TESDA-OP-CO-01-F11

(Rev. No. 00-03/08/17)

COMPETENCY-BASED CURRICULUM

A. Course Design

Course Title : AUTOMOTIVE - NCII

Nominal Duration : 676 Hours
Qualification Level : NCII
Course Description : The Automotive Servicing NCII Qualification consists of competencies that a person
must achieve to inspect, clean and repair mechanical or electrical parts, components,
assemblies and sub-assemblies of light and heavy-duty automotive vehicle with
diesel or gas engine in accordance with manufacturer’s specification. It also covers
servicing of engine mechanical components such as cooling and lubricating system;
performing power train and underchassis servicing and repair.

Trainee Entry:
 High School Diploma and/or High School Card (Form 137 or 137 - A)
 Certificate of Good moral character certified by school or barangay official/s
 Passed a qualifying entrance examination
 NCAE Result/NCAI or YP4SC Profiling Exam
 Marriage Certificate, if married
 Transcript of Records
 Honorable Dismissal
 Certificate of Good moral character certified by school or barangay official/s
 YP4SC Profiling Exam

Requirements:
Trainees or students wishing to gain entry into this course should possess the following requirements:
 can communicate both in oral and written;
 physically and mentally fit;
 with good moral character; and
 can perform basic mathematical computation

Course Structure:

Basic Competencies:
No. of Hours: (18)

NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
1. Participate in 1.1 Participating in 1.1.1 Obtain and convey workplace
workplace communication workplace communication information 2 hours
1.1.2 Perform duties following workplace
instructions
1.1.3 Complete relevant work related
documents
1.1.4 Participate in work- place meeting and
discussion applying gender-fair language
2. Work in a team 2.1 Working in a team 2.1.1 Describe team role and scope
environment environment 2.1.2 Identify one’s role and responsibility 2 hours
within team
2.1.3 Work as a team member
2.1.4 Develop effective workplace
relationship including personal values and
beliefs related to gender
2.2 Observing gender 2.2.1 Discuss the differences between sex
sensibility in the workplace and gender 2 hours
2.2.2. Discuss gender, identify and sexual
orientation
 2.2.3 Analyze the different manifestations
of gender inequality in TVET and in society,
including in enterprises
2.2.4 Discuss gender rights and based
approach to sexual and reproductive
health including HIV- AIDS awareness and
prevention
3. Solve/address routine 3.1 Solving/addressing 3.1.1 Identify routine problems
problems routine problems 3.1.2 Look for solutions to routine problems 2 hours
3.1.3 Recommend solutions to problems
3.1.4 Recommend solutions to problems
4. Develop Career and 4.1 Developing Career and 4.1.1 Manage one’s emotion
Life Decisions Life Decisions 4.1.2 Develop reflective practice 2 hours
4.1.3 Boost self- confidence and develop
self- regulation
4.1.4 Integrate gender perspectives with
personal and organizational goals
4.2 Demonstrating 4.2.1 Describe the purpose of work and
work and entrepreneurial enterprise 2 hours
valuesand gender sensibility 4.2.2 Apply work and entrepreneurial
values and gendersensitivity
5. Contribute to 5.1 Contributing to 5.1.1 Identify opportunities to do things
workplace innovation workplace innovation better 2 hours
5.1.2 Discuss and develop ideas with others
5.1.3 Integrate ideas for change in the
workplace
6. Present relevant 6.1 Presenting relevant 6.1.1 Gather data/ information
information information 6.1.2 Assess gathered data/ information 2 hours
6.1.3 Record and present information
7. Practice Occupational 7.1 Practicing Occupational 7.1.1 Identify OSH compliance requirements
Safety and Health Safety and Health Policies 7.1.2 Prepare OSH requirements for 2 hours
Policies And Procedures And Procedures compliance
7.1.3 Perform tasks in accordance with
relevant OSH policies and procedures

Common Competencies
No. of Hours: (40)

NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
1. Apply appropriate 1.1 Applying 1.1.1 Identify appropriate
sealant/adhesive appropriate sealant/adhesive 2 hours
sealant/adhesive 1.1.2 Prepare surface for
sealant/adhesive application
1.1.3 Store unused and dispose used
sealant/adhesive
2. Move and Position 2.1 Moving and 2.1.1 Prepare vehicle for driving
Vehicle Positioning Vehicle 2.1.2 Move and position vehicle 2 hours
2.1.3 Check the vehicle
3. Perform 3.1 Performing 3.1.1 Select measuring instrument and
Mensuration and Mensuration and carry out measurement and 6 hours
Calculation Calculation calculations.
3.1.2 Maintain measuring instruments
4. Read, Interpret and 4.1 Reading, Interpreting 4.1.1 Identify/accessed manuals and 2 hours
Apply Specifications and Applying interpret data and specification
and Manual Specifications and 4.1.2 Apply information accessed in manual
Manual 4.1.3 Store manual
5. Use and Apply 5.1 Using and Applying 5.1.1 Identify type of lubricant/coolants 6 hours
Lubricants/ Coolants Lubricants/ Coolants 5.1.2 Use and apply lubricants
6. Perform shop 6.1 Performing shop 6.1.1 Inspect/clean tools and work area 4 hours
maintenance maintenance 6.1.2 Store/arrange tools and shop
equipment
6.1.3 Dispose wastes/used lubricants
6.1.4 Report damaged tools/equipment
7. Prepare job 7.1 Preparing job 6.1.5 Identify nature/scope of works 2 hours
estimates estimates 6.1.6 Prepare and present estimates
8. Interpret/draw 8.1 Interpreting/drawing 6.1.7 Interpret technical drawings 6 hours
technical drawing technical drawings 6.1.8 Select correct technical drawing
6.1.9 Apply free hand sketching
9. Practice health 9.1 Practicing health 9.1.1 apply basic safety procedures 2 hours
safety and safety and 9.1.2 Apply emergency procedures
environment environment
procedures procedures
10. Inspect technical 10.1 Inspecting technical 10.1.1 gather information to carry out 2 hours
quality of work quality of work inspection
10.1.2. inspect and apply quality standards
to work
10.1.3. Achieve quality work outcomes
11. Maintain quality 11.1 Maintaining quality 11.1.1. conduct final quality check on 2 hours
systems systems completed work/orders
11.1.2. Report on the quality of processes
and work outcomes
11.1.3. Implement improvements to work
processes
12. Provide work skill 12.1 Providing work skill 12.1.1 organize instruction and 2 hours
instruction instructions demonstration
12.1.2. Conduct instruction and demonstration
12.1.3 check training performance
12.1.4 Review personal training performance
and finalize documentation
13. Identify and select 13.1 Identifying and 13.1.1 Identify the part/product and its end 2 hours
original automotive selecting original use
parts and products automotive parts and 13.1.2 Identify details of the part/product
products 13.1.3 part/product is supplied or ordered
for customer

Core Competencies
No. of Hours: (88)

NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
1. Service automotive 1.1 Servicing automotive 1.1.1 Identify and explain the operation 30 hours
battery battery and safe handling of different types
of battery
1.1.2 Demonstrate the testing of an
automobile battery
1.1.3 Demonstrate the correct procedure
for removing and replacing batteries
1.1.4 Demonstrate the correct procedure
for servicing and charging batteries
1.1.5 Demonstrate the procedure of jump
starting a battery
2. Service ignition 2.1 Servicing ignition 2.1.1 Identify and explain the function of 20 hours
system system ignition system components
2.1.2 Check ignition coil, ballast resistor
and high tension cable resistance
2.1.3 Check distributor assembly
 NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
3. Test and repair 3.1 Testing and 3.1.1 Explain principle of auto electricity 50 hours
wiring/lighting repairing 3.1.2 Identify components of auto lighting
system wiring/lighting system and explain its function
system 3.1.3 Install wiring/lighting system
3.1.4 Test electrical system, identify faults
and determine preferred repair
action
3.1.5 Carry out necessary repairs in the
electrical system
4. Service starting 4.1 Servicing starting 4.1.1 Test starting system components 40 hours
system system and identify faults.
4.1.2 Disassemble starter
4.1.3 Repair/replace starter
component/parts
4.1.4 Test starting system component
and identify faults
4.1.5 Assemble starter
5. Service charging 5.1 Servicing charging 5.1.1 test charging system components and 30 hours
system system identify faults
5.1.2 disassemble alternator
5.1.3 repair/replace alternator
components/parts
5.1.4 test charging system components and
identify faults
5.1.5 assemble alternator
6. service engine 6.1 servicing engine 6.1.1 explain coolant circulation within 60 hours
mechanical system mechanical system cooling system
6.1.2 check thermostat condition
6.1.3 perform leakage test on cooling
system
6.1.4 repair/replace water pump
6.1.5 apply coolant additives
6.1.6 explain oil cycle within the engine
6.1.7 identify types, classifications and
applications of engine oil
6.1.8 overhaul oil pump, replace oil fitter
and change oil
6.1.9 explain fuel octane rating
6.1.10 identify fuel pump types or
classification
6.1.11 perform carburetor adjustments
6.1.12 overhaul carburetor
6.1.13 overhaul turbo charger
6.1.14 check turbo charger operation
6.1.15 overhaul fuel diesel injector
6.1.16 calibrate/install injector
7. service clutch system 7.1 servicing clutch 7.1.1 diagnosing clutch failure/problem 40 hours
system 7.1.2 pulling out and mounting clutch
components parts
7.1.3 dismantling/installing clutch
mechanics
7.1.4 overhauling hydraulic clutch
mechanism
7.1.5 Performing clutch parts failure
analysis
7.1.6 Setting/Adjusting clutch system
components
7.1.7 Bleeding clutch hydraulic system
8. service differential 8.1 servicing differential 8.1.1 inspect drive shaft and joint properly 80 hours
and front axle and front axle & safety
8.1.2 dismount & mount differential
assembly properly and safety
8.1.3 dismantle and assemble differential
 NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
parts properly & safely
8.1.4 diagnose differential parts failure
accurately
8.1.5 set/adjust differential components
precisely
8.1.6 overhaul rear/front wheel hub
properly & safely
8.1.7 analyze king pin condition accurately
8.1.8 inspect/replace I beam properly &
safety
9. service steering 9.1 servicing steering 9.1.1 service steering system 30 hours
system system 9.1.2 diagnose power steering system
failure
9.1.3 adjust/align tie-rod end to wheel
9.1.4 dismantle/install steering components
9.1.5 conduct wheel alignment
10. service brake system 10.1 servicing brake 10.1.1 identify the types of hydraulic brake 70 hours
system (hydraulic ABS) and its
corresponding components and
functions
10.1.2 explain the operating principle of
ABS equipped brake
10.1.3 interpret schematic diagrams and
circuitry
10.1.4 performed brake system preventive
maintenance
10.1.5 diagnose brake system failure
10.1.6 performed ABS component testing
10.1.7 pull-out and disassemble hydraulic
brake component
10.1.8 Check, assemble and mount hydraulic
brake component.
10.1.9 Use appropriate tools and
instruments
11. Service suspension 11.1 Servicing suspension 11.1.1 Identify the types of suspension 50 hours
system system system, components and its operating
principle (conventional and air
suspension)
11.1.2 Diagnose suspension system failure
11.1.3 Disassemble and assemble
suspension system (conventional type)
11.1.4 Inspect and replace suspension
system components (conventional
type)
11.1.5 Service air suspension system
12. Perform Under 12.1 Performing under 12.1.1 Check clutch and brake fluid and
Chassis preventive chassis preventive lines 70 hours
maintenance maintenance 12.1.2 Inspect/change power
transmission/different gear oil
12.1.3 Inspect/replace power steering fluid
12.1.4 Check/refill automatic transmission
fluid
12.1.5 Inspect/bleed air tank
12.1.6 Check tire and tire pressure
12.1.7 Check under chassis body bolts and
nuts
13. Overhaul manual 13.1 Overhauling manual 13.1.1 Identify types of transmission and 106 hours
transmission transmission components
13.1.2 Testing transmission
13.1.3 Pull-out and dismount manual
transmission and associate
component
13.1.4 Disassemble manual transmission
13.1.5 Inspect and check manual
 NOMINAL
UNIT OF COMPETENCY MODULE TITLE LEARNING OUTCOMES
DURATION
transmission component
13.1.6 Assemble manual transmission
components
13.1.7 Install, mount manual transmission
and associated
13.1.8 Test manual transmission
performance

Assessment Methods : Course Delivery:

 Written examination  Modular
 Demonstration of practical skills  Demonstration
 Direct observation  Lecture
 Interview  Discussion
 Dual training
 Distance learning

Resources:

Recommended list of tools, equipment and materials for the training of 25 trainees for Cookery NC ll.

TOOLS EQUIPMENT MATERIALS TOOLS EQUIPMENT

QTY QTY QTY
4 sets Box wrench 2 units Motor Vehicle 50 ltrs. Engine oil
4 sets Socket wrench 2 units Engine 10 ltrs. Grease
4 sets Pliers 2 units Hydraulic 10 ltrs. Sealant
jack/lift /adhesive
4 sets Screw driver 4 units Growler tester 50 ltrs. Hydraulic
oils/gear oil
4 sets Wire stripper 4 units Ignition timing 50 ltrs. Automatic
light transmission
fluid
4 sets Mechanic’s 4 units Tachometer 10 pcs. Wheel wedges
hammer
20 pcs. Apron 4 units Differential 10 pcs. Test lamp
and front
axle
20 pcs. Goggle 4 units Multimeter
20 pcs. Glove
4 sets Torque wrench
4 sets Feeler gauge
4 sets Battery tester
4 sets Hydrometer
4 sets Dial gauge
4 sets Bore gauge
4 sets Micrometer caliper
 Facilities:
Based on a class intake of 25 students/trainees.

SPACE REQUIREMENT SIZE IN METERS AREA IN SQ. METERS TOTAL AREA IN SQ. METERS
Building 12.00 x 32.00 - 384.00
(permanent)
Student/Trainee Working 2.50 x 2.50 per 6.25 per student 156.25
Space student/trainee
Contextual Learning 4.00 x 5.00 20.00 20.00
Laboratory
Lecture Room 4.00 x 7.00 28.00 28.00
Learning Resource Center 4.00 x 5.00 20.00 20.00
Facilities/Equipment - - 159.75
/Circulation Area

Qualification of
Instructors/Trainers:
 Holder of National TVET Trainers Certificate (NTTC) Level 1 in Automotive Servicing NC II
 Must be computer literate
 *Must have at least 2 years job/industry experience

B. Module of Instruction

BASIC COMPETENCIES

Unit of Competency : PARTICIPATE IN WORKPLACE COMMUNICATION

Module Title : PARTICIPATING IN WORKPLACE COMMUNICATION
Module Descriptor : This unit covers the knowledge, skills and attitudes required to
gather, Interpret and convey information in response to workplace requirements.
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Obtain and convey workplace information
LO2. Perform duties following workplace instructions
LO3. Complete relevant work related documents
LO4. Participate in workplace meeting and discussion applying gender-fair language

Details of Learning Outcomes:

LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Specific and relevant  Parts of speech  Writing materials  Group discussion  Oral
information is accessed from  Sentence (pen & paper) evaluation
appropriate sources construction  References
 Lecture  Written
 Effective (books)  Demonstration examination
2. Effective questioning, communication  Manuals  Observation

active listening and speaking  CBLM

skills are used to gather and

convey information

3. Appropriate medium
Is used to transfer
information and ideas
 4. Appropriate non-
Verbal communication
is used

5. Appropriate lines of
communication with
supervisors and colleagues
are identified and followed

6. Defined workplace
procedures for the location
and storage of information
are used

7. Personal interaction is
carried out clearly and
concisely

LO2. PERFORM DUTIES FOLLOWING WORK PLACE INSTRUCTIONS

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Written notices and  Parts of speech  Writing materials  Group discussion  Oral
instructions are read and  Sentence (pen & paper) evaluation
interpreted in accordance with construction  References
 Lecture  Written
organizational guidelines  Effective (books)  Demonstration examination
communication  Manuals  Observation
2. Routine written instruction  CBLM
are followed based on
established procedures

3. Feedback is given to
workplace supervisor based
instructions/ information received

4. Workplace interactions are

conducted in a courteous manner

5. Where necessary,
clarifications about routine
workplace procedures and
matters concerning conditions of
employment are sought and
asked from appropriate sources

6. Meetings outcomes are

interpreted and implemented

LO3. COMPLETE RELEVANTS WORK RELATED DOCUMENTS

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Range of forms relating to  Parts of speech  Writing materials  Group discussion  Oral
conditions of employment are  Sentence (pen & paper) evaluation
completed accurately and construction  References
 Lecture  Written
legibly  Effective (books)  Demonstration examination
communication  Manuals  Observation
2. Workplace data is  CBLM
recorded on standard
workplace forms and
documents

3. Errors in recording
information on forms/
documents are identified
 and acted upon

4. Reporting requirements to
supervisor are completed
according to organizational
guidelines

LO4. PARTICIPATE IN WORKPLACE MEETING AND DISCUSSION APPLYING GENDER-FAIR LANGUAGE

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Gender sensitivity  Gender sensitive  Practical Work  Group  Demonstration
issues and concerns are issues and Area/Laboratory Discussion  Observation
discussed applying concerns  Learning  Interaction  Interview/
gender-fair language materials (CBLM)  Practice session questioning
 First Aid Kit
Writing materials
(pen & paper)
 Kind of Forms
 Protocols
 Storage
 Equipment:
 Fax Machine
 Telephone
 Writing
materials
 Internet

Unit of Competency : WORK IN A TEAM ENVIRONMENT

Module Title : WORKING IN A TEAM ENVIRONMENT
Module Descriptor : This unit covers the skills, knowledge and attitudes to identify one’s
roles and responsibilities as a member of a team.
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Describe team role and scope
LO2. Identify one’srole and responsibility within team
LO3. Work as a team member
LO4. Develop effective workplace relationship including personal values and beliefs related to gender

Details of Learning Outcomes:

LO1. DESCRIBE TEAM ROLE AND SCOPE
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. The role and objective of the  Parts of speech  Writing materials  Lecture/  Role Play
team is identified from available  Sentence (pen & paper) Discussion
sources of information construction  References
 Case Study
 Group Work
 Effective (books)  Written Test
2. Team parameters, reporting  Individual Work
communication  Manuals
relationships and responsibilities  CBLM  Role Play
are identified from team
discussions and appropriate
external sources

LO2. IDENTIFY ONE’S ROLE AND RESPONSIBLITY WITHIN THE TEAM

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Individual roles and  Parts of speech  Writing materials  Lecture/  Role Play
responsibilities within the team  Sentence (pen & paper) Discussion
 Case Study
environment are identified construction  References  Group Work  Written Test
 Effective (books)
2. Roles and objectives of the communication  Manuals
 Individual Work
team is identified from available  CBLM  Role Play
sources of information

3. Team parameters, reporting

relationships and responsibilities
are identified based on team
discussions and appropriate
external sources

LO3. WORK AS A TEAM MEMBER

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Effective and appropriate  Parts of speech  Writing materials  Group work  Role Play
forms of communications are  Sentence (pen & paper)  Role Play
used and interactions construction  References  Lecture/
 Written Test
undertaken with team members  Effective (books) Discussion
based on company practices. communication  Manuals
 CBLM
2. Effective and appropriate
contributions made to
complement team activities and
objectives, based on workplace
context

3. Protocols in reporting are

observed based on standard
company practices.

4. Contribute to the
development of team work
plans based on an
understanding of team’s role
and objectives

LO4. DEVELOP EFFECTIVE WORKPLACE RELATIONSHIP INCLUDING PERSONAL VALUES AND BELIEFS
RELATED TO GENDER
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Workplace relation- ship  Personal values  Practical Work  Discussion  Demonstration
are observing personal values and beliefs related to  Area/  Interaction  Observation
and beliefs on gender equality gender Laboratory  Simulation  Interview/
and sensitivity  Learning  games questioning
 materials
(CBLM)
 First Aid Kit
 Writing
 materials
 (pen & paper)

Basic Competencies : TEAM WORK

Unit of Competency : WORK IN A TEAM ENVIRONMENT
Module Title : OBSERVING GENDER SENSITIVITY IN THE WORKPLACE
Module Descriptor : This module covers the knowledge, skills and attitudes require in
observing gender sensitivity in the workplace
Nominal Duration : 2 Hours
Summary of Learning Outcomes:
LO1. Discuss the differences between sex and gender
LO2. Discuss gender identify and sexual orientation
LO3. Analyze the different manifestation of gender inequality in TVET and in society, including in
enterprise
LO4. Discuss gender and rights based approach to sexual and reproductive health including HIV-AIDS
awareness and prevention

Details of Learning Outcomes:

LO1. DISCUSS THE DIFFERENCES BETWEEN SEX AND GENDER
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Discussion between sex and  Differences  Practical Work  Discussion  Demonstration
gender difference within the between sex and gender Area/Laboratory  Observation
 Learning
 Interaction  Interview/
team  Simulation games
materials (CBLM) questioning
 First Aid Kit

 Writing materials
(pen & paper)

LO2. DISCUSS GENDER IDENTIFY AND SEXUAL ORIENTATION

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Significance of Identifying  Gender identification  Practical Work  Discussion  Demonstration
gender within team  Sexual orientation Area/Laboratory  Observation
 Learning
 Interaction  Interview/
materials (CBLM)  Simulation games questioning
2. Sexual orientation are
 First Aid Kit
discussed withinteam
 Writing materials
(pen & paper)

LO3. ANALYZE THE DIFFERENT MANIFESTATION OF GENDER INEQUALITY IN TVET AND IN SOCIETY,
INCLUDING IN ENTERPRISE
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. The role and objective of  Gender inequality  Practical Work  Discussion  Demonstration
gender sensibility awareness in TVET, society and Area/ Laboratory  Observation
enterprise  Interaction
 Learning  Interview/
2. Analyzing the different  Simulation questioning
materials games
manifestation ofgender
inequality in TVET, society and (CBLM)
enterprise  First Aid Kit

 Writing materials
3. Gender inequalityare (pen & paper)
responded in accordance with
company’s policyand procedures

LO4. DISCUSS GENDER AND RIGHTS BASED APPROACH TO SEXUAL AND REPRODUCTIVE HEALTH
INCLUDING HIV-AIDS AWARENESS AND PREVENTION
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Promote the genderand  Gender and rights  Practical Work  Discussion  Demonstration
rights based approach to based approach to Area/ Laboratory
sexual and  Interaction  Observation
sexual and reproductive  Learning
 Simulation  Interview/
reproductive health
health within the team materials games questioning
 HIV-AIDS
awareness and (CBLM)
2. Promote HIV-AIDS prevention  First Aid Kit
awareness and prevention  Writing materials
within team members (pen & paper))
Unit of Competency : SOLVE/ ADDRESS ROUTINE PROBLEMS
Module Title : SOLVING / ADDRESSING ROUTINE PROBLEMS
Module Descriptor : This unit covers the knowledge, skills and attitudes required to
apply problem solving techniques to determine the origin of problems and plan for their resolution. It also include
addressing procedural problems through documentation, and referral.
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Identify routine problems
LO2. Look for solutions to routine problems
LO3. Recommend solutions to problems

Details of Learning Outcomes:

LO1. IDENTIFY ROUTINE PROBLEMS
Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Routine problems or  Parts of speech  Writing materials  Group  Case
procedural problem areas are  Sentence construction (pen & paper)  Formulation
identified  Effective  References
discussion  Life Narrative
communication (books)  Lecture  Inquiry
2. Problems to be investigated  Manuals  Demonstration (Interview)
are defined and determined  CBLM  Standardized
 Role playing  test
3. Current conditions of the
problem are identified and
documented

LO2. LOOK FOR SOLUTIONS TO ROUTINE PROBLEM

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Potential solutions to problem  Parts of speech  Writing materials  Group  Case
are identified  Sentence (pen & paper) Formulation
construction  References
discussion  Life Narrative
2. Recommendations about  Effective (books)  Lecture Inquiry (Interview)
possible solutions are communication  Manuals  Demonstration  Standardized
developed, documented,  CBLM test
ranked and presented to  Role playing
appropriate person for
decision

LO3. RECOMMEND SOLUTIONS TO PROBLEMS

Assessment Content Conditions Methodologies Assessment
Criteria (The students must be Methods
provided w/ the ff.)
1. Implementation of solutions are  Parts of speech  Writing materials  Group  Case
planned  Sentence (pen & paper) Formulation
2. Evaluation of implemented construction  References
discussion  Life Narrative
solutions are planned  Effective (books)  Lecture Inquiry (Interview)
3. Recommended solutions are communication  Manuals  Standardized
documented and submit to  Demonstration
 CBLM test
appropriate person for  Role playing
confirmation
Unit of Competency : DEVELOP CAREER AND LIFE DECISIONS
Module Title : DEVELOPING CAREER AND LIFE DECISIONS
Module Descriptor : This unit covers the knowledge, skills, and attitudes in
managing one’s emotions, developing reflective practice, and boosting self-confidence and developing self-
regulation.
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Manage one’s emotion
LO2. Develop reflective practice
LO3. Boost self- confidence and develop self- regulation
LO4. Integrate gender perspectives with personal and gender sensitivity

Details of Learning Outcomes:

LO1. MANAGE ONE’S EMOTIONS
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Self management strategies are Parts of speech
  Writing materials  Discussion  Demonstration
identified Sentence
 (pen & paper)  Interactive or simulation
construction  References  Lecture with oral
2. Skills to work independently and to  Effective (books)  Brainstorming questioning
show initiative, to be conscientious, and communication Case problems
 Manuals  Demonstration 
persevering in the face of setbacks Involving workplace
 CBLM  Role-playing
and frustrations are developed diversity issues
3. Techniques for effectively handling
negative emotions and unpleasant
situation in the workplace are
examined

LO2. DEVELOP REFLECTIVE PRACTICE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Personal strengths and  Parts of speech  Writing materials  Discussion  Demonstration
achievements, based on self-  Sentence (pen & paper)  Interactive or simulation
assessment strategies and teacher construction  References  Lecture with oral
feedback are contemplated  Effective (books)  Brainstorming questioning
communication  Manuals  Demonstration  Case problems
2. Progress when seeking and  CBLM  Role-playing Involving
responding to feedback from workplace
teachers to assist them in diversity issues
consolidating strengths,
addressing weaknesses and
fulfilling their potential are
monitored

3. Outcomes of personal and

academic challenges by reflecting
on previous problem solving and
decision making strategies and
feedback from peers and
teachers are predicted

LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Efforts for continuous self-  Parts of speech  Writing materials  Small Group  Demonstration
improvement are demonstrated  Sentence (pen & paper) Discussion or simulation
 construction  References (books)  Interactive with oral
2. Counter-productive  Effective  Manuals  Lecture questioning
tendencies at work are communication  CBLM  Brainstorming  Case problems
eliminated  Demonstration Involving
 Role-playing workplace
3. Positive outlook in life are diversity issues
maintained.

LO4. INTEGRATE GENDER PERSPECTIVES WITH PERSONAL AND GENDER SENSITIVITY

Conditions
Assessment Criteria Content (The students must be provided Methodologies Assessment
w/ the ff.) Methods
1. Gender sensitivity  Gender  Practical Work  Discussion  Demonstration
awareness are practiced perspective with Area/ Laboratory
personal and gender  Interaction  Observation
within the company  Learning materials
sensitivity  Role play  Interview/
(CBLM)
questioning
2. Integrate gender  First Aid Kit
perspective With personal and  Writing materials
gender sensitivity (pen & paper)

Unit of Competency :PRACTICE CAREER PROFESSIONALISM

Module Title :DEMONSTRATING WORK AND ENTREPRENEURIAL VALUES
AND GENDER SENSITIVITY
Module Descriptor : This module covers the knowledge; skills and attitudes in promoting
career growth and advancement, specifically to integrate personal objectives with organizational goals set and
meet workpriorities and maintain professional growth and development
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Describe the purpose of work and enterprise
LO2. Apply work and entrepreneurial values and gender sensitivity

Details of Learning Outcomes:

LO1.DESCRIBE THE PURPOSE OF WORK AND ENTERPRISE
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Gender equality andfemale  Purpose of work  Practical Work  Discussion  Demonstration
entrepreneurship are observed and enterprise in Area/ Laboratory  Interaction  Observation
within the enterprise relation be- tween  Learning materials
gender (CBLM)  Role play  Interview/
 Importance of
questioning
 First Aid Kit
gender in  Writing materials
entrepreneurship (pen & paper)

LO2. APPLY WORK AND ENTREPRENEURIAL VALUES AND GENDER SENSITIVITY

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Gender sensitivity on work  Work and  Practical Work  Discussion  Demonstration
and entrepreneurial values entrepreneurial Area/ Laboratory  Interaction  Observation
values and gender  Learning
sensitivity materials  Role play  Interview/
(CBLM) questioning
 First Aid Kit
 Writing materials
(pen & paper)
Unit of Competency : CONTRIBUTE TO WORKPLACE INNOVATION
Module Title : CONTRIBUTING TO WORKPLACE INNOVATION
Module Descriptor : This unit covers the knowledge, skills and attitude required
to make a proactive and positive contribution to workplace innovation.
Nominal Duration : 2 Hours
Summary of Learning Outcomes:
LO1. Identify opportunities to do things better
LO2. Discuss and develop ideas with others
LO3. Integrate ideas for change in the workplace.

Details of Learning Outcomes:

LO1. IDENTIFY OPPORTUNITIES TO DO THINGS BETTER
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Opportunities for  Parts of speech  Writing materials  Interactive  Psychological
improvement are identified  Sentence (pen & paper)  Lecture and behavioral
proactively in own area of construction  References  Appreciative Interviews
work.  Effective (books) Inquiry  Performance
communication  Manuals  Demonstration  Evaluation
2. Information are gathered and  CBLM  Life Narrative
reviewed which may be relevant  Group work  Inquiry
to ideas and which might assist in  Review of
gaining support for idea.  portfolios of
evidence and
third-party
workplace
reports of on-
the-job
performance.
 Standardized
 assessment of
character
strengths and
virtues applied

LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. People who could provide  Parts of speech  Writing materials  Interactive  Psychological
input to ideas for improvements  Sentence (pen & paper)  Lecture and behavioral
are identified. construction  References  Appreciative Interviews
 Effective (books) Inquiry  Performance
2. Ways of approaching communication  Manuals  Demonstration  Evaluation

people to begin sharing ideas  CBLM  Life Narrative

 Group work  Inquiry
are selected.
 Review of
 portfolios of
3. Meeting is set with relevant evidence and
people. third-party
workplace reports
4. Ideas for follow up are of on- the-job
review and selected based on performance.
feedback.  Standardized
 assessment of
5. Critical inquiry method is character
used to discuss and develop strengths and
ideas with others. virtues applied
LO3. INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Critical inquiry method is  Parts of speech  Writing materials  Interactive  Psychological
used to integrate different  Sentence (pen & paper)  Lecture and behavioral
ideas for change of key construction  References  Appreciative Interviews
people.  Effective (books) Inquiry  Performance
communication  Manuals  Demonstration  Evaluation
2. Summarizing, analyzing and  CBLM  Life Narrative
generalizing skills are used to  Group work  Inquiry
extract salient points in the pool  Review of
of ideas.
 portfolios of

3. Reporting skills are likewise

evidence and
used to communicate results. third-party
workplace
4. Current Issues and concerns reports of on-
on the systems, processes and the-job
procedures, as well as the performance.
need for simple innovative  Standardized
practices are identified.  assessment of
character
strengths and
virtues applied

Unit of Competency : PRESENT RELEVANT INFORMATION

Module Title : PRESENTING RELEVANT INFORMATION
Module Descriptor : This unit of covers the knowledge, skills and attitudes required
to present data/information appropriately.
Nominal Duration : 2 Hours
Summary of Learning Outcomes:
LO1. Gather data/ information
LO2. Assess gathered data/ information
LO3. Record and present information

Details of Learning Outcomes:

LO1. GATHER DATA/INFORMATION
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Evidence, facts and  Parts of speech  Writing materials  Group discussion  Oral
information are collected  Sentence (pen & paper)
construction  References
 Lecture evaluation
2. Evaluation, terms of  Effective (books)  Demonstration  Written Test
reference and conditions are communication  Manuals  Role Play  Observation
reviewed to determine  CBLM
 Practical exercises  Presentation
whether data/information
falls within project scope

LO2. ASSESS GATHERED DATA/INFORMATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Validity of data/  Parts of speech  Writing materials  Group discussion  Oral
information is assessed  Sentence (pen & paper)
construction  References (books)
 Lecture evaluation
 Effective  Manuals  Demonstration  Written Test
2. Analysis techniques are
applied to assess data/ communication  CBLM
 Role Play  Observation
 information.  Practical exercises  Presentation

3. Trends and anomalies

are identified

4. Data analysis techniques and

procedures are documented

5. Recommendation s are
made on areas of possible
improvement.

LO3. RECORD AND PRESENT INFORMATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Studied data/information are  Parts of speech  Writing materials  Group discussion  Oral
recorded.  Sentence (pen & paper)
construction  References (books)
 Lecture evaluation
 Effective  Manuals  Demonstration  Written Test
2. Recommendation s are
analyzed for action to ensure communication  CBLM
 Role Play  Observation
they are compatible with the  Practical exercises  Presentation
project’s scope and terms of
reference.

3. Interim and final reports are

analyzed and outcomes are
compared to the criteria
established at the outset.

4. Findings are presented to

stakeholders.

Unit of Competency :
PRACTICE OCCUPATIONAL SAFETY AND HEALTH POLICIES AND
PROCEDURES
Module Title : PRACTICING OCCUPATIONAL SAFETY AND HEALTH POLICIES
AND PROCEDURES
Module Descriptor : This unit covers the knowledge, skills and attitudes required to identify
OSH compliance requirements, prepare OSH requirements for compliance, and perform tasks in accordance with
relevant OSH policies and procedures
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1 Identify OSH compliance requirements
LO2 Prepare OSH requirements for compliance
LO3 Perform tasks in accordance with relevant OSH policies and procedures

Details of Learning Outcomes:

LO1. IDENTIFY OSH COMPLIANCE REQUIREMENTS
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Relevant OSH requirements,  Parts of speech  Writing materials  Lecture  Written Exam
regulation, policies and procedures are  Sentence (pen & paper)  Demonstration
identified in accordance with  Group
construction  References
 Observation
workplace policies and procedures  Effective (books) Discussion
communication  Manuals
 Interviews /
2. OSH activity non conformities are
conveyed to appropriate personnel  CBLM  Questioning

3. OSH preventive and control

requirements are identified in
accordance with OSH work policies
and procedures

LO2 PREPARE OSH REQUIREMENTS FOR COMPLIANCE

Conditions
Assessment Criteria Content (The students must be provided Methodologies Assessment
w/ the ff.) Methods
1. OSH work activity material, tools  Parts of speech  Writing materials  Lecture  Written Exam
and equipment requirements are  Sentence (pen & paper)  Demonstration
identified in accordance with  Group
construction  References
 Observation
workplace policies and procedures  Effective (books) Discussion
communication  Manuals
 Interviews /
2. Required OSH materials, tools  CBLM  Questioning
and equipment are acquired in
accordance with workplace policies
and procedures

3. Required OSH materials, tools

and equipment are arranged/
placed in accordance with OSH
work standards

LO3 PERFORM TASKS IN ACCORDANCE WITH RELEVANT OSH POLICIES AND PROCEDURE
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Relevant OSH work procedures  Parts of speech  Writing materials  Lecture  Written Exam
are identified in accordance with  Sentence (pen & paper)  Demonstration
workplace policies and procedures  Group
construction  References
 Observation
 Effective (books) Discussion
2. Work Activities are executed communication  Manuals
 Interviews /
in accordance with OSH work  CBLM  Questioning
standards

3. Non-compliance work
activities are reported to
appropriate personnel

Unit of Competency : EXERCISE EFFICIENT AND EFFECTIVE SUSTAINABLE PRACTICES

IN THE WORKPLACE
Module Title : EXERCISING EFFICIENT AND EFFECTIVE SUSTAINABLE
PRACTICES IN THE WORKPLACE
Module Descriptor : This unit covers knowledge, skills and attitude to identify the efficiency
and effectiveness of resource utilization, determine causes of inefficiency and/or ineffectiveness of
resource utilization and Convey inefficient and ineffective environmental practices
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Identify the efficiency and effectiveness of resource utilization
LO2. Determine causes of inefficiency and/or ineffectiveness of resource utilization
LO3. Convey inefficient and ineffective environmental practices
Details of Learning Outcomes:
LO1. IDENTIFY THE EFFICIENCY AND EFFECTIVES OF RESOURCE UTILIZATION
Conditions
Assessment Criteria Content (The students must be provided Methodologies Assessment
w/ the ff.) Methods
1. Required resource utilization in  Parts of speech  Writing materials  Lecture  Written Exam
the workplace is measured using  Sentence (pen & paper)  Demonstration
appropriate techniques  Group
construction  References
 Observation
 Effective (books) Discussion
2. Data are recorded in communication  Manuals
 Interviews /
accordance with workplace  CBLM  Questioning
protocol

3. Recorded data are compared to

determine the efficiency and
effectiveness of resource utilization
according to established
environmental work procedures

LO2. DETERMINE CAUSES OF INEFFICIENCY AND/OR INEFFECTIVENESS OF RESOURCE UTILIZATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Potential causes of inefficiency  Parts of speech  Writing materials  Lecture  Written Exam
and/or ineffectiveness are listed  Sentence (pen & paper)  Demonstration
 Group
construction  References
 Observation
2. Causes of inefficiency and/or  Effective (books) Discussion
ineffectiveness are identified communication  Manuals
 Interviews /
through deductive reasoning  CBLM  Questioning

3. Identified causes of inefficiency

and/or ineffectiveness are
validated thru established
environmental procedures

LO3. CONVEY INEFFICIENT AND INEFFECTIVE ENVIRONMENTAL PRACTICES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Efficiency and effectiveness of  Parts of speech  Writing materials  Lecture  Written
resource utilization are reported to  Sentence (pen & paper) Exam
appropriate personnel  Group
construction  References
 Demonstration
 Effective (books) Discussion
2. Concerns related resource
communication  Manuals
 Observation
utilization are discussed with Interviews /
 CBLM 
appropriate personnel
 Questioning
3. Feedback on information/
concerns raised are clarified with
appropriate personnel

Unit of Competency :
PRACTICE ENTREPRENEURIAL SKILLS IN THE WORKPLACE
Module Title :
PRACTICING ENTREPRENEURIAL SKILLS IN THE
WORKPLACE
Module Descriptor : This unit covers the outcomes required to apply entrepreneurial
workplace best practices and implement cost-effective operations
Nominal Duration : 2 Hours

Summary of Learning Outcomes:

LO1. Apply entrepreneurial workplace best practices
LO2. Communicate entrepreneurial workplace best practices
LO3. Implement cost- effective operations

Details of Learning Outcomes:

LO1 APPLY ENTREPRENEURIAL WORKPLACE BEST PRACTICES
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Good practices relating to  Parts of speech  Writing materials  Case Study  Case Study
workplace operations are  Sentence (pen & paper)
 Lecture/  Written Test
observed and selected construction  References (books)
following workplace policy.  Effective  Manuals Discussion  Interview
communication  CBLM
2. Quality procedures and
practices are complied with
according to workplace
requirements.

3. Cost-conscious habits in
resource utilization are applied
based on industry standards.

LO2. COMMUNICATE ENTREPRENEURIAL WORKPLACE BEST PRACTICES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Observed good practices  Parts of speech  Writing materials  Lecture/  Written Test
relating to workplace operations  Sentence (pen & paper)
are communicated to construction  References (books)
Discussion  Interview
appropriate person.  Effective  Manuals
communication  CBLM
2. Observed quality procedures
and practices are communicated
to appropriate person

3. Cost-conscious habits in
resource utilization are
communicated based on industry
standards.

LO3. IMPLEMENT COST-EFFECTIVE OPERATIONS

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Preservation and optimization  Parts of speech  Writing materials  Case Study  Case Study
of workplace resources is  Sentence (pen & paper)
implemented in accordance with construction  References (books)
 Lecture/  Written Test
enterprise policy  Effective  Manuals Discussion  Interview
communication  CBLM
2. Judicious use of workplace tools,
equipment and materials are
observed according to manual and
work requirements.

3. Constructive contributions to office

operations are made according to
enterprise requirements.

4. Ability to work within one’s

allotted time and finances is
sustained.
 Common Competencies:

UNIT OF COMPETENCY : APPLY APPROPRIATE SEALANT/ADHESIVE

UNIT CODE : ALT723201

MODULE TITLE : APPLYING APPROPRIATE SEALANT/ADHESIVE

MODULE DESCRIPTOR : This module covers the selection and application of sealant/adhesives particularly
to identify appropriate sealant and adhesives, prepare surface for sealant and adhesive, apply sealant/adhesives evenly,
and store unused/dispose used sealant/adhesive properly.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify appropriate sealant/adhesive
LO2. Prepare surface for sealant/adhesive application
LO3. Store unused and dispose used sealant/adhesive

LO1. IDENTIFY APPROPRIATE SEALANT/ADHESIVE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Appropriate sealant and  Use of sealant  Equipment/tools  Lecture/demo  Written/oral
adhesives are identified. and adhesive /instruments nstration examinations
2. Sealant/adhesive is  Types and - Vehicle  Dualized  Direct
selected in line with job classification of
requirements and sealant and
- Car lift/bay training observation
manufacturer’s adhesives - Putty knife  Distance  Project method
specification. - Gloves learning  Interview
3.Sealant/adhesive - Apron
checking is performed to
ensure that product is fit for
- Mask
use. - Scraper
4.Work safety procedures
are applied.  Supplies/materi
als
- Gasket
- Ribbon sealer
- Different types
of
sealant/adhesiv
es
- Silicon
 Instructional
materials
- Reference books
- Learning
materials
- Modules
LO2. PREPARE SURFACE FOR SEALANT/ADHESIVE APPLICATION
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Types of sealant and  Types of surface  Equipment/tools  Lecture/demon  Written/oral
adhesives are identified material and /instruments stration examination
according to surface. appropriate - Vehicle  Dualized  Direct
2. Surface materials are sealant/adhesive to training observation
identified as per be used.
- Putty knife
 Distance  Project
construction  Techniques and - Gloves learning method
3. Surface is cleaned and procedures in - Apron  Interview
free of moisture, dust and preparing surfaces - Mask
other foreign matters to for
ensure maximum adhesion
- Scraper
sealant/adhesive.
or seal.  Use of sealant and - Sander
4. Safety is observed while adhesive  Supplies/materi
performing job.  Types and als
5.Sealant/adhesive is classification of - Paper
applied evenly on the sealant and - Pencil
surface in line with adhesives
manufacturer’s specification - Solvent
 Tools and materials
6. Excess to be used in - Sand paper
sealant/adhesive is applying  Instructional
removed by scrappin sealant/adhesive materials
7. Tools and equipment  Techniques in - Reference books
used to apply applying - Learning
sealant/adhesive are sealant/adhesive materials
appropriate to job  Safety
requirements - Modules
requirements in
8. Safety is observed and applying - CDs, VHS tapes,
PPE are worn in sealant/adhesive transparencies
accordance with industry
SOP
9. Hazards associated
with the use of sealant and
adhesives are identified.

LO3. STORE UNUSED AND DISPOSE USED SEALANT/ADHESIVE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Sealant/adhesive are  Sealant/adhesive  Equipment/tool  Lecture/demo  Written/oral
stored as per prescribed storing procedures. s/instruments nstration examination
procedure  Waste disposal - Vehicle  Dualized  Direct
2.Wastes are disposed as standard observation
per workshop SOP. procedures
- Car lift/bay training
 Project
3.Safe handling of  Hazards associated - Putty knife  Distance
method
sealant/adhesive is - Gloves learning
with improper  Interview
observed. waste disposal - Apron
- Mask
- Scraper
- Sander
 Supplies/mater
ials
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference
books
- Learning
 materials
- Modules
- CDs, VHS
tapes,
transparencies.

UNIT OF COMPETENCY : MOVE AND POSITION VEHICLE

MODULE TITLE : MOVING AND POSITIONING VEHICLE

MODULE DESCRIPTOR : This module covers knowledge skills and attitudes needed to move and position
vehicle. This requires driving, checking vehicle inside and outside of the work area.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Prepare vehicle for driving
LO2. Move and position vehicle
LO3. Check the vehicle

LO1. PREPARE THE VEHICLE FOR DRIVING

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Correct check-up  Safety in driving.  Equipment/tools  Lecture  Written/oral
procedures of engine  Engine system /instrument  Demonstratio examinations
system is performed. check up - Good running n  Direct
2. Tire inflation pressures procedures. condition observation
are checked according to  Tire inflation
 Dualized
vehicle training  Project method
manufacturer’s pressure
specification.
- Car lift/bay  Distance  Interview
specification.
3. Braking system and  Belt tension - Belt tension learning
fluid level is properly checking gauge  Film Viewing
checked. procedures.  Supplies/materi
4. Engine belt tension  Driver’s code and als
and other necessary units conduct. - Paper
are checked in accordance - Pencil
with manual.
5. Lighting system is - Brake
checked according to fluid/engine
established procedures. oil/coolant
 Instructional
materials
- Reference books
- Learning guides
- Modules
- CDs, VHS tapes,
transparencies
-

LO2. MOVE AND POSITION VEHICLE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Vehicle to be moved or  Starting  Equipment/tools  Lecture/demon  Written/oral
repositioned is identified or an engine /instrument stration examination
selected as per job  Shifting - Functional, good  Dualized  Direct
requirements. gears. running condition training observation
2.Vehicle is driven safely to  Steering light vehicle  Distance  Project
the designated location vehicle - Car lift/bay learning method
according to job  Brake  Interview
specification.
- Belt tension
applicatio gauge
3.Vehicle is parked n  Supplies/materi
properly following safety  Driving als
procedures and techniques. skills
- Paper
- Pencil
 Instructional
materials
- Reference books
- Learning guides
- Modules
- CD’s, VHS
tapes,
transparencies

LO3. CHECK THE VEHICLE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Vehicle position is  Oil level  Equipment/tool  Lecture  Written
checked as per  Brake fluid level s/instrument  Demonstratio and/or oral
requirement.  Battery electrolytes - Functional, n examination
2. Check up procedures is  Tire pressure good running  Direct
performed upon parking.  Dualized
Observation
 Clutch fluid condition light training
3. Vehicle is checked for  Position of driving vehicle  Project-
external damage. gear  Distance based
- Car lift/ bay learning
 Lighting and  Supplies/mater  Interview
warning devices ials
 Film Viewing
- Paper
- Pencil
 Instructional
materials
- Reference
books
- Learning
guides
- Modules
- CD’s, VHS
tapes,
transparencies

UNIT OF COMPETENCY : PERFORM MENSURATION AND CALCULATION

MODULE TITLE : PERFORMING MENSURATION AND CALCULATION

MODULE DESCRIPTOR : This module covers calculations and mathematical problems related to automotive
works including tolerances and measurement, including conversion of two systems of measurements.

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Select measuring instrument and carry out measurement and calculations
LO2. Maintain measuring instruments.
 LO1. SELECT MEASURING INSTRUMENT AND CARRY OUT MEASUREMENT AND CALCULATION
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Object or components to  Types of measuring  Equipment/tools - Lecture  Written and
be measured are instruments and /instrument oral
identified. applications.
- Demonstratio examination
n
2.Correct specifications are  Techniques in - Precise  Direct
obtained from relevant measuring measuring
- Exercises observation
sources. parts/components. instruments
3.Appropriate measuring  Methods of
instrument is selected as
- Calculator
calculating/solving
per job requirement. mathematical - Calipers-vernier,
4.Measuring tools are problems. micrometer,
selected in line with job  Conversion of units bore gauge,
requirements. of measurement feeler gauge
5.Accurate measurements from English-metric - Steel rule, push
are obtained. and vise versa. rule
6.Calculations needed to  Techniques in  Suppli
complete work/task are determining es/materials
performed using the four tolerance/allowanc - Pencil
fundamental operation of e of
mathematics. - Paper
parts/components
7.Numerical computation is  Calibrating and - Models of
checked for correctness and using testing engine
accuracy. instruments. parts/componen
ts
 Solving problems
using formulas.  Instructi
onal materials
 Finding areas of
different - Reference books
geometrical figures. - Learning guides
- Modules
-

LO2. MAINTAIN MEASURING INSTRUMENT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Measuring instruments  Handling and  Equipment/tools  Lecture  Written
are cleaned before and caring of measuring /instrument  Demonstrati examination
after using. instruments. - Computer on  Direct
2.Measuring instruments  Calibrating  Simulation observation
are kept in safe dry place. measuring
- VHS player
 Oral
3.Proper techniques in using instrument. - OHP examination
precise instrument are  Safe handling and - Vernier calipers,
performed according to procedures in using micrometer,
manufacturer’s standards. measuring bore gauge,
4.Proper handlings of instruments. feeler gauge
measuring instruments are  Storing of - Steel rule, push
observed in accordance measuring rule
with industry standards. instruments.  Supplies/materi
als
- Paper
- Pencil
- Engine parts
 Instructional
materials
- Reference books
- Learning guides
- Modules
- CD’s VHS tapes,
transparencies
 UNIT OF COMPETENCY : READ, INTERPRET AND APPLY SPECIFICATION AND MANUAL

MODULE TITLE : READING, INTERPRETING AND APPLYING SPECIFICATION AND MANUAL

MODULE DESCRIPTOR : This module deals with identifying, interpreting and applying service manuals,
maintenance procedures manuals, repair manuals and periodical maintenance manual.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify/access manuals and interpret data and specification
LO2. Apply information accessed in manual
LO3. Store manual

LO1. IDENTIFY/ACCESS MANUALS AND INTERPRET DATA AND SPECIFICATIONS

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Appropriate manuals  Identifying  Supplies and materials:  Lecture/demo  Written/oral
are identified and appropriate manuals. - manufacturing nstration examinations
accessed as per job  Procedure / specifications  Dualized  Direct
requirements. techniques in observation
2. Information and interpreting data and
- repair manual training
 Project
procedures in the manual specifications. - maintenance manual  Distance method
are interpreted in - periodic maintenance learning
 Knowledge and  Interview
accordance with industry techniques in manual
practices. accessing data and  Instructional materials
3. Relevant sections, specifications as per - reference books
chapter of job requirements.
manuals/specifications are - professional
 Types of manuals emergency
located in relation to the used in automotive
work to be performed. industry. - learning guides
 Identification of - modules
symbols used in the - CD’s, VHS tapes,
manuals. transparencies
 Identification of units
of measurements.

LO2. APPLY INFORMATION ACCESSED IN THE MANUAL

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Data and specification  Interpreting  Supplies and  Lecture/demon  Written/oral
are interpreted according appropriate data and materials stration examination
to job requirement. specifications. - manufacturing  Dualized  Direct
2. Work steps are  Applying data and specifications training observation
correctly identified in specification accessed  Distance  Project
accordance with from the manuals as
- repair manual
learning method
manufacturer specifications. required in the given - maintenance manual  Interview
3. Manual data is task. - periodic maintenance
applied according to the manual
given task.  Instructional materials
4. All correct sequence - reference books
and adjustment are
interpreted in accordance - learning guides
with information contained - modules
on the manual or - CD’s, VHS tapes,
specification. transparencies
 LO3. STORE MANUAL
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Manuals are stored  Techniques in storing  Supplies/materials  Lecture/demo  Written/oral
appropriately to insure manuals. - manufacturing nstration examination
prevention of damage.  Procedures in specifications  Dualized  Direct
2. Manuals are stored maintaining manuals. observation
properly for easy access
- repair manual training
 Project
and ready for updating of - maintenance manual  Distance
method
information required in the - periodic maintenance learning
 Interview
given task. manual
 Instructional materials
- reference books
- learning guides
- modules
- CD’s, VHS tapes,
transparencies

UNIT OF COMPETENCY : USE AND APPLY LUBRICANT/COOLANT

MODULE TITLE : USING AND APPLYING LUBRICANT/COOLANT

MODULE DESCRIPTOR : This module covers identification of different lubricant, coolants, and its uses and
application procedures.

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify type of lubricants/coolant
LO2. Use and apply lubricants/coolant

LO1. IDENTIFY TYPES OF LUBRICANTS/COOLANT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Correct information on  Lubrication schedules  Supplies/materials  Lecture/demo  Written/oral
lubrication schedule is  Uses of coolants - Engine oil nstration examinations
accessed and interpreted  Properties of lubricant   Direct
from appropriate
- Gear oil Dualized
and coolant training observation
manufacturer’s  Types of lubricant - Coolant/water
specifications manuals and application  Instructional  Distance  Project method
2. Type and quantity of materials learning  Interview
 Hazards associated
lubricants/coolant is with lubricants. - Reference books
identified as per job  - Periodic
requirements maintenance
- Lubricating schedule
- Learning guides
- Modules
- CDs, VHS, tapes,
transparencies

LO2. USE AND APPLY LUBRICANTS/COOLANT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Correct procedure for  Lubrication schedule  Equipment/tools/in  Lecture/demons  Written/oral
change of lubricant is  Hazards associated with struments tration examination
identified following lubricant - Vehicle  Dualized  Direct
manufacturer’s specification
or manual.  Lubrication procedure - Engine training observation
2.Correct tools and  Techniques in handling  Distance  Project
equipment are selected
- Set of wrenches
learning method
lubricants
and used in line with job  Personal safety - Oiler  Interview
requirements. procedures - Apron
3.Existing lubricants are  Use and care of tools - Gloves
removed and replaced with and equipment
specified types and
- Safety shoes
quantity of new materials - Goggles
in line with manufacturer’s - Grease gun
specification.  Supplies/materials
4.Safe procedure and use - Engine oil
of PPE is observed when
removing or replacing
- Grease
lubricant. - Gear oil
5.Used lubricants are - Power steering
disposed in accordance fluid
with environmental - Radiator coolant
guidelines.  Instructional
6.Work is checked in line materials
with company SOP.
- Reference books
- Periodic
maintenance
manual
- Service manual
- Learning guides
- Modules
- CDs, VHS, tapes,
transparencies

UNIT OF COMPETENCY : PERFORM SHOP MAINTENANCE

MODULE TITLE : PERFORMING SHOP MAINTENANCE

MODULE DESCRIPTOR : This module covers inspecting, cleaning, arranging and storing tools and shop
equipment, including disposal of waste and used lubricant and reporting of damaged tools and equipment in the shop.

NOMINAL DURATION : 4 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Inspect/clean tools and shop equipment
LO2. Store/arrange tools and shop equipment
LO3. Dispose waste/used lubricant
LO4. Report damaged tools/equipment

LO1. IDENTIFY APPROPRIATE SEALANT/ADHESIVE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Tools, equipment and  Workshop policies.  Open  Lecture  Direct
work area is inspected and  Types and usage of workshop/garage  Demonstration observation
cleaned, free from dust, cleaning chemicals.  Well ventilated  Practical
grease and other  Safe handling of enclosed work and
 Dualized  Interview
substances. training
equipment and tools. office area  Written
2. Cleaning solvent used  Service procedures.  Wash area and  Distance examination
as per workshop cleaning  Equipment maintenance mess hall learning
requirements is observed. standards.  Cleaning chemicals
3. Work area is checked   Inventory of
and cleaned. equipment and tools
4. Wet surface or spot in  Rugs
the work area is kept dry.  Containers for used
 oils
 Vehicle
 Oiler

LO2. STORE/ARRANGE TOOLS AND SHOP EQUIPMENT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Correct procedure for  Storage and  Tool cabinet  Interactive  Practical
change of lubricant is disposal of  Appropriate tools lecture  Direct
identified following hazardous/fl and equipment  Dual training observation
manufacturer’s specification ammable  Tool room  Self-paced  Interview
or manual. tools/material  Fire extinguishers instruction  Written
2.Correct tools and s.  Tool kit  Simulation examination
equipment are selected  Personal  Log/record book
and used in line with job safety  Labeling materials
requirements. procedures.
3.Existing lubricants are  Relevant
removed and replaced with technical
specified types and information
quantity of new materials  Labeling
in line with manufacturer’s procedures
specification.  Principles of
4.Safe procedure and use total quality
of PPE is observed when management
removing or replacing (TQM) and 5S
lubricant.
5. Used lubricants are
disposed in accordance
with environmental
guidelines.
6. Work is checked in line
with company SOP.

LO3. DISPOSE WASTE/USED LUBRICANT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Waste and used  Effects of automotive  Waste disposal area  Interactive  Direct
lubricants are disposed in wastes to men and its  Oiler lecture observation
accordance with the environment.  Handouts for waste  Dual training  Simulation
standard operational  Waste management management and  Self-paced  Written
procedures and and disposal disposal instruction examination
environmental regulations.  Cleaning chemicals for  Cleaning chemicals  Simulation  Interview
2.Containers for waste and grease and lubricants for grease and  Demonstration
used lubricants are  Labeling procedures lubricants
properly labeled. and technique  Containers for waste
3.Personal safety in and used lubricants
disposing waste and used
lubricants is evident.

LO4. REPORT DAMAGE TOOLS/EQUIPTMENTS

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Effective communication  Conducting inventory  Records and  Interactive  Interview
skills are applied to and preparing inventory of tools lecture  Written
determine the nature and records and equipment  Dual training examination
scope of work to be  Maintenance and safe  Record books  Self-paced  Demonstration
undertaken handling of tools and  Checklist instruction  Direct
2.Extent of service to be equipment  Waste disposal  Simulation observation
rendered is determined and  Maintenance and reports
documented in line with standard
operating procedures (SOP)
updating of records  Racks for tools
and reports
 UNIT OF COMPETENCY : PREPARE JOB ESTIMATES

MODULE TITLE : PREPARING JOB ESTIMATES

MODULE DESCRIPTOR : This module covers the preparation of job estimates

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify nature/scope of work
LO2. Prepare and present estimates

LO1. IDENTIFY NATURE/SCOPE OF WORK

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Effective communication  Conducting inventory  Records and  Lecture  Written test
skills are applied to and preparing inventory of tools  Demonstra  Oral
determine the nature and records and equipment tion questioning
scope of work to be  Identifying the nature  Record books  Self-  Direct
undertaken of work  Checklist paced observation
2Extent of service to be  Waste disposal (modular)  Project
rendered is determined reports  Distance method
and documented in line  Racks for tools learning  interview
with standard operating
procedures

LO2. PREPARE AND PRESENT ESTIMATES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Effective communication  Types of surface  Equipment/tools/ins  Lecture  Written test
skills are applied to material and truments  Demonstra  Oral
determine the nature and appropriate - Vehicle tion questioning
scope of work to be sealant/adhesive to be  Self-  Direct
undertaken used.
- Putty knife
paced observation
2.Extent of service to be  Techniques and - Gloves (modular)  Project
rendered is determined procedures in - Apron  Distance method
and documented in line preparing surfaces for - Mask learning  interview
with standard operating sealant/adhesive.
procedures
- Scraper
 Use of sealant and
adhesive - Sander
 Types and  Supplies/materials
classification of sealant - Paper
and adhesives - Pencil
 Tools and materials to - Solvent
be used in applying
sealant/adhesive - Sand paper
 Techniques in applying  Instructional
sealant/adhesive materials
 Safety requirements in - Reference books
applying - Learning materials
sealant/adhesive - Modules
- CDs, VHS tapes,
transparencies
 UNIT OF COMPETENCY : INTERPRET/DRAW TECHNICAL DRAWINGS

MODULE TITLE : INTERPRETING/DRAWING TEDCHNICAL DRAWINGS

MODULE DESCRIPTOR : This module covers the interpretation of the technical drawings, select proper
technical drawings, and apply freehand sketching

NOMINAL DURATION : 6 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Interpret technical drawing
LO2. Select correct technical drawing
LO3. Apply freehand sketching

LO1. INTERPRET TECHNICAL DRAWING

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment Methods
provided w/ the ff.)
1.Components, assemblies  Interpret  Equipment/tools/in  Lecture  Written test
or objects are recognized technical struments  Demonstratio  Oral questioning
as required drawing - Vehicle n  Direct
2.Dimensions are identified  Types and  Self-paced observation
as appropriate to the field classification of
- Car lift/bay
(modular)  Project method
of employment technical - Putty knife  Distance  interview
3.Instructions are identified drawings - Gloves learning
and followed as required - Apron
4.Material and other
consumable requirements
- Mask
are identified as required - Scraper
5.Symbols are recognized
as appropriate in drawing  Supplies/materials
- Gasket
- Ribbon sealer
- Different types of
sealant/adhesives
- Silicon
 Instructional
materials
- Reference books
- Learning materials
- Modules

LO2. SELECT CORRECT TECHNICAL DRAWING

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Components, assemblies  Types of surface  Equipment/tools/in  Lecture  Written test
or objects are recognized material and struments  Demonstration  Oral questioning
as required appropriate - Vehicle  Self-paced  Direct
2.Dimensions are identified sealant/adhesive (modular) observation
as appropriate to the field to be used.
- Putty knife
 Distance  Project method
of employment  Techniques and - Gloves learning  interview
3.Instructions are identified procedures in - Apron
and followed as required preparing surfaces - Mask
4.Material and other for
consumable requirements
- Scraper
sealant/adhesive.
are identified as required  Use of sealant and - Sander
5.Symbols are recognized adhesive  Supplies/materials
as appropriate in drawing  Types and - Paper
 classification of - Pencil
sealant and
adhesives
- Solvent
 Tools and - Sand paper
materials to be  Instructional
used in applying materials
sealant/adhesive - Reference books
 Techniques in - Learning materials
applying - Modules
sealant/adhesive
 Safety - CDs, VHS tapes,
requirements in transparencies
applying
sealant/adhesive

LO3. APPLY FREEHAND SKETCHING

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Components, assemblies  Sealant/adhesive  Equipment/tools/  Lecture/demons  Written/oral
or objects are recognized storing procedures. instruments tration examination
as required  Waste disposal - Vehicle  Dualized  Direct
2.Dimensions are identified standard observation
as appropriate to the field procedures
- Car lift/bay training
 Project method
of employment  Hazards - Putty knife  Distance
 Interview
3.Instructions are identified - Gloves learning
associated with
and followed as required improper waste - Apron
4.Material and other disposal
consumable requirements
- Mask
are identified as required - Scraper
5.Symbols are recognized - Sander
as appropriate in drawing  Supplies/materia
ls
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning
materials
- Modules
- CDs, VHS tapes,
transparencies.

UNIT OF COMPETENCY : PRACTICE HEALTH, SAFETY AND ENVIRONMENTAL PROCEDURES

MODULE TITLE : PRACTICING HEALTH, SAFETY AND ENVIRONMENTAL PROCEDURES

MODULE DESCRIPTOR : This module covers the practice of health, safety and environmental procedures,
and the application of basic safety procedures and emergency procedures

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Apply basic safety procedures
LO2. Apply emergency procedures
 LO1. APPLY BASIC SAFETY PROCEDURES
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1.Policies and procedures  Use of sealant and  Equipment/tools/in  Lecture/demo  Written/oral

to achieve a safe working adhesive struments nstration examinations
environment are followed  Types and - Vehicle  Dualized  Direct
and maintained in line with classification of
occupational health and sealant and
- Car lift/bay training observation
safety (OHS) procedures adhesives - Putty knife  Distance  Project
and according to worksite - Gloves learning method
policy - Apron  Interview
2.All unsafe situations are
recognized and reported
- Mask
according to worksite - Scraper
policy
3.All breakdowns in  Supplies/materials
relation to machinery and - Gasket
equipment are reported to - Ribbon sealer
supervisor or nominated
persons - Different types of
4.Fire and safety hazards sealant/adhesives
are identified and - Silicon
precautions are taken or
reported according to  Instructional
worksite policy and materials
procedures - Reference books
5.Dangerous goods and - Learning materials
substances are identified,
handled and stored - Modules
according to worksite
policy and procedures and
OHS requirements
6.Worksite policy
regarding manual handling
practice is followed
7.Participation in
consultative arrangements
established by company
for OHS is exercised

LO2. APPLY EMERGENCY PROCEDURES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Communicated effectively  Types of surface  Equipment/tools/ins  Lecture/demon  Written/oral
with others involved in or material and truments stration examination
affected by the work appropriate - Vehicle  Dualized  Direct
2.Identified and assessed sealant/adhesive to be training observation
hazardous situations and used.
- Putty knife
 Distance  Project
rectified, or reported to the  Techniques and - Gloves learning method
relevant persons procedures in - Apron  Interview
3.Operated fire-fighting preparing surfaces for - Mask
equipment sealant/adhesive.
4.Handled safely and
- Scraper
 Use of sealant and
stored dangerous and/or adhesive - Sander
hazardous goods and  Types and  Supplies/materials
substances classification of sealant - Paper
5.Applied safe manual and adhesives - Pencil
handling practices  Tools and materials to
6.Operated safely and - Solvent
be used in applying
effectively equipment and sealant/adhesive - Sand paper
utilized materials over the  Techniques in applying  Instructional
materials
 full range of functions sealant/adhesive - Reference books
7.Followed worksite  Safety requirements in
evacuation procedures. applying
- Learning materials
sealant/adhesive - Modules
- CDs, VHS tapes,
transparencies

UNIT OF COMPETENCY : INSPECT TECHNICAL QUALITY OF WORK

MODULE TITLE : INSPECTING TECHNICAL QUALITY OF WORK

MODULE DESCRIPTOR : This module covers the inspection of technical quality of its work.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Gather information to carry out inspection
LO2. Inspect and apply quality standards of work
LO3. Achieve quality work outcomes

LO1. GATHER INFORMATION TO CARRY OUT INSPECTION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Communicated effectively  Use of sealant and  Equipment/tools/  Lecture/demons  Written/oral
with others involved in or adhesive instruments tration examinations
affected by the work  Types and - Vehicle  Dualized  Direct
2.Identified and assessed classification of
hazardous situations and sealant and
- Car lift/bay training observation
rectified, or reported to the adhesives - Putty knife  Distance  Project
relevant persons - Gloves learning method
3.Operated fire-fighting - Apron  Interview
equipment
4.Handled safely and stored
- Mask
dangerous and/or - Scraper
hazardous goods and
substances  Supplies/materia
5.Applied safe manual ls
handling practices - Gasket
6.Operated safely and - Ribbon sealer
effectively equipment and
utilized materials over the - Different types of
full range of functions sealant/adhesive
7.Followed worksite s
evacuation procedures. - Silicon
 Instructional
materials
- Reference books
- Learning
materials
- Modules
LO2.INSPECT AND APPLY QUALITY STANDARDS TO WORK
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Work is identified and  Types of surface  Equipment/tools/in  Lecture/demonst  Written/or
 confirmed for inspection in material and struments ration al
accordance with company appropriate - Vehicle  Dualized examination
quality procedures sealant/adhesive to be training  Direct
2. Quality Inspections are used.
- Putty knife observation
 Distance
conducted throughout the  Techniques and - Gloves learning  Project
course of the work to ensure procedures in - Apron method
quality standards are preparing surfaces for - Mask  Interview
maintained sealant/adhesive.
3. Quality standards are
- Scraper
 Use of sealant and
applied during work adhesive - Sander
completion to ensure the  Types and  Supplies/materials
treatment of customer classification of sealant - Paper
property meets industry and and adhesives - Pencil
/ or company standards  Tools and materials to
4.Activities are coordinated
- Solvent
be used in applying
throughout the workplace in sealant/adhesive - Sand paper
accordance with company  Techniques in applying  Instructional
procedures sealant/adhesive materials
5. Documents of work  Safety requirements in - Reference books
quality are maintained applying - Learning materials
according to company sealant/adhesive
requirements - Modules
- CDs, VHS tapes,
transparencies

LO3.ACHIEVE QUALITY WORK OUTCOMES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Damage to customer  Sealant/adhesive  Equipment/tools/i  Lecture/  Written/ora
property is avoided through storing procedures. nstruments demonstration l
ensuring staff adherence to  Waste disposal - Vehicle  Dualized examination
quality procedures and use standard procedures  Direct
of protective materials at all
- Car lift/bay training
observation
 Hazards associated
stages of the repair or with improper waste - Putty knife  Distance  Project
service - Gloves learning
disposal method
2. Communication pertaining - Apron  Interview
to quality improvements and
recommendations are to be
- Mask
done in accordance with - Scraper
company requirements - Sander
 Supplies/material
s
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning materials
- Modules
- CDs, VHS tapes,
transparencies.
 UNIT OF COMPETENCY : MAINTAIN QUALITY SYSTEMS

UNIT CODE : ALT723201

MODULE TITLE : MAINTAINING QUALITY SYSTEMS

MODULE DESCRIPTOR : This module covers maintenance of the quality systems.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Conduct final quality check on completed work orders.
LO2. Report on the quality of processes and work outcomes.
LO3. Implement improvements to work process

LO1. CONDUCT FINAL QUALITY CHECK ON COMPLETED WORK/ORDERS

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Completed work / orders  Use of sealant and  Equipment/tools/in  Lecture/demo  Written/oral
are checked for compliance adhesive struments nstration examinations
with supplier, company or  Types and - Vehicle  Dualized  Direct
customer . classification of
2. Level of inspection sealant and
- Car lift/bay training observation
conducted is appropriate adhesives - Putty knife  Distance  Project
to the size and importance - Gloves learning method
of the job - Apron  Interview
3. Documentation is
authorized in accordance
- Mask
with company requirements - Scraper
4. Feedback is provided to
staff on the quality of their  Supplies/materials
work with equal emphasis - Gasket
on strengths and - Ribbon sealer
weaknesses and
opportunities for - Different types of
development sealant/adhesives
- Silicon
 Instructional
materials
- Reference books
- Learning materials
- Modules

LO2. REPORT ON THE QUALITY OF PROCESSES AND WORK OUTCOMES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Documents are kept  Types of surface  Equipment/tools/in  Lecture/demon  Written/oral
according to company material and struments stration examination
quality procedures on appropriate - Vehicle  Dualized  Direct
outcomes of quality checks sealant/adhesive to be training observation
2. Quality problems are used.
- Putty knife
 Distance  Project
identified according to  Techniques and - Gloves learning method
company performance procedures in - Apron  Interview
indicators preparing surfaces for - Mask
3. Information relating to sealant/adhesive.
the quality of processes
- Scraper
 Use of sealant and
and work outcomes is adhesive - Sander
provided to appropriate  Types and  Supplies/materials
persons on a regular basis classification of sealant - Paper
and adhesives - Pencil
  Tools and materials to - Solvent
be used in applying - Sand paper
sealant/adhesive
 Instructional
 Techniques in applying materials
sealant/adhesive
 Safety requirements in - Reference books
applying - Learning materials
sealant/adhesive - Modules
- CDs, VHS tapes,
transparencies

LO3. IMPLEMENT IMPROVEMENTS TO WORK PROCESSES

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
*Staff input is encouraged  Sealant/adhesive  Equipment/tools/i  Lecture/demo  Written/oral
to generate possible storing procedures. nstruments nstration examination
solutions to quality  Waste disposal - Vehicle  Dualized  Direct
problems standard procedures observation
*Options for solving quality
- Car lift/bay training
 Hazards associated  Project
problems are generated with improper waste - Putty knife  Distance
method
and the costs and benefits - Gloves learning
disposal  Interview
of each option are - Apron
evaluated
*Recommended solutions to
- Mask
quality problems are - Scraper
discussed with management - Sander
*Improvements to work  Supplies/material
processes are implemented s
according to company - Paper
policies and procedures
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning materials
- Modules
- CDs, VHS tapes,
transparencies.

UNIT OF COMPETENCY : PROVIDE WORK SKILL INSTRUCTION

MODULE TITLE : PROVIDE WORK SKILL INSTRUCTION

MODULE DESCRIPTOR : This module covers the work skill instructions especially on organizing and
organizing instruction and demonstration, checking training performance and reviewing personal training performance and
finalization of documentation

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Organize instruction and demonstration
LO2. Conduct instruction and demonstration
LO3. Check training performance
LO4. Review personal training performance and finalize documentation
 LO1.ORGANIZE INSTRUCTION AND DEMONSTRATION
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Gather information about  Use of sealant and  Equipment/tools/in  Lecture/demo  Written/oral
learner characteristics and adhesive struments nstration examinations
learning needs  Types and - Vehicle  Dualized  Direct
2. Confirm a safe learning classification of
environment sealant and
- Car lift/bay training observation
3. Gather and check adhesives - Putty knife  Distance  Project method
instruction and - Gloves learning  Interview
demonstration objectives - Apron
and seek assistance if
required
- Mask
4. Access and review - Scraper
relevant learning resources
and learning materials for  Supplies/materials
suitability and relevance, - Gasket
and seek assistance to - Ribbon sealer
interpret the contextual
application - Different types of
5. Organize access to sealant/adhesives
necessary equipment or - Silicon
physical resources required
for instruction and  Instructional
demonstration materials
6. Notify learners of details - Reference books
regarding the - Learning materials
implementation of the
learning program and/or - Modules
delivery plan

LO2. CONDUCT INSTRUCTION AND DEMONSTRATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1 Use interpersonal skills  Types of surface  Equipment/tools/in  Lecture/demon  Written/oral
with learners to establish a material and struments stration examination
safe and comfortable appropriate - Vehicle  Dualized  Direct
learning environment sealant/adhesive to be training observation
2 Follow the learning used.
- Putty knife
 Distance  Project
program and/or delivery  Techniques and - Gloves learning method
plan to cover all learning procedures in - Apron  Interview
objectives preparing surfaces for - Mask
3 Brief learners on any sealant/adhesive.
OHS procedures and
- Scraper
 Use of sealant and
requirements prior to and adhesive - Sander
during training  Types and  Supplies/materials
4 Use delivery techniques classification of sealant - Paper
to structure, pace and and adhesives - Pencil
enhance learning  Tools and materials to
5 Apply coaching - Solvent
be used in applying
techniques to assist learning sealant/adhesive - Sand paper
6 Use communication skills  Techniques in applying  Instructional
to provide information, sealant/adhesive materials
instruct learners and  Safety requirements in - Reference books
demonstrate relevant work applying - Learning materials
skills sealant/adhesive
7 Provide opportunities for - Modules
practice during instruction - CDs, VHS tapes,
and through work activities transparencies
8 Provide and discuss
feedback on learner
performance to support
learning
 LO3. CHECK TRAINING PERFORMANCE
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Use measures to ensure  Sealant/adhesive  Equipment/tools/i  Lecture/demo  Written/oral
learners are acquiring and storing procedures. nstruments nstration examination
can use new technical and  Waste disposal - Vehicle  Dualized  Direct
generic skills and standard procedures observation
knowledge
- Car lift/bay training
 Hazards associated  Project
2 Monitor learner progress with improper waste - Putty knife  Distance
method
and outcomes in - Gloves learning
disposal  Interview
consultation with learner - Apron
3. Review relationship
between the trainer/coach
- Mask
and the learner and adjust - Scraper
to suit learner needs - Sander
 Supplies/material
s
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning materials
- Modules
- CDs, VHS tapes,
transparencies.

LO4. REVIEW PERSONAL TRAINING PERFORMANCE AND FINALIZE DOCUMENTATION

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1 Reflect upon personal  Sealant/adhesive  Equipment/tools/i  Lecture/demo  Written/oral
performance in providing storing procedures. nstruments nstration examination
instruction and  Waste disposal - Vehicle  Dualized  Direct
demonstration, and standard procedures observation
document strategies for
- Car lift/bay training
 Hazards associated  Project
improvement with improper waste - Putty knife  Distance
method
2 Maintain, store and - Gloves learning
disposal  Interview
secure learner records - Apron
according to organizational
and legal requirements
- Mask
- Scraper
- Sander
 Supplies/material
s
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning materials
- Modules
- CDs, VHS tapes,
transparencies.
 UNIT OF COMPETENCY : IDENTIFY AND SELECT ORIGINAL AUTOMOTIVE PARTS AND PRODUCTS

MODULE TITLE : IDENTIFYING AND SELECTING ORIGINAL AUTOMOTIVE PARTS AND

PRODUCTS

MODULE DESCRIPTOR : This module covers the selection and application of sealant/adhesives particularly
to identify appropriate sealant and adhesives, prepare surface for sealant and adhesive, apply sealant/adhesives evenly,
and store unused/dispose used sealant/adhesive properly.

NOMINAL DURATION : 2 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify the part/product and its end use
LO2. Identify details of the part/product
LO3. Part/product is supplied or ordered for customer

LO1. IDENTIFY THE PART / PRODUCT AND ITS END USE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
 Use of sealant and  Equipment/tools/in  Lecture/demo  Written/oral
1. Available part/product adhesive struments nstration examinations
information is gathered,  Types and - Vehicle  Dualized  Direct
documented and confirmed classification of
with customer sealant and
- Car lift/bay training observation
2. Information gathering adhesives - Putty knife  Distance  Project
techniques is established - Gloves learning method
for proper identification of - Apron  Interview
part/product
3. End user or host for the
- Mask
part/product, i.e. - Scraper
vehicle/unit assembly or
vehicle/unit assembly  Supplies/materials
options, is established from - Gasket
an analysis of available - Ribbon sealer
information
- Different types of
sealant/adhesives
- Silicon
 Instructional
materials
- Reference books
- Learning materials
- Modules

LO2. IDENTIFY DETAILS OF THE PART / PRODUCT

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1 The parts/product  Types of surface  Equipment/tools/in  Lecture/demon  Written/oral
cataloguing system is material and struments stration examination
identified and accessed appropriate - Vehicle  Dualized  Direct
2. Part/product is matched sealant/adhesive to be training observation
accurately with cataloguing used.
- Putty knife
 Distance  Project
information by accessing  Techniques and - Gloves learning method
and using the catalogue procedures in - Apron  Interview
system preparing surfaces for - Mask
3. Details of identity of the sealant/adhesive.
part/product are
- Scraper
 Use of sealant and
documented and processed adhesive - Sander
  Types and  Supplies/materials
classification of sealant - Paper
and adhesives
 Tools and materials to
- Pencil
be used in applying - Solvent
sealant/adhesive - Sand paper
 Techniques in applying  Instructional
sealant/adhesive materials
 Safety requirements in - Reference books
applying - Learning materials
sealant/adhesive
- Modules
- CDs, VHS tapes,
transparencies

LO3. PART / PRODUCT IS SUPPLIED OR ORDERED FOR CUSTOMER

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1.Customer accepts process  Sealant/adhesive  Equipment/tools/i  Lecture/demo  Written/or
used storing procedures. nstruments nstration al
2. Part/product is supplied  Waste disposal - Vehicle  Dualized examination
or ordered if not available standard procedures  Direct
3. Customer records are
- Car lift/bay training
observation
 Hazards associated
updated with improper waste - Putty knife  Distance
 Project
- Gloves learning
disposal method
- Apron  Interview
- Mask
- Scraper
- Sander
 Supplies/material
s
- Paper
- Pencil
- Solvent
- Sand paper
 Instructional
materials
- Reference books
- Learning materials
- Modules
- CDs, VHS tapes,
transparencies.
 CORE COMPETENCIES

UNIT OF COMPETENCY : SERVICE AUTOMOTIVE BATTERY

MODULE TITLE : SERVICING AUTOMOTIVE BATTERY

MODULE DESCRIPTOR : This unit identifies the competence required to: service,
Remove, replace, test and charge automotive batteries. The competency is applicable to batteries fitted to
NOMINAL DURATION : 30 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify and explain the operation and safe handling of different types of battery
LO2. Demonstrate the testing of an automobile battery
LO3. Demonstrate the correct procedure for removing and replacing batteries
LO4. Demonstrate the correct procedure for servicing and charging batteries
LO5. Demonstrate the procedure of jump starting a battery

LO1. IDENTIFY APPROPRIATE SEALANT/ADHESIVE

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1. Removed/replaced  Competency must be  Hand tools and  Demonstration  Direct

battery assessed on the job or special tools for  Discussion observation
2. serviced and charged simulated environment removal/adjustme  Dual training while tasks
batteries  The assessment of nts  Distance are being
3. conducted battery tests practical skills must  Load tester learning performed
take place after a  Hydrometer  Questions
period of supervised  Multimeter or  Interview
practice and voltmeter
repetitive experience.  Battery charger
 Cell tester

LO2. Demonstrate the testing of an automobile battery

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Removed/replaced  Competency must be  Hand tools and  Demonstration  Direct
battery assessed on the job or special tools for  Discussion observation
2. serviced and charged simulated environment removal/adjustme  Dual training while tasks
batteries  The assessment of nts  Distance are being
3. conducted battery tests practical skills must  Load tester learning performed
take place after a  Hydrometer  Questions
period of supervised  Multimeter or  Interview
practice and voltmeter
repetitive experience.  Battery charger
 Cell tester

LO3. Demonstrate the correct procedure for removing and replacing batteries
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Removed/replaced  Competency must be  Hand tools and  Demonstration  Direct
battery assessed on the job or special tools for  Discussion observation
2. serviced and charged simulated environment removal/adjustme  Dual training while tasks are
batteries  The assessment of nts  Distance being
3. conducted battery tests practical skills must  Load tester learning performed
take place after a  Hydrometer  Questions
period of supervised  Multimeter or  Interview
 practice and voltmeter
repetitive experience.  Battery charger
 Cell tester

LO4. Demonstrate the correct procedure for servicing and charging batteries
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Removed/replaced  Competency must be  Hand tools and  Demonstration  Direct
battery assessed on the job or special tools for  Discussion observation
2. serviced and charged simulated environment removal/adjustme  Dual training while tasks are
batteries  The assessment of nts  Distance being
3. conducted battery tests practical skills must  Load tester learning performed
take place after a  Hydrometer  Questions
period of supervised  Multimeter or  Interview
practice and voltmeter
repetitive experience.  Battery charger
 Cell tester

LO5. Demonstrate the procedure of jump starting a battery

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Removed/replaced  Competency must be  Hand tools and  Demonstration  Direct
battery assessed on the job or special tools for  Discussion observation
2. serviced and charged simulated environment removal/adjustme  Dual training while tasks are
batteries  The assessment of nts  Distance being
3. conducted battery tests practical skills must  Load tester learning performed
take place after a  Hydrometer  Questions
period of supervised  Multimeter or  Interview
practice and voltmeter
repetitive experience.  Battery charger
 Cell tester

UNIT OF COMPETENCY : SERVICE IGNITION SYSTEM

MODULE TITLE : SERVICING IGNITION SYSTEM

MODULE DESCRIPTOR : This Competency unit includes checking and conducting test to ignition components.
It also includes repairing the ignition system and components

NOMINAL DURATION : 20 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify and explain the function of ignition system components
LO2. Check ignition coil, ballast resistor and high-tension cable resistance.
LO3. Check distributor assembly

LO1. Identify and explain the function of ignition system components

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1. Checked and serviced  Competency must be  Hand tools,  Demonstration  Direct

ignition system assessed on the job or power tools  Discussion observation
2. tested ignition simulated environment and air tools  Dual training  Written
system/components  The assessment of  Testing  Distance  Oral questioning
3. repaired ignition practical skills must equipment learning
system/components take place after a  Multimeter
period of supervised  Ohmmeter
practice and  Voltmeter
repetitive experience  Tachometer
 Timing light
  Spark plug
cleaner/tester
 Tunescopes
 Engine
analyzer
 Distributor test
bench
 Distributor
assembly,
ignition coil
and condenser
 Actual vehicle
equipped with
conventional
ignition system
 Fender cover

LO2. Check ignition coil, ballast resistor and high-tension cable resistance.
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Checked and serviced  Competency must be  Hand tools,  Demonstration  Direct
ignition system assessed on the job or power tools  Discussion observation
2. tested ignition simulated environment and air tools  Dual training  Written
system/components  The assessment of  Testing  Distance  Oral questioning
3. repaired ignition practical skills must equipment learning
system/components take place after a  Multimeter
period of supervised  Ohmmeter
practice and  Voltmeter
repetitive experience  Tachometer
 Timing light
 Spark plug
cleaner/tester
 Tunescopes
 Engine
analyzer
 Distributor test
bench
 Distributor
assembly,
ignition coil
and condenser
 Actual vehicle
equipped with
conventional
ignition system
 Fender cover

LO3. Check distributor assembly

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Checked and serviced  Competency must be  Hand tools,  Demonstration  Direct
ignition system assessed on the job or power tools  Discussion observation
2. tested ignition simulated environment and air tools  Dual training  Written
system/components  The assessment of  Testing  Distance  Oral questioning
3. repaired ignition practical skills must equipment learning
system/components take place after a  Multimeter
period of supervised  Ohmmeter
practice and  Voltmeter
repetitive experience  Tachometer
 Timing light
 Spark plug
 cleaner/tester
 Tunescopes
 Engine
analyzer
 Distributor test
bench
 Distributor
assembly,
ignition coil
and condenser
 Actual vehicle
equipped with
conventional
ignition system
 Fender cover

UNIT OF COMPETENCY : TEST AND REPAIR WIRING/LIGHTING SYSTEMS

MODULE TITLE : TESTING AND REPAIRING WIRING/LIGHTING SYSTEMS

MODULE DESCRIPTOR : This unit identifies the competence required to: carry out testing and repair. This
standard only applies to 12/24 voltage systems

NOMINAL DURATION : 50 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Explain principle of auto electricity
LO2. Identify components of auto lighting system and explain its function
LO3. Install wiring/lighting system
LO4. Test electrical system, identify faults and determine preferred repair action
LO5. Carry out necessary repairs in the electrical system

LO1. Explain principle of auto electricity

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1. Tested electrical system  Competency must be  Hand tools  Demonstration  Direct

2. repaired electrical assessed on the job or  Power tools  Discussion observation of
system simulated environment  Air tools  Dual training application of
 The assessment of  Special tools for  Distance task
practical skills must removal/adjustme learning  Written
take place after a nts  Oral
period of supervised  Testing questioning
practice and equipment’s
repetitive experience including
multimeter and
test lamos

LO2. Identify components of auto lighting system and explain its function
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Tested electrical system  Competency must be  Hand tools  Demonstration  Direct
2. repaired electrical assessed on the job or  Power tools  Discussion observation of
system simulated environment  Air tools  Dual training application of
 The assessment of  Special tools for  Distance task
practical skills must removal/adjustme learning  Written
take place after a nts  Oral
period of supervised  Testing questioning
practice and equipment’s
 repetitive experience including
multimeter and
test lamos

LO3. Install wiring/lighting system

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Tested electrical system  Competency must be  Hand tools  Demonstration  Direct
2. repaired electrical assessed on the job or  Power tools  Discussion observation of
system simulated environment  Air tools  Dual training application of
 The assessment of  Special tools for  Distance task
practical skills must removal/adjustme learning  Written
take place after a nts  Oral
period of supervised  Testing questioning
practice and equipment’s
repetitive experience including
multimeter and
test lamos

LO4. Test electrical system, identify faults and determine preferred repair action
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Tested electrical system  Competency must be  Hand tools  Demonstration  Direct
2. repaired electrical assessed on the job or  Power tools  Discussion observation
system simulated environment  Air tools  Dual training of application
 The assessment of  Special tools for  Distance of task
practical skills must removal/adjustme learning  Written
take place after a nts  Oral
period of supervised  Testing questioning
practice and equipment’s
repetitive experience including
multimeter and
test lamos

LO5. Carry out necessary repairs in the electrical system

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Tested electrical system  Competency must be  Hand tools  Demonstration  Direct
2. repaired electrical assessed on the job or  Power tools  Discussion observation
system simulated environment  Air tools  Dual training of application
 The assessment of  Special tools for  Distance of task
practical skills must removal/adjustme learning  Written
take place after a nts  Oral
period of supervised  Testing questioning
practice and equipment’s
repetitive experience including
multimeter and
test lamos

UNIT OF COMPETENCY : SERVICE STARTING SYSTEM

MODULE TITLE : SERVICING STARTING SYSTEM

MODULE DESCRIPTOR : This unit identifies the components required to: test and repair starting system

NOMINAL DURATION : 40 hours

 SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Test starting system components and identify faults.
LO2. Disassemble starter
LO3. Repair/replace starter component/parts
LO4. Test starting system component and identify faults
LO5. Assemble starter

LO1. Test starting system components and identify faults.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hand tools  Demonstration  Direct
batteries assessed on the job or  Testing  Discussion observation
2. tested/jump started the simulated environment equipment’s  Dual training while the
battery/vehicles  The assessment of including:  Distance task are
3. repaired the starting practical skills must  Multimeters learning being
system take place after a  Voltmeter performed
period of supervised  Ammeters  Questions/i
practice and  Power tools, air nterview
repetitive experience tools, electrical related to
loading the
equipment, test underpinnin
benches, soldering g
equipment, knowledge
induction, test light /skills
(12V and 24V)  Assessment
of
underpinnin
g and
practical
skills may
be
combined

LO2. Disassemble starter

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hand tools  Demonstration  Direct
batteries assessed on the job or  Testing  Discussion observation
2. tested/jump started the simulated environment equipment’s  Dual training while the
battery/vehicles  The assessment of including:  Distance task are
3. repaired the starting practical skills must  Multimeters learning being
system take place after a  Voltmeter performed
period of supervised  Ammeters  Questions/i
practice and  Power tools, air nterview
repetitive experience tools, electrical related to
loading the
equipment, test underpinnin
benches, soldering g
equipment, knowledge
induction, test light /skills
(12V and 24V)  Assessment
of
underpinnin
g and
practical
skills may
be
combined
 LO3. Repair/replace starter component/parts
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and changed  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested/jump started the simulated environment equipment’s  Discussion while the task
battery/vehicles  The assessment of including:  Dual are being
3. repaired the starting practical skills must  Multimeters training performed
system take place after a  Voltmeter  Distance  Questions/interv
period of supervised  Ammeters learning iew related to
practice and  Power tools, air the underpinning
repetitive experience tools, electrical knowledge/skills
loading  Assessment of
equipment, test underpinning
benches, soldering and practical
equipment, skills may be
induction, test light combined
(12V and 24V)

LO4. Test starting system component and identify faults

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and changed  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested/jump started the simulated environment equipment’s  Discussion while the task
battery/vehicles  The assessment of including:  Dual are being
3. repaired the starting practical skills must  Multimeters training performed
system take place after a  Voltmeter  Distance  Questions/interv
period of supervised  Ammeters learning iew related to
practice and  Power tools, air the underpinning
repetitive experience tools, electrical knowledge/skills
loading  Assessment of
equipment, test underpinning
benches, soldering and practical
equipment, skills may be
induction, test light combined
(12V and 24V)

LO5. Assemble starter

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and changed  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested/jump started the simulated environment equipment’s  Discussion while the task
battery/vehicles  The assessment of including:  Dual are being
3. repaired the starting practical skills must  Multimeters training performed
system take place after a  Voltmeter  Distance  Questions/interv
period of supervised  Ammeters learning iew related to
practice and  Power tools, air the underpinning
repetitive experience tools, electrical knowledge/skills
loading  Assessment of
equipment, test underpinning
benches, soldering and practical
equipment, skills may be
induction, test light combined
(12V and 24V)
 UNIT OF COMPETENCY : SERVICE CHARGING SYSTEM

MODULE TITLE : SERVICING CHARGING SYSTEM

MODULE DESCRIPTOR : This unit identifies the components required to: test and repair charging system

NOMINAL DURATION : 30 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Test charging system components and identify faults.
LO2. Disassemble alternator
LO3. Repair/replace alternator component/parts
LO4. Test charging system component and identify faults
LO5. Assemble alternator

LO1. Test charging system components and identify faults.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and charged  Competency must be  Hand tools  Demonstration  Direct
batteries assessed on the job or  Testing  Discussion observation
2. tested started the simulated environment equipment’s  Dual training  Questions/i
battery/vehicle  The assessment of including:  Distance nterview
3. repaired the charging practical skills must  Multimeters learning
system take place after a  Voltmeter
period of supervised  Ammeters
practice and  Power tools, air
repetitive experience tools, electrical
loading
equipment, test
benches, soldering
equipment,
induction, test light
(12V and 24V)

LO2. Disassemble alternator

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and charged  Competency must be  Hand tools  Demonstration  Direct
batteries assessed on the job or  Testing  Discussion observation
2. tested started the simulated environment equipment’s  Dual training  Questions/i
battery/vehicle  The assessment of including:  Distance nterview
3. repaired the charging practical skills must  Multimeters learning
system take place after a  Voltmeter
period of supervised  Ammeters
practice and  Power tools, air
repetitive experience tools, electrical
loading
equipment, test
benches, soldering
equipment,
induction, test light
(12V and 24V)

LO3. Repair/replace alternators component/parts

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and charged  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested started the simulated environment equipment’s  Discussion  Questions/interv
battery/vehicle  The assessment of including:  Dual iew
3. repaired the charging practical skills must  Multimeters training
system take place after a  Voltmeter  Distance
period of supervised  Ammeters learning
practice and  Power tools, air
repetitive experience tools, electrical
loading
equipment, test
benches, soldering
equipment,
induction, test light
(12V and 24V)

LO4. Test charging system component and identify faults

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and charged  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested started the simulated environment equipment’s  Discussion  Questions/interv
battery/vehicle  The assessment of including:  Dual iew
3. repaired the charging practical skills must  Multimeters training
system take place after a  Voltmeter  Distance
period of supervised  Ammeters learning
practice and  Power tools, air
repetitive experience tools, electrical
loading
equipment, test
benches, soldering
equipment,
induction, test light
(12V and 24V)

LO5. Assemble alternator

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and charged  Competency must be  Hand tools  Demonstrati  Direct
batteries assessed on the job or  Testing on observation
2. tested started the simulated environment equipment’s  Discussion  Questions/interv
battery/vehicle  The assessment of including:  Dual iew
3. repaired the charging practical skills must  Multimeters training
system take place after a  Voltmeter  Distance
period of supervised  Ammeters learning
practice and  Power tools, air
repetitive experience tools, electrical
loading
equipment, test
benches, soldering
equipment,
induction, test light
(12V and 24V)

UNIT OF COMPETENCY : SERVICE ENGINE MECHANICAL SYSTEM

MODULE TITLE : SERVICING ENGINE MECHANICAL SYSTEM

MODULE DESCRIPTOR : This unit identifies the components required in: Servicing cooling, lubricating, fuel
systems, diesel fuel injector

NOMINAL DURATION : 60 hours

 SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able t
LO1. Explain coolant circulation within cooling system.
LO2. Check thermostat condition
LO3. Perform leakage test on cooling system
LO4. Repair/Replace water pump
LO5. Apply coolant additives
LO6. Explain oil cycle within the engine
LO7. Identify types, Classifications and Applications of engine oil
LO8. Overhaul oil pump, replace oil fitter and change oil

LO1. Explain coolant circulation within cooling system.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and engine  Competency must be  Common hand  Demonstration  Direct
mechanical system assessed on the job or tools  Discussion observation
simulated environment  Injection nozzle  Dual training with
 The assessment of  Hand tester  Distance questioning
practical skills must  CO.O meter learning  Interview
take place after a  GAS Analyzer
period of supervised
practice and
repetitive experience

LO2. Check thermostat condition

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and engine  Competency must be  Common hand  Demonstration  Direct
mechanical system assessed on the job or tools  Discussion observation
simulated environment  Injection nozzle  Dual training with
 The assessment of  Hand tester  Distance questioning
practical skills must  CO.O meter learning  Interview
take place after a  GAS Analyzer
period of supervised
practice and
repetitive experience

LO3. Perform leakage test on cooling system

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and engine  Competency must be  Common hand  Demonstrati  Direct
mechanical system assessed on the job or tools on observation with
simulated environment  Injection nozzle  Discussion questioning
 The assessment of  Hand tester  Dual  Interview
practical skills must  CO.O meter training
take place after a  GAS Analyzer  Distance
period of supervised learning
practice and
repetitive experience

LO4. Repair/Replace water pump

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and engine  Competency must be  Common hand  Demonstrati  Direct
mechanical system assessed on the job or tools on observation with
simulated environment  Injection nozzle  Discussion questioning
  The assessment of  Hand tester  Dual  Interview
practical skills must  CO.O meter training
take place after a  GAS Analyzer  Distance
period of supervised learning
practice and
repetitive experience

LO5. Apply coolant additives

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and engine  Competency must be  Common hand  Demonstration  Direct
mechanical system assessed on the job or tools  Discussion observation
simulated environment  Injection nozzle  Dual training with
 The assessment of  Hand tester  Distance questioning
practical skills must  CO.O meter learning  Interview
take place after a  GAS Analyzer
period of supervised
practice and
repetitive experience

LO6. Explain oil cycle within the engine

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and engine  Competency must be  Common hand  Demonstrati  Direct
mechanical system assessed on the job or tools on observation with
simulated environment  Injection nozzle  Discussion questioning
 The assessment of  Hand tester  Dual  Interview
practical skills must  CO.O meter training
take place after a  GAS Analyzer  Distance
period of supervised learning
practice and
repetitive experience

LO7. Identify types, Classifications and Applications of engine oil

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and engine  Competency must be  Common hand  Demonstration  Direct
mechanical system assessed on the job or tools  Discussion observation with
simulated environment  Injection nozzle  Dual training questioning
 The assessment of  Hand tester  Distance  Interview
practical skills must  CO.O meter learning
take place after a  GAS Analyzer
period of supervised
practice and
repetitive experience

LO8. Overhaul oil pump, replace oil fitter and change oil
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and engine  Competency must be  Common hand  Demonstrat  Direct
mechanical system assessed on the job tools ion observation
or simulated  Injection nozzle  Discussion with
environment  Hand tester  Dual questioning
 The assessment of  CO.O meter training  Interview
practical skills must  GAS Analyzer  Distance
take place after a learning
period of supervised
practice and
repetitive experience
 UNIT OF COMPETENCY : SERVICE CLUTCH SYSTEM

MODULE TITLE : SERVICING CLUTCH SYSTEM

MODULE DESCRIPTOR : This unit deals with the servicing clutch system. It also include repairing and
replacing the damaged parts/components of the system.

NOMINAL DURATION : 40 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Diagnosing clutch failure/ problem
LO2. Pulling out and mounting clutch component parts
LO3. Dismantling/Installing clutch mechanism
LO4. Overhauling hydraulic clutch mechanism
LO5. Performing clutch parts failure analysis
LO6. Setting/Adjusting clutch system components
LO7. Bleeding clutch hydraulic system
LO1. Diagnosing clutch failure/ problem

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstration  Direct
2. repaired/replaced assessed on the job or lifter/mechanical  Discussion observation
clutch system components/ simulated environment lifter  Dual training with
parts  The assessment of  Support stand  Distance questioning
practical skills must  Transmission jack learning  Interview
take place after a  Basic hand tools
period of supervised set
practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO2. Pulling out and mounting clutch component parts

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstration  Direct
2. repaired/replaced assessed on the job or lifter/mechanical  Discussion observation
clutch system components/ simulated environment lifter  Dual training with
parts  The assessment of  Support stand  Distance questioning
practical skills must  Transmission jack learning  Interview
take place after a  Basic hand tools
period of supervised set
practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO3. Dismantling/Installing clutch mechanism

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstrati  Direct
2. repaired/replaced assessed on the job or lifter/mechanical on observation with
clutch system components/ simulated environment lifter  Discussion questioning
parts  The assessment of  Support stand  Dual  Interview
practical skills must  Transmission jack training
take place after a  Basic hand tools  Distance
period of supervised set learning
 practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO4. Overhauling hydraulic clutch mechanism

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstrati  Direct
2. repaired/replaced assessed on the job or lifter/mechanical on observation with
clutch system components/ simulated environment lifter  Discussion questioning
parts  The assessment of  Support stand  Dual  Interview
practical skills must  Transmission jack training
take place after a  Basic hand tools  Distance
period of supervised set learning
practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO5. Performing clutch parts failure analysis

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstrati  Direct
2. repaired/replaced assessed on the job or lifter/mechanical on observation with
clutch system components/ simulated environment lifter  Discussion questioning
parts  The assessment of  Support stand  Dual  Interview
practical skills must  Transmission jack training
take place after a  Basic hand tools  Distance
period of supervised set learning
practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO6. Setting/Adjusting clutch system components

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstration  Direct
2. repaired/replaced assessed on the job or lifter/mechanical  Discussion observation
clutch system components/ simulated environment lifter  Dual training with
parts  The assessment of  Support stand  Distance questioning
practical skills must  Transmission jack learning  Interview
take place after a  Basic hand tools
period of supervised set
practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

LO7. Bleeding clutch hydraulic system

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced clutch system  Competency must be  Hydraulic  Demonstration  Direct
2. repaired/replaced assessed on the job or lifter/mechanical  Discussion observation
clutch system components/ simulated environment lifter  Dual training with
parts  The assessment of  Support stand  Distance questioning
practical skills must  Transmission jack learning  Interview
take place after a  Basic hand tools
period of supervised set
 practice and  Clutch centering
repetitive experience guide
 Snap ring pliers
(in/out)

UNIT OF COMPETENCY : SERVICE DIFFERENTIAL AND FRONT/REAR AXLE

MODULE TITLE : SERVICING DIFFERENTIAL AND FRONT/REAR AXLE

MODULE DESCRIPTOR : This unit deals with servicing differential and front axle. It also includes
overhauling rear wheel hub, analyzing king pin condition and troubleshooting I-beam defective condition.

NOMINAL DURATION : 80 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Inspect drive shaft and joint properly & safety
LO2. Dismount & mount differential assembly properly & safety
LO3. Dismantle & assemble differential parts properly & safety
LO4. Diagnose differential parts failure accurately
LO5. Set/Adjust differential components precisely
LO6. Overhaul rear/front wheel hub properly & safety
LO7. Analyze king pin condition accurately
LO8. Inspect/replace I beam properly & safety

LO1. Inspect drive shaft and joint properly & safety

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstration  Direct
front axle assessed on the job or lifter/mechanical  Discussion observation
2. set and adjusted simulated environment lifter  Dual training while the
differential components  The assessment of  Support stand  Distance task are
3. overhauled rear and practical skills must  Socket wrench learning being
front wheel hub take place after a  Dial gauge with performed
period of supervised stand  Questions/i
practice and  Basic hand tools nterview
repetitive experience  Hub wrench related to
 Spreading tool the
 Axle puller underpinnin
 Spider nit wrench g
 Ballpeen hammer knowledge
 Bearing greasing /skills
machine  Assessment
 Hydraulic press of
underpinnin
g and
practical
skills may
be
combined

LO2. Dismount & mount differential assembly properly & safety

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstration  Direct
front axle assessed on the job or lifter/mechanical  Discussion observation
2. set and adjusted simulated environment lifter  Dual training while the
differential components  The assessment of  Support stand  Distance task are
3. overhauled rear and practical skills must  Socket wrench learning being
front wheel hub take place after a  Dial gauge with performed
period of supervised stand  Questions/i
 practice and  Basic hand tools nterview
repetitive experience  Hub wrench related to
 Spreading tool the
 Axle puller underpinnin
 Spider nit wrench g
 Ballpeen hammer knowledge
 Bearing greasing /skills
machine  Assessment
 Hydraulic press of
underpinnin
g and
practical
skills may
be
combined

LO3. Dismantle & assemble differential parts properly & safety

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press

LO4. Diagnose differential parts failure accurately

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press
 LO5. Set/Adjust differential components precisely
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press

LO6. Overhaul rear/front wheel hub properly & safety

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press

LO7. Analyze king pin condition accurately

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press
 LO8. Inspect/replace I beam properly & safety
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced differential and  Competency must be  Hydraulic  Demonstrati  Direct
front axle assessed on the job or lifter/mechanical on observation
2. set and adjusted simulated environment lifter  Discussion while the task
differential components  The assessment of  Support stand  Dual are being
3. overhauled rear and practical skills must  Socket wrench training performed
front wheel hub take place after a  Dial gauge with  Distance  Questions/interv
period of supervised stand learning iew related to
practice and  Basic hand tools the underpinning
repetitive experience  Hub wrench knowledge/skills
 Spreading tool  Assessment of
 Axle puller underpinning
 Spider nit wrench and practical
 Ballpeen hammer skills may be
 Bearing greasing combined
machine
 Hydraulic press

UNIT OF COMPETENCY : SERVICE MANUAL STEERING SYSTEM

MODULE TITLE : SERVICING MANUAL STEERING SYSTEM

MODULE DESCRIPTOR : This unit deals with servicing steering system. It also includes conduct of wheel
alignment and overhauling front wheel hub.

NOMINAL DURATION : 30 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Service steering system.
LO2. Diagnose power steering system failure.
LO3. Adjust/align tie-rod end to wheel.
LO4. Dismantle/Install steering component.
LO5. Conduct wheel alignment.

LO1. Service steering system.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced steering system  Competency must be  Hydraulic lifter /  Demonstration  Written/
2. conducted wheel assessed on the job or mechanical lifter  Discussion Oral
alignment simulated environment  Support stand  Dual training examination
3. performed wheel  The assessment of  Socket wrench  Distance  Demonstrat
balancing practical skills must  Torque wrench learning e with
take place after a  Basic hand tools questioning
period of supervised  Caster gauge
practice and  Camber
repetitive experience  Toe-in, toe-out
aligning bar
 Puller
 Wheel balancer
 Wheel alignment
equipment or
equivalent

LO2. Diagnose power steering system failure.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced steering system  Competency must be  Hydraulic lifter /  Demonstration  Written/
2. conducted wheel assessed on the job or mechanical lifter  Discussion Oral
alignment simulated environment  Support stand  Dual training examination
3. performed wheel  The assessment of  Socket wrench  Distance  Demonstrat
balancing practical skills must  Torque wrench learning e with
take place after a  Basic hand tools questioning
period of supervised  Caster gauge
practice and  Camber
repetitive experience  Toe-in, toe-out
aligning bar
 Puller
 Wheel balancer
 Wheel alignment
equipment or
equivalent

LO3. Adjust/align tie-rod end to wheel.

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced steering system  Competency must be  Hydraulic lifter /  Demonstrati  Written/ Oral
2. conducted wheel assessed on the job or mechanical lifter on examination
alignment simulated environment  Support stand  Discussion  Demonstrate
3. performed wheel  The assessment of  Socket wrench  Dual with questioning
balancing practical skills must  Torque wrench training
take place after a  Basic hand tools  Distance
period of supervised  Caster gauge learning
practice and  Camber
repetitive experience  Toe-in, toe-out
aligning bar
 Puller
 Wheel balancer
 Wheel alignment
equipment or
equivalent

LO4. Dismantle/Install steering component.

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced steering system  Competency must be  Hydraulic lifter /  Demonstrati  Written/ Oral
2. conducted wheel assessed on the job or mechanical lifter on examination
alignment simulated environment  Support stand  Discussion  Demonstrate
3. performed wheel  The assessment of  Socket wrench  Dual with questioning
balancing practical skills must  Torque wrench training
take place after a  Basic hand tools  Distance
period of supervised  Caster gauge learning
practice and  Camber
repetitive experience  Toe-in, toe-out
aligning bar
 Puller
 Wheel balancer
 Wheel alignment
equipment or
equivalent

LO5. Conduct wheel alignment.

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced steering system  Competency must be  Hydraulic lifter /  Demonstrati  Written/ Oral
2. conducted wheel assessed on the job or mechanical lifter on examination
alignment simulated environment  Support stand  Discussion  Demonstrate
3. performed wheel  The assessment of  Socket wrench  Dual with questioning
balancing practical skills must  Torque wrench training
take place after a  Basic hand tools  Distance
period of supervised  Caster gauge learning
practice and  Camber
repetitive experience  Toe-in, toe-out
aligning bar
 Puller
 Wheel balancer
 Wheel alignment
equipment or
equivalent

UNIT OF COMPETENCY : SERVICE BRAKE SYSTEM

MODULE TITLE : SERVICING BRAKE SYSTEM

MODULE DESCRIPTOR : This unit deals with servicing brake system. It also includes diagnosing, adjusting
and repairing brake mechanism

NOMINAL DURATION : 70 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify the types of hydraulic brake (hydraulic ABS) and its corresponding component and function.
LO2. Explain the operating principle of ABS equipped brake.
LO3. Interpret schematic diagrams and circuitry.
LO4. Performed brake system preventive maintenance.
LO5. Diagnose brake system failure.
LO6. Performed ABS component testing.
LO7. Pull-out and disassemble hydraulic brake component.
LO8. Check, assemble and mount hydraulic brake component.
LO9. Use appropriate tools and instrument.

LO1. Identify the types of hydraulic brake (hydraulic ABS) and its corresponding component and function.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO2. Explain the operating principle of ABS equipped brake.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO3. Interpret schematic diagrams and circuitry.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO4. Performed brake system preventive maintenance.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO5. Diagnose brake system failure.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
  Ballpeen hammer
 Bleeding tool

LO6. Performed ABS component testing.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO7. Pull-out and disassemble hydraulic brake component.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool

LO8. Check, assemble and mount hydraulic brake component.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter /  Demonstration  Written/Oral
faults assessed on the job or mechanical lifter  Discussion examination
2. Pulled-out/Mount brake simulated environment  Support stand  Dual training  Observation
system components  The assessment of  Socket wrench  Distance with
3. Disassembled/ practical skills must  Dial gauge with learning questioning
assembled brake system take place after a stand
components period of supervised  Basic hand tools
practice and set
repetitive experience  Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen hammer
 Bleeding tool
 LO9. Use appropriate tools and instrument.
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnosed brake system  Competency must be  Hydraulic lifter  Demonstration  Written/
faults assessed on the job or / mechanical  Discussion Oral
2. Pulled-out/Mount brake simulated environment lifter  Dual training examination
system components  The assessment of  Support stand  Distance learning  Observation
3. Disassembled/ practical skills must  Socket wrench with
assembled brake system take place after a  Dial gauge with questioning
components period of supervised stand
practice and  Basic hand tools
repetitive experience set
 Snap ring plier
(in/out)
 Brake adjusting
tool
 Ballpeen
hammer
 Bleeding tool

UNIT OF COMPETENCY : SERVICE SUSPENSION SYSTEM

MODULE TITLE : SERVICING SUSPENSION SYSTEM

MODULE DESCRIPTOR : This unit deals with repairing the suspension system

NOMINAL DURATION : 50 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify the types of suspension system, component and its operating principle (conventional and air
suspension).
LO2. Diagnose Suspension system failure.
LO3. Disassemble and assemble suspension system (conventional type).
LO4. Inspect and replace suspension system component (conventional type).
LO5. Service air suspension system.

LO1. Identify the types of suspension system, component and its operating principle (conventional and air
suspension).

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced suspension  Competency must be  Hydraulic lifter/  Demonstration  Written /
system assessed on the job or mechanical lifter  Discussion oral
2. diagnose suspension simulated environment  Support stand  Dual training examination
system failure  The assessment of  Grease dispenser  Distance  Demonstrat
3. conducted suspension practical skills must  Coil spring learning e with
system balance adjustment take place after a compressor questioning
period of supervised  Socket wrench
practice and  Basic hand tools
repetitive experience  Hydraulic press
 Torque wrench
 Air compressor
 Hard rubber
mallet
 Ballpeen hammer
 LO2. Diagnose Suspension system failure.
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced suspension  Competency must be  Hydraulic lifter/  Demonstration  Written /
system assessed on the job or mechanical lifter  Discussion oral
2. diagnose suspension simulated environment  Support stand  Dual training examination
system failure  The assessment of  Grease dispenser  Distance  Demonstrate
3. conducted suspension practical skills must  Coil spring learning with
system balance adjustment take place after a compressor questioning
period of supervised  Socket wrench
practice and  Basic hand tools
repetitive experience  Hydraulic press
 Torque wrench
 Air compressor
 Hard rubber
mallet
 Ballpeen hammer

LO3. Disassemble and assemble suspension system (conventional type).

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced suspension  Competency must be  Hydraulic lifter/  Demonstrati  Written / oral
system assessed on the job or mechanical lifter on examination
2. diagnose suspension simulated environment  Support stand  Discussion  Demonstrate
system failure  The assessment of  Grease dispenser  Dual with questioning
3. conducted suspension practical skills must  Coil spring training
system balance adjustment take place after a compressor  Distance
period of supervised  Socket wrench learning
practice and  Basic hand tools
repetitive experience  Hydraulic press
 Torque wrench
 Air compressor
 Hard rubber
mallet
 Ballpeen hammer

LO4. Inspect and replace suspension system component (conventional type).

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced suspension  Competency must be  Hydraulic lifter/  Demonstration  Written / oral
system assessed on the job or mechanical  Discussion examination
2. diagnose suspension simulated environment lifter  Dual training  Demonstrate
system failure  The assessment of  Support stand  Distance with questioning
3. conducted suspension practical skills must  Grease learning
system balance adjustment take place after a dispenser
period of supervised  Coil spring
practice and compressor
repetitive experience  Socket wrench
 Basic hand tools
 Hydraulic press
 Torque wrench
 Air compressor
 Hard rubber
mallet
 Ballpeen
hammer
 LO5. Service air suspension system.
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced suspension  Competency must be  Hydraulic lifter/  Demonstrati  Written / oral
system assessed on the job or mechanical lifter on examination
2. diagnose suspension simulated environment  Support stand  Discussion  Demonstrate
system failure  The assessment of  Grease dispenser  Dual with questioning
3. conducted suspension practical skills must  Coil spring training
system balance adjustment take place after a compressor  Distance
period of supervised  Socket wrench learning
practice and  Basic hand tools
repetitive experience  Hydraulic press
 Torque wrench
 Air compressor
 Hard rubber
mallet
 Ballpeen hammer

UNIT OF COMPETENCY : PERFORM UNDERCHASSIS PREVENTIVE MAINTENANCE

MODULE TITLE : PERFORMING UNDERCHASSIS PREVENTIVE MAINTENANCE

MODULE DESCRIPTOR : This unit deals with the checking, replacing of fluids and minor repair of
underchassis components including tires.

NOMINAL DURATION : 70 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Check clutch and brake fluid and lines
LO2. Inspect/change power transmission/different gear oil
LO3. Inspect/replace power steering fluid
LO4. Check/refill automatic transmission fluid
LO5. Inspect/bleed air tank
LO6. Check tire and tire pressure
LO7. Check under chassis body bolts and nuts

LO1. Check clutch and brake fluid and lines

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstration  Actual

batteries assessed on the job or ical lifter  Discussion observation or
2. tested/jump started the simulated environment  Support stand  Dual training practical test
battery/vehicles  The assessment of  Gear oil  Distance while the task
3. repaired the starting practical skills must dispenser learning is being
system take place after a  Socket wrench performed
period of supervised  Basic hand tools  Written exam
practice and  Ball peen hammer based on the
repetitive experience topic under
the
underpinning
knowledge
 Assessment of
underpinning
knowledge
and attitude
and practical
skills may be
combined.
 LO2. Inspect/change power transmission/different gear oil
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstration  Actual
batteries assessed on the job or ical lifter  Discussion observation
2. tested/jump started the simulated environment  Support stand  Dual training or practical
battery/vehicles  The assessment of  Gear oil  Distance test while
3. repaired the starting practical skills must dispenser learning the task is
system take place after a  Socket wrench being
period of supervised  Basic hand tools performed
practice and  Ball peen hammer  Written
repetitive experience exam
based on
the topic
under the
underpinnin
g
knowledge
 Assessment
of
underpinnin
g
knowledge
and
attitude
and
practical
skills may
be
combined.

LO3. Inspect/replace power steering fluid

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstrati  Actual
batteries assessed on the job or ical lifter on observation or
2. tested/jump started the simulated environment  Support stand  Discussion practical test
battery/vehicles  The assessment of  Gear oil  Dual while the task is
3. repaired the starting practical skills must dispenser training being
system take place after a  Socket wrench  Distance performed
period of supervised  Basic hand tools learning  Written exam
practice and  Ball peen hammer based on the
repetitive experience topic under the
underpinning
knowledge
 Assessment of
underpinning
knowledge and
attitude and
practical skills
may be
combined.
 LO4. Check/refill automatic transmission fluid
Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstrati  Actual
batteries assessed on the job or ical lifter on observation or
2. tested/jump started the simulated environment  Support stand  Discussion practical test
battery/vehicles  The assessment of  Gear oil  Dual while the task is
3. repaired the starting practical skills must dispenser training being
system take place after a  Socket wrench  Distance performed
period of supervised  Basic hand tools learning  Written exam
practice and  Ball peen hammer based on the
repetitive experience topic under the
underpinning
knowledge
 Assessment of
underpinning
knowledge and
attitude and
practical skills
may be
combined.

LO5. Inspect/bleed air tank

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hydraulic/mec  Demonstration  Actual
batteries assessed on the job or hanical lifter  Discussion observation or
2. tested/jump started the simulated environment  Support stand  Dual training practical test
battery/vehicles  The assessment of  Gear oil  Distance while the task is
3. repaired the starting practical skills must dispenser learning being
system take place after a  Socket wrench performed
period of supervised  Basic hand  Written exam
practice and tools based on the
repetitive experience  Ball peen topic under the
hammer underpinning
knowledge
 Assessment of
underpinning
knowledge and
attitude and
practical skills
may be
combined.

LO6. Check tire and tire pressure

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstration  Actual
batteries assessed on the job or ical lifter  Discussion observation
2. tested/jump started the simulated environment  Support stand  Dual training or practical
battery/vehicles  The assessment of  Gear oil  Distance test while
3. repaired the starting practical skills must dispenser learning the task is
system take place after a  Socket wrench being
period of supervised  Basic hand tools performed
practice and  Ball peen hammer  Written
repetitive experience exam
based on
the topic
under the
underpinnin
 g
knowledge
 Assessment
of
underpinnin
g
knowledge
and
attitude
and
practical
skills may
be
combined.

LO7. Check under chassis body bolts and nuts

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Serviced and changed  Competency must be  Hydraulic/mechan  Demonstration  Actual
batteries assessed on the job or ical lifter  Discussion observation
2. tested/jump started the simulated environment  Support stand  Dual training or practical
battery/vehicles  The assessment of  Gear oil  Distance test while
3. repaired the starting practical skills must dispenser learning the task is
system take place after a  Socket wrench being
period of supervised  Basic hand tools performed
practice and  Ball peen hammer  Written
repetitive experience exam
based on
the topic
under the
underpinnin
g
knowledge
 Assessment
of
underpinnin
g
knowledge
and
attitude
and
practical
skills may
be
combined.

UNIT OF COMPETENCY : OVERHAUL MANUAL TRANSMISSION

MODULE TITLE : OVERHAULING MANUAL TRANSMISSION

MODULE DESCRIPTOR : This unit deals with diagnosing, overhauling manual transmission. It also includes
testing the transmission

NOMINAL DURATION : 106 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:
LO1. Identify types of transmission and components.
LO2. Testing transmission.
LO3. Pull-out and dismount manual transmission and associate component.
LO4. Disassemble manual transmission.
LO5. Inspect and check manual transmission component.
LO6. Assemble manual transmission component.
 LO7. Install, mount manual transmission and associated
LO8. Test manual transmission performance.
LO1. Identify types of transmission and components.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods

1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observatio

transmission failure assessed on the job or mechanical lifter  Discussion n with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Or
3. Restored manual practical skills must  Snap ring learning al
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO2. Testing transmission.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observatio
transmission failure assessed on the job or mechanical lifter  Discussion n with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Or
3. Restored manual practical skills must  Snap ring learning al
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO3. Pull-out and dismount manual transmission and associate component.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observation
transmission failure assessed on the job or mechanical lifter  Discussion with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/
3. Restored manual practical skills must  Snap ring learning Oral
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO4. Disassemble manual transmission.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observation
transmission failure assessed on the job or mechanical lifter  Discussion with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Or
3. Restored manual practical skills must  Snap ring learning al
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO5. Inspect and check manual transmission component.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observation
transmission failure assessed on the job or mechanical lifter  Discussion with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Or
3. Restored manual practical skills must  Snap ring learning al
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO6. Assemble manual transmission component.

Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observation
transmission failure assessed on the job or mechanical lifter  Discussion with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Or
3. Restored manual practical skills must  Snap ring learning al
transmission to its normal take place after a expander (in/out) examination
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise

LO7. Install, mount manual transmission and associated

Conditions
Assessment Criteria Content (The students must be Methodologie Assessment
provided w/ the ff.) s Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstrati  Observation
transmission failure assessed on the job or mechanical lifter on with questioning
2. overhauled manual simulated environment  Support stand  Discussion  Written/Oral
transmission  The assessment of  Transmission jack  Dual examination
3. Restored manual practical skills must  Snap ring training
transmission to its normal take place after a expander (in/out)  Distance
running condition. period of supervised  Bearing puller learning
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise
 LO8. Test manual transmission performance.
Conditions
Assessment Criteria Content (The students must be Methodologies Assessment
provided w/ the ff.) Methods
1. Diagnose manual  Competency must be  Hydraulic lifter/  Demonstration  Observation
transmission failure assessed on the job or mechanical lifter  Discussion with
2. overhauled manual simulated environment  Support stand  Dual training questioning
transmission  The assessment of  Transmission jack  Distance  Written/Oral
3. Restored manual practical skills must  Snap ring learning examination
transmission to its normal take place after a expander (in/out)
running condition. period of supervised  Bearing puller
practice and  Ling drift or punch
repetitive experience  Basic hand tools
set
 Bench vise