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K to12 BASIC EDUCATION CURRICULUM
Information and Communications Technology (ICT)
TECHNICAL DRAFTING
Grade 9
Module 1: Personal Entrepreneurial Characteristics
richardrrr.blogspot.com 3 hrs.
Grade Level Standard
Information and Communications Technology (ICT) is one of the four (4)
components of Technology and Livelihood Education (TLE). One of the courses offered
is Technical Drafting (TD). This course covers Process and Delivery (PD) which is
consist of the core competencies that a Grade 9 student ought to possess namely: 1)
architectural layout and details; 2) structural layout and details; 3) electrical and
electronic layout and details 4) sanitary and plumbing layout and details; 5) mechanical
layout and details .
Content Standard
The learner demonstrates understanding key concepts, underlying principles,
and core competencies in Technical Drafting.
Performance Standard
The learner independently creates/provides quality and marketable product
and/or service in Technical Drafting as prescribed in the TESDA Training Regulations.
MODULE. 1 (PERSONAL ENTREPRENEURIAL COMPETENCIES)
Individuals possess different Personal Entrepreneurial Competencies (PECs).
These PECs include characteristics, attributes, lifestyles, skills, or traits that make a
person different from others. When one aligns these competencies with the
competencies of successful practitioners/entrepreneurs, he/she may become ready to
face the challenges of starting a business.
What to KNOW
 Ask learners to name people in the nearby community/municipality/city/province
who are successful in establishing their own computer related business.
 Why are they successful?
 Do you wish to be like them?
 Explain to learners the importance of assessing their PECs.
 Guide learners in assessing their PECs on the following:
 Character/Attribute/Trait
 Lifestyle

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 Skills
 Assist learners in analyzing and interpreting the results of the assessment of
their PECs.
 Ask essential questions to draw out the initial understandings of learners about
how practitioners/entrepreneurs succeed in their chosen career. You may
distribute meta-cards for learners to write their answers. These may be posted
on the wall and revisited during the Firming-up.
What to PROCESS
 In order to firm up their understanding, learners may be asked to work
individually or in groups in collecting information about how practitioners/
entrepreneurs succeed in their chosen careers. Some suggested activities:
interview with successful practitioners/entrepreneurs, inviting successful
practitioners/entrepreneurs as resource person in class, video documentaries of
successful practitioners/entrepreneurs, web searching, etc…
 Have learners analyze (in the form of a chart, Venn Diagram or Comparison
Alley, etc.) the similarities and differences among successful entrepreneurs in
the following aspects: characteristics, traits, attributes, lifestyles, skills.
 Have learners reflect/rethink understanding of how practitioners/entrepreneurs
succeed in their chosen field. Refer learners to their answer posted on the wall.
 Process learners’ learning and check it against the significant insight culled from
the lesson.
What to REFLECT and UNDERSTAND
 Have learners align their PECs with those of a successful entrepreneur of their
choice.
 Have learners reflect on their development areas as well as their areas of
strength. Ask what they plan to do with them.
What to TRANSFER
 Have learners prepare an Activity plan that aligns their PECs with the PECs of
successful practitioner/entrepreneur.
 Assess learners’ plan of action based on the set criteria. (Note: The teacher
may develop an assessment tool to determine learner’s level of performance).
REFERENCES:
 Know About Business, George Manu, et al., International Labor Office, Geneva
 CPTLE Modules

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