TM I Ruben

BOGO LIVELIHOOD AND TECHNICAL SKILLS TRAINING CENTER
(Bogo LiTeS Center)

(DRIVING NC II)
Sector : AUTOMOTIVE AND LAND TRANSPORTATION SECTOR
Qualification Title: DRIVING NC II
Technical Education & Skills Development Authority

Date Developed: Document No. BogoLiTeSCenter
November 7, 2015 DRNCII-15
Date Revised: Issued by:
December , 2015
DRIVING NC II Page ii of vii
Developed by: Bogo LiTeS
URSAL, RUBEN P. Center
Revision # 01
Plan
Training
Session

December , 2015
DRIVING NC II Page i of vii
URSAL, RUBEN P. Center
Revision # 01
Sample Data Gathering Instrument for Trainee’s
Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Name: JOSEPH Y. URSAL
Characteristics of learners
Language, Average grade in: Average grade in:

literacy and English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Cebuano
background
b. Ifugao
c. Igorot
d. Ibanag
e. Gaddang
f. Muslim
g. Ibaloy
h. Tagalog
i. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
Sex a. Male
Document No. .
Date Developed: BogoLiTeSCenter
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
DRIVING NC II December , 2015
Page 2 of 250
URSAL, RUBEN Center
P. Revision # 01
b. Female
Age Your age: _25 years old____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous Certificates
experience with a. Driving NC II certified
the topic b. Driving NC II graduate
c. Driving NC II trainer
d. Driving NC II lead trainer
Number of years as a Driver N/A ______
Previous List down trainings related to Driving NC II

learning Personal Driver for the family
experience
National Certificates acquired and NC level

Training Level
completed ____NC II - Plumbing
Special courses Other courses related to Driving NC II

a. Electro-Mechanics Technology
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order
for this kind of learner to retain
information, oral or written, presentations
of new information must contain diagrams
and drawings, preferably in color. The
visual learner can't concentrate with a lot
of activity around him and will focus better
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 3 of 250
URSAL, RUBEN Center
P. Revision # 01
and learn faster in a quiet study

environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students
with concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text.
Having to read long texts is pointless and
will not be retained by the auditory learner
unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
where they can watch, listen and then
review what has happened.
f. Theorist - Learns most when ideas are
linked to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
.Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 4 of 250
URSAL, RUBEN Center
P. Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YE NO
S
1. Participate in Workplace Communication
1.1 Obtain and convey workplace information √
1.2 Complete relevant work related documents √
1.2 Participate in workplace meeting and discussion. √
2. Work in Team Environment
2.1 Describe and identify team role and responsibility in a team. √
2.2 Describe work as a team. √
3. PRACTICE CAREER PROFESSIONALISM
3.1 Integrate personal objectives with organizational goals √
3.2. Set and meet work priorities √
3.3. Maintain professional growth and development √
4.PRACTICE OCCUPATIONAL HEALTH AND SAFETY
PROCEDURES
4.1. Identity hazards and risks √
4.2. Evaluate hazards and risks √
4.3. Control hazards and risk
4.4. Maintain occupational health and safety awareness √
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 5 of 250
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COMMON COMPETENCIES
CAN I…? YE NO
S
1. APPLY APPROPRIATE SEALANT/ADHESIVE
1.1 Identify appropriate sealant/adhesive √
2.2 Prepare surface for sealant/adhesive √
1.3 Apply sealant/adhesive evenly………… √
1.4 Store/dispose-of sealant/adhesive. √
2. MOVE AND POSITION VEHICLE 2
2.1 Prepare vehicle for driving. √
2.2 Move and position vehicle √
2.3 Check the vehicle √
3. PERFORM MENSURATION AND CALCULATION
3.1 Select measuring instrument. √
3.2 Carry out measurement and calculation. √
3.3 Maintain measuring instruments √
CORE COMPETENCIES
CAN I…? YE NO
S
1. CARRY OUT MINOR VEHICLE MAINTENANCE AND SERVICING
1.1 Clean vehicle unit √
1.2 Maintain and service the vehicle system √
2. DRIVE LIGHT VEHICLE
2.1 Perform light vehicle pre starting and warm up. √
2.2 Drive light vehicle √
2.3 Monitor and maintain vehicle performance √
3.OBEY AND OBSERVE TRAFFIC RULES AND REGULATION
3.1 Observe traffic signs and road markers √
3.2 Obey traffic rules and regulations √
3.3 Practice road courtesy √
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 6 of 250
URSAL, RUBEN Center
P. Revision # 01
CORE COMPETENCIES
CAN I…? YE NO
S
3.4 Respect traffic enforcers and other traffic management unit √
4.IMPLEMENT AND COORDINATE ACCIDENT-EMERGENCY
PROCEDURES
4.1 Respond to emergencies √
4.2 Arrange follow-up support and assistance √
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current Proof/Evidence Means of validating

competencies
1.CARRY OUT MINOR Able to carry out minor *Written
VEHICLE vehicle maintenance and Examination
MAINTENANCE AND servicing.
*Demonstration
SERVICING
2.DRIVE LIGHT *Able to drive light vehicle *Demonstration
VEHICLE *Drivers License *Observation
3.OBEY AND Knows traffic rules and *Written Examination
OBSERVE TRAFFIC regulation *Demonstration
RULES AND
REGULATION
4.IMPLEMENT AND *Can identify emergency *Written Test
COORDINATE procedures *Oral questioning
ACCIDENT-
*Can prepare
EMERGENCY
documentation on
PROCEDURES
incedent report.
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 7 of 250
URSAL, RUBEN Center
P. Revision # 01
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the
evidences of current competences (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 4.3 Summaries of Current Competencies Versus Required

Competencies
Required Units of Current Competencies Training

Competency/Learning Gaps/Requirements
Outcomes based on
CBC
CORE COMPETENCY
1.Carry out minor vehicle maintenance and servicing

1.1 Clean vehicle unit 1.1 Clean vehicle unit
1.1 Maintain and service 1.2 Maintain and service
the vehicle system the vehicle system
2.Drive light vehicle
2.1 Perform light vehicle 2.1 Perform light vehicle
pre starting and warm up. pre starting and warm up.
2.2 Drive light vehicle 2.2 Drive light vehicle
2.3 Monitor and maintain 2.3 Monitor and maintain
vehicle performance vehicle performance
3.Obey and observe traffic rules and regulation
3.1 Observe traffic signs 3.1 Observe traffic signs
and road markers and road markers
3.2 Obey traffic rules and 3.2 Obey traffic rules and
regulations regulations
3.3 Practice road courtesy 3.3 Practice road courtesy
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 8 of 250
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3.4 Respect traffic 3.4 Respect traffic
enforcers and other traffic enforcers and other traffic
management unit management unit
4.Implement and Coordinate accident-emergency procedure
4.1 Respond to 4.1 Respond to
emergencies emergencies
4.2 Arrange follow-up 4.2 Arrange follow-up
support and assistance support and assistance
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
2.1 Perform light vehicle pre starting and
warm up.
2. Driving light vehicle
2.2 Drive light vehicle
2.3 Monitor and maintain vehicle
performance
Document No. .
November 7, 2015
DRNCII-15
Date Revised:
Issued by:
Page 9 of 250
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SESSION PLAN
Sector :
Qualification Title : Driving NCII
Unit of Competency : Drive Light Vehicle
Module Title : Driving Light Vehicle
Learning Outcomes:
1. PERFORM LIGHT VEHICLE PRE STARTING AND WARM UP
2. DRIVE LIGHT VEHICLE
3. MONITOR AND MAINTAIN VEHICLE PERFORMANCE
A. INTRODUCTION
This module covers the knowledge skills and attitudes required to drive a light vehicle including handling
of passengers, systematic and efficient control of all vehicle functions, monitoring of traffic and road conditions
and management of vehicle condition.
B. LEARNING ACTIVITIES
LO 1: PERFORM LIGHT VEHICLE PRE STATING AND WARM UP

Date Developed: Document No. . BogoLiTeSCenter
DRIVING NC II December , 2015 Page 10 of 250
Developed by: Bogo LiTeS Center
URSAL, RUBEN P.
Revision # 01
Learning Content Methods Presentation Practice Feedback Resources Time
1. Pre starting warm Oral Read Information Answer Self Check Compare Hand Book 1 hour
up procedures Questioning/ Sheet No. 2.1.1 No. 2.1.1 answer with of Driving
Discussion answer key Procedures
2.1.1
2. Inspection of
vehicle safety Individual Read Information Answer Self-check Compare
devices and tools Practice/Self Sheet No. 2.1.2 No. 2.1.2 answer with Driving
paced answer key Method 1.5 hours
Learning 2.1.2
3. LTO/LTFRB safety Lecture/ Read Information Answer Self Check Refer Drive 2.5 hours
Compare
requirements Discussion Sheet No. 2.1.3 Light
No. 2.1.3 Answer with
Vehicle
answer key
CBLM
2.1.3

URSAL, RUBEN P.
Revision # 01
LO2. DRIVE LIGHT VEHICLE
Oral Compare
1. Traffic rules Recitation/ Read Answer with Refer
Answer Self Check 2.5 hours
and Written Information Answer Key LTFRB
No. 2.2.1
regulations Examination Sheet No. 2.2.1 2.2.1 Hand book
2. Use of Self paced Compare

steering learning/ Read Answer with Refer
Answer Self Check 3 hours
wheel, clutch, Oral Information Answer Key Automotive
No. 2.2.2
gas and brake Examination Sheet No. 2.2.2 Handbook
2.2.2
pedal. and CBLM
Hands-on Compare
Demonstratio Read Answer Self Check Answer with
3. Use of Refer 2.5 hours
handbrake, n/Written Information Answer Key Automotive
No. 2.2.3
front and rear Examination Sheet No. 2.2.3 Handbook
2.2.3
mirror
Compare Refer
Written Read Answer Self Check Answer with
4. Motoring Tips Automotive 2 hours
Examination Information Answer Key Handbook
No. 2.2.4
Sheet No. 2.2.4 and CBLM
2.2.4

URSAL, RUBEN P.
Revision # 01
Compare Refer
Written Read Answer Self Check Answer with
5. Driving Driving NC 2 hours
hazards Examination Information Answer Key II CBLM
No. 2.2.5
Sheet No. 2.2.5 2.2.5
Compare Refer
Hands-on Read Answer Self Check Answer with
6. Right parking www.drivin 2.5 hours
and shutting Demonstratio Information Answer Key g.com
No. 2.2.6
down light n Sheet No. 2.2.6 2.2.6
vehicle
LO3. MONITOR AND MAINTAIN VEHICLE MAINTENANCE
Oral Compare Refer

1. Minor vehicle Questioning/ Read Information Answer Self Check Answer with Driving NC
URSAL, RUBEN P.
Revision # 01
maintenance Written Sheet No. 2.3.1 No. 2.3.1 Answer Key II CBLM 2 hours
Examination 2.3.1
2. Diagnosis of Actual Compare Refer
vehicle Demonstration Read Information Answer Self Check Answer with Automotive 3.5
malfunctions /Written Sheet No. 2.3.2 Answer Key Handbook
No. 2.3.2
Examination 2.3.2
Compare Refer
3. Maintenance and Oral and Read Information Answer Self Check Answer with Automotive 2.5 hours
updating of vehicle Written Sheet No. 2.3.3 Answer Key Handbook
No. 2.3.3
record Examination
2.3.3

URSAL, RUBEN P.
Revision # 01
C. ASSESSMENT PLAN
 Hands-on Demonstration
 Oral/Written Examination
 Self-pace Learning
 Individual Questioning

URSAL, RUBEN P.
Revision # 01
D. TEACHER’S SELF-REFLECTION OF THE SESSION
The learners were able to demonstrate the procedures in pre starting warm up of vehicle
They can perform the minor repair and maintenance thru self pace.
Learners were able to demonstrate the specific task thru different assessment method. Trainors strategies and methodologies are
effective in conducting the session.
Prepared by:
RUBEN P. URSAL
Trainer

URSAL, RUBEN P.
Revision # 01
(DRIVING NC II)
Sector AUTOMOTIVE AND LAND TRANSPORTATION
Qualification Title: DRIVING NCII
Unit of Competency: DRIVE LIGHT VEHICLE
Module Title: DRIVING LIGHT VEHICLE

November 7, 2015 DRNCII
Developed by: BogoLiTeS
URSAL, RUBEN Center
P. Revision # 01
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
References/Further Reading
Performance Criteria Checklist

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Experiences
Learning Outcome Summary
Module
Module Content
Content
Module
List of Competencies
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM,
the above parts are recommended for
use in Competency Based Training
(CBT) in Technical Education and
Skills Development Authority (TESDA)
Technology Institutions. The next
sections will show you the
components and features of each part.

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P. Revision # 01
DRIVING NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
BASIC COMPETENCIES
Participate in workplace Participating in workplace

500311105
1.
communication communication
Working in team
Work in team environment 500311106
2.
environment
Practicing career
Practice career professionalism 500311107
3.
professionalism
Practice occupational Practicing occupational

4. health and safety health and safety 50031110
procedures procedures
COMMON COMPETENCIES
Apply appropriate Applying appropriateALT723201

1.
sealant/ adhesive sealant/ adhesive
Move and position Moving and Positioning
2. ALT723202
vehicle Vehicle
Perform mensuration and Performing mensuration

ALT311202
3.
calculation and calculation
Read, interpret and apply Reading, Interpreting and
4. specifications and Applying Specifications ALT723203
manuals and Manual
Use and apply lubricant/ Using and applying ALT723204

5.
coolant lubricant/ coolant
CORE COMPETENCIES
Carry out minor Carrying out minor

ALT723348
1. vehicle maintenance vehicle maintenance
and servicing and servicing

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2. Drive light vehicle ALT832302
Driving light vehicle
Obey and observe Obeying and observing

3. traffic rules and traffic rules and ALT832303
regulations regulations
Implement and Implementing and

4. coordinate accident- ALT832304
coordinating accident-
emergency procedures emergency procedures

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MODULE CONTENT
UNIT OF COMPETENCY
DRIVE LIGHT VEHICE
MODULE TITLE
DRIVING LIGHT VEHICLE
MODULE DESCRIPTOR
This module involves the skills and knowledge and attitudes
required to drive a light vehicle safety including handling of passengers,
systematic and efficient control of all vehicle functions, monitoring of traffic
and road conditions, management of vehicle condition, and performance and
effective management of hazardous situations.
NOMINAL DURATION: 30 hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Perform light vehicle pre starting and warm up.
2. Drive light vehicle
3. Monitor and maintain vehicle performance
ASSESSMENT CRITERIA:
1. Driving is performed in accordance with the traffic rules and regulations
2. Driving hazard are identified and controlled through defensive driving
3. Passengers, loads are transported, clearance permit done as per
LTFRB / LTO regulation
4. Light vehicle is parked, shut down in accordance with traffic regulations
and manufacturer's specification.

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P. Revision # 01
LEARNING OUTCOME NO. 2_____
Drive light vehicle
Contents:
 Traffic rules and regulations
 Use of steering wheel, clutch, gas and brake pedal.
 Use of handbrake, front and rear mirror
 Motoring Tips
 Driving hazards
 Right parking and shutting down light vehicle
Assessment Criteria
 Driving is performed in accordance with the traffic rules and regulations

 Driving hazard are identified and controlled through defensive driving
 Passengers, loads are transported, clearance permit done as per LTFRB /
LTO regulation
 Light vehicle is parked, shut down in accordance with traffic regulations and
manufacturer's specification.
Conditions
The participants will have access to:
 Light vehicle unit

 Traffic rules and regulations manual
 Manufacturer’s Manual
 Motor vehicle operating manual
 Prescribed outfit
 Drivers license
 Certificate and Official receipt of vehicle registration
 Learning module
Assessment Method:
1. Observation/Interview
2. Demonstration

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P. Revision # 01
Learning Experiences
Learning Outcome No. 2
DRIVE LIGHT VEHICLE

Learning Activities Special Instructions
Read information sheet No. 2.2.1 Summary :
This Learning Outcome
Answer Self-check 2.2.1 deals with the information
Compare your Answer with the Answer and standard in driving
Key 2.2.1 light vehicle. This LO
includes traffic rules and
Read Information Sheet No. 2.2.2 regulations, use of steering
wheel, clutch, gas and
Answer Self-check 2.2.2
brake pedal, use of
Compare Your Answer with Answer Key handbrake, front and rear
2.2.2 mirrors, motoring tips,
driving hazards and the
Read Information Sheet No. 2.2.3 procedure in right parking
Answer Self-check 2.2.3 and shutting down light
vehicle as these are needed
Compare Your Answer with in acquiring the skill in
Answer Key 2.2.3 driving light vehicle. Read
and understand the
Read Information Sheet 2.2.4 information sheet and check
yourself by answering the
Answer Self-check 2.2.4 self-check. Read the
Compare Answer with Answer Training Regulation and the
Competency Based
Key 2.2.4 Curriculum in driving.
Read Information Sheet 2.2.5 Important reference
materials such as textbooks
Answer Self-check 2.2.5 are also recommended.
Compare Answer with Answer Key 2.2.5 Research works are also
advised via internet. In
Perform Task Sheet 2.2.5 comparing your answers
from the model answers, be
Collect data by Answering Performance sure that all answers are
Criteria Checklist 2.2.5 correct before proceeding to
the next activity.
Read Information Sheet 2.2.6
Follow the steps in
Answer Self-check 2.2.6 performing Task Sheets and
Compare Answer with Answer Key 2.2.6 Job Sheets. Collect
evidence and compare
Perform Job Sheet 2.2.6 against the Performance
Criteria Checklist. Go over
Collect data by Answering Performance and repeat the procedure
Criteria Checklist 2.2.6 until the Task/Job is

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mastered.

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Information Sheet 2.2.1
Following the Rules of the Road
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Identify the importance of Traffic Rules.
2. Enumerate the rules of road.
Follow the road rules! Take note of the signs and be constantly aware of any
danger around you. Do not speed, do not be distracted and do not panic!
1. Observe the speed limit. It may seem obvious, but observing the
speed limit is a vital part of safe driving. According to the National
Highway Traffic Safety Administration "speeding was a contributing
factor in 30 percent of all fatal crashes" in the year 2011. [4]
 Remember that the higher the speed, the less time you have to react
to the traffic around you, and collisions are far more likely to be serious if
they occur at speed.
 For shorter trips, speeding is only going to save you a couple of
minutes of time, but it greatly increases the risk of a serious accident. If you
need to be someone on time, just leave earlier.

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P. Revision # 01
2. Follow the three second rule. It's very important to avoid following
another car too closely, as this gives you less time to react if the driver
in front of you decides to break or turn suddenly. For safety, drivers
are advised to maintain a distance of three seconds between their car
and the car in front of them.
 The distance is measured in time rather than feet (or other units of
measurement) as it can be difficult to judge distances while driving, and
what counts as a safe distance varies depending on speed.
 To judge the minimum safe distance according to the three second
rule, pick a stationary object on the side of the road like a lamppost or
mailbox. When the car in front of you passes this object, begin to count the
seconds -- at least three seconds should pass before you pass the same
object.
3. Be extra careful in poor driving conditions. Being a good driver

involves tailoring your driving to the surrounding conditions --
whether you're faced with bad weather, poor visibility, or simply
driving at night.
 Driving in poor conditions requires you to be even more cautious than
you normally would -- you should drive slower than the speed limit,
maintain additional space between your car and the car in front of you and
be very careful around twists and bends.
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P. Revision # 01
 If it's dark, foggy or raining, you should also remember to turn on
your lights -- you need to be seen if you want to avoid getting hit!
 Remember to stop and clean off fogged or iced windows to improve
visibility. A surface treatment (such as "Rain-X") can help to improve
visibility through rained-on glass.
 Of course, the safest thing to do is to avoid driving in poor weather
conditions altogether. If there's very bad rain, snow or ice on the road, you
should consider staying at home if possible.
4. Be wary of other drivers. When driving, you should never assume

that everyone else on the road will act in a safe, responsible manner,
or that they will react to a situation in the same way as you.
 As a result, you need to be alert and aware of your surroundings at all
times, and be ready to react instantly to what's going on around you. This is
known as driving defensively.
 Some specific bad driving practices to watch out for include: failing to
use the turn signal, changing lanes unexpectedly, stopping suddenly, and
speeding, swerving and tail-gating.

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P. Revision # 01
5. Use your mirrors and check your blind spots. Don't just pay
attention to the cars and road in front of you -- you should be
scanning more-or-less constantly, using your mirrors to watch the
cars on either side and behind you.
 However, every vehicle has blind spots -- so know where yours are,
and make allowances for those of other vehicles. Always check your blind
spot by looking over your shoulder before turning or changing lanes.
 You could also consider getting a blind-spot mirror, but be aware that
anything in it is much smaller than it appears.
 Don't block your vision -- avoid putting decals on your windows or
hanging dangling objects (like furry dice) from your rear-view mirror.

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P. Revision # 01
Self- Check 2.2.1
(Type of Test) : (Instruction)

1.multiple choice
2.enumeration
3.essay
4.
5.
6.
7.
8.
9.
10.

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ANSWER KEY 2.2.1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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TASK SHEET _____
Title:
Performance Objective: Given (condition), ,you should be able to

(performance) following (standard).
Supplies/Materials :
Equipment :
Steps/Procedure:
1.
2.
3.
4.
Assessment Method:

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Performance Criteria Checklist ______
CRITERIA
YES NO
Did you….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
5.
6.
7.
8.
Assessment Method:

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CRITERIA
YES NO
Did you….
1. Depends on you learning content
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

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P. Revision # 01
Use of steering wheel, clutch, gas and brake pedal

1. Identify the steering wheel, clutch, gas and brake pedal in a
light vehicle
2. State the use of steering wheel and the clutch
3. Differentiate the use of gas pedal from the brake pedal
Driving is a skill that involves operating motor vehicles. The degree of the
skills in driving depends upon the classification of motor vehicles. Motor
vehicles are classified as light vehicles and heavy equipment vehicles. Light
vehicles include private cars, owner type jeepneys, taxicabs, and public
utility jeepneys.
The manipulation of the steering wheel, clutch, gas and brake pedals are
the most important skills in driving. They need precautionary control for
safe driving. The steering wheel is important to safely maneuver the wheel
to prevent making sharp turns and avoid collisions. Proper steering
techniques will make your driving experience smoother. Steering the vehicle
the right way can help the driver turn and position in the vehicle the most
convenient way. The following are some tips for good steering:
a. Make sure to have both hands on the wheel
b. Place your hands at either 8 or 4o’clock or slightly higher
at 9 or 3 o’clock, depending on the convenience of the
person
c. Safely maneuver the wheel

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Most people will agree that the manual operated vehicle is trickier to
drive than the automatic because of the extra steps that need to be
taken to drive successfully. However, many people also say that driving
a manual vehicle can be more fun and rewarding, because one is more
involved in the driving process. If one has a manual vehicle, he should
recognize and use two extra controls. They are:
 The clutch: The clutch controls the connection between the
engine and transmission. Pushing on the clutch pedal disengages the
clutch and disconnects the engine from the transmission. Releasing
will engage the clutch and connect them. When disengaging the clutch
you effectively place the car in neutral regardless of whether it is in
gear or not. Engaging the clutch will place the car into whichever gear
is currently selected.
 The shifter: Shifting gears is done by moving a stick called either
the gear stick, shift stick, gearshift, gear lever, gear selector, or shifter.
Gear numbers and shift patterns will vary by model but the “default”
position is “N” neutral, followed by gears that range from 1 to 5 or 1 to
6, and then “R” reverse.

The gas pedal controls the acceleration of the vehicle driven. If in the
highway, one should be aware of the speed limit but go with the flow of
the traffic. If all the vehicles around are driving much slower than the
speed limit due to traffic, drive accordingly to avoid crashing unto
them. If all of the vehicles around are driving much faster than the
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speed limit, one doesn't have to break the law, but he can accelerate a
bit so he doesn't slow the flow down too much. Remember that driving
too slow can be just as dangerous as driving too fast. Accelerate the
vehicle calmly. Don't push the foot too hard on the gas or the vehicle
may go much faster than intended. Know that each vehicle has its own
acceleration rate.
The brake pedal brings the vehicle to a halt. One should know how long
it takes for the vehicle driven to reach a full and complete stop when
traveling at various speeds. Always drive at least a car length behind
the car in front of you. If one has to make a fast stop, he does not want
to crash into the front vehicle. When traveling at a faster speed, one
should need even more than one car length in order to come safely to a
stop, so understand and observe the two-second rule, which states that
one should be at least two seconds behind any car directly in front of
him to keep a safe following distance. Take weather and road
conditions into account. Try not to stop suddenly unless it’s an
emergency. Sudden stops can lead to vehicles behind plowing into the
rear.

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Self- Check 2.2.2
Answer the following as directed:

I. MULTIPLE CHOICE: Write only the letter as your answer.
1.Identify which of the following is a steering wheel.
2.Which of the following best describes the function of

the clutch.
A. Controls the acceleration of the vehicle
B. Controls the connection between the engine
and transmission
C. Maneuvers the wheel safely to prevent
vehicle from making sharp turns
D. Brings the vehicle to a halt
3.Which of the following best describes the function of

the gas pedal.
A. Maneuvers the wheel safely to prevent
vehicle from making sharp turns
B. Controls the acceleration of the vehicle
C. Controls the connection between the engine
and transmission
D. Brings the vehicle to a halt
II. ENUMERATION
4.Enumerate four examples of light vehicles

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5.Enumerate the important parts of a vehicle that are to be
controlled when driving.
III. TRUE OR FALSE

6.In manipulating the steering wheel, one has to make sure that
both of his hands are on the wheel.
7.When travelling at a faster speed, one should need less than
one car length in order to come safely to a stop.
ANSWER KEY 2.2.2

I. MULTIPLE CHOICE
1. C
2. B
3. B
4. taxicab, private cars, jeepneys, public utility jeepneys
5. clutch, steering wheel, brake pedal, gas pedal
6. TRUE
7. FALSE

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TASK SHEET _____
Title:

Equipment :
Steps/Procedure:
9.
10.
11.
12.
Assessment Method:

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CRITERIA
YES NO
Did you….

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JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
13.
14.
15.
16.
Assessment Method:

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CRITERIA
YES NO
Did you….
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

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Use of handbrake, front and rear mirror

1. Identify the handbrake, front and rear mirror in any light
vehicles
2. State the use of a handbrake
3. Differentiate the use of front mirror from the rear mirror

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Self- Check 2.2.3

1.multiple choice
2.enumeration
3.essay
4.
5.
6.
7.
8.
9.
10.

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ANSWER KEY 2.2.3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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TASK SHEET _____
Title:

Equipment :
Steps/Procedure:
17.
18.
19.
20.
Assessment Method:

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CRITERIA
YES NO
Did you….
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

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JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
21.
22.
23.
24.
Assessment Method:

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CRITERIA
YES NO
Did you….
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.

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MOTORING TIPS
2. Enumerate some motoring tips
3. Give the importance in applying motoring tips when driving

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Self- Check 2.2.4

1.multiple choice
2.enumeration
3.essay
4.
5.
6.
7.
8.
9.
10.

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ANSWER KEY 2.2.4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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TASK SHEET _____
Title:

Equipment :
Steps/Procedure:
25.
26.
27.
28.
Assessment Method:

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CRITERIA
YES NO
Did you….
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.

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JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
29.
30.
31.
32.
Assessment Method:

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CRITERIA
YES NO
Did you….
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.

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Driving Hazards
1. Enumerate some driving hazards
2. State the meaning of defensive driving
3. Drive cautiously in case of approaching emergency vehicles
Reckless driving is the common cause of motor vehicle accidents.
Accidents in driving is any mishap involving a moving vehicle and resulting
in death, injury or property damage. Motor vehicle accidents often resulted
to collisions. It is a crash between vehicles or between a motor vehicle and
another object. To minimize accidents, one must be wary of common driving
hazards which are the following: stalled vehicles and other road obstruction,
excavation and other road repairs, flood, heavy traffic volume, accidents,
heavy rains and typhoons, fog/smog, uncentered force of gravity or inertia,
slippery roads, winding and zigzag roads, blind corners, humps, unattended
children along streets, stray animals, open manhole, reckless and
uncooperative drivers, loose stones, mental and physical fatigue.
When driving, one must know the skills in defensive driving. At any
time, he must be prepared to handle through any hazardous situation
caused by other users of the road, the like of emergency vehicles.
 Be mindful of approaching emergency vehicles and give them the

right-of-way if you see their emergency lights flashing and hear their siren
sounding. Remember, they may appear suddenly, may drive against normal
traffic flow, and may not fully stop at stop signs or at traffic signals. Also,
there may be a high speed vehicle in front of a police car trying to elude
them, so make lots of room for the chase to get by safely.
 To make your car economic with fuel, don't drive too fast or suddenly
speed up, plan your trips before you go anywhere at any time, and that
includes driving to work..
 "Move to the RIGHT for sirens and lights!" Be aware that emergency
vehicles may appear suddenly in your rear view mirror. Memorize and abide
by the handy rhyme and help everyone stay safe! And keep the car's radio
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down to a normal volume so you can hear the sirens before they get too
close.
 Follow the road rules! Take note of the signs and be constantly aware
of any danger around you. Do not speed, do not be distracted and do not
panic!
 Be courteous. People will not expect it, and it will help create good will
on the highway, where it is needed so much. If you're in a traffic jam, it's so
easy to let a few cars into your lane. It won't make any difference in your
time, is much safer, and makes the day so much easier for them too. They
will be encouraged to help others too. Make highway driving a pleasant
experience.
 Never drive a car that is not in good mechanical condition. If your car
has faulty mechanics of any kind, call a licensed mechanic immediately.
 And follow the traffic guidelines & sign boards
 If there's an accident on the road near you, don't stop the car to look
at it; that will create further chances for accidents. If it's a minor fender-
bender, stay to your lane and keep the traffic moving at a slow or safe pace.
Don't stop to look.
 Always yield to pedestrians.
 Signal in one way or another, be it turn signals ("blinkers") or hand

signals. Be sure to know hand signals, in case of turn signal malfunction. If
your turn signal malfunctions in the rain, use hand signals at the cost of
being wet or ruining your shirt or jacket - a wet sleeve is better than a
smashed car!

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Self- Check 2.2.5
Answer the following as instructed:

I. Multiple choice. 1. The statement: “Being prepared to
handle through any hazardous situation caused by other
users of the road” best describes the meaning of:
A. defensive mechanism
B. defensive driving
C. defensive parking
II. Enumeration. 2-8. Enumerate at least 7 driving hazards
III. Essay. (2 pts.) When driving, what will you do when there is
an approaching emergency vehicle?

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ANSWER KEY 2.2.5
I. Multiple Choice
1. B
II. Enumeration.
2. Slippery roads
3. Fog/smog
4. Blind corners
5. Stray animals
6. Unattended children along streets
7. Reckless and uncooperative drivers
8. Mental and physical fatigue
III. Essay. (2 pts)
When approaching emergency vehicles are encountered as

observed by the sound of the sirens and flashing lights, give them
the right of way: “Always move to the RIGHT for sirens and
lights”.

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TASK SHEET 2.2.5
Title: Driving Hazards
Performance Objective: Given an approaching emergency

vehicle, ,you should be able to drive cautiously
by giving the emergency vehicle the right of way
by following the rhyme: “Move to the RIGHT for
the sirens and lights.”
Supplies/Materials : fuel/additive, TRB, CBLM, pen
Equipment : light vehicle, ambulance/police car patrol
Steps/Procedure:
1. Drive the light vehicle following the standard
2. Pay attention to the approaching emergency vehicle
3. Move to the right manipulating the wheel giving the right of
way to the emergency vehicle.
Assessment Method: Oral questioning

Demonstration

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CRITERIA
YES NO
Did you….
1. Drive the light vehicle using the standard? /
2. Pay attention while driving and aware of the /
approaching emergency vehicle?
3. Move to the right giving the right of way for the /
approaching emergency vehicle?

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JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
33.
34.
35.
36.
Assessment Method:

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CRITERIA
YES NO
Did you….
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.

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Right Parking and Shutting Down Light Vehicle

1. Demonstrate right parking
2. Demonstrate how to shut down light vehicle
3. Give the meaning of parking and shutting down
When one reached his destination using a vehicle driven, his next goal
is to find a place to park. But what is really the meaning of parking? It is a
process of putting a vehicle into a place and leaving it there, while the
parking space is simply a space where vehicles can be left. There are two
main operations to be done before leaving the vehicle in parking area. One is
the right parking and the other is shutting down.
Steps in right parking light vehicles:
Here are the directions, with extra "do it exactly this way"-style bolding and
prompting:
Drive around until you find a spot that looks big enough.
1. Pull up even to the front car. If your cars are different lengths, line up
the back of your car with the back of the front car as best you can.
You don't have to be exact here.
2. Stop.
3. While stopped, turn your wheel all the way to the right. ALL THE
WAY. Don't move forward or back while doing this!
4. Turn around and look out the back of your car.
5. Begin backing up. Your car should start turning into the spot. Don't
turn your wheel away from the all-the-way-right position!
6. Stop backing up when the right-front corner of the rear car is in the
exact middle of your rear windshield. If you imagine a line extending
backwards from your car along its centerline, you stop when the right-front
corner of the rear car reaches that line.
7. I said STOP.
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8. While stopped, turn your wheel back to the middle position.
9. Back up slowly until your car just barely clears the front car, then
stop again.
10. STOP.
11. Turn your wheel all the way to the left. All the way! Stay stopped while
you do this.
12. Now keep backing in. Don't turn your wheel away from the all-the-
way-left position!
13. Once your car is parallel, STOP and then turn your wheel to face
forwards again.
If you do these steps exactly, your car will magically place itself into the
correct position.
Parking Area with Parked Vehicles and Vehicles About to Park

Right Parking as Demonstrated with Pictures

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1. 1
Find a suitable space. Look for a space you can safely get your car into
without hitting another car. It's best to find a space that's a few feet (a meter
or so) longer than your car. But in a pinch, you can park in a tighter space -
or get out of one that "shrank" after you left!
2
Study the space as you drive up.
 Is it really at least a little longer than your car? If not, go find

another.
 Are there any rules about parking there? A fire hydrant or
entrance you're not allowed to block? Time limits? A parking meter to feed?
 Does either car (or yours) have an unusually high-mounted,
rough, or angular bumper? Has someone neglected to remove their
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unneeded trailer hitch draw bar? If so, take special care not to damage
someone's car with a tap from the hazard.
 Are there obstructions, including a very high curb, next to the
road? If so, straighten the rear end of the car out gradually as you back it in
so that you don't strike or scrape against them.
3
Claim the space and position yourself to back in. When you see the
space,signal toward it and slow down. Check your rear-view mirror for
someone very close behind, approaching quickly, or in a truck, in which
case you should brake gently at first so they can see the lights and slow
down safely. Pull up next to the car in front of the space (or, at the end of
the row of cars, where that car would be), close beside it and with the middle
of your car (the "B-pillar" between the doors) even with the rear of the next
car.
 If there is a car stopped there with its turn signals or reverse

lights on, the space has probably been claimed. Wait behind the space so it
can park, or proceed around if safe.

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 If another car comes behind you while you are trying to park,
stay where you are and keep signaling. You might even need to roll down
your window and hand-signal the other driver to go around you.
 The tighter the space, the closer you'll need to get to the other
car. Two feet (60 cm) is good if the space isn't very tight. Take care not to
scrape. Look at the edge of your mirror for guidance, but be aware that a car
is usually a few inches fatter at the level of the door handles or slightly
below than where the mirrors attach.
 The reason you need to back in is that almost all vehicles steer
with the front wheels only. The back mostly changes direction with a big
swing of the front and changes position with a shift of the front. (The rear
wheels aren't locked together, so they can turn by different amounts or even
in different directions to let this happen.) So you must first direct the back
end into the spot and straighten it out with the front end free, then guide or
even wiggle the front in.
 Some vehicles have four wheel steering[1], but even then
the rear wheels generally do not turn as much as the front ones. And the
rear wheels are generally mounted further in to distribute more of the
relatively light rear end's weight to them, which makes them move relatively
little for moving their end of the car a lot.

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4
Get help (optional). If the space is very tight, and you have a passenger,
consider asking him to get out and help you park. Roll down a window to
hear. Or even kindly ask a stranger to help.
 Have your friend show you the distance between your car and
the one behind (or in front) with his hands. (I.e., "it's 'this much' space.")
That will make it easy to get the correct distance, provided your friend is
competent.

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6
Back most of the way in. Release the brakes and slowly begin turning
somewhat sharply and backing in to the space. While backing into the space
often check in front of and around your car. Continue until the rear wheel
facing the curb is nearly as close as the final distance desired from it (no
more than 1 foot (30 cm) ultimately being desirable) and the rear end of the
car is still a few feet (about a meter) from the car behind.
 The forces on your car will normally distribute themselves so

the front half goes a little to the left, away from the car in front, and the rear
part goes hard to the right. Check as you practice, though, so that you don't
scrape a car beside you.
 Some people like to adjust their passenger side mirror to see the
curb. Simply shift the mirror down a decent amount so you can see the
curb. A rule of thumb is that if the curb disappears in the mirror when they
are pointed down, you are probably too close to the curb.
 If your rear tire hits the curb, you've gone too far; if this
happens just simply shift the gear back into drive, pull forward a few feet,
and try again.

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7
Straighten out as you finish pulling in. Turn the steering wheel to the left once
the rear of your vehicle is mostly in the space, still going backward. (In a
loose space, a good time to make the switch is when your front bumper is
next to the rear bumper of the car in front.) You'll maneuver completely into
the space and straighten out your car at the same time.
 This moves the front end sharply to the right and back. It moves
the rear end mostly back, but a little more to the right as the front pushes
on it from its left.
 If the front of your car still has the car in front next to it, be
careful not to scrape it.

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8
Pull the front up to the curb and center the car.
 In a loose space, continue in reverse as far back as you can

without hitting the bumper of the vehicle behind you. When you're close,
shift the gear back into Drive, turn the steering wheel to the right again, and
move forward gently toward the curb while centering your vehicle in the
space.
 In a tight space, wiggle the front end in. Unless you have a
helper, an unusually good sense of distance, or a backup camera,[2] this
will very gently tap at least the car behind you. It will make getting out more
difficult for all involved (you and they may have to repeat this process). It's
more acceptable as a necessity in big, crowded cities. Don't do it if you or
another car doesn't have a smooth, unobstructed bumper of the usual
height, or you are next to a big, unwieldy vehicle: if it's hard for you to park,
it may be impossible, or nearly so, for a truck to get out without damaging
your car.
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 Turn, back into the space, and begin to straighten out as
before, but with particularly careful form. The rear wheels need to be the
right distance from the curb before wiggling the front end in, which won't do
much more than shift them forward and back.
 Very slowly back up as you approach the car behind.
You'll probably tap it very gently. If your front end hasn't been pulled all the
way in at first, then turn toward the curb and drive forward. Turn away and
drive back to pull it more toward the curb. Repeat until the car is in the
space.
 Tapping shouldn't do much to a bumper cover in good
condition, but rubbing will scuff and scrape it. Don't drag the corner of your
car against another car - pull back and forward another time to be sure to
drive past it. Stick-on rubber "bumper guards" or "protectors" are available
in various colors and can protect your bumpers' corners from scuffs as well
as others' with their slick rubber surfaces. If you don't want them anymore,
carefully remove the double-sided tape with mild heat or other gentle
techniques to reduce the risk to your paint.
 Center your car in the space. Do not leave it resting on
another.
 In a very tight space, or if you're too far from the curb at first,
wiggle the back end in too. Your car is probably rectangular and as such
bigger diagonally than front to back. If you back the rear of your car all the
way into a very tight space all at once, or try to get just the front of your car
out of a very tight spot to drive away, the driver's side rear corner and the
passenger-side front corner of your car may have little room to move forward
and back. Reverse this to escape from a too-small spot.[3]
 Back into the space putting the back end close, but not
close enough, to the curb: for instance, two feet (60 cm).
 When all the way at the back of the space, turn the front
wheels sharply toward the curb and drive forward enough that the front end
angles toward the curb. This changes the direction of the car without
moving the back wheels much.
 Straighten the front wheels and proceed forward. This
pulls the rear wheels forward and toward the curb.

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 Turn the front wheels away from the curb and drive in
reverse so that the rear of the car angles toward the curb. Again, this
changes the direction of the car without moving the back wheels much.
 Straighten the front wheels and proceed backward toward
the car in back. This moves the rear axle back and toward the curb.
 Repeat as necessary. The front end will work its way into
the space in the process and can easily be swung over by turning hard to
the curb as you pull forward.
 If you're simply too far from the curb in a normal-size
spot, pulling out and trying again may be easier.
9
At this point, if all went well, you should be tucked in nicely and parallel
parked. If you aren't, do not worry. Just signal that you're about to leave the
curb, pull out alongside the car in front of you, signal toward the curb
again, and start over.
 Open your door carefully. Glance in the side mirror and look
behind to see what's coming, particularly if there is traffic close to the
parking lane or there are bicyclists, roller bladers or other side-of-the-road
travelers in the area.

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 If the curb might be unusually high, tell your passengers to
open their doors on that side carefully. A door could hit the curb and dent,
or scrape its lower edge and become vulnerable to rust. If the door can't be
opened fully when they get out, it shouldn't be opened fully before they get
in because their weight will pull the car and door lower.

Tips
 Be careful not to cut it too soon or too quickly, as this will result in
being too far away from the curb. It is much harder to adjust your position
in a space when you are too far away from the curb as opposed to being too
close.
 If you are parking in an area with shops, take advantage of the

eventual reflection of your car in shop windows.
 When backing up and lining up the cars, look in the driver's side
mirror, and use the sides of the cars to know exactly how far your car has
gone in towards the curb. I.e. how closely you've aligned them. That view of
the sides of the cars (your car and the one behind you) offers a good easy
view and check to know that you've positioned the car correctly. In
particular, the side of your car above the rear wheels offers the best, most
accurate view of where exactly your car is.
Steps in Shutting down the engine

1. Bring the vehicle to a complete stop (clutch down-manual/s);
2. Secure the vehicle using the handbrake;
3. Select 'Neutral' (manuals) or 'Neutral/Park' (automatics);
4. Release brake pedal (to check for rolling);
5. Release clutch pedal (manuals only);
6. Switch off appropriate controls (eg. lights, air conditioner etc);
7. Check all gauges and warning lights for operation;
8. Turn ignition to 'OFF' or 'LOCK' position; and
9. Perform all steps 1 to 8 in sequence.

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Self- Check 2.2.6
Answer as directed.
1. State the meaning of right parking.
2-5 (4 pts) State the steps in shutting down a vehicle
6-10. TRUE OR FALSE. Write the word TRUE, if the statement

holds true and FALSE if it is not true.
6. In parking, ALL THE WAY to the right means one can move
forward or back.
7. In parking in an area with shops, one may take advantage

of the eventual reflection of your car in shop windows.
8. In parking, it is important to study the parking space when

one is about to park.
9. In shutting down the engine, it is the brake pedal that is

used to secure the vehicle.
10. In shutting down the engine, the last step is to turn

OFF or LOCK the ignition.

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P. Revision # 01
ANSWER KEY 2.2.6
1. Right parking is the process of putting a vehicle into a place

and leave it there.
2.5. Steps in shutting down a vehicle:
a. Bring the vehicle to a complete stop (clutch down-

manual/s);
b. Secure the vehicle using the handbrake;
c. Select 'Neutral' (manuals) or 'Neutral/Park'
(automatics);
d. Release brake pedal (to check for rolling);
e. Release clutch pedal (manuals only);
f. Switch off appropriate controls (eg. lights, air
conditioner etc);
g. Check all gauges and warning lights for operation;
h. Turn ignition to 'OFF' or 'LOCK' position
6. FALSE
7. TRUE
8. TRUE
9. FALSE
10. TRUE

URSAL, RUBEN Center
P. Revision # 01
JOB SHEET __2.2.6___
Title:
Performance Objective: Given a situation in which you are about

to park, you should be able to park and shut
down the engine properly following the standard
operating procedures.
Supplies/Materials : fuels/additives, TRB, CBLM, pen
Equipment : three (3) units light vehicles
Steps/Procedure:
A. With the provided vehicle, perform the steps in
parking using the available space in between the two
parked vehicles provided.
Drive around until you find a spot that looks big enough.
1. Pull up even to the front car. If your cars are different lengths, line
up the back of your car with the back of the front car as best you
can. You don't have to be exact here.
2. Stop.
3. While stopped, turn your wheel all the way to the right. ALL THE
WAY. Don't move forward or back while doing this!
4. Turn around and look out the back of your car.
5. Begin backing up. Your car should start turning into the spot.
Don't turn your wheel away from the all-the-way-right position!
6. Stop backing up when the right-front corner of the rear car is in

the exact middle of your rear windshield. If you imagine a line
extending backwards from your car along its centerline, you stop when
the right-front corner of the rear car reaches that line.
7. I said STOP.
8. While stopped, turn your wheel back to the middle position.

URSAL, RUBEN Center
P. Revision # 01
9. Back up slowly until your car just barely clears the front car, then
stop again.
10. STOP.
11. Turn your wheel all the way to the left. All the way! Stay stopped
while you do this.
12. Now keep backing in. Don't turn your wheel away from the all-the-
way-left position!
13. Once your car is parallel, STOP and then turn your wheel to face
forwards again.
B. Shut down the vehicle per standard operating

procedure.
1.Bring the vehicle to a complete stop (clutch down-manual/s);
2. Secure the vehicle using the handbrake;
3. Select 'Neutral' (manuals) or 'Neutral/Park' (automatics);
4. Release brake pedal (to check for rolling);
5. Release clutch pedal (manuals only);
6. Switch off appropriate controls (eg. lights, air conditioner etc);
7. Check all gauges and warning lights for operation;
8.Turn ignition to 'OFF' or 'LOCK' position.
Assessment Method: Demonstration

Oral questioning

URSAL, RUBEN Center
P. Revision # 01
Performance Criteria Checklist 2.2.6
CRITERIA
YES NO
Did you….
 Perform the right parking /
procedure of the vehicle?
 Shut down the engine after the /
vehicle is in parking position per standard?

URSAL, RUBEN Center
P. Revision # 01
URSAL, RUBEN Center
P. Revision # 01
URSAL, RUBEN Center
P. Revision # 01
URSAL, RUBEN Center
P. Revision # 01
URSAL, RUBEN Center
P. Revision # 01
TASK SHEET _____
Title:

Equipment :
Steps/Procedure:
37.
38.
39.
40.
Assessment Method:

URSAL, RUBEN Center
P. Revision # 01
CRITERIA
YES NO
Did you….
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.

URSAL, RUBEN Center
P. Revision # 01
JOB SHEET _____
Title:

Equipment :
Steps/Procedure:
41.
42.
43.
44.
Assessment Method:

URSAL, RUBEN Center
P. Revision # 01
CRITERIA
YES NO
Did you….
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

URSAL, RUBEN Center
P. Revision # 01
Evidence Plan
Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Portfolio
Written
The evidence must show that the trainee…














URSAL, RUBEN Center
P. Revision # 01
NOTE: *Critical aspects of competency
TABLE OF SPECIFICATION
TEST ITEM DISTRIBUTION

Factual Compre Applicatio Total Perce
Content / Objective Knowledge hension n No. of ntage
Items (%)
% % %
Total 100%

URSAL, RUBEN Center
P. Revision # 01
Performance Test
Specific Instruction for the Candidate
Qualification
Unit of Competency
General Instruction:
Specific Instruction:

URSAL, RUBEN Center
P. Revision # 01
QUESTIONING TOOL
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

URSAL, RUBEN Center
P. Revision # 01
QUESTIONING TOOL with Model Answer
Satisfactory
Questions to probe the candidate’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. ……………….?
Model Answer:  
2. ……………….?
3. ……………….?
4. ……………….?
Safety Questions
5. ……………….?  
Model Answer:
6. ……………….?  
Model Answer:
7. ……………….?  
Model Answer:
8. ……………….?  
Model Answer:
Contingency Questions
9. ……………….?  
Model Answer:
10. ……………….?  
Model Answer:
11. ……………….?  
Model Answer:
12. ……………….?  
Model Answer:
Job Role/Environment Questions  
13. ……………….?  
Model Answer:
14. ……………….?  
Model Answer:
URSAL, RUBEN Center
P. Revision # 01
15. ……………….?  
Model Answer:
16. ……………….?  
Model Answer:
Rules and Regulations  
17. ……………….?  
Model Answer:
18. ……………….?  
Model Answer:
19. ……………….?  
Model Answer:
20. ……………….?  
Model Answer:
The candidate’s underpinning  Satisfactory  Not
knowledge was: Satisfactory

URSAL, RUBEN Center
P. Revision # 01
Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory
 Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory
 Tools As per TR As per Remarks

Inventory
 Equipment As per TR As per Remarks

Inventory
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

URSAL, RUBEN Center
P. Revision # 01
BIBLIOGRAPHY

URSAL, RUBEN Center
P. Revision # 01
WORKSHOP LAY-OUT
(specify Learning Resource Center, Practical Work Area, Contextual Learning Laboratory, Institutional
Assessment Area, Trainers Resource Center, Quality Control Area, Distance Learning, Computer
Laboratory, Support Service Area)

URSAL, RUBEN Center
P. Revision # 01
Supervise
Work-Based
Learning

URSAL, RUBEN Center
P. Revision # 01
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YE NO
S
1.
2.
3.
4.

URSAL, RUBEN Center
P. Revision # 01
BASIC COMPETENCIES
CAN I…? YE NO
S
5.

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P. Revision # 01
COMMON COMPETENCIES
CAN I…? YE NO
S
1.
2.
3.
4.
5.
CORE COMPETENCIES
CAN I…? YE NO
S
1.
2.
URSAL, RUBEN Center
P. Revision # 01
CORE COMPETENCIES
CAN I…? YE NO
S
3.
4.
5.
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

URSAL, RUBEN Center
P. Revision # 01
Evidences/Proof of Current Competencies (Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies

URSAL, RUBEN Center
P. Revision # 01
Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summaries of Current Competencies Versus Required

Competencies (Sample)
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirement
Outcomes based on CBC s
1.
2.
3.
4.

URSAL, RUBEN Center
P. Revision # 01
Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs (Sample)
Module
Gaps Title/Module of Duration (hours)
Instruction

URSAL, RUBEN Center
P. Revision # 01
TRAINING PLAN
Qualification: ____________________________
Date
Trainees’ Training Training Mode of Facilities/Tools Assessment
Staff Venue and
Requirements Activity/Task Training and Equipment Method
Time

Developed by: BogoLiTeS Center
URSAL, RUBEN P.
Revision # 01
TRAINER : ___________________________________
Technical Education and Skills Development Authority
___(your institution)___
TRAINEE’S RECORD BOOK

Instructions:
This Trainees’ Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
I.D. training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
Trainee’s No._______________
and instructor.
The Trainees’ Record Book contains all the required
competencies in your chosen qualification. All you have to do
NAME : ___________________________________ is to fill in the column “Task Required” and “Date
Accomplished” with all the activities in accordance with the
training program and to be taken up in the school and with
QUALIFICATION : ___________________________________ the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the “Instructors Remarks”
column regarding the outcome of the task accomplished by
TRAINING DURATION :____________________________________ the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.

URSAL, RUBEN P.
Revision # 01
It is of great importance that the content should be __________________________________________________________
written legibly on ink. Avoid any corrections or erasures and __________________________________________________________
maintain the cleanliness of this record.
__________________________________________________________
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall __________________________________________________________
form part of the permanent trainee’s document on file. __________________________________________________________
THANK YOU.
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

URSAL, RUBEN P.
Revision # 01
BASIC COMPETENCIES
Unit of Competency: _______________________________________
NC Level II
Learning Task/Activity Date Instructors Unit of Competency: ________________________________
Outcome Required Accomplished Remarks
NC Level II
Learning Task/Activity Date Instructors
__________________ ___________________
Trainee’s Signature Trainer’s Signature
URSAL, RUBEN P.
Revision # 01
____________________ ______________________
Unit of Competency: ________________________________
NC Level I Unit of Competency:______________________________________

Outcome Required Accomplished Remarks NC Level I
Learning Task/Activity Date Instructor
Outcome Required Accomplishe s Remarks
d
_____________________ ______________________
URSAL, RUBEN P.
Revision # 01
_____________________ ____________________
__________________ ___________________
COMMON COMPETENCIES
Unit of Competency: _______________________________________
NC Level II Unit of Competency: ________________________________
Learning Task/Activity Date Instructors NC Level II
Outcome Required Accomplished Remarks Learning Task/Activity Date Instructors

URSAL, RUBEN P.
Revision # 01
____________________ ______________________
Trainee’s Signature Trainer’s
Signature

URSAL, RUBEN P.
Revision # 01
CORE COMPETENCIES
Unit of Competency: _______________________________________ Unit of Competency: ________________________________________
NC Level II NC Level II
Learning Task/Activity Date Instructors Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks Outcome Required Accomplished Remarks
 Lay out Perform
measurements piping lay
 Cut pipe outs
within the Cut pipes
required through
length and walls and
according to floors
job
requirements
 Thread pipes ____________________ ______________________
in accordance Trainee’s Signature Trainer’s Signature
with standard
thread
engagement
__________________ ___________________

URSAL, RUBEN P.
Revision # 01
Unit of Competency:_____________________________________
NC Level I
 Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________

URSAL, RUBEN P.
Revision # 01
TRAINEE’S PROGRESS SHEET
Name : Trainer :
Nominal
Qualification : _________________________ :
Duration
Training Training Date Date Trainee’s Supervisor’s
Units of Competency Rating
Activity Duration Started Finished Initial Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating or
simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical rating for
the performance of your trainees. Please take note however that in TESDA, we do not use numerical rating
TRAINING SESSION EVALUATION
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of
your training. Please give your honest rating by checking on the
corresponding cell of your response. Yours answers will be treated with
utmost confidentiality.
TRAINER/INTRUCTORS
1 2 3 4 5
Name of trainer: ________________________________________
1. Orient the trainees
2. Discusses clearly the unit of competencies and
outcomes to be attained at the start of every
module
3. Exhibits mastery of the subject/course he/she is
teaching
4. Motivates and elicits active participation from the
students or trainees
5. Keep records of evidence/s of competency
attainment of each student/trainees
6. Instill value of safety and orderliness in the
classrooms and workshops
7. Instills the value of teamwork and positive work
values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language / dialect used in teaching
12. Provides extra attentions to trainees and students
with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while teaching
15. Maximizes use of training supplies and materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control
This post training evaluation instrument is intended to measure how
satisfactory you trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Use the following rating scales:
5 – Outstanding
4 - Very Good/ Very Satisfactory
3 - Good/Adequate
2 - Fair/Satisfactory
1 - Poor/Unsatisfactory
PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the components of
a CBT Workshop
2. Number of CBLM is sufficient
3. Objectives of very training session is well explained
4. Expected activities/outputs are clarified
DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain objectives
2. CBLM are logically organized and presented
3. Information Sheet are comprehensive in providing the
required knowledge
4. Examples, illustrations and demonstration help you
learn
5. Practice exercises like Task/Jobs Sheets are
sufficient to learn required skills
6. Valuable knowledge are learned through the contents
of the course.
7. Training Methodologies are effective
8. Assessment Methods and evaluation system are
suitable for the trainees and the competency
9. Recording of achievements and competencies
acquired is prompt and comprehensive
10. Feedback about performance of learners are given
immediately
TRAINING FACILITIES AND RESOURCES 1 2 3 4 5

1. Training Resources are adequate
2. Training Venue is conductive and appropriate
3. Equipment, Supplies, and Materials are Sufficient
4. Equipment, Supplies , and Materials are suitable and
appropriate
5. Promptness is providing Supplies and Materials
SUPPORT STAFF 1 2 3 4 5
1. Support Staff are accommodating
Comments / Suggestions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RATER 1
1. Preparation layout conforms
with the components of a CBT
workshop
3. Objective of every training
session is well explained
4. Expected activities/outputs
are clarified
RATER 2
workshop
are clarified
RATER 3
workshop
are clarified
RATER 4
workshop
are clarified
RATER 5
workshop
are clarified
Average Ratings
PREPARATION Average
1. Workshop layout conforms

with the components of a
CBT workshop
3. Objectives of every training

are clarified
General Average
RANGE:
4.50 – 5.00 = Outstanding
3.50 - 4.49 = Very Good/Very Satisfactory
2.50 - 3.49 = Good/Satisfactory
1.50 – 2.49 = Fair/Adequate
0.00 – 1.49 = Poor/Unsatisfactory
General Interpretation:
The average rating for workshop layout and number of CBLM and also
Objectives of every training session is 3 which mean good/satisfactory, for
expected activities/outputs with an average score of 3.5 means very good/
very satisfactory. Finally, the general average is 3.75 thus the result shows it
is very good/ very satisfactory.
Recommendation:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Facilitate
Learning
Session
Training Activity Matrix
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer

Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training

Rejoinder/Motivation
observations
(List down all on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be written
activities here)
here
observations
(Specific Activities of (List down all
on the
each Trainee here) Facilities/Tools
progress of
each trainee
needed for the Workstation 2 for the day
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
needed for the Workstation 3
workstation and
will be written
activities here)
here
observations
(List down all
on the
Facilities/Tools
needed for the Workstation 4
workstation and
will be written
activities here)
here
Minutes of the Meeting Template
Focus Group Discussion

Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work
area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL
6. Teaching methods
and technique
7. Monitoring of
learning activities
a. Achievement
chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other
concerns
Training Evaluation Report
1. Title of the Report
2. Executive summary
3. Rationale
4. Objectives
5. Methodology
6. Results and discussion

This is the body of the report. It should contain the following
parts:
Data interpretation
Data analysis
Conclusion
7. Recommendation
Maintain
Training
Facilities
OPERATIONAL PROCEDURE
Audio System
Equipment Type
Equipment Code A S 2015 - 003
Location Reception Area
Operation Procedure:
1
2
3
4
5
6
7
8
9
10
1.)
WORKSHOP HOUSEKEEPING SCHEDULE

Qualification Station/Bldg
Area/Section
In-Charge
Schedule for the _____________
Monthly
Daily
Every other Day
Weekly
Every 15th Day
Remarks
Responsi
ACTIVITIES ble
Person
1. Clean and check welding Trainer
equipment/ accessories from dust Trainee


and oil; dry and properly laid-out/
secured/stable Janitor
2. Clean and free welding booths
and welding positioners from
dust/rust /gums, used Mig wire

stubs and metal scraps
3. Clean and arrange working tables
according to floor plan/lay-out;
check stability

4. Clean and check floor, walls,
windows, ceilings
• graffiti/dust/rust 
• cobwebs and
outdated/unnecessary
objects/items
• obstructions
• any used materials/scraps
(slugs, stubs) spilled liquid
• open cracks (floor)
5. Clean and check work shop
ventilation and illumination by
dusting lamps/bulbs, replacing
non-functional lamps and keeping

exhaust clean
6. Clean and check computer set
-monitor, CPU, keyboards, mouse
– free, unnecessary markings,
dust; cables and plugs are in

order; well-arranged; all items
functional
7. Clean, inspect air conditioning
equipment: 
• keep screen and filter free from
dust/rust
• Check selector knobs if in
normal positions and are
functional
• Check if drainage is OK
8. Clean, check and maintain Tool
Room
• Free of dust, not damp
• Tools in appropriate
positions/locations
• With visible labels/signage
• Logbook and forms are
complete, in order and updated
• Lights, ventilation – OK
10. Clean and check Rest Room
• Urinals, bowls, wash basins,
walls and partitions are free
from stains, dirt, oils, graffiti
and unnecessary objects;
• Ceilings free from cobwebs and
dangling items
• Floor is kept dry; no broken tiles
or protruding objects
• Equipped with dipper and pails;
properly located after use
• Water systems is functional: no
dripping/damaged faucets or
pipes
• Drainage system is working, no
water-clogged areas
• No offensive odor
• Lights /Ventilation – OK
9. Clean and check wash area:
• Walls/Floors- –free from oils,
molds, broken tiles, gums,
stains or graffiti
• Drainage system is functional
• Water system functional; no
dripping faucets or leaking pipes
• Free from unnecessary objects
(mops, rags)
10. Clean and maintain work shop
surroundings by sweeping/
removing fallen leaves, branches,
debris and other refuse,
impounded water, clearing
pathways of obstructions
11. Disposal of waste materials
(Follow waste segregation system)
WORKSHOP INSPECTION CHECKLIST
Qualification
Area/Sectio
In-Charge
n
YES NO INSPECTION ITEMS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Remarks:
Inspected by: Date:

EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE Television (Samsung curve)
EQUIPMENT CODE
LOCATION
Schedule for the Month of March
MANP Daily Every Weekly Every Monthly Remarks
ACTIVITIES OWER Other 15th
Day Day
1. Check panel board, and

circuit breakers’ electrical
connections, cables and
outlets
 Clean and kept dry
 Parts are well-
secured/attached
 Properly labeled
2. Check Mig gun (nozzle,
contact tip, diffuser) and
ground cable:
 Clean and kept dry
 Parts are well-secured/
attached
 Inspect for damages and
replace parts if
necessary
3. Check adjustment lever’s if
functional
(amperages/speed); if not,
calibrate
4. Check Gas cylinder outfit for

any abnormality
 Gate valve
 Co2 regulator
 Gas hose Fittings
 Fittings
5. Check/Clean wire feeder
(rollers, wire speed/spool
adjustment); remove used
oil, dust; keep dry.
6. Run the equipment for 5

minutes and observe for
unusual noise or abnormal
operation; if repair is
necessary, send to
technician.
EQUIPMENT MAINTENANCE INSPECTION CHECKLIST
Equipment Type :
Property Code/Number :
Location :
YES NO INSPECTION ITEMS
1
Remarks:
Inspected by: Date:

TAG OUT INDEX CARD
Type Description (System

Log Serial Date Issued components, Test
(Danger/ Caution) Reference etc)
2015-004 January 4, Torn Underneath Massage Bed

2015
2015-005 January 4,
2015
WASTE SEGREGATION LIST
Qualification
Area/Section
In-Charge
WASTE SEGREGATION METHOD

GENERAL / ACCUMULATED
WASTES Recycle Compost Dispose
Damaged Television Set (LCD)


Damaged Audio System


Empty Bottles

BREAK DOWN / REPAIR REPORT
Property ID Audio System 010

Number
Property Name Audio System

Location Reception Area
Findings: Recommendation:
Damaged Player Device Replace Player Device
Inspected by: Reported to:
Date: Date:
JUNE 5, 2015 JUNE 5, 2015
Subsequent Action Taken: Recommendation:

Inspection and testing to verify Replaced player device
of functionality of the player
device
By: Reported to:

Property Custodian Proprietor
Date: Date:
June 5, 2015 June 5, 2015
SALVAGE REPORT
Area/Section Massage Room
In – Charge Jerald C. Moneva

Facility Type Part Identified Recommendation
Audio system Speakers Additional accessory to

new audio system
EQUIPMENT RECORD W/ CODE AND DRAWING
Eqpt. PO Drawing
No. Location Qty Title Description
No. No. Ref.
1. Practical 01 3 Polisher 12” Wilson 100
work area (electric
with
complete
accessories)
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
SALVAGE REPORT
Area / : Practical Work Area/ Workstation 5

Section
FACILITY TYPE PART ID RECOMMENDATION

Floor Polisher Pad (brush) Can still be use as back
up
Reported by: Date
Signature Over Printed

Name
INSPECTION REPORT
ACTION PROGRESS/
FACILITY TYPE INCIDENT
TAKEN REMARKS
Floor Polisher Overheating Repair Machine running

smoothly and in
good condition
Reported by: Date: August 5,2015

PURCHASE REQUEST
(based from your training center/ school)
Department: ___________________________ Date: ___________________
QUANTITY ITEM UNIT PRICE AMOUNT
Total Php
Requested by:
_______________________________
Received by:
_______________________________
Approved By:
_______________________________
--------------------------
Utilize
Electronic
Media
A. Video recording ( TO BE SAVED CD)
1. DEMONSTRATOR
“HOW TO ATTACH LCD TO LAPTOP”
2. CAMERAMAN
“HOW TO ATTACH LCD TO LAPTOP”
B. Make Powerpoint presesntation for

FACILITATE LEARNING SESSION
Conduct
Competency
Assessment
Forms
1. Assessors I D
2. Attendance Sheet
3. Notice of Admission
4. Candidate Accomplished Application Form
With Self Assessment Guide
5. Assessment Package (by TESDA Rep)
Assessors Guide ( Assessors script)
Specific Instructions for the candidate
Written report
Written Test
Answer Sheet
6. Rating Sheet according to method of assessment
( collection of evidence / feed backing )
7. Competency Assessment Result Summary
PICTURE
Passport
size
Assessors Name
QUALIFICATION
TABLE OF CONTENTS
CURRICULUM VITAE
PICTURE
Address: M. Lepiten St., Gairan, City of Bogo, Cebu

Contact #: 09752205682
Email: rubenpursal@yahoo.com
Personal Information
Sex : Male
Birth date : January 04, 1962
Birth Place : Bogo, Cebu
Civil Status: Married
Nationality: Filipino
Religion : Roman Catholic
Educational Background
LEVEL SCHOOL YEAR GRADUATE

Graduate Studies :
College : Cebu Roosevelt Mem. Coll 1984 BSCommerce
Secondary : Northern Cebu Colleges 1979 High School
Elementary : Bogo Central School II 1975 Elementary
Professional Licensure Taken:

Professional Driving Licensure
Work Experience
Inclusive Dates Position & Company
1990 – 2000 Purser GoThong Lines, Inc
2001-2006 Purchaser UNISTRESS, INC.
2009-Present Office Clerk LGU-City of Bogo
Trainings & Seminars

TRANSCRIPT OF RECORDS
(photocopy)
NOTE:
>Make 3 hardcopies PORTFOLIO
1. Training center
2. TESDA
3. Personal
>CDs

TM I Ruben

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BOGO LIVELIHOOD AND TECHNICAL SKILLS TRAINING CENTER

(Bogo LiTeS Center)

Sector : AUTOMOTIVE AND LAND TRANSPORTATION SECTOR

Qualification Title: DRIVING NC II

Technical Education & Skills Development Authority

Date Developed: Document No. BogoLiTeSCenter

Language, Average grade in: Average grade in:

Cultural and Ethnicity/culture:

Education & Highest Educational Attainment:

Previous List down trainings related to Driving NC II

National Certificates acquired and NC level

Special courses Other courses related to Driving NC II

Learning styles a. Visual - The visual learner takes mental

and learn faster in a quiet study

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

Form 1.2: Evidence of Current Competencies acquired related to

Current Proof/Evidence Means of validating

Form 4.3 Summaries of Current Competencies Versus Required

Required Units of Current Competencies Training

1.Carry out minor vehicle maintenance and servicing

Form No. 1.4: Training Needs

Training Needs Module Title/Module of

LO 1: PERFORM LIGHT VEHICLE PRE STATING AND WARM UP

Date Developed: Document No. . BogoLiTeSCenter

2. Use of Self paced Compare

Date Developed: Document No. . BogoLiTeSCenter

LO3. MONITOR AND MAINTAIN VEHICLE MAINTENANCE

Learning Content Methods Presentation Practice Feedback Resources Time

Oral Compare Refer

Date Developed: Document No. . BogoLiTeSCenter

Date Developed: Document No. . BogoLiTeSCenter

Date Developed: Document No. . BogoLiTeSCenter

Sector AUTOMOTIVE AND LAND TRANSPORTATION

Qualification Title: DRIVING NCII

Unit of Competency: DRIVE LIGHT VEHICLE

Module Title: DRIVING LIGHT VEHICLE

Date Developed: Document No. BogoLiTeSCenter

Performance Criteria Checklist

Self Check Answer Key

Learning Outcome Summary

Date Developed: Document No. BogoLiTeSCenter

Participate in workplace Participating in workplace

Practice occupational Practicing occupational

Apply appropriate Applying appropriateALT723201

Perform mensuration and Performing mensuration

Use and apply lubricant/ Using and applying ALT723204

Carry out minor Carrying out minor

Date Developed: Document No. BogoLiTeSCenter

Obey and observe Obeying and observing

Implement and Implementing and

Date Developed: Document No. BogoLiTeSCenter

DRIVE LIGHT VEHICE

NOMINAL DURATION: 30 hours

Date Developed: Document No. BogoLiTeSCenter

Drive light vehicle

 Driving is performed in accordance with the traffic rules and regulations

The participants will have access to:

 Light vehicle unit