Walkthrough of the K to 12 Transition

Curriculum for Learners with

Disabilities
LIVELIHOOD SKILLS PACKAGE
Learning Objectives

After the 2-hour session, participants will be able

to:
1. Provide an overview of the livelihood package
2. Show understanding of the
implications/benefits of the livelihood package
3. Describe the components, points of entry and
exit of the Transition Curriculum for LWDs

DEPARTMENT OF EDUCATION 2
Components of each Transition Package

DEPARTMENT OF EDUCATION 3
Description

The Livelihood Skills are fundamental concepts

for Learners with Disabilities (LWD) who are
deemed capable of pursuing technical vocational
career and entrepreneurship. The competencies
are carefully chosen and are considered important
for our learners to develop their knowledge, skills,
and attitude.

DEPARTMENT OF EDUCATION 4
Target Learning Outcomes

Learners will have an opportunity to

determine their interests in the
Technical, Vocational and Livelihood
(TVL) track as they will be exposed to
different areas. Hence, this curriculum
aims to equip LWDs in coping daily life
sustainability.

DEPARTMENT OF EDUCATION 5
 Content Areas
Content Areas Description
Offers an array of competencies that would equip the learners
Home Economics
basic skills that they can use in life and at home
Offers basic agricultural skills that would develop the learners
Agrifishery to be knowledgeable of raising animals and caring of plants
around him for self-sufficiency
Offers exploratory and introductory skills and competencies
Industrial Arts
which leads to industrial arts skills.
Offers basic computer skills and competencies that would aid
ICT the learners in coping with the information and technology
world
Offers competencies that would guide and encourage the
Entrepreneurship
learners to start simple business for sustainability.
Offers hands-on experiences for learners with potential skills
Cottage Industry
to engage in cottage industry

DEPARTMENT OF EDUCATION 6
 Livelihood Package
Home Economics
Beauty Care Dressmaking Food trades Hairdressing
• Basic Concept in • Basic Sewing Tools • Knowledge on the Basic • Basic Concepts in
Beauty Care • Carry out Concepts in Cookery and Hairdressing
Bread and Pastry
• Proper Hygiene and Measurements and • Practical Health
• Names and classifications
Good Grooming Calculations of tools, equipment, and
and Safety
• Correct Visual Poise • Create Design for a paraphernalia; Measures and
• Pleasing Personality Simple project • Knowledge of the use of Procedures
• Practice Professional • Perform Basic tools, equipment, and • Hair Shampooing
Ethics Maintenance paraphernalia and Conditioning
• Practice Maintenance of tools,
Occupational Safety equipment, and
paraphernalia
and Health • Storing / Stacking of Tools,
Equipment, and
Paraphernalia
Performance of
mensuration and
calculation
• Practice of Working
Healthy and Safety
Procedures

DEPARTMENT OF EDUCATION 7
 Dress Making
CONTENT PERFORMANC LEARNING
CONTENT CODE
STANDARD E STANDARD COMPETENCY
BASIC SEWING TOOLS (bst)
 Basic sewing tools and Demonstrates Identifies basic sewing 1. Identify basic sewing tools TP_LPHE-D-bst-
equipment understanding of the tools and types of sewing and equipment NG-1
 Uses of basic sewing tools basic concept of machines use in
 Types of sewing machines sewing tools and dressmaking 2. Identify the use of different TP_LPHE-D-bst-
equipment sewing tools and equipment NG-2

3. Identify basic sewing TP_LPHE-D-bst-

machines NG-3

CARRY OUT MEASUREMENTS AND CALCULATIONS (cmc)

 Measurements tools for Demonstrates Perform body 1. Identify tools used in taking TP_LPHE-D-cmc-
body measurements understanding of measurements and body measurements NG-1
 Taking body measurement taking or carrying out calculation based on job
 Reading and recording body measurements requirements
body measurement 2. Identify procedures in TP_LPHE-D-cmc-
taking body measurements NG-2

3. Select appropriate TP_LPHE-D-cmc-

measuring tools NG-3

4. Take accurate body TP_LPHE-D-cmc-

measurements NG-4

DEPARTMENT OF EDUCATION 8
 Livelihood Package
Household Services
• Knowledge on the Basic
Concepts in Household
Services
• Names, uses and
classifications of tools,
equipment, and paraphernalia
• Maintenance of tools,
equipment, and paraphernalia
• Storing / Stacking of Tools,
Equipment, and Paraphernalia
• Mensuration and calculation
• Practice Work Healthy and
Safety Procedures.
Home Economics
Laundry Services Wellness Massage
• Knowledge on the Basic • Basic Concepts in Wellness
Concepts in Laundry Services Massage
• Names and classifications of • Workplace Standard
tools, equipment, and Operating Procedure
paraphernalia • Wellness Massage Technique
• Knowledge of the use of tools,
equipment, and paraphernalia
• Maintenance of tools,
equipment, and paraphernalia
• Storing / Stacking of Tools,
Equipment, and Paraphernalia
• Mensuration and calculation
• Practice Work Healthy and
Safety Procedures.
DEPARTMENT OF EDUCATION 9
 Wellness Massage
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARDS STANDARDS COMPETENCY
Basic concepts in Wellness Massage (bwm)
 Basic concepts in Demonstrate understanding Demonstrate interest in 1. Identify concepts in TC_LPHE-WM_cwm-
Wellness Massage of the concepts in Wellness wellness massage wellness massage NG-1
 Importance of Wellness Massage
2. Identify the importance TC_LPHE-WM_cwm-
Massage NG-2
wellness massage as a
career

Workplace Standard Operating Procedure (wso)

 Workplace Standard Demonstrate understanding Exhibit proper 1. Identify standard TC_LPHE-WM_wso-
Operating Procedure of observing standard operating operating procedures in NG-1
operating procedure in procedure in the workplace
workplace workplace
2. Follow workplace TC_LPHE-WM_wso-
procedures and work NG-2
instructions for controlling
risks

DEPARTMENT OF EDUCATION 10
 Livelihood Package
Agrifishery
Animal Aquarium Fishery Food Processing Gardening
Production
• Basic Concept in • Basic Concept in • Food Processing • Basic Concept in
Animal Production Aquarium Fishing Basic Concept Gardening
• Basic Tools Its (Pet Fish) • Use and Maintain • Basic Tools, Uses
Uses and Safety • Basic Tools Its Food Processing and Safety
• Domesticating Uses and Safety Tools, equipment • Preparing Land/
Animals • Changing water of and Utensils Pots for Planting
tank • Estimation and • Growing
• Cleaning fish tank Basic Calculation seeds/cuttings
• Feeds and • Food Safety and • Transplanting
Feeding of fishes sanitation Seedling
• Fish tank • Maintaining
designing/ Growth of
landscaping Vegetables and
flower plants
• Harvesting and
Packaging

DEPARTMENT OF EDUCATION 11
 Food Processing
CONTENT CONTENT PERFORMANCE LEARNING CODE
STANDARD STANDARD COMPETENCIES

Basic Concept in Food Processing (cbc)

 Basic concepts in food Demonstrate Exhibit basic 1. Identify basic concepts TP_LPAF-FP_cbc-NG
processing understanding concept and in Food Processing (Fish, -1
- Fish of concepts in skills in Food Meat, Fruits and vegetable)
- Meat Food Processing (Fish, Meat,
- Fruits and vegetable (Fish, Meat, Fruits and
 Importance of food Fruits and vegetable)
processing vegetable). Processing 2. Determine the TP_LPAF-FP_cbc-NG
importance of food -2
 Career opportunities
processing
for food processing
3. Identify career
opportunities in food TP_LPAF-FP_cbc-NG
processing -3

DEPARTMENT OF EDUCATION 12
 Livelihood Package
Industrial Arts

Content
• Perform Mensuration and Calculations
• Interpret Basic Drawing Plans
• Apply Occupational Health and Safety procedures
• Use and Maintain Hand tools
• Perform Basic Bench work Operations

DEPARTMENT OF EDUCATION 13
 Industrial Arts
PERFORMANCE LEARNING
CONTENT CONTENT STANDARD CODE
STANDARD COMPETENCIES
PERFORM MENSURATION AND CALCULATIONS (pmc)
 Types of measurements The learner… The learner… The learner…
and dimensions
Demonstrate Perform accurate 1. Identify the component to
 Fundamental formulas
understanding of measurements and be measured/ dimensions TP_LP-IA-pmc-NG-1
for measurement
measurements and calculation based on a
calculation/ fundamental - Length
calculations given task.
mathematical operations - width
 Systems of - height/depth
measurements/ - thickness
measuring units
 Types of measuring
instruments
 Types of measurement
scales 2. Determine the TP_LP-IA-pmc-NG-2
 Proper handling / using appropriate measuring
of measuring instrument according
instruments to the job
requirements
- Linear measurements
- Weight
- Thickness

DEPARTMENT OF EDUCATION 14
 Livelihood Package
ICT/Computer Operations

Content
• Practice Occupational Health And Safety Procedures
• Operate a Personal Computer
• Operate a Word Processing Software
• Operate a Spreadsheet Software
• Operate a Presentation Program
• Use E-Mail And Search The Web Using Browser
• Use Of Hand Tools And Equipment
• Maintain Hand Tools, Equipment, And Paraphernalia
• Perform Mensuration And Calculation
• Practice Occupational Health And Safety Procedures

DEPARTMENT OF EDUCATION 15
 ICT/Computer Operations
CONTENT CONTENT PERFORMANC LEARNING COMPETENCY CODE
STANDARDS E STANDARDS
Occupational Health and Safety Procedures (ohs)
 Hazards and Risks Demonstrate Observes and practices 1. Identify the types of workplace TP_LPICT-CO_ohs-NG-1
- Types of workplace hazards and understanding of the occupational health and hazards and risks
risks concepts and underlying safety procedures in the
- Hazards and risks indicators principles of workplace. 2. Recognize hazards and risks TP_LPICT-CO_ohs-NG-2
- Workplace procedures Occupational Health and indicators in the workplace
- Contingency measures Safety (OHS) procedures
- Effects of hazards and risks in relation to hazards 3. Determine the effects of hazards and TP_LPICT-CO_ohs-NG-3
and risks in the risks in the workplace
 Occupational Health and workplace.
4. Recognize contingency measures in TP_LPICT-CO_ohs-NG-4
Safety
the workplace
- Health and safety procedures
5. Recognize health and safety TP_LPICT-CO_ohs-NG-5
- Personal protective equipment
procedures in the workplace
- Organizational protocol
- Occupational health and safety 6. Identify the different personal TP_LPICT-CO_ohs-NG-6
regulations protective equipment to be used in the
workplace

7. Identify organizational protocol in the TP_LPICT-CO_ohs-NG-7

workplace
8. Identify the different personal TP_LPICT-CO_ohs-NG-8
protective equipment to be used in the
workplace

9. Identify the importance of TP_LPICT-CO_ohs-NG-9

understanding
- hazards and risks
- contingency measures
- health and safety procedures
- personal protective equipment

DEPARTMENT OF EDUCATION 16
 Livelihood Package
Entrepreneurship

Content
• Personal Entrepreneurial Competencies
• Environment and Market
• Product Development

DEPARTMENT OF EDUCATION 17
 Entrepreneurship
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
1. PERSONAL ENTREPRENEURIAL COMPETENCIES (pecs)
The learner... The learner... 1. Explains the meaning and TP_LPEN_pecs-NG-1
 Entrepreneurship importance of
 Characteristics of Demonstrates Practices the “entrepreneurship”
Entrepreneurship understanding of foundational concepts
underlying concept and of an entrepreneurial 2. Discusses the TP_LPEN_pecs-NG-2
 Successful Entrepreneurs
principle of an endeavor. characteristics of an
and their business entrepreneur
entrepreneurship.

3. Identifies successful TP_LPEN_pecs-NG-3

entrepreneurs in the
community, the country, and
in other countries

2. ENVIRONMENT AND MARKET (emt)

The learner... The learner... 1. Identifies business to TP_LPEN_emt-NG-1
 Types of business for be generated
goods and services Demonstrates Practices the (goods and/or services)
 Business Opportunities understanding of foundational concepts at home and in the
underlying concept and of a business enterprise
 Classification of different community
principle of a business
kinds of business enterprise
 Different goods and
services

DEPARTMENT OF EDUCATION 18
 Livelihood Package
Cottage Industry

Content
• Introduction to Cottage Industry
• Produce Cottage Industry Products

DEPARTMENT OF EDUCATION 19
 Cottage Industry
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY SPED CODE
STANDARDS STANDARDS
1. INTRODUCTION TO COTTAGE INDUSTRY (ici)
1. Recognize the principles TP_LPCI_ici-
 Principles of Cottage Demonstrate Perform the of cottage industry NG-1
Industry understanding of the developmental 2. Identify the different TP_LPCI_ ici-
 Different Cottage underlying principles process of handicraft cottage industry NG-2
Industry and concept of based on the 3. Differentiate the TP_LPCI_ ici-
cottage industry standard different craft and produce NG-3
requirement of the under the cottage industry
cottage industry
4. Recognize the nature of TP_LPCI_ ici-
work of the different NG-4
cottage industry
5. Recognize the TP_LPCI_ ici-
developmental concepts of NG-5
each craft and produce

DEPARTMENT OF EDUCATION 20
Code Legend

TP_LP-st-NG-1
Learning Competency

Grade Level
Content

Livelihood Package
Transition Program

DEPARTMENT OF EDUCATION
• The Transition Program in the Philippines could be expanded to
many different possible points of entry that would extend the
scope of transition program from young children to adults.

Point of Entries for the Transition from home to school

Transition Program
Transition from school to functional life

Transition from SPED Center/ SPED Classes to

Inclusion Classes

Transition from one grade level to the next grade

level

Transition from school to employment or

entrepreneurship

Transition from one class to another in the same

grade level

DEPARTMENT OF EDUCATION
 COMBINATION OF SKILLS UNDER THE TRANSITION
CURRICULUM
Type of Leaner based on Function-al Pre-
Life Enrichment Livelihood Care Career
Entry/Exit Point in the Academics Vocational
Skills Skills Skills Skills Skills
Transition Program Skills Skills
Transition from school to
√ √
functional life
Transition from home to school √ √ √ √ √ √ √

Transition from one class to

another in the same grade level

(This will not (This will not

to be taken to be taken
Transition from SPED center to as it is as it is
√ √ √ √ √
inclusion classes already in already in
the K to 12 the K to 12
BEC.) BEC.)
Transition from one grade level
√
to the next grade level
Transition from school to
employment and √ √ √ √ √ √ √
entrepreneurship

• The table above shows options for provision of specific transition program to targeted
levels of entry / exit points.