
strengths and
virtues applied
6. Present relevant 6.1 Gather data/  Lecture and discussion on:  Group discussion  Oral evaluation 2 hours
information information - Organisational protocols  Lecture  Written Test
- Confidentiality and accuracy  Demonstration  Observation
- Business mathematics and statistics  Role Play  Presentation
- Legislation, policy and procedures
relating to the conduct of evaluations
 Reviewing data/ information
6.2 Assess gathered  Lecture and discussion on:  Group discussion  Oral evaluation 3 hours
data/ information - Data analysis techniques/ procedures  Lecture  Written Test
- Organisational values, ethics and codes  Demonstration  Observation
of conduct  Role Play  Presentation
- Trends and anomalies  Practical exercises
 Computing business mathematics and
statistics
 Application of data analysis techniques
6.3 Record and  Lecture and discussion on:  Group discussion  Oral evaluation 3 hours
present - Reporting requirements to a range of  Lecture  Written Test
information audiences  Demonstration  Observation
- Recommendations for possible  Role Play  Presentation
improvements  Practical exercises
 Analysis and comparison of interim and final
reports’ outcomes
 Reporting of data findings
7.1 Identify OSH  Discussion regarding:  Lecture  Written Exam 1 hour
compliance - Hierarchy of Controls  Group  Demonstration
requirements - Hazard Prevention and Controls Discussion  Observation

7. Practice - Work Standards and Procedures  Interviews /
Occupational - Personal Protective Equipment Questioning
Safety and 7.2 Prepare OSH  Identification of required safety materials, tools  Lecture  Written Exam 1 hour
Health Policies requirements for and equipment  Group Discussion  Demonstration
and Procedures compliance  Handling of safety control resources  Observation
 Interviews /
Questioning
7.3 Perform tasks in  Discussion of General OSH Standards and  Lecture  Written Exam 2 hours
accordance with Principles  Group Discussion  Demonstration
relevant OSH  Performing industry related work activities in  Observation
policies and accordance with OSH Standards  Interviews /
procedures  Questioning
8. Exercise 8.1 Identify the  Identify the processes on environmental  Lecture  Written Exam 1 hour
Efficient and efficiency and policies  Group Discussion  Demonstration
Effective effectiveness of  Relate the necessary skills in response to  Simulation  Observation
Sustainable resource changing environmental policies needs  Demonstration  Interviews /
Practices in the utilization - Waste Management Skills  Questioning
Workplace - Conservation of Energy in workplace
8.2 Determine  Discussion of environmental protection and  Lecture  Written Exam 1 hour
causes of resource efficiency targets  Group Discussion  Demonstration
inefficiency  Analysis on the relevant work procedure  Demonstration  Observation
and/or  Interviews /
ineffectiveness  Questioning
of resource
utilization
8.3 Convey  Identification of (re)training needs and usage  Lecture  Written Exam 1 hour
inefficient and of environment friendly methods and  Group Discussion  Demonstration
ineffective technologies  Role Play  Observation
environmental  Identification of environmental corrective  Demonstration  Interviews /
practices actions  Questioning
 Practicing environment awareness
9.1 Apply  Case studies on best entrepreneurial practices  Case Study  Case Study 1 hour
entrepreneurial  Lecture/  Written Test

9. Practice workplace best  Discussion on quality procedures and Discussion  Interview
Entrepreneurial practices practices
Skills in the  Case studies on cost consciousness in
Workplace resource utilization
9.2 Communicate  Discussion on communicating entrepreneurial  Lecture/  Written Test 1 hour
entrepreneurial workplace best practices Discussion  Interview
workplace best
practices
9.3 Communicate  Discussion on communicating entrepreneurial  Lecture/  Written Test 1 hour
entrepreneurial workplace best practices Discussion  Interview
workplace best
practices

COMMON COMPETENCIES
(112 HOURS)

1 Implement 1.1 Provide  Lecture and discussion on:  Lecture (online /  Written test (online 12 hours
and monitor information to -Use of personal protective equipment (PPE) face to face) / face to face)
infection the work group -Transmission of infectious diseases  Discussion (online  Interview
control about the -Concepts and modes of communication / face to face)  Portfolio
policies and organization's -Communication equipment (computer,  Self-Learning assessment
procedures infection control telephone, cell phone etc.)  Video Presentation  Observation
(32 hours) policies and - OSH, infection control, environmental and (offline / face to  Demonstration
procedures. institutional, rules, guidelines, policies and face) with questioning
procedures  Demonstration
- Respecting for patient / client rights  Role play
- Literacy levels and communication skills of
work group members and consequent
suitable communication techniques
 Demonstrate proper use of personal
protective equipment (PPE)
 Demonstrate proper hand washing (WHO
Standard)
 Apply Body Substance Isolation (BSI) by
using PPE (Personal Protective Equipment)
 Demonstrate use of disinfectant
 Apply social distancing
 Demonstrate operating equipment for
communication
 Apply effective communicating and
interpersonal skills including:

- language competence
- literacy and reading competence
- negotiating Skills
- intra and Interpersonal skills
1.2 Integrate the  Lecture and discussion on:  Lecture (online /  Written test (online 12 hours
organization's - Use of verbal and non-verbal therapeutic face to face) / face to face)
infection control communication  Discussion (online  Interview
policy and - RA 11058 – OSH Law / face to face)  Portfolio
procedure into - RA 9008 – Ecological Solid Waste  Self-Learning assessment
work practices Management Act  Video Presentation  Observation
- RA 856 – Sanitation Code of the Phil. (offline / face to  Demonstration
- Hazards and infectious risk face) with questioning
- Safe work procedures  Demonstration
- Use of computer for documentation and  Role play
reporting
 Demonstrate appropriate wearing, removal
and disposal of PPE (Personal Protective
Equipment)
 Encourage employees to report hazards and
risks in the work place
 Recognize suggestions of employees to
improve infection control practices
1.3 Monitor infection  Lecture and discussion on:  Lecture (online /  Written test 8 hours
control - Key performance indicators of infection face to face) (online / face to
performance and control and prevention  Discussion (online face)
implement - Monitoring, surveillance and investigation of / face to face)  Interview
improvements in infection risks and hazardous events  Self-Learning  Portfolio
practices - Aggregate infection control information  Video Presentation assessment
reports (offline / face to
face)

 Demonstrate identification, correction and  Demonstration  Demonstration
reporting inadequacies in work procedures with oral
and infection control measures questioning
2. Respond 2.1 Plan responses  Lecture and discussion on:  Lecture (online /  Written test 12 hours
effectively to - Concepts and modes of communication face to face) (online / face to
difficult/ - Environmental and institutional, rules,  Discussion (online face)
challenging guidelines, policies and procedures / face to face)  Interview
behavior - Issues relating to difficult and challenging  Self-Learning  Portfolio
(24 hours)
behavior  Video Presentation assessment
- Patient / client issues which need to be (offline / face to  Demonstration
referred to an appropriate health face) with oral
professional  Demonstration questioning
- Policies and rules of health professionals
involved with the care of patient / client
- Literacy levels and communication skills of
work group members and consequent
suitable communication techniques
- Modes of verbal, non-verbal, and written
communication
 Apply thinking and responding quickly and
strategically
 Remain alert to potential incidents of difficult
or challenging behavior
 Demonstrate working with others and display
empathy with patient / client and relatives
 Apply intra and interpersonal skills
 Demonstrate reporting and documentation
with accuracy
2.2 Apply response  Lecture and discussion on:  Lecture (online /  Written test (online 8 hours
face to face) / face to face)

- Suitable communication techniques to  Discussion (online  Interview
achieve the desired outcomes in responding / face to face)  Portfolio
to difficult or challenging behavior  Self-Learning assessment
 Apply thinking and responding quickly and  Video Presentation  Observation
strategically (offline / face to  Demonstration
 Remain alert to potential incidents of difficult face) with questioning
or challenging behavior  Demonstration
 Demonstrate working with others and display  Role play
empathy with patient / client and relatives
 Apply intra and interpersonal skills
Demonstrate reporting and documentation
with accuracy
2.3 Report and  Lecture and discussion about the concepts of  Lecture  Written test 4 hours
review incidents incident reports and documentations  Demonstration  Demonstration
 Outline organizational policies in reporting and
reviewing workplace incidents
 Make use of questioning and debriefing
techniques
 Demonstrate appropriate incident reporting
and documenting in the workplace
3. Apply basic 3.1 Assess the  Discuss and explain basic anatomy and  Lecture (online /  Written test (online 8 hours
first aid situation physiology (parts of the human body) face to face) / face to face)
(24 hours)  Classify the mode of communication in an  Discussion (online  Interview
assessing the situation / face to face)  Portfolio
 Discuss and explain first aid principles  Self-Learning assessment
 Discuss, identify and explain the use of  Video Presentation  Observation
equipment (BP apparatus, pulse oxymeter, (offline / face to  Demonstration
digital thermometer etc.) face) with questioning
 Demonstration
 Role play

 Discuss and explain OSH, infection control,
environmental and institutional, rules,
guidelines, policies and procedures
 Discuss and explain reporting, documentation
and use of non-verbal and verbal
communication
 Identify the abnormal vital signs of patient /
client
 Identify the mode of communication
 Make use of appropriate modes of
communication
 Demonstrate resuscitation skills
 Utilize operating equipment as required for the
assessment of patient / client
 Apply safe manual handling of casualty
 Adapt OSH, infection control, environmental
and institutional, rules, guidelines, policies
and procedures
 Reporting preparation
 Make use of intra and Interpersonal skills
and documenting
3.2 Apply basic first  Lecture and discussion about training  Lecture (online /  Written test 12 hours
aid techniques application of first aid face to face) (online / face to
 Discuss and explain the proper use of  Discussion (online face)
equipment for first aid response (ambubag, / face to face)  Interview
oxygen etc.)  Self-Learning  Portfolio
 Compare the normal and abnormal vital signs  Video Presentation assessment
 Analyze the needs for first aid (offline / face to  Observation
 Demonstrate first aid procedures face)

 Utilize operating equipment as required for the  Demonstration  Demonstration
assessment of patient / client  Role play with questioning
 Illustrate OHS, infection control,
environmental and institutional, rules,
guidelines, policies and procedures
 Make use of verbal and non-verbal
communication
 Make use of intra and interpersonal skills
and documenting
3.3 Communicate  Lecture and discussion about concepts of  Lecture (online /  Written test 4 hours
details of the communication in an accident/incident face to face) (online / face to
incident situation  Discussion (online face)
 Read and explain the use of equipment for / face to face)  Interview
communication (computer, cellphone, radio,  Self-Learning  Portfolio
network, etc.)  Video Presentation assessment
 Classify the mode of communication in an (offline / face to  Observation
accident/incident situation face)  Demonstration
 Select appropriate tools, supplies and  Demonstration with questioning
equipment in communication  Role play
 Make use of intra and interpersonal skills
 Demonstrate appropriate communication skills
reporting and documenting

4. Maintain high 4.1 Communicate  Lecture and discussion on:  Lecture (online /  Written test 11 hours
standards of appropriately - Mathematical operations such as addition, face to face) (online / face to
patient / client with patients / subtraction, division, multiplication  Discussion (online face)
services clients - Concepts on modes of communication / face to face)  Interview
- Equipment needed for communication  Self-Learning  Portfolio
(32 hours)
(computer, cell phone, and other forms of  Video Presentation assessment
media) (offline / face to  Observation
- Roles and responsibilities of self and other face)  Demonstration
workers within the organization  Demonstration with questioning
- Organizational / institutional policies and  Role play
procedures for privacy and confidentiality of
information provided by patients / clients and
others
- Institutional policy on patient / client rights
and responsibilities
- Reporting and documentation with accuracy
 Apply mathematical operations such as
addition, subtraction, division, multiplication
 Read and understand client handling and
interaction
 Define concepts and mode of communication
 Demonstrate following instructions and
guidance of health professionals involved with
the care of patient / client
 Show how to deal with conflict
 Participate in the discussion of client handling
and interaction
 Participate in the demonstration in
communicating properly with different types of
clients, and of different nationalities
 Participate in the demonstration in delivering
correct information to the client

 Demonstrate empathy with patient / client and
relatives
 Apply intra and Interpersonal skills

4.2 Establish and  Lecture and discussion on:  Lecture (online /  Written test 8 hours
maintain good - Cultural differences of patient / client face to face) (online / face to
interpersonal including rules and policies as necessary  Discussion (online face)
relationship with - Institutional policy on patient / client rights / face to face)  Interview
patients / clients and responsibilities  Self-Learning  Portfolio
- Management of conflict  Video Presentation assessment
 Identify the mode on communication (offline / face to  Observation
appropriate for the situation face)  Demonstration
 Establish and maintain relationships, taking  Demonstration with questioning
into account individual differences  Role play
 Follow the instructions and guidance of health
professionals involved with the care of patient
/ client
 Show how to respect patient / client rights
 Use effective listening techniques
 Apply appropriate verbal and non-verbal
communication styles
 Apply oral and written communication
 Demonstrate working with others and
displaying empathy with patient / client and
relatives
 Apply conflict management
 Apply intra and Interpersonal skills
 Reporting and documentation with accuracy

4.3 Act in a  Discuss identify and explain cultural  Lecture (online /  Written test 6 hours
respectful differences of patient / client including rules face to face) (online / face to
manner at all and policies as necessary  Discussion (online face)
times  Discuss and explain organizational / / face to face)  Interview
institutional policies and procedures for  Self-Learning  Portfolio
privacy and confidentiality of information  Video Presentation assessment
provided by patients / clients and others (offline / face to  Observation
 Demonstrate working with others and face)  Demonstration
displaying empathy with patient / client and  Demonstration with questioning
relatives  Role play
 Make use of appropriate conflict management
style
 Utilize intra and interpersonal skills
4.4 Evaluate own  Discuss and explain evaluation and analysis  Lecture (online /  Written test 6 hours
work to maintain of work performance face to face) (online / face to
a high standard  Identify standards for work procedures  Discussion (online face)
of patient / client  Make use of standards for work procedures / face to face)  Interview
service  Examine standards for work procedures  Self-Learning  Portfolio
 Utilize intra and interpersonal skills  Video Presentation assessment
 Participate in the discussion of evaluation of (offline / face to  Observation
work and standard of client service face)  Demonstration
 Participate in demonstrating the application of  Demonstration with questioning
evaluation of work and standard of client  Role play
service

CORE COMPETENCIES
(240 HOURS)

1. Provide 1.1 Instilling  Read and apply the following topics:  Individual study  Written Test 4 hours
assistance and personal o Principle of Therapeutic Communication  Lecture-  Interview
care to hygiene o Oral and Written Communication discussion  Demonstration
personal needs practices to o Disciplinary Policies and Practices  Demonstration with oral
of grade grade schooler
o OSH Law (RA 11058)  Field work questioning
schooler (40
o Grade Schooler Workplace Environment  Role playing  Portfolio
hours)
o Principle of Personal Hygiene Practices
and Techniques
o Principle of Cross Contamination
o Good Sanitation Practice
o Materials, Supplies and Tools in
accordance with the standards
 Perform the following skills:
o Apply therapeutic communication
techniques
o Apply standard and additional precautions
in infection control
o Observe, record and report grade
schooler’s state of health and well being
o Perform proper hand washing techniques.

1.2 Bathe and dress  Read and apply the following topics:  Individual study  Written Test 20 hours
grade schooler o Oral and written communication  Lecture-  Interview
o Principles of therapeutic communication discussion  Demonstration
o Principle of interpersonal skills  Demonstration with oral
o OHS Law (RA 11058)  Field work questioning
o Grade schooler workplace environment  Role playing  Portfolio
o Conduciveness of area
o Use of personal protective equipment
o Procedure in taking body temperature
o Bathing and dressing / undressing
procedures
o Cultural consideration in bathing, dressing
and undressing
o Safety in bathing procedures
o Ergonomics
o Self-care skills for grade schooler
o Principle of in decision making
o Problems in handling opportunities in
bathing
o Hand washing techniques
o Types of clothing
o Responsible behavior approach
o Principle of cross contamination
o Good sanitation practice
o Materials, supplies and tools in
accordance with the standard
 Perform the following:
o Perform proper hand washing techniques
o Check body temperature
o Perform bathing skills
o Promote self-care and self- control
o Apply proper body mechanics
o Perform proper dressing / undressing
techniques
o Handle challenge behavior

o Apply standard and additional precautions
in infection control

1.3 Feed grade  Read and understand the following topics:  Individual study  Written Test 16 hours
schooler o Oral and written communication  Lecture-  Interview
o Principles of therapeutic communication discussion  Demonstration
o Grade schooler workplace environment  Role playing  Portfolio
o Nutritional needs of grade schooler
o Dietary guideline requirements for grade
schooler
o Cultural practices and beliefs about food
provision
o Impact of food and drinks on dental health
o Go, grow, and glow food
o Consideration in feeding practices
o Commercial food preference
o Food preparation and cooking standards
o Food storage
o Self-feeding
o Principle of cross contamination
accordance with the standard
o Food measurement
o Body Mass Index
o Applying therapeutic communication
techniques
o Preparing and cooking nutritious foods
suitable for grade schooler
o Demonstrating food sanitation techniques
o Assisting self feeding techniques
o Handling behavior challenges

2. Foster 2.1 Foster grade  Read and understand the following topics:  Individual study  Written Test 4 hours
physiological schooler’s o Oral and written communication  Lecture-  Interview
needs and conscientiousne o Principles of therapeutic communication discussion  Demonstration
cognitive ss o Principle of interpersonal skills  Demonstration with oral
development of o OHS Law (RA 11058)  Field work questioning
grade schooler o Conduciveness of area  Role playing  Portfolio
(16 hours) o Use of personal protective equipment
o Creative grade schooler workplace
o Parallel play ground
o Motor skills workplace
o Foundation in growth and development of
grade schooler
o Psychological development of grade
schooler
o Skills development of grade schooler
o Cultural awareness
o Processes for creative and artistic
expression
o Motor skills
o Guidelines in task accomplishments
o Process in decision making for grade
schooler
techniques
o Apply interpersonal and motivation skills
o Demonstrate creative activity or role play
to grade schooler
o Prepare task accomplished skills
o Apply time management task skills

2.2 Encourage  Read and understand the following  Individual study  Written Test 8 hours
grade schooler o Oral and written communication  Lecture-  Interview
to express their o Principles of therapeutic communication discussion  Demonstration
feelings, ideas o Principle of interpersonal skills  Demonstration with oral
and needs o OHS Law (RA 11058)  Field work questioning
o Conduciveness of area  Role playing  Portfolio
o Processes for creative and artistic
behavior
o Role play
o Cultural awareness
o Needs, interest and problems of grade
schooler
o Influence of five senses in grade schooler
development
o Model Calm Behavior
o Respond with Empathy
o Create a safe environment to talk about
feelings
techniques
to grade schooler

2.3 Stimulate grade  Read and understand the following topics  Individual study  Written Test 4 hours
schooler’s o Oral and written communication  Lecture-  Interview
awareness and o Principles of therapeutic communication discussion  Demonstration
creativity o Principle of interpersonal skills  Demonstration with oral
o Physiological needs for grade schooler
o Basic human body parts chart
o Different colorful posters
o Building blocks
o Role Play
o Techniques in developing creative
thinking for grade schooler
o Push and pull toys
o Principles of growth and development
o Types of different plays
o Social development of grade schooler
o Imagination, expression, and
experimentation
techniques
to grade schooler
o Facilitate social care
3. Foster physical 3.1 Enhance  Read and understand the following topics  Individual study  Written Test 8 hours
growth and physical o Oral and written communication  Lecture-  Interview
development of activities of o Principles of therapeutic communication discussion  Demonstration
grade schooler grade schooler o Principle of interpersonal skills  Demonstration with oral
(24 hours) o OHS Law (RA 11058)  Field work questioning

o Physical growth and development of grade
schooler
o Physical activity
o Movement of the body that uses energy
o Safety procedures
o Different types of learning activities for
grade schooler
o Parallel play
o Social Interaction
o Types of active toys for grade schooler
o Behavioral challenges
o Skills Development
o Relevant organizational standards,
techniques
o Demonstrate appropriate learning
activities for grade schooler
o Demonstrate
o ability to engage grade schooler in a
range of developmental opportunities
3.2 Create  Read and understand the following topics:  Individual study  Written Test 8 hours
opportunities for o Oral and written communication  Lecture-  Interview
grade schooler o Principles of therapeutic communication discussion  Demonstration
to develop a o Principle of interpersonal skills  Demonstration with oral
wider range of o OHS Law (RA 11058)  Field work questioning
physical o Conduciveness of area  Role playing  Portfolio
development o Use of personal protective equipment
o Creative Grade schooler workplace

oParallel play ground
oPhysical environment – constraints and
potentials
o Grade schooler / worker ratios
o Purpose of Service
o Developmental milestone of grade
schooler
o Support system for grade schooler
o Physical activities and skills for grade
schooler
o Stages of growth and development for
grade schooler
o Types of active toys for grade schooler
o Acceptance of grade schooler’s rate of
developments, needs, interests, and
strengths
o Equipment, toys and resources to
stimulate physical development
o Perform the following:
o Motor skills development
techniques
o Demonstrate appropriate learning
o Create opportunities for grade schooler to
develop a wider range of physical
development
3.3 Provide 3 Read and understand the following topics  Individual study  Written Test 8 hours
experience to o Oral and written communication  Interview

support physical o Principles of therapeutic communication  Lecture-  Demonstration
development of o Principle of interpersonal skills discussion with oral
grade schooler o OHS Law (RA 11058)  Demonstration questioning
o Conduciveness of area  Field work  Portfolio
o Use of personal protective equipment  Role playing
o Physical environment – constraints and
potentials
o Different types of active sports and games
o Appropriate types of exercises for grade
schooler
o Socio-dramatic play
o Art activities
o Opportunities to practice large muscle
skills (jumping, running, catching a ball,
etc.)
o Opportunities for development of balance
for climbing, riding, skating.
o Motor skills development
o Posture and Balance
o Applying therapeutic communication
techniques
o Applying interpersonal and motivation
skills
o Demonstrating appropriate learning
o Create opportunities for grade schooler to
develop a wider range of physical
development

4. Respond 4.1 Implement  Read and understand the following topics  Individual study  Written Test 8 hours
emergency to procedures for o Oral and written communication  Lecture-  Interview
grade schooler infection control o Principles of therapeutic communication discussion  Demonstration
(52 hours) and prevention o Monitoring and Evaluation Procedure  Demonstration with oral
o Guidelines for infection control
requirements
o Body substance isolation precaution (Ex.
Personal Protective Equipment-PPE)
o Environmental Protection Agency (EPA)
registered disinfectant
o Incident reports
o Disease spread and transmission
o Organizational standards, policies, and
procedures
o Establish rapport to the grade schooler
o Write incident reports
o Prevent cross contamination
o Perform aseptic hand washing
o Wear PPE properly
o Assess environmental hazards

4.2 Recognize and  Read and understand the following topics:  Individual study  Written Test 8 hours
respond to signs o Oral and written communication  Lecture-  Interview
of potential o Principles of therapeutic communication discussion  Demonstration
illness o Monitoring and Evaluation Procedure  Demonstration with oral
o Basic disease and illness for emergency
o Signs and symptoms of potential
emergency illness
o Indicators of grade schooler abuse
o Different types of grade schooler abuse
o Documentation and report process
o Legal ethics pertaining to grade schooler
abuse
o Establishing rapport to the grade schooler
o Writing incident reports
o Assessing for early signs and symptoms of
emergency
o Offering emotional support to grade
schooler and relatives
o Maintaining and caring in a calm and
nonjudgmental approach
o Demonstrating ability to respond quickly to
emergency
o Reporting signs of abuse to appropriate
authorities
4.3 Respond to Read and understand the following topics:  Individual study  Written Test 28 hours
emergencies o Oral and written communication  Lecture-  Interview
and accidents o Principles of therapeutic communication discussion
o Monitoring and Evaluation Procedure  Demonstration

o OHS Law (RA 11058)  Field work  Demonstration
o Conduciveness of area  Role playing with oral
o Code of sanitation questioning
o Use of personal protective equipment  Portfolio
o Basic disease and illness related to
emergencies and accidents
o Environmental hazards and situations
related to first aid
o Safety and standard protocols
o First aid principles and procedures
o Aseptic techniques
o Infection control procedures
o Documentation and reports process
o Health care system in emergency
situation
o Rules of confidentiality
o Information decimation on emergency
protocol
o Basic life support for grade schooler
o Choking incident
o Legal laws in assisting emergency cases
o Assess threats and danger in the area
according to the standards
o Respond to threats and situations of
danger
o Remain alert to potential threats and
dangers or challenging behavior
o Report and document incident reports
accurately

4.4 Respond to  Read and understand the following topics  Individual study  Written Test 8 hours
threats and o Oral and written communication  Lecture-  Interview
situations of o Principles of therapeutic communication discussion  Demonstration
danger o Monitoring and Evaluation Procedure  Demonstration with oral
o Code of sanitation
o Threats and danger situation or
environment
o Environmental hazards
o Health care system in emergency
situation
o Recovery procedures after emergency
danger
accurately

5. Foster 5.1 Determine  Read and understand the following topics  Individual study  Written Test 8 hours
physical support needs o Oral and written communication  Lecture-  Interview
growth and o Principles of therapeutic communication discussion  Demonstration
development o Communication techniques  Demonstration with oral
of adolescent o SMARTER (Specific, Measurable,  Field work questioning
(32 hours) Attainable, Realistic, Time-bounded,  Role playing  Portfolio
Evaluate, Re-evaluate) approach to care
plan
o Environmental Workplace
o Patient’s Bill of Rights
o OHS Law (RA 11058)
o Principle of human rights
o Principle of autonomy
o Individualized care plan
o Activities that promote adolescence
independence and self determination
o Conform care plan details of adolescent
o Collaborate with other health care team
o Maintain confidentiality and privacy of the
adolescent
o Plan action and management
5.2 Foster physical  Read and understand the following topics:  Individual study  Written Test 16 hours
growth and o Principle of therapeutic communication  Lecture-  Interview
development of o Oral and written communication discussion  Demonstration
adolescent
o Disciplinary policies and practices  Demonstration with oral
o Conduciveness of area  Field work questioning
o Growth and development for adolescent  Role playing  Portfolio
o Theories and principles of secondary sex
characteristics
o Hormonal changes in adulthood

o Handle behavioral challenges
5.3 Facilitate  Read and understand the following topics:  Individual study  Written Test 8 hours
cognitive o Principle of therapeutic communication  Lecture-  Interview
development of approach discussion  Demonstration
adolescent
o Oral and written communication  Demonstration with oral
o Disciplinary policies and practices  Field work questioning
 Role playing  Portfolio
o Appropriate work environment
o Critical thinking skills
o Problem solving, logical reasoning and
decision making skills
o Goal orientation
o Theory of cognitive development
o Development of realistic goals pertaining
to future career or goal
o Development of sense of self identity
o Knowledge in refining moral, religious and
sexual values
o Encourage adolescence to share ideas
and thoughts with the caregivers
o Promote self-control and setting up goal
6. Provide 6.1 Establish and  Read and understand the following topics:  Individual study  Written Test 8 hours
developmenta maintain social o Oral and written communication  Interview
l tasks for o Principles of therapeutic communication

adolescent relationship with o Principle of interpersonal skills  Lecture-  Demonstration
(24 hours) others o Conduciveness of area discussion with oral
o Appropriate workplace environment  Demonstration questioning
o Social peers and relationship of  Field work  Portfolio
adolescent with families, significant others  Role playing
friends, romantic and with other adults.
o Social role of adolescent
o Emotional independence from parents
and other adults
o Set of values and ethical system as a
guide to behavior
o Ideology
o Social Responsibility
o Apply therapeutic communication and
6.2 Provide  Read and understand the following topics  Individual study  Written Test 8 hours
appropriate o Oral and written communication  Lecture-  Interview
support to o Principles of therapeutic communication discussion  Demonstration
adolescent o Principle of interpersonal skills  Demonstration with oral
o Appropriate workplace environment  Field work questioning
o Sexual or gender identity / orientation
o Identity development in adolescent
o Sexual role and responsibility
o Sexual behavior
o Sex, gender identity crisis
o Apply therapeutic communication,
motivational skills and interpersonal skills

6.3 Facilitate  Read and understand the following topics  Individual study  Written Test 8 hours
behavioral o Oral and written communication  Lecture-  Interview
challenges o Principles of therapeutic communication discussion  Demonstration
o Appropriate workplace environment  Field work questioning
o Principle of growth and development
o Behavioral challenges in body changes
o Safety precaution
o Separation anxiety
o Depression and anxiety
o Apply therapeutic communication,
motivational skills and interpersonal skills
7. Respond to 7.1 Implement  Read and understand the following topics  Individual study  Written Test 8 hours
emergency for procedures for o Oral and written communication  Lecture-  Interview
adolescent infection control o Principles of therapeutic communication discussion  Demonstration
(52 hours) and prevention o Monitoring and Evaluation Procedure  Demonstration with oral
o Guidelines for infection control
requirements
o Personal Protective Equipment (PPE)
o EPA registered disinfectant

o Incident reports
o Disease spread and transmission
o Organizational standards, policies, and
procedures
o Establish rapport to the adolescent
o Prevent cross contamination
o Perform aseptic hand washing
o Wear PPE properly
Assess environmental hazards
7.2 Recognize and  Read and understand the following topics  Individual study  Written Test 8 hours
respond to signs o Oral and written communication  Lecture-  Interview
of potential o Principles of therapeutic communication discussion  Demonstration
illness o Monitoring and Evaluation Procedure  Demonstration with oral
o Basic disease and illness for emergency
o Signs and symptoms of potential
emergency illness
o Indicators of Adolescence abuse
o Different types of Adolescent abuse
o Documentation and report process
o Legal ethics pertaining to Adolescent
abuse
o Assess for early signs and symptoms of
emergency

o Offer emotional support to adolescent and
relatives
o Maintain caring, calm and non-judgmental
approach
o Demonstrate ability to respond quickly to
emergency
o Report signs of abuse to appropriate
authorities
7.3 Respond to o Read and understand the following topics  Individual study  Written Test 28 hours
emergencies o Oral and written communication  Lecture-  Interview
and accidents o Principles of therapeutic communication discussion  Demonstration
o Monitoring and Evaluation Procedure  Demonstration with oral
o Basic disease and illness related to
emergencies and accidents
o Health care system in emergency situation
o Rules of confidentiality
o Information decimation on emergency
protocol
o Basic life support for adolescent
o Choking incident

o Make decision under pressure
o Perform first aid procedures to adolescent
o Perform basic life support to adolescent
o Collaborate with health care team
o Identify adolescent issues which need to
be referred to an appropriate health
professional
o Identify issues relating to difficult and
challenging behavior
7.4 Respond to  Read and understand the following topics  Individual study  Written Test 8 hours
threats and o Oral and written communication  Lecture-  Interview
situations of o Principles of therapeutic communication discussion  Demonstration
danger o Monitoring and Evaluation Procedure  Demonstration with oral
o Threats and danger situation or
environment
o Environmental hazards
o Health care system in emergency situation
o Recovery procedures after emergency

danger
accurately

3.2 TRAINING DELIVERY
1. The delivery of training shall adhere to the design of the curriculum. Delivery shall
be guided by the principles of competency-based TVET.
a. Course design is based on competency standards set by the industry or

recognized industry sector; (Learning system is driven by competencies written
to industry standards)
b. Training delivery is learner-centered and should accommodate individualized

and self-paced learning strategies;
c. Training can be done on an actual workplace setting, simulation of a workplace

and/or through adoption of modern technology.
d. Assessment is based in the collection of evidence of the performance of work to

the industry required standards;
e. Assessment of competency takes the trainee’s knowledge and attitude into

account but requires evidence of actual performance of the competency as the
primary source of evidence.
f. Training program allows for recognition of prior learning (RPL) or current

competencies;
g. Training completion is based on satisfactory completion of all specified

competencies not on the specified nominal duration of learning.
2. The competency-based TVET system recognizes various types of delivery modes,

both on-and off-the-job as long as the learning is driven by the competency
standards specified by the industry. The following training modalities and their
variations/components may be adopted singly or in combination with other
modalities when designing and delivering training programs:
2.1 Institution- Based:
 Dual Training System (DTS)/Dualized Training Program (DTP) which

contain both in-school and in-industry training or fieldwork components.
Details can be referred to the Implementing Rules and Regulations of the
DTS Law and the TESDA Guidelines on the DTP;
 Distance learning is a formal education process in which majority of the

instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video,
computer technologies; or other modern technology that can be used to
facilitate learning and formal and non-formal training. Specific guidelines
on this mode shall be issued by the TESDA Secretariat.
 Supervised Industry Training (SIT) or on-the-job training (OJT) is an

approach in training designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace to acquire specific
competencies as prescribed in the training regulations. It is imperative that
the deployment of trainees in the workplace is adhered to training
programs agreed by the institution and enterprise and status and progress
of trainees are closely monitored by the training institutions to prevent
opportunity for work exploitation.
 The classroom-based or in-center instruction uses of learner-centered

methods as well as laboratory or field-work components.
2.2 Enterprise-Based:
 Formal Apprenticeship – Training within employment involving a contract

between an apprentice and an enterprise on an approved apprenticeable
occupation.
 Informal Apprenticeship - is based on a training (and working) agreement

between an apprentice and a master craftsperson wherein the agreement
may be written or oral and the master craftsperson commits to training the
apprentice in all the skills relevant to his or her trade over a significant
period of time, usually between one and four years, while the apprentice
commits to contributing productively to the work of the business. Training
is integrated into the production process and apprentices learn by working
alongside the experienced craftsperson.
 Enterprise-based Training- where training is implemented within the

company in accordance with the requirements of the specific company.
Specific guidelines on this mode shall be issued by the TESDA
Secretariat.
2.3 Community-Based
 Community-Based – short term programs conducted by non-government

organizations (NGOs), LGUs, training centers and other TVET providers
which are intended to address the specific needs of a community. Such
programs can be conducted in informal settings such as barangay hall,
basketball courts, etc. These programs can also be mobile training
program (MTP).
3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to enroll in this program must possess the following
requirements:
 Completed at least 10 years basic education or Holder of Alternative Learning

Systems (ALS) certificate of completion with grade 10 equivalent;
 Basic communication skills

3.4 TOOLS, MATERIALS AND EQUIPMENT
Recommended list of tools, equipment and materials for the training of 25

trainees for CAREGIVING (GRADE SCHOOLER TO ADOLESCENT) NC II.
Up-to-date tools, materials, and equipment of equivalent functions can be

used as alternatives. This also applies in consideration of community practices and
their availability in the local market.
TRAINING CENTER OFFICE
EQUIPMENT
QTY UNIT DESCRIPTION/SPECIFICATION
1 PC Computer table
3 SETS Office table (regular size) with chairs
2 PC Steel cabinet
1 SET Computer with complete accessories and applications
1 UNIT Telephone with internet
1 SET Printer
1 UNIT Air conditioning unit
1 PC Wall clock
2 SET First aid kit
1 PC Rechargeable emergency lamp
2 PC Fire extinguisher
1 PC Bulletin board
TOOLS
2 PCS Scissors
1 PCS Stapler
1 PCS Puncher
1 PC White board eraser
MATERIALS
1 REAM A4, letter, legal bond paper (each)
25 PCS Long, short Folder each
25 PCS Long, short Envelop each
1 REAM A4, letter, legal bond paper (each)
1 BOX Fastener
1 BOX Staple wire
3 PCS Ballpen / ink correction tape / fluid
1 BOX Paper clip
2 PCS White board markers (RED, BLUE, BLACK (each)
3 PCS Pencil eraser
INSTRUCTIONAL MATERIALS and LEARNING GUIDES
1 COPY Session plans per unit of competency

1 COPY On the Job Training (OJT) program
25 COPIES Trainees Record Books
Summative assessment tools per unit /cluster of units of
1 COPY competency
CONTEXTUAL LEARNING AREA
TOOLS and EQUIPMENT

1 POSTER Progress chart for 25 trainees for the qualification
1 POSTER List of competency standards for the qualification
1 PC Wall clock
25 PC Arm chairs
2 PC Long Table
1 UNIT LCD projector
1 PC White board (big)
5 PC White board marker
2 PC White board eraser
1 PC Trainer Chair
1 PC Trainer Table with drawer
1 UNIT Airconditioning unit
LEARNING RESOURCE AREA
TOOLS and EQUIPMENT

2 SETS Desktop computer with internet access
2 SET Long table with 4 chairs
2 UNITS Bookshelves
1 COPY Relevant Training Regulation for the qualification
2 COPIES Competency-Based Learning Module (CBLM)
1 COPY Outcome-based Training Curriculum for the qualification
Relevant Philippine laws and regulations-
 RA 11058 OSH Law
 RA 10173 Data Privacy law
 RA 9003 Ecological Solid Waste Management
Act of 2000
COPIES
2  RA 6969 Toxic Substances & Hazardous &
EACH
Nuclear Wastes Control Act of 1990
 PD 856 Code on Sanitation of the Philippines
 Senate Bill 2261 Caregivers Welfare Act
 RA 7164 Philippine Nursing Act
 RA 10918 New Pharmacy Law
2 COPIES WHO Guidelines on infection prevention and control

Text reference or book reference
 Fundamentals of Caregiving
 Fundamental of Nursing
 Caregiving for newborn to preschooler
 Nurses Pocket Guide
 Medical dictionary
 MIMs / PPD
 Principles and practice of therapeutic
communication
 Principles and practice of ergonomics
COPIES  Basic human anatomy
2
EACH  Basic human physiology
 Principle of Growth and Development
 Principles in hygiene practices and techniques
 Principles in therapeutic techniques
 Maternal and Child Nursing
 Early Childhood Assessment
 Child and adolescent psychiatry
 Caregivers Care plan or Nursing Care plan
 Ethical and legal standard of care (local and
abroad)
 Principles of Infection Control
2 COPIES Go, GROW, GLOW poster
Audiovisual Video presentation
 Handwashing techniques
 Gloving technique
 Wearing of Personal protective equipment
 Bathing of the grade schooler
 Cooking meal for grade schooler
 Preparing snack for toddler and grade schooler
 Grade schooler types of play
COPIES  Common Injuries and Accident and its
2
EACH management among grade schooler
 Basic First aid and Basic Life Support with AED for
children
 Multiple casualty management
 Secondary sex characteristics
 Goal orientation, vocation and career
 Sexual role/behavior and responsibility
 Anxiety / depression among grade schooler and its
management

WORKSHOP / PRACTICAL WORK AREA
UC 1: Provide Assistance and Care to Personal Needs of Grade schooler

EQUIPMENT
2 UNITS Electric stove (1 burner)
1 UNIT Child dummy for bathing (at least 3 feet)
1 UNIT Digital microwave oven
2 UNITS Blender
1 UNIT Rice cooker
1 UNIT Bread toaster
1 UNIT Dining Table (at least good for 4 person)
1 SET Audio-video equipment
1 UNIT Computer or Laptop
1 UNIT Printer
TOOLS
5 PCS Digital thermometer
2 PCS Medical Tray (stainless steel, at least 450mm x 260mm)
2 PCS Small bucket/pail (plastic)
2 PCS Dipper (plastic)
4 PCS Food Tray (Plastic / stainless steel, regular size)
2 SETS Dinnerware (basic)
2 SETS Kitchen knives (basic)
2 SETS Silverware (basic)
2 SETS Glassware (basic)
2 UNITS Skillet
2 SETS Cooking utensils
2 SETS Pots and pan
6 PCS Kitchen apron
2 PCS Peeler (plastic/stainless steel)
4 PCS Cutting board
6 PCS Pot holder
2 UNITS Measuring cup
1 PC Whiteboard
1 PC Clip Chart (Client’s Care plan made by the Doctor or
Nurses)
MATERIALS
6 PCS Bath towel (Children size)
6 PCS Face towel
3 PCS Bath soap (at least 90 grams)
3 SETS Clothes (Shirt, short, underpants)
3 SETS Grooming kit (hairbrush/comb, nail scissors/nail cutter)

6 PCS Hand Towel
Oral Hygiene kit (Kid’s toothbrush: soft bristles, kid’s
3
SETS toothpaste: at least 50 ml)
2 SETS Condiments
2 SETS Food items use for preparing meals and snacks*
4 PCS Table cloth
Liquid soap (hand washing: at least 100ml bottle
2
PCS capacity)
Liquid detergent (kitchen use: at least 200ml bottle
2
PCS capacity)
1 PACKS Garbage bag (regular size that fits the bins)
4 PCS Garbage bin (stainless steel/plastic with cover)
25 PC Sample nursing care plan template
25 PC Sample client clip chart
25 PC Personal care support plan
25 PC Endorsement report
1 REAM Bond Paper
1 BOX Ballpoint Pen (Color: Red, Blue, Black, Quantity: 1 box
per color)
INSTRUCTIONAL MATERIALS
Module of Instruction: Providing assistance and care to
1 COPY
personal needs of grade schooler
UC 2: Foster Physiological Needs and Cognitive Development of Grade schooler

EQUIPMENT
1 UNIT Printer
TOOLS
1 PC Coloring books
1 PC Crayons
1 PC Pencils
1 PC Peg Boards
1 PC Beads to Strings
1 PC Construction sets / Building blocks
1 PC Scissors
1 PC Paper
1 PC Play dough
1 PC Shape sorter

1 PC Push and pull toys
1 PC Whiteboard
Nurses)
MATERIALS
1 REAM Bond Paper
per color)
Module of Instruction: Fostering physiological needs and
1 COPY
cognitive development of grade schooler
UC 3: Foster Physical Growth and Development of Grade schooler

EQUIPMENT
1 UNIT Printer
TOOLS
1 PC Coloring books
1 PC Crayons
1 PC Pencils
1 PC Peg Boards
1 PC Beads to Strings
1 PC Construction sets / Building blocks
1 PC Scissors
1 PC Paper
1 PC Play dough
1 PC Shape sorter
1 PC Push and pull toys
1 PC Whiteboard
Nurses)
MATERIALS

1 REAM Bond Paper
per color)
Module of Instruction: Fostering physical growth and
1 COPY
development of grade schooler
UC 4: Respond to Emergency for Grade schooler

EQUIPMENT
1 UNIT Dummy for child (with light detector and clicker)
1 UNIT AED for grade schooler (prototype)
1 UNIT Dressing Trolley
1 UNIT Printer
TOOLS
1 PC Surgical scissors
1 PC Bandage scissors
1 PC Pick up forceps
2 PCS Tissue forceps
2 PCS Surgical forceps
3 SETS Hard Split (Different sizes: Arm, forearm, thigh, leg)
3 SETS Soft Split
2 SETS First aid kit
3 PCS Medical tray (stainless steel)
3 PCS Kidney basin (plastic/stainless steel)
2 PCS Instrument tray with cover (stainless steel)
1 PC Cervical collar for grade schooler
1 PC Cardiac board for grade schooler
1 PC Whiteboard
Nurses)
MATERIALS
1 BOX Clean gloves (50 pairs)

5 SEXTS Surgical gloves (different sizes: 5.5, 6,6.5, 7, 7.5, 8)
1 BOX Surgical mask (50 pieces)
6 BOTTLES 70% alcohol (at least 250ml capacity)
25 PCS Hospital hair net
2 PACKS Cotton Balls (at least 100 balls)
15 PCS Triangle bandage
3 SETS Elastic Bandage (different size: 2’’, 3’’, 4”)
10 PCS Surgical wound bandage (at least 4x4)
1 PC Soaking solution (instrument disinfectant, 500 ml)
1 PC Rinsing solution (Plain NSS, 1000 ml)
1 REAM Bond Paper
per color)
Module of Instruction: Respond to emergency for grade
1 COPY
schooler
UC 5: Foster Physical Growth and Development of Adolescent

EQUIPMENT
1 UNIT Printer
TOOLS
1 PC Whiteboard
Nurses)
MATERIALS
1 REAM Bond Paper
per color)

Module of Instruction: Fostering physical growth and
1 COPY
development of adolescence
UC 6: Promote Developmental Task for Adolescent

EQUIPMENT
1 UNIT Printer
TOOLS
1 PC Whiteboard
Nurses)
MATERIALS
1 REAM Bond Paper
per color)
Module of Instruction: Promoting developmental task for
1 COPY
adolescence
UC 7: Respond to Emergency for Adolescent

EQUIPMENT
1 UNIT Dummy for adult (with light detector and clicker)
1 UNIT AED for grade schooler (prototype)
1 UNIT Dressing Trolley
1 UNIT Printer

TOOLS
1 PC Surgical scissors
1 PC Bandage scissors
1 PC Pick up forceps
2 PCS Tissue forceps
2 PCS Surgical forceps
3 SETS Hard Split (Different sizes: Arm, forearm, thigh, leg)
3 SETS Soft Split
2 SETS First aid kit
3 PCS Medical tray (stainless steel)
3 PCS Kidney basin (plastic/stainless steel)
2 PCS Instrument tray with cover (stainless steel)
1 PC Cervical collar for grade schooler
1 PC Cardiac board for grade schooler
1 PC Whiteboard
Nurses)
MATERIALS
1 BOX Clean gloves (50 pairs)
5 SEXTS Surgical gloves (different sizes: 5.5, 6,6.5, 7, 7.5, 8)
1 BOX Surgical mask (50 pieces)
6 BOTTLES 70% alcohol (at least 250ml capacity)
25 PCS Hospital hair net
2 PACKS Cotton Balls (at least 100 balls)
15 PCS Triangle bandage
3 SETS Elastic Bandage (different size: 2’’, 3’’, 4”)
10 PCS Surgical wound bandage (at least 4x4)
1 PC Soaking solution (instrument disinfectant, 500 ml)
1 PC Rinsing solution (Plain NSS, 1000 ml)
1 REAM Bond Paper
per color)
Module of Instruction: Respond to emergency for
1 COPY
adolescence

3.5 TRAINING FACILITIES
Based on a class intake of 25 learners/trainees.
Size in Area in Sq. Total Area in

Space Requirement
Meters Meters Sq. Meters
Administrative/ Office Area 15 15
Training Resource Area 10 10
Practical Work Area- Grade schooler 20 20
Practical Work Area- Adolescent 20 20
Contextual Learning Area 30 30
Learning Resource Area 15 15
Computer Laboratory 10 10
Circulation Area 30 30
Career Counseling Area 5 5
Clinic/Lactating Room 5 5
Separate restrooms for female and
10 10
male
Total Workshop Area: 170 sq. m.
3.6 TRAINER’S QUALIFICATIONS FOR CAREGIVING (GRADE SCHOOLER TO

ADOLESCENT) NC II
 Must be a holder of National TVET Trainer Certificate (NTTC) Level I in
Caregiving (Grade schooler to Adolescent) NC II
 Must be a graduate of any allied health courses or Bachelor’s Degree
 Must possess good communication skills
 Must have at least two (2) years industry experience within the last five (5)
years
3.7 INSTITUTIONAL ASSESSMENT
Institutional Assessment is gathering of evidences to determine the

achievements of the requirements of the qualification to enable the trainer make
judgement whether the trainee is competent or not competent.

SECTION 4 ASSESSSMENT AND CERTIFICATION ARRANGEMENTS
Competency Assessment is the process of collecting evidence and making

judgments whether competency has been achieved. The purpose of assessment is to
confirm that an individual can perform to the standards expected at the workplace as
expressed in relevant competency standards.
The assessment process is based on evidence or information gathered to prove

achievement of competencies. The process may be applied to an employable unit(s) of
competency in partial fulfillment of the requirements of the national qualification.
4.1 NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS
4.1.1 To attain the national qualification of CAREGIVING (GRADE SCHOOLER

TO ADOLESCENT) NC II, the candidate must demonstrate competence in
all units listed in Section 1. Successful candidates shall be awarded a
National Certificate signed by the TESDA Director General.
4.1.2 A Certificate of Competency (COC) is issued by the Authority to individuals

who were assessed as competent in cluster of related units of competency,
namely:
COC1 Provide care and support to grade schooler (6 to 12 years old)

 Provide assistance and care to personal needs of grade schooler
 Foster physiological needs and cognitive development of grade
schooler
 Foster physical growth and development of grade schooler
 Respond to emergency for grade schooler
COC 2 Provide care and support to adolescent (13 to 19 years old)

 Foster physical growth and development of adolescent
 Provide development tasks for adolescent
 Respond to emergency for adolescent
Upon accumulation and submission of all the COCs acquired, an individual

shall be issued the corresponding National Certificate for the Qualification.
4.1.3 Assessment shall cover all competencies with basic and common integrated
or assessed concurrently with the core units of competency.
4.1.4 Any of the following are qualified to undergo assessment and certification:
4.1.4.1 Graduates of WTR-registered program, NTR-registered programs

or formal/non-formal/informal including enterprise-based trainings
related to Caregiving (Grade schooler to Adolescent) NC II.
4.1.4.2 Experienced workers (wage employed or self-employed) who

gained competencies in providing caregiving services for at least
two (2) years within the last five (5) years.
4.1.5 Recognition of Prior Learning (RPL). Candidates who have gained

competencies through education, informal training, previous work or life

experiences with at least two (2) years of caregiving experience within the
last five (5) years may apply for recognition in this Qualification through
Portfolio Assessment.
Requirements and implementation procedure of Portfolio Assessment must

be consistent with TESDA Circular No. 47, series of 2018 on “Implementing
Guidelines on the Implementation of Portfolio Assessment Leading to
Recognition of Prior Learning (RPL) within the TESDA Assessment and
Certification System”.
4.1.6 Holders of National Certificate (NC) or Certificates of Competency (COC) in

Caregiving Services NC II are required to undergo re-assessment under the
amended Training Regulations (TRs), upon expiration of their Certificates.
4.1.7 The guidelines on assessment and certification are discussed in detail in the
“Procedures Manual on Assessment and Certification” and “Guidelines on
the Implementation of the “Philippine TVET Competency Assessment and
Certification System (PTCACS)”.
4.2 COMPETENCY ASSESSMENT REQUISITE
4.2.1 Self-Assessment Guide. The self-assessment guide (SAG) is

accomplished by the candidate prior to actual competency assessment.
SAG is a pre-assessment tool to help the candidate and the assessor
determine what evidence is available, where gaps exist, including readiness
for assessment.
This document can:

a) Identify the candidate’s skills and knowledge
b) Highlight gaps in candidate’s skills and knowledge
c) Provide critical guidance to the assessor and candidate on the
evidence that need to be presented
d) Assist the candidate to identify key areas in which practice is needed or
additional information or skills that should be gained prior to
assessment
4.2.2 Accredited Assessment Center. Only Assessment Center accredited by

TESDA is authorized to conduct competency assessment. Assessment
centers undergo a quality assured procedure for accreditation before they
are authorized by TESDA to manage the assessment for National
Certification.
4.2.3 Accredited Competency Assessor. Only accredited competency

assessor is authorized to conduct assessment of competence. Competency
assessors undergo a quality assured system of accreditation procedure
before they are authorized by TESDA to assess the competencies of
candidates for National Certification.

COMPETENCY MAP – HUMAN HEALTH/HEALTH CARE SECTOR
Receive and Follow occupational Adopt

Enhance self- Access and Apply
respond to Work with Solve/address Support safety and health entrepreneurial
management maintain environmental
workplace others routine problems Innovation policies and mindset in the
skills information work standards
communication procedures workplace
Exercise efficient
Solve/address Practice occupational Practice
Participate in Work in Develop career Contribute to and effective
general Present relevant safety and health entrepreneurial
workplace team and life workplace sustainable
workplace information policies and skills in the
communication environment decisions innovation practices in the
problems procedures workplace
COMPETENCIES
workplace
Facilitate
Apply critical Propose
entrepreneurial
BASIC
thinking and Work in a methods of Evaluate occupational Evaluate

Lead workplace Lead small Use information skills for micro-
problem-solving diverse applying learning safety and health environmental
communication teams systematically small-medium
techniques in environment and innovation in work practices work practices
enterprises
the workplace the organization
(MSMEs)
Perform higher Lead towards
Lead in improvement
Utilize order thinking Contribute to improvement of
Manage Manage and of Occupational Sustain
specialized Develop and processes and the practice of environmental
innovative work evaluate usage Safety and Health entrepreneurial
communication lead teams apply social justice in work programs,
instructions of information Program, Policies and skills
skill techniques in the workplace policies and
Procedures
the workplace procedures
Manage and Evaluate higher Advocate Develop Manage Manage
Manage and Develop and
sustain order thinking strategic Incorporate systems in implementation of implementation of
sustain high sustain a high-
effective skills and adjust thinking for innovation into managing and occupational safety environmental
performing performing
communication problem solving global work procedures maintaining and health programs programs in the
teams enterprise
strategies techniques citizenship information in the workplace workplace
Maintain an
Assist with Respond
Maintain Implement and Maintain high Maintain a effective
Assist in dental administration effectively to
COMPETENCIES
instruments and monitor infection Apply basic standard of Apply quality safe, clean relationship
laboratory in dental difficult/
equipment in control policies first aid patient / client standards and efficient with clients/
procedures laboratory challenging
COMMON
work area and procedures services environment customers

practice behavior
(marketing)
Follow
Update industry Use Maintain an Maintain Perform
occupational
knowledge and pharmaceutical effective infection Operate a workplace Perform
Manage own health and
practice through calculation relationship control in personal security and computer
performance safety policies in
continuing techniques and with customers dental computer safety operations
dental laboratory
education terminologies and clients practice practices
facilities
Collect and Assist in bio- Plan the hilot Apply hilot Provide post
Assist in Handle waste Provide pre-
Prepare and maintain linen Assist in psychosocial wellness wellness advice and
transporting in a health care service to hilot
maintain beds stocks at end- patient mobility support care of program of massage post-services
patients environment client/s
users location patients client/s techniques to hilot clients
Perform
Monitor supply/ Handle and Arrange and Demonstrate
Perform good Adhere to good Dispense health Install
Practice good inventory of control display product
laboratory manufacturing pharmaceutical promotion biomedical
housekeeping pharmaceutical pharmaceutical pharmaceutical knowledge on
practices practices products education, equipment
products products products medicines
vigilance
Perform Perform
Assess and Maintain and Maintain life
corrective preventive Repair Develop Perform body
refer Perform client organize tools, Perform basic support
maintenance maintenance biomedical massage massage and
COMPETENCIES
biomedical consultation equipment, life support equipment and

on biomedical on biomedical equipment practice work area
equipment supplies resources
equipment equipment
CORE
Implement
Manage Allocate Deliver basic
safe access Coordinate Manage the Manage the Deliver pre-
request for ambulance ambulance Supervise on- Manage
and extrication emergency scene of an scene of a hospital patient
ambulance service communication road operations routine scene
procedures in resources emergency special event care
service resources skills
an emergency
Share knowledge Ensure the
and skills among proper
Monitor
members to provide maintenance
Assist the health status
information, of health Maintain
Deliver Drive vehicles household to of household
Manage Transport Transport non- education and station and updated
intensive pre- under identify health members
ambulance emergency emergency communication safe custody of list/records of
hospital patient operational problems to under his/her
operations patients patients (IEC) and/or its equipment, health
care conditions promote health area of
household teaching medical activities
and well-being service
in disease supplies,
coverage
prevention and materials, and
control health records

Analyze and
Edge and Apply UV coat/ Fabricate Fabricate
interpret Fabricate Articulate Fabricate
mount tint to Fabricate custom Fabricate metal crown
ophthalmic registration bite models and ceramic
ophthalmic ophthalmic models impression mouthguard and bridge
lens rims transfer records restorations
appliances lenses trays structures
prescription
Fabricate Wax, process Fabricate cast
Arrange Set-up and Fabricate
indirect and finish Repair and Fabricate metal
Join alloy artificial teeth wax removable thermo formed Fabricate oral
composite/ acrylic modify dentures orthodontic removable
structures for complete partial bases and splints
polymer fixed dentures and and appliances appliances partial denture
dentures dentures appliances
restorations appliances framework
Apply the
Operate a principle of Provide Manage dental Continue
Promote oral Perform Maintain dental Perform
Perform oral dental radiology effective laboratory professional
health and scaling and records and administrative
examination radiographic biology and patient/client production and growth and
hygiene polishing resources functions
equipment protection in service operation development
dental practice
Participate in
Participate in Develop the Participate in Participate in Develop the
Provide Foster social, the
the ability to the the ability to
Perform caring physical intellectual and Perform implementation
implementation recognize implementation implementation recognize
skills for needs, care emotional caring skills and monitoring
and monitoring newborn’s and monitoring and monitoring toddler’s
newborn and support to development of for toddler of pre-
of newborn’s growth and of infant’s care of toddler’s care growth and
infant infant schooler’s care
care plan development plan plan development
plan
Foster
Develop the Provide
physiological Foster physical
ability to assistance and Foster physical Promote Respond to Develop the
Perform caring needs and growth and Respond to
recognize pre- care to growth and developmental emergency ability to
skills for pre- cognitive development emergency for
schooler’s personal development of tasks for for recognize
schooler development of grade grade schooler
growth and needs of grade adolescent adolescent adolescent aging process
of grade schooler
development schooler
schooler
Provide Develop the
Participate in Participate in Provide care Provide
assistance and ability to
the Assist client in the and support to assistance in Provide care
Perform support on recognize
implementation Perform caring administering implementation activities of administering and support to
specialty care environment healthy body
and monitoring skills prescribed and monitoring daily living prescribed clients with
procedures and systems and
of client’s care medication of client’s care (ADL) of medications special needs
biopsychosocial apply medical
plan plan clients to clients
needs of clients terminologies
Provide
Provide
immediate
immediate
Respond to care and
care and
emergency support to
support to
situations adults and
children with
elderly with
special needs
special needs

GLOSSARY OF TERMS
1. ADOLESCENT - a young person who is developing into an adult : one who is in the
state of adolescence. (13 yrs.- 19yrs. old)
2. CAREGIVER – a lay individual who assumes responsibility for the physical and
emotional needs of another who is incapable of self-care. A person who provides
direct care (as for children, elderly people, or the chronically ill).
3. CARE PLAN - A care plan is a written statement of your individual assessed needs
identified during a Community Care Assessment. It sets out what support you should
get, why, when, and details of who is meant to provide it. You are entitled to be given
a copy of your care plan and should not sign the care plan until you are happy with it.
4. CARING SKILLS - feeling or showing concern for or kindness to others. All

individuals in society have “needs” to grow, develop and maintain a healthy lifestyle.
A “need” is what is required to achieve, maintain or regain the life quality factors.
Caring helps individuals meet these needs to be healthy, active and independent.
Caring helps individuals with everyday living and supports an individual’s life quality
factors. Carers have an enormous influence over the outcome of the care that they
give. Their actions can have positive or negative effects.
5. CLIENT - a person who engages the professional advice or services of another.
6. CLINICAL WASTE - Clinical waste is the term used to describe waste produced from
healthcare and similar activities that may pose a risk of infection, for example, swabs,
bandages, dressings etc. or may prove hazardous, for example medicines.
7. COGNITIVE DEVELOPMENT - is a field of study in neuroscience and

psychology focusing on a child's development in terms of information processing,
conceptual resources, perceptual skill, language learning, and other aspects of the
developed adult brain and cognitive psychology.
8. COLD THERAPY - As a general rule, cold therapy is used for sudden, acute injuries
such as ankle sprains, muscle years, bruising and inflammation.
9. DISPENSING - is the provision of drugs or medicines as set out properly on

a lawful prescription.
10. EMERGENCY - is a situation that poses an immediate risk to health, life, property,
or environment.[1] Most emergencies require urgent intervention to prevent a
worsening of the situation, although in some situations, mitigation may not be
possible and agencies may only be able to offer palliative care for the aftermath.
11. FIRST AID - emergency care or treatment given to an ill or injured person before
regular medical aid can be obtained
12. GRADE SCHOOLER - a child in elementary school. (6yrs-12 yrs. old)

13. GROWTH AND DEVELOPMENT – growth as the physical change that a certain
individual undergoes. While development is more on the psychological change that
occurs in an individual throughout their lifespan.
14. HOT THERAPY - heat therapy is primarily used for taking the edge off of several
different kinds of body pain. Those dull, persistent pains that you get with stiffness
and cramping, for example.
15. INFECTION CONTROL - is the discipline concerned with preventing healthcare-

associated infections; a practical rather than academic sub-discipline
of epidemiology. Infection control addresses factors related to the spread
of infections within the healthcare setting, whether among patients, from patients to
staff, from staff to patients, or among staff. This includes preventive measures such
as hand washing, cleaning, disinfecting, sterilizing, and vaccinating. Other aspects
include surveillance, monitoring, and investigating any suspected outbreak of
infection, and its management.
16. MEDICATION - a substance used for medical treatment, especially a medicine or

drug.
17. MENU - a list of the dishes that may be ordered (as in a restaurant) or that are to
be served (as at a banquet)
18. MOBILITY - the ability to move or be moved freely and easily.
19. NUTRITIONAL REQUIREMENTS – a set of requirements for the dietary nutrient

intakes of healthy people, used for planning and assessing diets. It includes the
Recommended Dietary Allowance (RDA), the Adequate Intake (AI), the Tolerable
Upper Limit (TUL), and the Estimated Average Intake (EAI)
20. ORAL CARE – is the practice of keeping the mouth clean and healthy by brushing
and flossing to prevent tooth decay and gum disease.
21. PERSONAL HYGIENE - refers to maintaining cleanliness of one's body and clothing
to preserve overall health and well-being. It includes a number of different activities
related to the following general areas of self-care: washing or bathing, including
cleansing oneself after using the toilet; taking proper care of the mouth; grooming
and dressing; and keeping clothing clean. Bathing, dressing and undressing, and
using the toilet are considered activities of daily living (ADLs), while doing one's
laundry is considered an instrumental activity of daily living or IADL
22. PERSONAL PROTECTIVE EQUIPMENT (PPE) - is protective clothing, helmets,

goggles, or other garments or equipment designed to protect the wearer's body
from injury or infection.
23. PHYSICAL GROWTH - refers to changes in size or mass; so it is correct to say that
a child grows in stature (height) or body weight. Even though most people usually
think of growth at the level of the whole child, the cells and internal structures that
make up the child also grow, primarily by increasing in number or size.
Consequently, auxologists (those who study child growth) may be interested in the
growth of bones to help understand fractures and osteoporosis; the growth of the

heart walls to help understand hypertension (high blood pressure) and heart
disease; or the growth of adipose tissue (body fat) to help understand obesity.
24. PHYSIOLOGICAL NEEDS - is a concept that was derived to explain and cultivate
the foundation for motivation. This concept is the main physical requirement for
human survival. This means that Physiological needs are universal human needs.
Physiological needs are considered in internal motivation according to Maslow's
hierarchy of needs. This theory states that humans are compelled to fulfill these
physiological needs first in order to pursue intrinsic satisfaction on a higher level. [3] If
these needs are not achieved, it leads to an increase in displeasure within an
individual. In return, when individuals feel this increase in displeasure, the motivation
to decrease these discrepancies increases.[3] Physiological needs can be defined as
both traits and a state.[3] Physiological needs as traits allude to long-term,
unchanging demands that are required of basic human life. Physiological needs as
a state allude to the unpleasant decrease in pleasure and the increase for an
incentive to fulfill a necessity.[3] In order to pursue intrinsic motivation higher up
Maslow's hierarchy, Physiological needs must be met first. This means that if a
human is struggling to meet their physiological needs, then they are unlikely to
intrinsically pursue safety, belongingness, esteem, and self-actualization.
25. PRESCRIPTION - an instruction written by a medical practitioner that authorizes a

patient to be provided a medicine or treatment.
26. SENSUAL BEHAVIOR – a behavior relating to or consisting in the gratification of

the senses or the indulgence of appetite
27. SKIN CARE - maintaining clean, comfortable and healthy skin through thorough
cleansing with soap and water, and moisturizing with emollients. Basic skin care also
includes treating skin conditions appropriately with medicines and lotions, and
avoiding sun exposure. Age is a factor in skin care. Special consideration should be
given to infants, senior adults and the infirm.
28. SOCIAL PEERS - are interactions with a peer-to-peer dynamic. These peers can be
humans or computers. Peer-to-peer (P2P) is a term that originated from the popular
concept of the P2P distributed computer application architecture which partitions
tasks or workloads between peers.[1][better source needed] This application structure was
popularized by file sharing systems like Napster, the first of its kind in the late 1990s.
The concept has inspired new structures and philosophies in many areas of human
interaction. P2P human dynamic affords a critical look at
current authoritarian and centralized social structures. Peer-to-peer is also a
political and social program for those who believe that in many cases, peer-to-peer
modes are a preferable option.
29. THERAPEUTIC COMMUNICATION – an interaction between a health care

professional and a patient that aims to enhance the patient’s comfort, safety, trust,
or health and well-being.
30. THERAPEUTIC DIET - a therapeutic diet is a meal plan that controls the intake of
certain foods or nutrients. It is part of the treatment of a medical condition and are
normally prescribed by a physician and planned by a dietician.

31. TOILETING - is the act of assisting a dependent patient with his/her elimination
needs.
32. VITAL SIGNS – determination of temperature, pulse rate, rate of breathing and level
of blood pressure.
33. WOUND CARE - refers to specific types of treatment for pressure sores, skin ulcers
and other wounds that break the skin.

ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) would like to
extend sincerest thank you and appreciation to the representatives of business, industry,
academe and government agencies who provided their time and expertise in the
development and validation of this Training Regulations.
THE TECHNICAL AND INDUSTRY EXPERT AND REVIEW PANEL
MS. BERNADETTE DC. ILAGAN, PhD, RN, LPT

Member
Philippine Association of Service Exporters, Inc. (PASEI)
MR. JOEL JOHN A. DELA MERCED, PhD, RN, LPT

Member
MS. MARIETTA M. SERNA, MAN, RN

Member
MR. JOEY M. CADANO, PhD, RN, LPT

Member
MS. MILAFLOR L. VALDEZ

Founder
Caregivers of the Philippines Association, Inc. (CPAI)
MR. ANTONIO ALVIN M. COBANGBANG

Chairman, External Affairs and Rules
MS. MYRA SOLEDAD E. COBANGBANG

President
MS. MA. CHRISTINA BERMUDEZ, RN

Member
MS. SHARON DIMATULAC, MAN, RN

Dean, College of Nursing
St. Francis of Assissi College, Las Piñas City
MR. LAMBERTO P. DONILA

Trainer/Assessor
IISSMI

The PARTICIPANTS in the National Validation of this Training Regulation
Name Organization Designation

Jocelyn L. Aquino Overseas Academy, Makati Trainer/Assessor
Josephine C. Maico Capt. WPA Foundation Inc., Trainer
Pasay City
Catherine B. Quibinit TW CHI Foundation Trainer
Philippines, Sta. Mesa
Manila
Merry Kris F. Tiangco PASEI/MMS Development Caregiver
Training Center
Arnedo E. Domingo Right Focus Training Center, Trainer
Sta. Cruz Manila
Carolyn C. Calupitan Saint Francis of Assisi Faculty, College of
College, Las Piñas City Nursing
Maria Cecilia P. Reyes UPHSD, Las Piñas City Faculty, College of
Nursing
Famela J. Udtuhan CAP Training & Assessment Caregiver
Center Inc., Parañaque
Annabelle E. Parañal Ryden International Tech Trainer
Institute, Camarines Sur
Rona B. Dela Cruz CAP Training & Assessment Trainer
Center Inc., Parañaque
Mirasol A. Salili PASEI/MMS Caregiver
The Members of the TESDA Board and Secretariat
The MANAGEMENT and STAFF of the TESDA Secretariat
Qualifications and Standards Office (QSO)

- MS. IMELDA B. TAGANAS, Executive Director
 Competency Standards Development Division

- MS. MA. ISABEL G. GAMUROT, Division Chief
- MR. EDWIN G. MAGLALANG
- MS. BARBARA JANE B. REYES
 Competency Programs and Standards Development Division

- MS. MERCEDES E. JAVIER, Division Chief
- MS. FORTUNATA L. BACO

TRAINING REGULATIONS (TR)
DOCUMENT REVISION HISTORY
Qualification Title: Caregiving (Grade schooler to Adolescent) NC II

Qualification Code: HHCCGG220
Revision Document Qualification Title TESDA Board Deployment Circular

No. Types* Resolution No./ (TESDA Circular/
Date Implementing
Guidelines)
00 Document Caregiving NC II TBR No. 2007-01 N/A
Created 01/16/2007
Document Caregiving NC II TBR No. 2007-01 N/A
Superseded 01/16/2007
00 Document Caregiving (Newborn to Pre- TBR No. 2020-19 TESDA Circular
Created Schooler) NC II 06/09/2020 No. 104 series of 2020
00 Document Caregiving (Grade Schooler TBR No.2020-20 TESDA Circular
Created to Adolescent) NC II 06/09/2020 No. 102 series of 2020
00 Document Caregiving (Elderly) NC II TBR No.2020-21 TESDA Circular
Created 06/09/2020 No. 109 series of 2020
00 Document Caregiving (Clients with TBR No.2020-22 TESDA Circular
Created Special Needs) NC II 06/09/2020 No. 099 series of 2020
Legend: *Description Types
- Document Created
- Document Amended
- Document Superseded

Training Regulation are available in both printed and electronic copies
for more information, please contact:
Technical Education and Skills Development Authority (TESDA)
Tele Fax No.: 818-7728
or visit our website: www.tesda.gov.ph

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TRAINING REGULATIONS

CAREGIVING (GRADE SCHOOLER

HUMAN HEALTH/HEALTH CARE SECTOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Section 22, “Establishment and Administration of the National

1. Registration and delivery of training programs;

Each TR has four sections:

Section 1 Definition of Qualification refers to the group of competencies that

Section 2 Competency Standards gives the specifications of competencies

Section 3 Training Arrangements contains information and requirements in

Section 4 Assessment and Certification Arrangements describes the policies

SECTION 1 DEFINITION OF QUALIFICATION …………..…………….... 1

SECTION 2 COMPETENCY STANDARDS ……………………..……...…. 2 – 94

SECTION 3 TRAINING ARRANGEMENTS ……….……..………..…….... 95 – 149

SECTION 4 ASSESSMENT AND CERTIFICATION ……..…………...….. 150 – 151

COMPETENCY MAP ……………………………………………………...…….. 152 – 154

GLOSSARY OF TERMS …...……………...………………….………………… 155 – 158

ACKNOWLEDGEMENTS ………………………….…………….…..….……… 159 – 160

TRAINING REGULATIONS DOCUMENT REVISION HISTORY …………... 161

SECTION 1 DEFINITION OF QUALIFICATION

The Units of Competency comprising this Qualification include the following:

Unit Code BASIC COMPETENCIES

Unit Code COMMON COMPETENCIES

Unit Code CORE COMPETENCIES

A person who has achieved this Qualification is competent to be:

 Caregiver for Grade schooler (6-12 years old)

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 1

UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION

UNIT CODE : 400311210

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 2

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 3

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 4

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 5

1. Critical Aspects of Assessment requires evidence that the candidate:

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 6

UNIT CODE : 400311211

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 7

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 8

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 9

1. Critical Aspects of Assessment requires evidence that the candidate:

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 10

UNIT CODE : 400311212

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 11

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 12

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 13

1. Critical Aspects of Assessment requires evidence that the candidate:

2. Resource 2.1. Assessment will require access to a workplace over an

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 14

UNIT CODE : 400311213

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 15

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 16

1. Critical Aspects of Assessment requires evidence that the candidate:

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 17

UNIT CODE : 400311214

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 18

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 19

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 20

1. Critical Aspects of Assessment requires evidence that the candidate:

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 21

UNIT CODE : 400311215

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 22

TR - Caregiving (Grade schooler to Adolescent) NC II Revision 00 Promulgated (06/09/2020) 23

1. Critical Aspects of Assessment requires evidence that the candidate: