TABLE OF CONTENTS

LETTER OF INTENT

MODULE
(Drafting and Design)

INFORMATION SHEET

JOB SHEET

ACTION PLAN

PLAN TRAINING SESSION

SESSION PLAN

EVIDENCE PLAN

RECORDING SHEET

CANDIDATE’S PORTFOLIO

PORTFOLIO EVALUATION FORM

THIRD PARTY REPORT

COMPETENCY ASSESSMENT AGREEMENT

COMPETENCY SUMMARY REPORT

DEMONSTRATION CHECKLIST

MAINTENANCE INSPECTION CHECKLIST

MONITORING SHEET

OPERATION SHEET

SELF-ASSESSMENT GUIDE

PROGRESS REPORT

ASSESSMENT SUMMARY REPORT

September 25, 2023

URIAN ADMISSION
Admission Office
Father Saturnino Urios University
San Francisco St, Butuan City, 8600 Agusan Del Norte

Ma’am:

Greetings of Genuine Peace!

I am writing to express my strong intent to pursue a career in Civil Technology Teacher and to
apply for any relevant opportunities that may exist within the Father Saturnino Urios University. I
am enthusiastic about the field of Civil Technology, and I am eager to contribute my skills and
knowledge to a dynamic and forward-thinking school like FSUU.
I look forward to the opportunity to discuss how my background and expertise can benefit the
school further. Please find my attached resume for your reference. I am available at your
convenience for an interview or discussion, and you can reach me at
julieann.dequit@csucc.edu.ph.
Thank you for considering my application. I am eager to explore potential opportunities within
the school and to contribute to the continued success of Father Saturnino Urios University.

Sincerely yours,

JULIE ANN DEQUIT

Student, CSUCC

Approved by:

URIAN ADMISSION
Admission Office
 DRAFTING & DESIGN

(Module Title)

Table of Content

SECTION 1 Introduction to drafting

1 - The Drafter

2 - Architect

3 – Architectural Drafting Equipment

DRAFTER

A drafter is the person who creates the drawings and details for another person’s
creations. It is the drafter’s responsibility to use the proper line and lettering quality and to
properly lay out the required drawings necessary to complete a project. Such a task requires
great attention to detail as the drafter draws the supervisor’s sketches. Although the terms are
used interchangeably, professionals often use the term drafter to refer to a person who draws
manually using pencils or pens. The term CAD technician is used to describe a person who
creates the same type of drawings using a computer. Throughout this book, the term drafter will
be used to describe both those who draw manually and those who create drawings using a
computer.

ARCHITECT

An architect is a licensed professional who designs commercial and residential

structures. Architects perform the tasks of many professionals, including designer, artist, project
manager, and construction supervisor. Few architects work full-time in residential design.
Although many architects design some homes, most devote their time to commercial
construction projects such as schools, offices, and hospitals. An architect is responsible for the
design of a structure and for the way the building relates to the environment. The architect often
serves as a coordinator on a project to ensure that all aspects of the structure blend together to
form a pleasing relationship. This coordination includes working with the client, the contractors,
and a multitude of engineering firms that may be involved with the project. Figure 1-3 shows a
home designed by an architect to blend the needs and wishes of the client with the site,
materials, and financial realities.

DRAFTING SUPPLIES

Whether equipment is purchased in a kit or by the individual tool, the following items are the
minimum normally needed for manual drafting:

● One mechanical lead holder with 4H, 2H, H, and F grade leads. This pencil and
lead assortment allows for individual flexibility of line and lettering control, or for
 use in sketching. The lead holder and leads are optional if automatic pencils are
used.
● One 0.3 mm automatic drafting pencil with 4H, 2H, and H leads.
● One 0.5 mm automatic drafting pencil with 4H, 2H, and F leads.
● One 0.7 mm automatic drafting pencil with 2H, H, and F leads.
● One 0.9 mm automatic drafting pencil with H, F, and HB leads. Automatic
pencils and leads are optional if lead holders and leads are used.
● Lead sharpener (not needed if the lead holder is omitted).
● 6" bow compass
● Dividers.
● Eraser.
● Erasing shield.
● 30°–60° triangle
● 45° triangle.
● Irregular curve.
● Adjustable triangle (optional)
● Scales:
1. Triangular architect’s scale.
2. Triangular civil engineer’s scale.
● Drafting tape.
● Architectural floor plan template for residential plans, with 1/4" = 1'−0" scale.
● Circle template with small holes.
● Lettering guide.
● Sandpaper sharpening pad.
● Dusting brush.
Not all of the items listed here are used in every school or workplace. Additional
equipment and supplies may be needed depending on the specific application, for example:
● Technical pencil.
● Drafting ink.
● Lettering template.
● Assorted architectural drafting templates
DRAFTING PENCILS AND LEADS

Manual drafting is generally done using pencils. The two most commonly used pencils
are mechanical and automatic pencils. Most manual drafters prefer automatic pencils.

● Mechanical Pencils
The term mechanical pencil refers to a pencil that requires a piece of lead to be
manually inserted. Special sharpeners are available to help maintain a conical point.
● Automatic Pencils
The term automatic pencil refers to a pencil with a lead chamber that, at the
push of a button or tab, advances the lead from the chamber to the writing tip. Automatic
pencils are designed to hold leads of one width that do not need to be sharpened. These
pencils are available for leads 0.3 mm, 0.5 mm, 0.7 mm, and 0.9 mm thick. Many
drafters have several automatic pencils, each with a different grade of lead hardness,
used for a specific application.
● Lead Grades
 Several different grades, or hardness, of leads are used for drafting. Your
selection depends on the amount of pressure you apply and other technique factors.
You should experiment until you identify the leads that give you the best quality. Leads
commonly used for thick lines and lettering range from 2H to F. Leads for thin lines
range from 4H to H, depending on individual preference. Construction lines for layout
and guidelines for lettering are very lightly drawn with a 6H or 4H lead. Figure 3-1 shows
the different lead grades. Generally, leads used for sketching are softer than those used
for formal drafting. Good sketching leads are H, F, or HB grades.
● Polyester and Special Leads
Polyester leads, also known as plastic leads, are for drawing on polyester
drafting film, often called by its trade name, Mylar. Plastic leads come in grades
equivalent to F, 2H, 4H, and 5H and are usually labeled with an S, as in 2S. Some
companies make a combination lead for use on both vellum and polyester film. See
Chapter 4 for information about drafting media, such as vellum and polyester film.
Colored leads have special uses. Red or yellow lead is commonly used to make
corrections. Red or yellow lines appear black on a print. Blue lead can be used on an
original drawing for information that is not to show on a print, such as notes, lines, and
outlines of areas to be corrected. Blue lines do not appear on the print when the original
is run through a diazo machine but do reproduce in the photocopy process if not very
lightly drawn. Some drafters use light blue lead for layout work and guidelines.
● Basic Pencil Motions
A mechanical pencil must be kept sharp with a slightly rounded point. A point
that is too sharp breaks easily, but a point that is too dull produces fuzzy lines. Keep the
pencil aligned with the drafting instrument and tilted at an angle of approximately 45° in
the direction you are drawing. Always pull the pencil. If you are right-handed, it is
recommended that you draw from left to right for horizontal lines, and from bottom to top
for vertical lines. Left-handed people draw from right to left and top to bottom. It is very
important to keep lines uniform in width. This is done by keeping the pencil at uniform
sharpness and by rotating the pencil as you draw. This rotation helps keep the lead from
having flat spots that cause the line to vary in width and become fuzzy. Even pressure is
also needed to help ensure a uniform line weight. Your lines need to be crisp and dark.
Keep practicing, so you can draw high-quality lines. When using an automatic pencil,
keep it straight from side to side and tilted about 40° with the direction of travel. Try not
to tilt the lead under or away from the straightedge. Automatic pencils do not require
rotation, although some drafters feel that better lines are made by rotating the pencil.
Provide enough pressure to make a line dark and crisp. Figure 3-2 shows some basic
pencil motions.
TECHNICAL PENS AND ACCESSORIES
Technical pens provide excellent inked lines. Refer to the Student CD:
TECHNICAL PENS AND ACCESSORIES, for more information.
ERASERS AND ACCESSORIES
The common shapes of erasers are rectangular and stick. The stick eraser works
best in small areas. Select an eraser that is recommended for the particular material.
Erasers Used for Drafting
● White Pencil Eraser
 The white pencil eraser is used for removing pencil marks from
paper. It contains a small amount of pumice but can be used as a
general-purpose pencil eraser. Pumice is an abrasive material.
● Pink Pencil Eraser
A pink pencil eraser contains less pumice than the white pencil
eraser. It can be used to erase pencil marks from most kinds of office
paper without doing any damage to the surface.
● Soft-Green or Soft-Pink Pencil Erasers
Soft-green and soft-pink erasers contain no pumice and are
designed for use on even the most delicate types of paper without
damaging the surface. The color difference is maintained only to satisfy
long-established individual preferences.
● Kneaded Eraser
Kneaded erasers are soft, stretchable, and nonabrasive. They can
be formed into any size you want. Kneaded erasers are used for erasing
pencil and charcoal. Kneaded erasers are also used for shading. In
addition, kneaded erasers are handy for removing smudges from a
drawing and for cleaning a drawing surface.
● Vinyl Eraser
A vinyl or plastic eraser contains no abrasive material. This eraser
is used on polyester drafting film to erase plastic lead or ink.
● India Ink Refill Eraser
The India ink refill eraser is for removing India ink from vellum or
film. It contains a solvent that dissolves the binding agents in the ink and
the vinyl, and then removes the ink. This eraser does not work well with
pencil lead.
Erasing Tips
In erasing, the idea is to remove an unwanted line or letter, not the surface of the
paper or polyester film. Erase only hard enough to remove the unwanted feature.
However, you must provide enough pressure to eliminate the feature completely. If the
entire item does not disappear, ghosting results. A ghost is a line that should have been
eliminated but still shows on a print. Lines that have been drawn so hard as to make a
groove in the drawing sheet can also cause a ghost. To remove ink from vellum, use a
pink or green eraser, or an electric eraser. Work the area slowly. Do not apply too much
pressure or erase in one spot too long, or you will go through the paper. On polyester
film, use a vinyl eraser and/or a moist cotton swab. The inked line usually comes off
easily, but use caution. If you destroy the matte surface of either a vellum or film sheet,
you will not be able to redraw over the erased area. Matte is a surface with some texture
and is not glossy.
● Electric Erasers
Professional manual drafters use electric erasers, available in cord and cordless
models. When working with an electric eraser, you do not need to use very much
pressure, because the eraser operates at high speed. The purpose of the electric eraser
is to remove unwanted items quickly. Use caution, because these erasers can also
remove paper quickly! Eraser refills for electric erasers are available in all types.
 ● Erasing Shields
Erasing shields are thin metal or plastic sheets with a number of differently
shaped slots and holes. They are used to erase small, unwanted lines or areas. For
example, if you have a corner overrun, place one of the slots or holes of the erasing
shield over the area to be removed while covering the good area. Now, erase through
the slot or hole to erase the unwanted feature.
● Cleaning Agents
Special eraser particles are available in a shaker-top can or a pad. Both types
are used to sprinkle the eraser particles on a drawing to help reduce smudging and to
keep the drawing and your equipment clean. The particles also help float triangles,
straightedges, and other drafting equipment to reduce line smudging. Use this material
sparingly because too much of it can cause your lines to become fuzzy. Cleaning
powders are not recommended for use on ink drawings or on polyester film.
● Dusting Brushes
Use a dusting brush to remove eraser particles from your drawing. Doing so
helps reduce the possibility of smudges. Avoid using your hand to brush away eraser
particles, because the hand tends to cause messy smudges. A clean, dry cloth works
better than your hand for removing eraser particles, but a brush is preferred.
DRAFTING INSTRUMENTS
This chapter began with a general list of required drafting instruments. Find a
supplier that provides professional-quality drafting instruments of the type and
characteristics described in the following section.
Kinds of Compasses
Compasses are used to draw circles and arcs. A compass is especially useful for
large circles. However, using a compass can be time consuming. Always use a
template, whenever possible, to make circles or arcs quickly. There are several basic
types of drafting compasses:
● The drop-bow compass is mostly used for drawing small circles. The center rod
contains the needle point and remains stationary while the pencil, or pen, leg
revolves around the point.
● The center-wheel bow compass is most commonly used by professional
drafters. This compass operates on the screw-jack principle by turning the large
knurled center wheel.
● The beam compass is a bar with an adjustable needle and a pencil or pen
attachment for swinging large arcs or circles. Also available is a beam that is
adaptable to the bow compass. Such an adapter works only on bow compasses
that have a removable break point, not on the fixed-point models.
Compass Use
Keep both the compass needle point and the lead point sharp. The points are
removable for easy replacement. The better compass needle points have a shoulder,
which helps keep the point from penetrating the paper more than necessary. The
compass lead should, in most cases, be one grade softer than the lead you use for
straight lines because less pressure is normally used on a compass than a pencil. Keep
the compass lead sharp. An elliptical point is commonly used with the bevel side
inserted away from the needle leg. Keep the lead and the point equal in length. Use a
sandpaper block to sharpen the elliptical point of a compass lead. Be careful to keep the
graphite residue away from your drawing and off your hands. Remove excess graphite
from the point with a tissue or cloth after sharpening. Sharpen the lead often. Some
drafters prefer to use a conical compass point. This is the same point used in a
mechanical pencil. If you want to try this point, sharpen a piece of lead in a mechanical
pencil, and then transfer it to your compass. If you are drawing a number of circles from
the same center, you will find the compass point causes an ugly hole in your drawing
sheet. Reduce the chance of making such a hole by placing a couple of pieces of
drafting tape at the center point for protection. There are also small plastic circles
available for this purpose. Place one of the plastic circles at the center point, and then
pierce the plastic with your compass point.
Dividers
Dividers are used to transfer dimensions or to divide a distance into a number of
equal parts. Some drafters prefer to use a bow divider because the center wheel
provides the ability to make fine adjustments easily. Also, the setting remains more
stable than with standard friction dividers. A good divider should not be too loose or too
tight. It should be easily adjustable with one hand. In fact, you should control dividers
with one hand as you lay out equal increments or transfer dimensions from one feature
to another.
Proportional Dividers
Proportional dividers are used to reduce or enlarge an object without
mathematical calculations or scale manipulations. The center point of the divider is set at
the correct point for the proportion you want. Then measure the original size object with
one side of the proportional divider, and the other side automatically determines the new
reduced or enlarged size.
Parallel Bar
The parallel bar slides up and down the drafting board on cables that are
attached to pulleys mounted at the top and bottom corners of the table. The function of
the parallel bar is to allow you to draw horizontal lines. Vertical lines and angles are
made with triangles in conjunction with the parallel bar. Angled lines are made with
standard or adjustable triangles. The parallel bar is commonly found in architectural
drafting offices because architectural drawings are frequently very large. Architects and
architectural drafters often need to draw straight lines that are the full length of their
boards, and the parallel bar is ideal for such lines. The parallel bar can be used with the
board in an inclined position. Triangles and the parallel bar must be held securely when
used in any position, which makes drafting more comfortable. Professional models have
a brake that can lock the parallel bar in place during use.
Triangles
There are two standard triangles. One has angles of 30°–60°–90° and is known
as the 30°–60° triangle. The other has angles of 45°–45°–90° and is called the 45°
triangle. Triangles can be used as a straightedge to connect points for drawing lines.
Triangles are used individually or in combination to draw angled lines in 15° increments
Also available are adjustable triangles with built-in protractors that are used to make
angles of any degree. A protractor is an instrument used to measure angles.
Architectural Templates
Templates are plastic sheets with standard symbols cut through them for tracing. There
are as many standard architectural templates as there are architectural symbols to draw.
Templates are commonly scaled to match a specific application, such as floor plan symbols. One
of the most common architectural templates used is the residential floor plan template shown in
Figure 3-10. This template is typically available at a scale of 1/4" = 1'−0" (1:50 metric), which
matches the scale usually used for residential floor plans. Features that are often found on a floor
plan template include circles, door swings, sinks, bathroom fixtures, kitchen appliances, and
electrical symbols. Other floor plan templates are available for both residential and commercial
applications. Additional architectural templates are introduced in chapters where their specific
applications are discussed. Always use a template when you can. For instance, use a circle
template rather than a compass when possible. Templates save time, are very accurate, and help
standardize features on drawings. For most applications the template should be used only after the
layout has been created. For example, floor plan symbols are placed on the drawing after walls,
openings, and other main floor plan features have been established. When using a template,
carefully align the desired template feature with the layout lines of the drawing. Hold the
template firmly in position while you draw the feature. For best results, try to keep your pencil or
pen perpendicular to the drawing surface.
Template Use with Technical Pens
Information on using a template and a technical pen is included on the Student
CD.
Irregular Curves
Irregular curves are commonly called French curves. Irregular curves are used to
draw arcs having no constant radii. A selection of irregular curves. Also available are
ship’s curves, which become progressively larger and also have no constant radii. Ship’s
curves are used for layout and development of ships’ hulls. Flexible curves are made of
plastic and have a flexible core. They can be bent and shaped to draw almost any
desired curve. Irregular curves are used for a variety of applications in architectural
drafting. Some drafters use the curves to draw floor plan electrical runs or leader lines
that connect notes to features on the drawing.
 INFORMATION SHEET

MODULE TITLE : DRAFTING AND DESIGN

LEARNING OUTCOME : At the end of this module, the student must be able to:

● explain what is drafting;

● discuss the source of beauty, classifications of art, general types of practical art,
tools,materials and equipment of drafting;
● construct a title block.

CONTENT :

A. What is drafting

Drafting refers to actually writing the words of the paper. As part of the writing
process, you will write multiple drafts of your paper. Each rough draft improves upon the
previous one. The final draft is simply the last draft that you submit.

Two source of beauty

● Nature- natural beauty exist through God’s creative work like the rainbow,
mountains, lakes, plants, human beings, birds, and other animals. Nature
is considered the Mother of all arts.
● Art- made by man. According to Collins and Riley say that “Art is anything
made or done by man that affects or moves us so that we see or feel
beauty in it”.

Two classification of art

● Fine arts- purposely created by persons for their own pleasure and
appreciation, include music, painting, sculpture, architecture, literature,
drama, and dance.
● Practical arts- also called useful, functional, or manual arts since those
arts were created by people for use in their daily lives.

Six general types of practical arts

● Industrial Arts- refer to activities by which a person creates or produces
objects in industrial plants or home shops, such as general metal work,
general automotive, drafting and graphic arts, general woodworking,
general electricity, ceramics, and home industries.
● Agricultural Arts- include framing, vegetable gardening, horticulture,swine
and poultry raising, dairy farming and planting ornamental plants.
● Business Arts- refer to retail merchandising, lunch counter work, type
writing, stenography, and book keeping.
● Homemaking Arts- include dressmaking, crocheting, food preparation and
preservation, interior decoration, nutrition, child care, hair science, and
embroidery works.
 ● Fishery Arts- offered in schools located near rivers and seas. They
include net weaving, shallow- water fishing, deep- sea fishing, and fish
preservation.

B. Tools, materials and equipment

Unlike other subjects, objectives of drawing cannot be obtained without the
presence of drawing instruments. Each tools and materials have their own functions and
uses in completing a drawing. Any activity and method of constructing a design or an
object with the use of a prescribed mechanical drawing instruments is
called mechanical drawing.

● Ruler- used for measuring and setting of dimensions usually expressed in

centimeters and inches.
● Triangle- commonly known as 30 x 60 and 45 x 90 degrees used for lay
outing isometric and oblique drawing.
● Protractor- used for measuring and setting angles.
● Compass- use to construct arcs, curves and circles.
● T- square- composed of long strip called blade and shorter piece called
head used to guide triangles from an inked drawing.
● Eraser- is recommended for general cleaning of large areas of a drawing
or for removing pencil lines from an inked drawing.
● Erasing Shield- is used to protect the lines near those being erased.
● Sharpener- used for shaping the wood and the lead of the pencil for
producing clean-cut black lines that sparkle with clarity.
● Drafting Tape- used to fasten and holds drawing paper firmly to work
more conveniently.
● Adjustable Triangle- a device combines the protractor with triangles to
produce great versatility of use.
● Drawing Paper- or detail paper, is used whenever a drawing is to be
made in pencil but not for reproduction.
● Technical fountain Pen- with the tube and needle point, is available in
several line width which are fixed and suitable for freehand and
mechanical drawing and line work.
● Drawing Ink- is composed chiefly of carbon in colloidal suspension and
gum, it is black luster, waterproof and quick to dry.
● Dusting Brush- is useful for removing eraser crumbs without smearing
the drawing.
● French Curves or Irregular Curves- used to draw mechanical curves
other than circles or circular arcs.
● Dividers- it is similar to the compass in construction used for dividing
distances into a number of equal parts. They are used also for
transferring distances or for setting a series of equal distances.
● Pencil- used to draw lines and available in wood- cased and thin- lead
mechanical pen.
a. Conical
b. Chisel
c. Elliptical
C. Standard sheets of paper
INTERNATIONAL SIZE (millimeters) NEAREST U.S SIZE

● A4 210 x 297 ● A 8.5 x 11.0

● A3 297 x 420 ● B 11.0 x 17.0
● A2 420 x 594 ● C 17.0 x 22.0
● A1 594 x 841 ● D 22.0 x 34.0
● A0 841 x 1189 ● E 34.0 x 44.0
● *ANSI Y14. 1-1975
 JOB SHEET

Job Title : Title block

Objective/s :

1. define what is title block;

2.demonstrate the use of different types of pencils;

3.design a freehand and mechanical drawing in title block.

Supplies and Materials Tools and Equipment

● Oslo bond paper or drawing paper ● T-square

● Hb & 2h pencil ● Ruler
● Dusting brush
● Eraser
● Erasing shield
● Sharpener
● protactor

Activities (Procedures)

1. Take drafting paper or oslo paper 8.5 inches by 11

2.Draw borders

● Left border: 1 inch

● Top border: ½ inch
● Bottom border: ½ inch
● Right border: ½ inch

3.Draw title block

● Draw a rectangle in the bottom measuring: 1 inch using HB pencil

● Divide the rectangle into 4 inches, 1 inch and 4.5 inches. using HB pencil
● Divide the 4 and 4.5 inches into half inch (vertical) using HB pencil
● Draw the graduation line(1mm) using 2H pencil

Evaluation Criteria

1(Satisfactory) 2(Basic) 3(Proficient) 4(Advance)

Selection of
Materials

Originality
Capture
attention

Quality of
Workmanship

Overall
Presentation
 ACTION PLAN FOR CIVIL TECHNOLOGY(DRAFTING AND DESIGN)

The Curriculum is divided into three areas to achieve Bachelor of Technology and Livelihood
Education(BTLEd),Bachelor of Technical-Vocational Teacher Education(BTVTEd),Bachelor of
Science in Industrial Technology (BSIndT).

Objectives:

To provide knowledge on what is drafting, Tools and material on how to make Title
Block.

Action Plan

1. Initial Assessment (Day 1-2)

● Schedule time to meet the student thrice(3) a week in the drafting room or
schedule area.
● Gather relevant information, including CAD specifications, user requirements and
any existing issues.
● Conduct a visual inspection of the room to identify any visible problems.
2. Diagnose and evaluation (Day 3-4)
● Perform diagnostic test on the Drafting and Designing to identify the underlying
issues.
● Evaluate the results of diagnostic test and creat a list of identified problems.
● Prioritize issues based on urgency and impact on drafting and designing
performance.
3. Using tools and materials in drafting (Day 5-7)
● Assemble necessary tools and replacement parts (if required).
● Address issues based on the diagnosis, including:
● Cleaning dust and debris.
● Ensure proper handling of components and follow precautions.
● Document all
4. Final Inspection and Client Approval (Day 7-9):
● Conduct a final inspection
● Review the completed documentation with the student and obtain their approval.
● Address any remaining questions or concerns.
5. Post-Service Support and Follow-Up (Ongoing):
● Provide post-service support to address any issues that may arise shortly.
● Monitor the drafting area performance and conduct follow-up checks.
● Keep communication lines open with the client for any future designing-related
needs or inquiries.
6. Continuous Improvement (Ongoing):
● Regularly update and improve knowledge and skills through training and
certifications.
 ● Evaluate and refine drafting and designing procedures based on feedback and
experience.
● Stay updated with industry advancements
7. Reporting and Documentation (Ongoing):
● Maintain accurate records of all drafting activities, including designing.
● Generate regular reports summarizing
8. Safety Measures (Ongoing):
● Continue to prioritize safety during hardware servicing by following safety
protocols and best practices.
 Plan Training Session:

1. What are the question you ask yourself when started to write the session plan?
● What would be the training design?
● What is the training delivery and methods appropriate for the training?
● What are the learning resources needed?
● What is the session plan format?
1. Where did you get the answer to your question?
● From the training Regulation (TR)
2. Describe the components of your session plan?
● Industry sector—Civil technology Sector
● Qualification Title and Level – Drafting and design
● Unit of Competency – Make a title block
● Module Title - Making freehand and mechanical drawing
● Learning outcomes
1. define what is title block;
2. demonstrate the use of different types of pencils;
3. design a freehand and mechanical drawing in title block.

II Introduction:

This module covers the outcome required in recognize the tools and equipment
in drafting and designing by making freehand and mechanical draw in title block.

III Learning Activities:

1. Learning content
2. Methodology
3. Presentation
4. Practice
5. Feedback
6. Resources
7. Duration

IV Evaluation:
1. Direct Observation
2. Demonstration with Oral Questioning

V Teacher’s Reflection:

4. What factors did you consider when you selected your training methods
1. The desired learning outcome
2. Qualities of trainees
 3. Qualities of trainees and where are the based
4. Budget cost
5. How did you organized your training events?
· Organized training events from simple to complex through following Robert
Gagne’s 9 events of instruction.
6. What assessment method did you chose for the particular session plan?
· Direct Observation
· Demonstration with Oral Questioning
7. When preparing the assessment tools and how did you consider validity and cost
effectiveness?
I consider my assessment tool as valid if it is related to training regulation (TR)
and cost of effectiveness if it maximizes the use of resources but still complying the
dimension of competency even if the resources is limited.

8. Why was necessary to prepare table of specification when you prepared written
exam?
It is an evaluation tools use to ensure the validity of written test to cover all the contents
(all topic will be distributed equally and evenly).

9. Describe at least two adult learning principles that is always in your mind when you
are preparing a session plan?
1. Learners Orientation – Adult will learn only what they feel they need to learn.
2. Experience - Adult learn by comparing past experience with the new experience
 Session Plan

Sector : Arts
Qualification Title : Drafting and Design
Unit of Competency : Draw a title block
Module : Draw a title block

Learning Outcomes:
1. define what is title block;

2.demonstrate the use of different types of pencils;

3.design a freehand title block

A. Introduction
The key points for introductions are:

▪ Know what is drafting, materials and the uses

▪ Draw a title block and to apply arts and design

B. Learning Activities

LO 1: What is drafting

Learning
Presentation Practice Feedback Resources Time
Content

▪ Drafti Read
▪ Self-Check (Answer ▪ Compare ▪ Informatio
information
ng written questions) to answer n Sheet
sheet on
refers key
▪ ▪
what is
to View arts of other people Self-Check
▪
drafting.
actual and identify what is used. Instructor (written
ly check questions)
writin evaluation and
g the and answer
words recommen key
of the dation
paper. ▪ Assignmen
t Sheet

LO 2: Types and uses of pencils

Learning
Presentation Practice Feedback Resources
Content
 Read
▪Principles of ▪ Self-Check ▪ Compare to answer key ▪ Informatio
information
pencils sheet on (Answer n Sheet
principles of written
questions) ▪ Self-Check
bed making.
(written
questions)
and
answer
key
Read
▪Kinds of ▪ Self-Check ▪ Compare to answer key ▪ Informatio
information
pencils sheet on (Answer n Sheet
kinds of bed written
questions) ▪ Self-Check
(written
questions)
and
answer
key
LO 3: Draw a title block

Learning
Presentation Practice Feedback Resources
Content

▪ ▪ ▪ ▪

▪ ▪ ▪ ▪

▪ ▪ ▪ ▪

▪ ▪ ▪ ▪

▪ ▪ ▪ ▪

▪ ▪ ▪ ▪
C. Assessment Plan

● Written Test: Questions on how drafting especially title block is important in arts, types of
materials and tools.

● Performance Test: In an making title block. The performance will include –

▪ Preparing area for making it.

▪ Making border and parts of title block

▪ Present it in class

As each of the above activity is completed, the student will document the action performed
(in writing, on tape or in a Trainee Record Book/Journal) for assessment purposes.

D. Teacher’s Self-Reflection of the Session

 Evidence Plan

Competency standard: DRAFTING AND DESIGNING

Unit of competency: DESIGNING
Ways in which evidence will be collected: Inter
[tick the column] view
Thir
/
Portf d
The evidence must show that the candidate … Oral
olio Part
Que
y
stion
ing
* Identifies learner’s training requirements. X X X
* Identifies and analyses relevant curriculum documents. X X
* Identifies the current competencies of target group. X X
● Compares competencies to be attained with the current X
competencies of the target group.
● Determines and validates the training requirements. X X
* Prepares plan for series of training session. X X
* Identifies relevant training methods and delivery modes. X X
● Identifies the advantages and disadvantages of different X
training methods and delivery modes.
● Selects appropriate training methods and delivery modes X
to adhere the required competencies.
* Identifies and organizes resources required for the
X X
series of training session.
● Identifies sequence of training activities. X X

● Describes the format and content of a session plan. X

● Prepares and documents plan for a series of training X

session.
● Prepares basic instructional materials that are focused on X X
key concepts and ideas related to work activity.
● Identifies trainee’s characteristics and needs. X X

● Selects the appropriate media for the trainees. X X

● Selects language, style and format appropriate to trainee’s X

characteristics and needs.
 ● Prepares instructional materials that are clean, legible and X
appropriate to trainees.
● Checks the availability of all resources required for X
training.
● Identifies alternative resources for contingency measures. X X

● Identifies and arranges appropriate training locations X X

according to training needs.
NOTE: *Critical aspects of competency

Prepared Date:
by:
Checked Date:
by:

Recording Sheet for Oral Questioning / Interview

Candidate name:
Unit of competency: PLAN TRAINING SESSION
Competency standards Drafting Trainers
Oral/interview questions Satisfactory response
Yes No
1.1. What are the major contents of a CBC? ❑ ❑
1.2. What would you do if you are not sure of the ❑ ❑
assessment criteria and contents of the CBC?
1.3. In what way can you identify the current competencies ❑ ❑
of a target group?
1.4. How would you identify or determine the training ❑ ❑
requirements?
1.5. Whom do you validate the training requirements if your ❑ ❑
target group are out-of-school youth? (Name at least 5)
2.1. What delivery mode would you apply if your participants ❑ ❑
are available in different times?
2.2. What do you think are advantages and disadvantages ❑ ❑
of having on-the-job (OJT) training? (Name at least 1 each)
2.3. What resources do you consider in your session plan to ❑ ❑
support learning? (Name as many as you can)
2.4. What check are required to ensure that learning ❑ ❑
activities are in sequence?
2.5. What procedures or steps are you going to follow in ❑ ❑
order to design an effective session plan?
3.1. What characteristics and needs do you check or ❑ ❑
consider if your participants are industry workers? (Name as
many as you can)
3.2. What would you do if the available instructional ❑ ❑
materials cannot completely address the key concepts or
ideas necessary to perform the identified learning activities?
3.3. What check are required to ensure that key concepts ❑ ❑
and ideas are addressed in relation to work activities.
4.1. What would you do if the resources available are not ❑ ❑
applicable to the participants?
4.2. What considerations would you take when identifying or ❑ ❑
arranging other training locations?

The candidate’s underpinning knowledge was:

Satisfactory ❑ Not satisfactory ❑
Assessor Date
Signature
Feedback to candidate:

Acceptable answers are:

1.1. Module title, description, level of qualification, summary of learning outcome,

assessment criteria, content, condition, assessment method.
1.2. Check the performance criteria, range of variables, and underpinning knowledge
of the related CS.
1.3. Through questionnaire, interview, personal data sheet (Pre-assessment)

1.4. Through the gap/s between the required and current competencies of the target
group.
1.5.

● Trainers/Teachers/Assessors ● Language, Literacy, Numeracy

specialist
● Participant/learner/student
● Users of training information such as
● Technical experts training providers
● Consultative committee ● LGUs, NGOs, GOs

● Team leader/ Supervisor ● Human resources department

2.1.
● Self-paced individualized delivery

● Distance delivery

2.2.
Advantages: Disadvantages:

● Real work situation ● May impinge on workplace activities

● Relevant to enterprise ● May have to wait sometime fro

workplace situation to occur before
● Per/mentor support readily available learning is completed
● Less time required away from job ● Mentor is not always available when
you have some downtime
2.3.
Print Materials -Textbooks, references, manufacturers manual, magazines,
journals, pamphlets, instructor developed instruction sheet.
Non-Print Materials -Still videos, motion videos, cassette tapes
Human Resources -Instructors, tutor, aide or advance students.
2.4. Check with the CS and CBC
2.5. Procedures of steps in designing effective session plan:
1. Define the purpose of the training and target audience.
2. Determine participant’s needs.
3. Define training goals and objectives.
4. Outline training content.
5. Develop instructional activities.
6. Prepare the written training design.
7. Prepare participant’s evaluation form.
8. Determine follow-up activities for the event.
3.1. Characteristics and needs:

● Language, literacy and numeracy ● Physical ability

needs
● Previous experiences with the topic
● Culture and language background
● Experiences in training and
● Educational background or general assessment
knowledge
● Level of confidence, nervousness
● Gender and anxiety
● Age ● Work organization or roster

3.2. Review and revise the available instructional materials.

3.3. CS, CBC, Session plan

4.1. Prepare other resource to conform with the needs of the participants.

4.2.
● Availability of resources (Facilities and equipment)

● Time

● Accessibility

Assessor signature: Date:

Candidate Portfolio Record Sheet

Candidate:
Assessor:
Competency Standards: DRAFTING TRAINERS
Unit[s] of Competency: PLAN TRAINING SESSION
Item number
Type of evidence D
[insert information in the column] e
The evidence shows that I …… v
e
l
R V o
P e al p T
R r s id e r
e e u at d a
l - l e i
a a t d S I n
t s o T e n i
e s f r s s n
d e P ai s t g
s r ni i r A
C s e n o u c
S m - g n c ti
e a R t v
a nt s e P i it
n in s q l o y
d st e ui a n M
r s r n a a
C u s e l t
B m m m M ri
C e e e a x
nt n nt t
t s e
r
i
a
l
s
1.1. Identified learner’s training
requirements.
1.2. Identified and analysed relevant
curriculum documents.
1.3. Identified the current competencies of
target group.
1.4. Compared competencies to be attained
with the current competencies of the target
group.
1.5. Determined and validated the training
requirements.
 2.1. Prepared plan for series of training
session.
2.2. Identified relevant training methods and
delivery modes.
2.3. Selected appropriate training methods
and delivery modes to adhere the required
competencies.
2.4. Identified and organized resources
required for the series of training session.
2.5. Identified sequence of training activities.
2.6. Prepared and documented plan for a
series of training session.
3.1. Prepared basic instructional materials
that are focused on key concepts and ideas
related to work activity.
3.2. Identified trainee’s characteristics and
needs.
3.3. Selected the appropriate media for the
trainees.
3.4. Prepared instructional materials that are
clean, legible and appropriate to trainees.

Candidate Date:
signature:

Template 7b - Portfolio evaluation form

Candidate name:

Assessor name:

Competency standards: DRAFTING AND DESIGNING

Unit(s) of competency: DESIGNING

The evidence provide by the candidate is:

□ valid □ authentic □ sufficient □ current □ recent □ consistent
The contents of the portfolio provided satisfactory evidence Item no(s)
that the candidate [tick the box]:
1.1. Identified learner’s training requirements. □
1.2. Identified and analysed relevant curriculum documents. □
1.3. Identified the current competencies of target group. □
1.4. Compared competencies to be attained with the current □
competencies of the target group.
1.5. Determined and validated the training requirements. □
2.1. Prepared plan for series of training session. □
 2.2. Identified relevant training methods and delivery modes. □
2.3. Selected appropriate training methods and delivery modes □
to adhere the required competencies.
2.4. Identified and organized resources required for the series of □
training session.
2.5. Identified sequence of training activities. □
2.6. Prepared and documented plan for a series of training □
session.
3.1. Prepared basic instructional materials that are focused on □
key concepts and ideas related to work activity.
3.2. Identified trainee’s characteristics and needs. □
3.3. Selected the appropriate media for the trainees. □
3.4. Prepared instructional materials that are clean, legible and □
appropriate to trainees.

THIRD PARTY REPORT

Candidate name:
Name of third party: Contact no.
Position:
Relationship with □ employer □ supervisor □ colleague □ other
candidate: Please specify
________________________________________________
Please do not complete the form if you are a relative, close friend or
have a conflict of interest]
Dates the candidate worked with you From: To:
Competency Standards:
DRAFTING AND DESIGNING
Unit of Competency: DRAFTING
The candidate is being assessed against the competency standards for

We are seeking your support in the judgment of this candidate’s competence. Please answer
these questions honestly as a record of the candidate’s performance while working with you.
Thank you for your time.
Comments regarding candidate performance and experience
I can verify the candidate’s ability to: Yes No Not Comments to support my
(tick the correct response] sure responses:
□ □ □
● Check the availability of all resources
required for training.
● Identify alternative resources for contingency □ □ □
measures.
● Identify and arrange appropriate training □ □ □
locations according to training needs.
● □ □ □

● □ □ □

□ □ □
□ □ □
□ □ □
□ □ □
□ □ □
Third party signature: Date:
Send to:

COMPETENCY ASSESSMENT AGREEMENT

Candidate’s Name

Assessor’s Name

Occupational Standard DRAFTING AND DESIGNING

Occupational Level Level III

Qualification / Units of 1. Prepare table for drafting

Competence to be 2. The material and equipment in drafting
Assessed: 3. Draw borders
4. Draw rectangular in bottom area
5. Graduate the rectangular area
6. Draw free-hand lines and shapes

Candidate to answer questions YES NO

● Have the context and purpose of assessment been

explained?
❑ ❑
● Have the qualification and units of competency been
explained
❑ ❑
● Have the Scope of Assessment been explained? ❑ ❑
 ● Do you understand the assessment procedure and
evidence to be collected?
❑ ❑
● Have your rights and appeal system been explained? ❑ ❑
● Have you discussed any special needs to be considered
during assessment?
❑ ❑
I agree to undertake assessment in the knowledge that information gathered
will only be used for professional development purposes and can only be
accessed by concerned assessment personnel and my manager/supervisor.

Candidate’s Signature: Date:

Assessor’s Signature: Date:

 DEMONSTRATION CHECKLIST

Student’s name
Teacher’s name
Module Title DRAFTING AND DESIGN
Date of evaluation
Time of evaluation
Instructions for demonstration

Given the necessary materials, tools and equipment, the student must be
able to make title block, creat free-hand drawing and mechanical drawing in 2 hours.

Materials and equipment

✓ to show if evidence is
OBSERVATION
demonstrated
During the demonstration of skills, did the student: Yes No N/A

● Demonstrate proper use of tools and handling of □ □ □

materials?

● Calculate material quantity in accordance with the □ □ □

plans and specifications?

● Lay and finish lined as necessary? □ □ □

● Prepare and decorate the freehand? □ □ □

● Use right material to form an accurate curve line? □ □ □

● Check horizontal joints for straightness? □ □ □

● Align lines as necessary? □ □ □

● Identify and remove/replace damaged line works? □ □ □

● Clean surface/s and tools used? □ □ □

□ □ □
● Dispose waste materials appropriately?
 The student’s demonstration was:

Satisfactory ❑ Not Satisfactory ❑

QUESTIONS
Satisfactory
Questions to probe the student’s underpinning knowledge
response
Extension/Reflection Questions Yes No
1. Did you learn today? ❑ ❑
2. Do you believe we're studying this objective? ❑ ❑
3. Did you give your best effort on this most recent assignment? ❑ ❑
4. Were the strategies, skills and procedures you used effective for this
assignment? ❑ ❑
Safety Questions Yes No
5. Do you feel you've received effective safety training? ❑ ❑
6. Do your coworkers show their dedication to safety? ❑ ❑
7. Do you think you received proper training in the tools for your job? ❑ ❑
8. Are you comfortable sharing your safety concerns with ❑ ❑
management?
Contingency Questions Yes No
9. A ruler you need for the installation is missing. What steps would you ❑ ❑
take to proceed without it?
10. Will you accommodate request while drafting performance ongoing? ❑ ❑
11. Will would you troubleshoot and resolve this issue? ❑ ❑
12. How do you solve the issue and ensure a successful designing? ❑ ❑
Infrequent Events Yes No
13. ❑ ❑
14. ❑ ❑
15. ❑ ❑
16. ❑ ❑
Rules and Regulations Yes No
17. ❑ ❑
18. ❑ ❑
19. ❑ ❑
20. ❑ ❑

The student’s underpinning knowledge

was: ❑ Satisfactory ❑ Not Satisfactory

Feedback to student
General comments [Strengths / Improvements needed]

Student’s signature: Date:

Teacher’s signature: Date:

 MAINTENANCE INSPECTION CHECKLIST

Area/Section: Drafting Laboratory

In-Charge: Julie Ann Dequit

CITERIA YES NO

● Open the material case

● Check for dust accumulation

● Inspect the condition of tools and materials

● Examine material for any signs of physical damage

or errors.

● Test the functionality of the drafting table and verify

that all keys are working correctly.

● Verify the functionality of external peripherals

● Confirm that safety measures, including ESD

precautions, are followed during the inspection.

● Communicate the inspection results and any

recommended actions with the client or end-user.

● Obtain feedback and address any user concerns.

Inspected by: Date:

 TRAINEE PROGRESS MONITORING SHEET

Name : Yr. & Sec. : School :

Year

Secto : Occupati : Semeste :

r on r

Units of Nominal Date Date Student’ Instructor’

Competency/Modu Duration Starte Finishe Rating s Initial s Initial
le Titles d d
(S/NS)

1. Prepare and Set

Up

2. Perform Basic
drafting

3. Tools and
material proper
using

4. Maintain and
Secure tools

5. Provide
Technical Support

6. Network Basics

7. Repair erasure

8.Environmental
and Safety
Procedures
9.Document
ation and
Record-
Keeping

10.Professi
onal
Developme
nt
 OPERATION SHEET

Title : Drafting and Design

Purpose :

1. define what is title block;

2.demonstrate the use of different types of pencils;

3.creating a freehand and mechanical in title block

Title blocks are used to record all important information necessary for the working
drawings. They contain general as well as specific information. The data may refer to company
policy or to the drawing. The form and information vary from company to company.

Conditions : The title block includes the designer's name, part number and description,
material, finish, part weight, general tolerances, scale, and units. If your part is an assembly, a
bill of materials should also be included to list the items and quantities needed for the project.

Supplies and Materials :

● Oslo bond paper or drawing paper

● Hb & 2h pencil

Tools and Equipment :

● T-square
● Ruler
● Dusting brush
● Eraser
● Erasing shield
● Sharpener

Procedure:

1. Take drafting paper or oslo paper 8.5 inches by 11

2.Draw borders

● Left border: 1 inch

● Top border: ½ inch
● Bottom border: ½ inch
● Right border: ½ inch

3.Draw title block

● Draw a rectangle in the bottom measuring: 1 inch using HB pencil

● Divide the rectangle into 4 inches, 1 inch and 4.5 inches. using HB pencil
 ● Divide the 4 and 4.5 inches into half inch (vertical) using HB pencil
● Draw the graduation line(1mm) using 2H pencil

Precautions: A title block is a template for a sheet and generally includes a border for the page
and information about the design firm, such as its name, address, and logo. The title block can
also display information about the project, client, and individual sheets, including issue dates
and revision information.

Evaluation Criteria

1(Satisfactory) 2(Basic) 3(Proficient) 4(Advance)

Selection of
Materials

Originality
Capture
attention

Quality of
Workmanship

Overall
Presentation
 SELF ASSESSMENT GUIDE

Occupation
DRAFTING AND DESIGN
Standard
Occupational Level Level III
Units of Competency 1. Prepare table for drafting
Covered 2. The material and equipment in drafting
3. Draw borders
4. Draw rectangular in bottom area
5. Graduate the rectangular area
6. Draw free-hand lines and shapes
Instructions:
● Read each of the questions in the left-hand column of the chart

● Place a tick in the appropriate box opposite each question to indicate your answer.

Can I Yes No

● Read and interpret working drawing correctly?

● Follow/apply the required safety rules and regulations?

● Identify and prepare required tools and materials in accordance

with the plans and specifications?

● Demonstrate proper use of tools and handling of materials?

● Calculate material quantity in accordance with the plans and

specifications?

● Lay and finish lined as necessary?

● Prepare and decorate the freehand?

● Use right material to form an accurate curve line?

● Check horizontal joints for straightness?

● Check edges alignment for conformity?

● Align lines as necessary?

 ● Identify and remove/replace damaged line works?

● Clean surface/s and tools used?

● Dispose waste materials appropriately?

Candidates Name Date

Signature