Senior High School Basic Education

Curriculum
ARTS AND DESIGN TRACK SPECIALIZED
SUBJECT: GRADE 12
Core Subject Title:
Physical and Personal Development in the Arts

Core Subject Description:

Students will be given a comprehensive discussion and practical
studies on the proper care of their bodies- as the instrument for
their art—through proper exercise, good hygiene and proper
industry practices.
 MODULE STRUCTURE FOR PHYSICAL AND PERSONAL
DEVELOPMENT IN THE ARTS

This subject consist of 5 modules. Modules 1 and

2 will be taught in the 1st Quarter and Modules
3, 4 and 5 will be taught in the 2nd Quarter.

Learning Resources for this core subject comes in

COURSE PACKS that contain a READER, TEACHER’s
GUIDE and VIDEOS.
 READER TEACHER’s
GUIDE VIDEO

is a comprehensive but
a digital recording of
brief learning resource a learning resource that
a performance or
that provides provides learning objectives,
suggested teaching-learning process reflecting
authoritative information strategies, developmental the topic of the
on a specific topic. It activities and evaluate reader or textbook;
represents the best measures which used in achieving
example of knowledge in complement the contents of learning objectives
a discipline and presents the accompanying textbook that supplement the
for a specific grade level in a curriculum for the
specific ideas of authors specific learning area
with different learning area.
perspectives.

Note: Activities and lessons in the Reader and Teacher’s Guide are complementary.
 MODULE 4: THE PROFESSIONAL
Reader
Preface:
This learning module is designed to explore
knowledge and skills in the different
professional tools that will guide you
towards professional pursuits. This module
hopes to enable you learners understand
important concepts on the topics Personal
Profiling, Resume Writing, Skills Inventory,
and Market Research. Moreover, this
module desires to guide you how to use this
knowledge in preparation for employment.
Teacher’s Guide
Introduction:
This particular learning module shall consist
of two (2) lessons spanning three (3) weeks
or 12 contact hours, enables the learners to
experience and develop their knowledge
and skills in the different professional tools
gearing towards professional pursuits.
 Reader Teacher’s Guide

Different learning activities are This module hopes to enable the learners
provided in this module for you to have a to understand the concepts of personal
better grasp on the lessons/topics at Profiling, resume writing, skills inventory,
hand. You will be required to make a and market research.
working resume, research, and report on
the local and international market
conditions related to your chosen art
form. You are encouraged to read books
and other references that will help
broaden your understanding on the
topics. Expectations from these activities
should be clear to you. Ask questions for
better understanding.
 Reader Teacher’s Guide
Annotations Learning Targets/Competencies:

1. Personal profiling is important in At the end of the learning module, it is

starting making a resume. In an article, expected that the learners have:
personal profile statement is a short
statement outlining your personal • Produced a working resume draft that
characteristics. It tells the reader what contains his/her basic profile and skills
kind of a person you are, the attributes • Researched and produced a written
and qualities that you posses and the report on the local and international
experience you have. market conditions related to a specific
art form
An excellent personal profile statement
must be:
• Relevant
• Short and to the point
 Reader Teacher’s Guide

2. Your resume is your most important

tool when applying for a job. A resume
that is poorly presented and badly
written will cause you to have trouble in
getting the job you want.

A resume is a short, point-form

document that you give to your
employers to tell them about your work
experience, education, and skills. Before
you write your resume, you may want
to complete a skills inventory to know
what skills you have to offer to an
employer. (www.youth.gc.ca)
 Reader Teacher’s Guide

3. Before you try to convince an

employer that you’re the person they
need to hire, you should identify all
the skills you have to offer. It’s a lot
harder to talk about your strengths if
you don’t know what they are in the
first place.

4. Successful businesses worldwide

periodically conduct market research
in order to stay tuned to changing
market trends and to retain their
competitive edge.
 Reader
Guide Questions
What is basic profiling?
What is resume? What are the
sections/parts of resume?
How important basic profiling is in
resume writing?
How will you describe a good resume?
What do you mean by skills inventory?
What is market research?
Teacher’s Guide
Content Outline:
The following learning contents shall be
discussed in this learning module:
• Basic Profile (e.g. weight, height, hair,
color, eye color, age)
• Resume writing
• Skills inventory (e.g. dancing, acting,
painting, etc.)
• Market research (where to find work,
e.g. children’s theater, museums,
parks)
 Reader Teacher’s Guide

Points to Ponder
Key Concepts:
First impression count, and the first In this learning unit, the learners shall be
impression that a potential employer will able to understand the following key
have of you, is going to depend on how learning concepts:
you present your resume. • Profiling
- careerminer.infomine.com • Resume writing
• Skills inventory
A resume that is poorly presented and • Market research
badly written will cause you to have
trouble in getting the job you want.
- www.youth.gc.ca
 Reader Teacher’s Guide

Summary/Synopsis/Key Points

In general, personal profiling and

skills inventory are important in crafting a
resume. You need to know yourself first, your
personal characteristics, the attributes and
qualities that you possess, the skills that you
can offer, and the experiences that you have.
Knowing yourself and identifying your
strengths/skills are your best springboard in
landing a good job that you want.

On the other hand, it is important to

know what are the local and international
market conditions in the related field of arts
for possible job opportunities
 Content: Lesson 1 Basic Profile and Resume
Writing
Reader Teacher’s Guide
Objectives Lesson Opener:

By the end of the lesson, learners will Nobody can ever underestimate how
be able to: important it is to have a good
resume. First impressions count, and
1. identify their personal basic profile the first impression that a potential
and its importance in resume writing; employer will have of you, is going to
2. learn and understand the basic depend on how you present your
concepts of resume writing; resume.
 Content: Lesson 1 Basic Profile and Resume
Writing
Reader Teacher’s Guide
Objectives: Lesson Opener:

3. describe a good resume; and
4. produce a good resume draft that
contains his/her basic profile and skills
This is going to be your one and only
chance to capture a potential
employer’s attention, or for your
resume to be tossed into the file of
those they don’t want to pursue.
(careerminer.infomine.com)

The teacher may use the recommended

activities below as springboard to
resume writing.
 Reader Teacher’s Guide
Pre-assessment Pre-assessment Activity: How Much Do
You Know About Basic Profile and
Find out how well you know your basic Resume Writing?
profile. This activity will assess your
knowledge on Basic Profiling. Complete In this activity, your students will
the table below. assess their knowledge on basic profile
Name: and resume writing. Give them
Address opportunities to identify and clarify any
Mother’s Name: misconceptions they have about the
Father’s Name: lesson.
Blood type:
Date of Birth:
Age:
Gender:
 Reader Teacher’s Guide
Pre-assessment Pre-assessment Activity:

How Much Do You Know About Basic

Profile and
Resume Writing?

Let them accomplish the table below.

Name:
Address
Mother’s Name:
Father’s Name:
Blood type:
Date of Birth:
Age:
Gender:
 Reader
Processing of the Activity.
Complete the line.
I discovered that
_________________________.
I found out that I can
_____________________.
I have difficulty in knowing my
_____________.
I am not sure with my _____________.
Share your answers to the class.
Teacher’s Guide
Processing of the activity will follow. The
teacher shall ask the students to
complete the lines below. Let the
students share their answers to the
class.
I discovered that
_________________________.
I found out that I can
_____________________.
I have difficulty in knowing my
_____________.
I am not sure with my
____________________.
Reader Teacher’s Guide
Focus:
Understand the importance of knowing
one’s basic profile in preparation to
resume writing.
Reader Teacher’s Guide
Vital Questions:

Before proceeding further, the teacher

shall ask the following questions to the
students:

1. How important basic profile is in

resume writing?
2. How will you describe a good resume?

The answers to these questions shall

synthesize the lessons learned by the
students.
Reader Teacher’s Guide

Inputs/Discussion:

The teacher must see to it that

the students understand the concept
and the
importance of basic profile in resume
writing.

The topic is intended to be taught in

the first week of the second quarter,
with a total of 4 hours in a week.
A. Basic Profiling
Profile- A profile is a summary of your experience, skills and
abilities relevant to the position. It may or may not include a
career objective and should be clearly outlined on the front page
of your resume. This will encourage the employer to want to
read the rest of your application and is an important part of your
resume.

Personal details- Personal Details is a recorded information

about an identifiable individual. These details need to be
provided somewhere in your resume. Ensure your details are
kept up to date and include the following as a minimum:
• first and last name;
• address;
• telephone number/mobile number;
• email address; and
• optional: state of health, date of birth, licenses held (e.g.
fork lift as well as car or
truck), citizenship.
B. Preparing a Resume

Your resume will be one of the most important documents

in getting you an interview with an employer. Most
applications for jobs require a resume at a minimum.

A resume is a description of your education, paid

employment, volunteer activities (including school activities),
general interests and personal strengths. It should outline
your technical, transferable and personal skills relevant to the
position you are applying for.
 BASIC THINGS TO INCLUDE IN A RESUME

Personal details Key skills Key

Profile
achievements

name,
personal
address, technical,
summary or
phone transfera list of
statement ble and
about number achieve
and personal ments
yourself
email skills list
 BASIC THINGS TO INCLUDE IN A RESUME

Educational Employment
References
qualifications history
list from list jobs with Professional two people
secondary significant activities you who can
memberships
school to times and do outside of provide a
/community
university date ranges work such as character
involvements
hobbies reference on
your behalf
Optional Things to Include
•Cover page
•Career objective
•Activities and Interests
•Photo
•Personal attributes
Characteristics of a Good resume
• has just enough information about the applicant's qualifications to
pique the recruiter's or hiring manager's curiosity
• have format, structure and content characteristics that lesser
resumes lack.
• Look -Present your resume in a clean, easy-to-read format with
sections appropriately labeled. Most importantly, make sure that
your resume is perfect. It should be free of typographical errors
• Profile Summary-succinct statement that tells the reader who you
are and what you have to offer
Characteristics of a Good resume
• Grammar-Use fragmented sentences; using action verbs to begin
each fragment. "Monitored weekly sales reports to determine
impact of marketing campaigns" is an example of an effective
sentence fragment
• Verbiage-shouldn't contain so much technical language that a lay
reader gets lost. Anyone reading your resume should be able to
understand what you do for a living
• Flow-Follow a resume format that flows seamlessly from
introduction to areas of expertise to work history to education and
professional affiliations
 What I Have Learned So Far

Let the students share their answers on the

following:

1. Importance of Profile to Resume

2. Definition of resume
3. Parts/Sections of resume
4. Characteristics of a good resume
 Learning Activity: Resume Drafting

Let the students perform this activity.

1. Let the students form small groups and ask them to draft a sample
resume.

2. Each group shall choose a representative to present their work.

3. Allow students to analyze/critique the presented work.

Processing of the activity will follow.

SYNTHESIS: 3-2-1 Activity
Call students to synthesize the lesson using the 3-2-1 strategy. Let them
answer the questions below.

1. What
2. What 3. Ask one
are the three (3)
are the two (2) (1) question
things that you
things that you that needs
learned about
discovered? clarification.
the topic/s?
Enrichment activity: Make your own resume draft. Your output
will be rated based on the rubric below.
4 points 3 points 2 points 1 point

Scoring Criteria Satisfactor Needs to

Excellent Good
y Improve

Clearly stated objective

Important parts/sections of the resume are present
Skills, experiences & qualifications clearly relate to job
objective
Good examples of your skills which exemplify your
qualification
Correct spelling, grammar, and word usage
White space, margins, and fonts used effectively and
attractively
Grand Total: ________
Scale:
24-19 - Excellent
18-13 - Good
12-7 - Satisfactory
6-0 - Needs Improvement

Comments:

____________________________________________________________
Recommended Readings:

1. Pat Criscito, Designing the Perfect Resume (Third Edition)

2. Pat Criscito, How to Write Better Resumes and Cover Letters (Second Edition)

Equipment/Materials:
• a. Projector for power point presentation
• b. Laptop
• c. Sample of a good resume

Notes:
• Pre-Assessment/Motivation - Activity 1
• Formative Assessment - Short quiz
• Post-Assessment - Checking of their drafted resume
 Lesson 2:
SKILLS INVENTORY AND MARKET RESEARCH
Lesson Opener:
You should identify first all the skills that you have and the skills that
you can offer before you can convince any employer that you’re the
person they are looking for. Thus, skills inventory is needed. It is easy
for you to look for a specific job-related skill that you need once you
have your lists of skills.
A. Skills Inventory
Skills inventory is listing your capabilities, capacities,
qualifications, and career goals as an employee. It summarizes your
skills, education, and experiences.
 Unlock the key concept Skills Inventory using K-W-L chart. Ask the
students to complete the chart. After completing the first two columns, ask
students to share the things they know and the things they want to know to
the class.

K W L
What you KNOW What you WANT to know What you've LEARNED

1 1 1

2 2 2

3 3 3
Activity 1: Let the students
identify their skills.
KEY SKILLS

HANDS-ON SKILLS
DATA/INFORMATION
SKILLS
LEADERSHIP SKILLS

PEOPLE SKILLS
CREATIVE/ARTISTIC
SKILLS
VERBAL/COMMUNICATI
ONS SKILLS
LETS CHECK YOUR
ANSWERS!
KEY SKILLS
• meet deadlines
• supervise others
• solve problems
• teach others and give clear
instructions
• manage people
• organize and manage
projects
• speak in public
• accept responsibility
• plan daily work or special
events
• follow instructions
• generate creative solutions
to problems
HANDS-ON SKILLS DATA/INFORMATION
SKILLS
• assemble kits • make a budget, manage money
• build or repair things • record facts, classify
information by date
• work well with my
• analyze data, audit and
hands maintain records
• operate tools or • check information for accuracy
machinery • pay attention to details
• use complex • investigate and clarify results
equipment • locate answers, gather
information
• drive or operate • calculate or compute
vehicles • evaluate
• inspect and maintain • take inventory
equipment or vehicles • keep financial records
• research and write reports
LEADERSHIP SKILLS
• arrange meetings or social
functions
• be competitive when necessary
• make decisions
• direct the work of others
• help set goals for my team
• explain things to others
• solve problems
• motivate people
• settle disagreements
• plan activities and put them
into action
• take risks when necessary
• organize and chair a meeting
• show self-confidence
PEOPLE SKILLS
• help and care for others
• manage conflicts, resolve issues
• counsel people
• be tactful and diplomatic
• interview people
• be kind and understanding
• be a good listener
• negotiate
• be outgoing
• show patience
• be pleasant and sociable
• supervise, teach
• be tough when necessary
• trust people
• trust my instincts
CREATIVE/ARTISTIC SKILLS
• be artistic
• write short stories or articles
• draw or create other art
• express myself through music,
poetry, or art
• design posters, draw cartoons and
illustrations
• perform and act
• present artistic ideas
• dance, create body movement
• use computers to create
presentations
• design and lay-out Web pages
VERBAL/COMMUNICATION
S SKILLS
• clearly express myself
• talk easily with others
• create and talk about new ideas
• design presentations
• be inventive
• conduct research in a library or on
the Internet
• set up my own network of experts
or helpers
• be logical
• speak in public
• write clear and concise reports
• work well with others
 FINDING YOUR JOB-RELATED SKILLS
Job-related skills are those that you need for a particular job. An office
worker needs computer and keyboarding skills, a mechanic has to
understand repairs and how to use tools, and a cashier must be able to
make change and use a cash register.

REMEMBER
Everything you learn and every skill you have is part of your personal tool kit.
You carry these "tools" with you as you move through school and into the
job market. When you develop a skill or gain experience in one place and put
what you've learned to use someplace else, you're using transferable skills.
 Activity 2
Individual Skills Inventory Worksheet

Let the students put check on the box below on their individual skills inventory.
Performing Arts Visual Arts Applied Arts Literary Arts
Dance Painting/Drawing Media Arts Poetry
Ballet Printmaking Animation Essay
Folk Interior design Web design Others, __________
Contemporary Landscape Interactive mobile
Dance Sports architecture application
Others, ___________ Photography and film Others, ___________
Theater (video) Decorative Arts
Opera/Musical Crafts Ceramics
Play Others, ___________ Furniture
Others, ___________ Jewelry and clothing
Music Costume
Voice (singing) Set design
Instruments Others, ___________
Specify: _____________
• Processing of the Activity:
Ask the following questions to the students:
1. What are your top 3 skills you think you are good at?
2. How can you improve these skills?

The teacher shall ask the students to answer column L (what you’ve
LEARNED) in the K-W-L chart. Let the students share their learnings to
the class.
B. MARKET RESEARCH- is a study of consumers needs and
preferences

The abovementioned key topic is intended to be taught for two (2)

weeks with a total of eight hours (4 hours/week).

Pre-assessment Activity: Think-Pair-Share

Let the students share their knowledge about market research with a
partner and to the class. Let them reflect on the following questions: What is
your understanding on market research?
• Why is there a need to conduct market research?

Class discussion will follow. Encourage students to ask questions for

clarifications and correct misconception about the topic.
Market research or the process of
gathering, analyzing and
interpreting information about a
market to determine past, present
and future customers for a product
or service.
 TYPES OF MARKET
RESEARCH
PRIMARY RESEARCH:
Type of research you compile yourself
or hire someone to gather for you,
through conducting interviews,
surveys, questionnaires and focus
groups -- over the phone or through
email.
SECONDARY
RESEARCH:
This type of research is already
compiled and organized for you.
Examples of secondary information
include reports and studies by
government agencies, trade
associations or other businesses
within your industry.
Activity: Conducting Market Research
• The students will be grouped according to their field of interest: Dance,
Music, Theater, Visual, Applied/Media, and Theater.
• By group, they will explore and list possible job opportunities local and
international like children’s theater, museums, parks, dance studios,
music studios, art galleries, radio and television stations.
• They will gather, analyze, and interpret the information on the chosen
field of art. Evaluate/assess the possibility of employment and the
market condition of the above listed establishments.
• They will present/report their output through a powerpoint
presentation. Their classmates will ask five (5) questions about the
their report/topic for them to answer
 CATEGORY 4 3 2 1
Speaks Clearly Speaks clearly and Speaks clearly and distinctly Speaks clearly and Often mumbles or cannot be
distinctly all (100-95%) the all (100-95%) the time, but distinctly most (94-85%) of understood OR mispronounces
time, and mispronounces mispronounces one word. the time. Mispronounces more than one word.
no words. no more than one word.

Vocabulary Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary by
defining words that might
be new to most of the
audience.
Uses vocabulary appropriate
for the audience. Includes 1-
2 words that might be new
to most of the audience, but
does not define them.
Uses vocabulary Uses several (5 or more) words
appropriate for the or phrases that are not
audience. Does not understood by the audience.
include any vocabulary
that might be new to the
audience.

Stays on Topic Stays on topic all (100%) of
the time.
Posture and Eye Stands up straight, looks
Contact relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.
Stays on topic most (99-
90%) of the time.
Stands up straight and
establishes eye contact with
everyone in the room during
the presentation.
Stays on topic some (89%- It was hard to tell what the
75%) of the time. topic was.
Sometimes stands up Slouches and/or does not look
straight and establishes at people during the
eye contact. presentation.
 Your presentation/reporting will be rated based on the
rubric below.
CATEGORY 4 3 2 1
Comprehension Able to accurately Able to accurately Able to accurately Able to accurately answer
answer all the 5 answer 4 out of 5 answer 3 out of 5 2 out of 5 questions posed
questions posed by questions posed by questions posed by by classmates about the
classmates about the classmates about the classmates about the topic.
topic. topic. topic.
Enthusiasm Facial expressions and Facial expressions and Facial expressions and Very little use of facial
body language body language body language are expressions or body
generate a strong sometimes generate a used to try to generate language. Did not generate
interest and strong interest and enthusiasm, but seem much interest in topic
enthusiasm about the enthusiasm about the somewhat faked. being presented.
topic in others. topic in others.
Preparedness Student is completely Student seems pretty The student is Student does not seem at
prepared and has prepared but might have somewhat prepared, all prepared to present.
obviously rehearsed. needed a couple more but it is clear that
rehearsals. rehearsal was lacking.
Enrichment Activity: Reflection Paper

Instruct students to make a reflection paper where they will write their experiences and
learnings during the conduct of market research. They will write also their learnings on the topic
(the market condition of your chosen field of arts), what problems they have encountered and what
will be their proposed solutions to these problems.

Recommended Readings

1. Pat Criscito, Designing the Perfect Resume (Third Edition)

2. Pat Criscito, How to Write Better Resumes and Cover Letters (Second Edition)
3. A.B. Ilano, Priciples of Marketing (2016 Edition)
4. Dr. Eduardo A. Morato, Jr., Entrepreneurship (2016 Edition)
Equipment/Materials: a. Projector for power point presentation
b. Laptop

Notes:
Pre-Assessment - K-W-L chart, Think-Pair-Share
Formative Assessment - recitation
Post-Assessment - report on the local and
international
market conditions related to chosen
art form
- Reflection paper
 MODULE 5: THE PROFESSIONAL WORKING
Teacher’s Guide
INTRODUCTION:

This module tackles the basic concepts of physical factors in the

working environment and the risk assessment process including workspace
safety and hazard control.

This particular learning module consists of two (2) lessons spanning four (4)
weeks or 16 contact hours. This is designed in hope that the learners will be
able to better understand the concepts, learn how to undergo the risk
assessment process, and appreciate the importance of having a safe and
secured working environment.
Learning Targets:

At the end of • Assessed the safety and security

the learning of a particular creative work
module, it is environment.
expected that • Designed a hypothetical creative
the learners workplace that is hygienic and
free of hazardous materials
have:
Content Outline/Competencies:

The following • Physical factors in the working

learning environment
contents shall • Risk assessment in work activities
be discussed in • Workspace safety and hazard
this learning control
module:
Key Concepts:
In this learning
unit, the learners •Work environment
shall be able to
understand the
•Risk assessment
following key •Hazards
learning •Risks
concepts:
 Lesson 1: Physical Factors in the Working
Environment and Risk Assessment in Work
Activities

Lesson Opener:
Many factors combine together to affect the health of individuals and
communities. Whether people are healthy or not, is determined by
their circumstances and environment. To a large extent, factors such as
where we live, the state of our environment, genetics, our income and
education level, and our relationships with friends and family all have
considerable impacts on health, whereas the more commonly
considered factors such as access and use of health care services often
have less of an impact.
This lesson contains two sub-
topics
•Physical factors in the working
environment
•The risk assessment in work activities
• The physical aspects of a workplace environment can
have a direct impact on the productivity, health and
safety, comfort, concentration, job satisfaction and
morale of the people within it. There are lots of physical
factors that may affect the current condition of the
environment. These factors may include water, light,
temperature and atmosphere (ventilation). Another
important factors in the work environment that should
be considered include building design and age,
workplace layout, workstation set-up, furniture and
equipment design and quality, space, noise, vibration,
radiation, air quality.
Pre-assessment Activity: IRF Worksheet

In this activity, your students will assess their knowledge on

physical factors in the working environment and risk assessment in work
activities by accomplishing the IRF worksheet (I – initial answer; R –
revised answer; F – final answer).

The teacher shall give guide questions for them to answer. On the first
row which is I, they will write their initial answer or their self-
understanding about the topics. After the discussion, ask students to go
back to their IRF worksheet and have them revise their answers by filling
out the R portion. Let them answer the remaining item which is F for
their final answer after all the lessons.
 • 1. What do you understand about work
environment?
• 2. What are the physical factors that may
affect the conditions of the
Guide environment?
• 3. What do you mean by risk
Questions: assessment?
• 4. What is the difference between
hazards and risks?
• 5. What are the steps in risk assessment?
IRF Worksheet
I (Initial Answer) A1:

A2:

A3:

A4:

R (Revised Answer) A1:

A2:

A3:

A4:

F (Final Answer) A1:

A2:

A3:

A4:
Focus
•Understand the concepts of physical
factors in the working environment
and risk assessment process.
Vital Question:
•“What do you think will happen if
there is no risk assessment in a
certain work environment?”
Inputs:
•The following inputs will help the
teacher as well as the students
understand more the topics.
A. Physical Factors in the Working
Environment
• The term work environment is used to describe the
surrounding conditions in which an employee
operates. The physical aspects of a workplace
environment can have a direct impact on the
productivity, health and safety, comfort,
concentration, job satisfaction and morale of the
people within it. There are lots of physical factors that
may affect the current condition of the work
environment.
• These factors may include water, lighting, temperature
and ventilation, building design and age, workplace
layout, workstation set-up, furniture and equipment
design and quality, space, noise, vibration, radiation,
air quality.
• The work environment should satisfy the physical and
mental requirements of the people who wok within it.
The following environmental hazards may
require consideration in your workplace
• Noise
• Lighting
• Ventilation, air quality and thermal comfort
• Temperature
• Vibration
• Radiation
• Heavy Lifting
B. Risk Assessment in Work Activities
• According to Melvin Richardson, safety in the
workplace means having an environment free from
injury and hazards. Instituting proper procedures and
ensuring a safe environment will allow employees to
work without worrying about their safety.
What is risk?
•Risk is a chance or probability that a
person will be harmed or experience
an adverse health effect if exposed to
a hazard
•It may also apply to situation with
property or equipment loss
What is risk assessment?
•Risk Assessment is a systematic method of
looking at work activities, considering what
could go wrong, and deciding on suitable
control measures to prevent loss, damage
or injury in the workplace. The Assessment
should include the controls required to
eliminate, reduce or minimize the risks
Why conduct a Risk Assessment?
•Risk Assessments are a fundamental
requirement for businesses. If you don’t
know, or appreciate where the risks are,
you are putting yourself, your employees,
your customers and your organization in
danger.
Assessing Risks in the Workplace
• There are no hard and fast rules as to how Risk
Assessments should be carried out, as every
organization is different and may require a slightly
different approach. It’s important that Risk
Assessments are carried out systematically and all
of the foreseeable risks considered.
• In order to assess risks, it is important to be
aware of the distinction between hazard and risks
Essential Understanding
• The physical factors that may affect the current
condition of the environment are noise, lighting,
ventilation, air quality and thermal comfort,
temperature, vibration, radiation, and heavy lifting.
The physical aspects of a workplace environment can
have a direct impact on the productivity, health and
safety, comfort, concentration, job satisfaction, and
morale of the people within it.
Hazard
•is a situation in the workplace that
has the potential to harm the health
and safety of people or to damage
plant and equipment while
Risk
•is the chance or probability that a
person will be harmed or experience
an adverse health effect if exposed to
a hazard
Risk Assessment is the process where you:
• identify hazards,
• analyze or evaluate the risk associated with that hazard,
and
• determine appropriate ways to eliminate or control the
hazard.

Everyone in the workplace has a duty and a

responsibility to do whatever they can to keep the
working environment safe.
 Check-up Understanding: What Have I Learned So
Far?
Instruct students to go back to their IRF worksheet
and let them revise their initial answers to the given guide
questions. They will write their answers on the R portion
(revised answer) of the IRF worksheet.

Call students to read their revised answers. The

teacher shall process their revised answers.
Performance Task Activity

Students will be grouped and assigned to a particular creative

work environment wherein they will conduct a risk assessment using the Work
Activity Risk Assessment and Control Plans template below. They are going
to report to the class their output through a powerpoint presentation.

Possible creative work environment:

1. Dance Studio/Company
2. Music Center
3. Theater
4. Museums/Galleries/Art Studio
5. Design Firms
Name of Workplace: Location:

Assessment Team Members: Activities Covered:

Date of Assessment:

Potential What can happen? Who might be Consequence Control

Hazard/Risk How likely is it to harmed? Measures
happen?
 Potential What can happen? Who might be Consequence Control
Hazard/Risk How likely is it to harmed? Measures
happen?

Their reporting/presentation will be rated based on the rubric below:

 Excellent Very Good Good Satisfactory Needs
Scoring Criteria (5 points) (4 points) (3 points) (2 points) Improvement
(1 point)

Content shows relevance to the topic

The information is presented in

logical sequence.
Proposed control measures
demonstrates critical thinking
Ideas were clearly expressed
There is an obvious conclusion
summarizing the presentation
Presentation contains accurate
information

Total Score: ____ / 30

Enrichment Activity

What I Have Learned

Instruct students to go back to their IRF worksheet and let them write their final
answers to the given guide questions. They will write their answers on the F portion
(final answer) of the IRF worksheet.

Let them submit their work next meeting.

Lesson 2: Workspace Safety and Hazard Control

Let the students perform the Pre-Assessment Activity before going

to discussion, the K-W-L chart. This will assess their prior knowledge
about the topic Workspace and Hazard Control.

Ask students to answer the first two columns first (K and W). The
third column (L) will be accomplished after all the discussion. Let
them share their answers to the class.
 K W L

What you KNOW What you WANT to know What you've LEARNED

1 1 1

2 2 2

3 3 3
Safety in the workplace means having an environment free from injury and
hazards. Instituting proper procedures and ensuring a safe environment will allow
employees to work without worrying about their safety.
 Ensuring Safety at the Workplace
Most employees are faced with some sort of hazard at the
job site. Workplace safety needs to be a top priority not only
for employers but the employees as well. Miners, or
employees who may work in confined spaces, may be at
more risk than those who work in open offices, but it is
important to ensure that places of employment are safe for
everyone involved. The Occupational Safety and
Administration's (OSHA) duty is to help prevent work-
related injuries, and even death, from occurring.
WORKPLACE SAFETY REMINDERS
• Ensure all employees have safe working tools, equipment,
and materials. Inspect and test each piece of equipment
on a regular basis to make sure it's working properly.
• Be sure the employee attends regular safety meetings and
understands all procedures for a particular job or
workstation.
• Wear body and eye protective covering when needed.
WORKPLACE SAFETY REMINDERS
•Make sure appropriate ventilation is available
at the workplace.
•Send home sick employees or employees
infected with diseases and illnesses.
•Take notice of violence and stress-related
incidents at the workplace. A disgruntled
employee may need to be dealt with on a one-
on-one basis.
Benefits of Maintaining a Safe
Workplace
•Reduced Accidents
•Reduced Strain
•Reduced Stress
•Air Quality
Hazard
•is a situation in the workplace that has
the potential to harm the health and
safety of people or to damage plant and
equipment. The situation could involve a
task, chemical or equipment used.
What are examples of a hazard?
•Workplace hazards can come from a
wide range of sources. General examples
include any substance, material, process,
practice, etc that has the ability to cause
harm or adverse health effect to a
person under certain conditions.
Workplace Hazards
• A wide array of workplace hazards present risks to
the health and safety of people at work. These
include but are not limited to, "chemicals, biological
agents, physical factors, adverse ergonomic
conditions, allergens, a complex network of safety
risks," and a broad range of psychosocial risk factors.
Physical hazards
•affect many people in the
workplace example Occupational
injuries
Biological hazards (biohazards)
•include infectious microorganisms
such as viruses and toxins produced by
those organisms such as anthrax.
CHEMICAL HAZARDS
• Dangerous chemicals can pose a chemical hazard in the
workplace. There are many classifications of hazardous
chemicals, including neurotoxins, immune agents, dermatologic
agents, carcinogens, reproductive toxins, systemic toxins,
asthmagens, pneumoconiotic agents, and sensitizers.
Authorities such as regulatory agencies set occupational
exposure limits to mitigate the risk of chemical hazards.
Psychosocial hazards
•include risks to the mental and
emotional well-being of workers, such
as feelings of job insecurity, long work
hours, and poor work-life balance.
Hazard management
•is essentially a problem-solving process
aimed at defining problems (identifying
hazards), gathering information about them
(assessing the risks) and solving them
(controlling the risks).
The Government of South Australia recommends an approach
where you carry out the process in managing hazards in three
(3) steps:

Step 1: Identifying Hazards

• Look/find out what could cause harm

Step 2: Assessing the Risks

• Assessing the risk will help in determining the control measure that should be
implemented
Step 3: Controlling the Risks
• Some control measures are more effective than others
• Some controls are:
• Eliminate
• Substitute
• Isolate
Hazard Control
•Hazard control refers to workplace procedures
adopted to minimize injury, reduce adverse
health effects and control damage to plant or
equipment. Hazard control practices are often
standardized and taught to managers and
safety personnel in a given industry.
What are the main ways to control a hazard?
• Elimination (including substitution): remove the hazard
from the workplace, or substitute (replace) hazardous
materials or machines with less hazardous ones.
• Engineering Controls: includes designs or modifications
to plants, equipment, ventilation systems, and processes
that reduce the source of exposure.
What are the main ways to control a hazard?
• Administrative Controls: controls that alter the way the
work is done, including timing of work, policies and
other rules, and work practices such as standards and
operating procedures (including training, housekeeping,
and equipment maintenance, and personal hygiene
practices)..
• Personal Protective Equipment: equipment worn by
individuals to reduce exposure such as contact with
chemicals or exposure to noise.
ESSENTIAL UNDERSTANDING
•After hazards are identified, continually
review the work environment and work
practices to control or prevent
workplace hazards. Some ways to
prevent and control hazards are:
Regularly and thoroughly maintain equipment.

Ensure that hazard correction procedures are in place

Ensure that everyone knows how to use and maintain personal

protective equipment

Make sure that everyone understands and follows safe work

procedures

Ensure that, when needed, there is a medical program tailored to

your facility to help prevent workplace hazards and exposures
SYNTHESIS. Call students to synthesize the lessons
using the 3-2-1 strategy. They
will give their answers to the following questions:

1. What are the three (3) things that you learned about
the topic/s?
2. What are the two (2) things that you discovered?
3. Ask one (1) question that needs clarification.
Performance Task Activity

You will group the students and ask them to accomplish the performa
task below. Explain to them what they are going to do.
Goal : To design a hypothetical creative workplace that is hygienic and
free of hazardous materials

Role : Architect and Safety and Risks Officer

Audience : Teacher and students

Situation : Your barangay is planning to have a creative workplace that

would cater the different interests of young adults in arts. You are tapped to design a
creative workshop that is hygienic and free of hazardous materials to ensure safety
among the users. You are likewise requested to report and explain the design and its
safety measures to the Barangay Council for their approval.

Product : A creative workplace design that is hygienic and free of

hazardous materials
 Excellent Very Good Good Satisfactory Needs
Scoring Criteria (5 points) (4 points) (3 points) (2 points) Improvemen
t
(1 point)
Content shows relevance to the
topic
The information is presented in
logical sequence.
Proposed control measures
demonstrates critical thinking
Ideas were clearly expressed
There is an obvious conclusion
summarizing the presentation
Presentation contains accurate
information
Enrichment Activity

Ask students to go back to their K-W-L chart and let them write
their answers to the column “What I Have Learned”. Let them submit
their work next meeting.
Equipment/Materials:
a. Projector for power point presentation
b. Laptop

Notes:
Pre-Assessment/Motivation - HRF Worksheet Activity
Formative Assessment - Short quiz, Oral Recitation
Post-Assessment - Output on Work Activity Risk
Assessment and Control Plans and
- Designing a safe and hazard-free
Creative workplace