Slide 1:The Teaching of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood

Education (TLE)

Slide 2:EPP and TLE Agricultures and Fisheries ICT Industrial Arts Home Economics

Slide 3:THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE : It is a declared policy of the state to “give
priority to education, science and technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total human liberation and development” (1987
Philippine Constitution Article II, Section 17) RA 10647, an Act Strengthening the Ladderized Interface
Between Technical-Vocational Education and Training in Higher Education, which was signed into law on
Nov. 21, 2014 states: “It’s hereby declared the policy of the state to institutionalize the ladderized
interface between technical-vocational education and training and (TVET) and higher education to open
the pathways of opportunities for career and educational progression of students and workers, create a
seamless and boarderless system of education, empower students and workers to excercise options or to
choose when to enter and exit in the education ladder and provide job platforms atevery exit as well as
the opportunity to earn income.

Slide 4:INTENDED OUTCOMES OF THE TEACHING OF EPP AND TLE LEARNING AREA STANDARD As the
framework of TLE teaching indicates, the teaching and learning of TLE ultimately leads to higher
education, middle level manpower, entrepreneurship and employment. In fact, this is the Learning Area
Standard of TLE. The study of areas of TLE, namely Agriculture and Fishery Arts, Industrial Arts, Home
Economic, ICT is expected to lead to Technological Proficiency. What is Technological Proficiency? It is the
ability to apply the technical knowledge and skill and values learned in the four areas of TLE. The TLE
students must be able to demonstrate mastery of a specific behavior or skill measured against establish
standards in various levels such as Level 1 and Level 2.

Slide 5:Grade4-6 The learner demonstrates an understanding of the basic knowledge and skills in
entrepreneurship and ICT, Agriculture, Home Economics, and Industrial Art towards the improvements of
personal life, family, and community. Grade 7-10 The learner demonstrate an understanding of the basic
concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and ICT
competencies common to TLE courses such as use and maintenance of tools, observing, safety in the
workplace; mensuration and calculation, and interpreting technical drawings,; and gains specialized
knowledge and skills in at least one TLE that would enable him to obtain NC II. Grade 11-12 The learner
demonstrate specialized technical skills that would enable him or her to obtain NC II. KEY STAGE
STANDARDS
Slide 6:What are these NC I and NC II? These are the different levels of national certificates awarded by
the Technical Skills and Development Authority (TESDA) to a student who passed the assessment given
by the same agency.

Slide 7:The student who obtains an NC I means that he/she is able to “perform routine and predictable
tasks, has little judgement and works under supervision.” A holder of NC II is one who can perform a
prescribed range of functions involving known routines and procedures. He/she has limited choice and
complexity of functions and has little accountability.”

Slide 8:Grade 4 The learner demonstrate s basic knowledge, skills, and values in agriculture,
entrepreneurship and ICT, home economics, and industrial arts that can help improve self and family life.
Grade 5 The learner demonstrate increased knowledge, skills, and values in entrepreneurship and ICT,
agriculture, home economics, and industrial arts toward improving family life and the community. Grade
6 The learner demonstrate enhanced and expanded knowledge in entrepreneurship and ICT, agriculture,
home economics, and industrial arts toward the improvement of the family’s economic life and the
community. Grade 7 The learner demonstrate an understanding of basic concepts and underlying
principles in developing fundamental skills in Exploratory Technology and Vocational Education
(EPP/TLE/TVE). Grade 8 The learner demonstrate an understanding of his/her personal Entrepreneurial
Competencies (PECS), the environment and market, and process/production and delivery of the
Technology and Vocational Education course in which he/she has specialized. GRADE LEVEL STANDARDS

Slide 9:Grade 9 The learner demonstrate s an understanding of his/her Personal Entrepreneurship

Competencies(PECs), the environment and market, and process/production and delivery of the
Technology & Vocational Education course in which he/she has specialized. Grade 10 The Learner
demonstrate an understanding of his/her Personal Entrepreneurship Competencies (PECS), the
environment and market, and process/production and delivery of the Technology & Vocational Education
course in which he/she has specialized. Grade 11 The learner demonstrate an understanding of the
principles in preparing a creative and innovative business plan as it relates with marketing, operations
and human resources, and simple accounting and financial plans to determine the feasibility and viability
of the business of his/her technology and vocational specialization. Grade 12 The Learner demonstrate
an understanding of the principles in applying the business plan of his/her choice based on his/her T&VE
specialization.

Slide 10:GRADE LEVEL What are taught 4 Basic concepts in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve self and family. 5 Increased knowledge in agriculture ,
entrepreneurship and ICT, home economics, industrial arts to improve family life and the community. 6
Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home economic, industrial
arts to improve family life and community. 7 and 8 Exploratory courses in at least 8 subject (4 subjects in
G7 and 4 in G8) in the 4 TLE areas –agriculture, ICT, home economics. Focus is on common competencies
– use and maintenance of tools, mensuration and calculation, interpreting drawing, occupational safety
and health Personal Entrepreneurship Competencies only in G8. Summary of how EPP and TLE are
taught in the K to 12 Curriculum.

Slide 12:GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE Cover the four TLE areas in
Grade 7 and 8 for exploratory purposes-agriculture and fisheries, ICT, home economics and industrial
arts. Develop student’s entrepreneurial mindset. Do contextualized teaching. Teach entrepreneurial
concepts in the context of the TLE student’s specialization in Grades9 to 12. TLE is a skill-dominated
subject. Therefore, teaching TLE must make use of experiential learning. Subject offering must be done
systematically from Grades 7 to 12 to enable the TLE student to obtain an NC ! In Grade 10 and NC II in
Grade 12. The teaching TLE is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.

Slide 13:TEACHING APPROACHES, METHODS, AND TECHNIQUES The framework of TLE teaching in the K
to 12 curriculum made by the TLE experts of the department of education cited the following in relation
to teaching approaches, methods and techniques – entrepreneurial, contextualized, integrative,
experiential, authentic and constructivist learning.

Slide 14:Direct Method of Instruction: Since TLE is a skill subject, direct instruction is most appropriate.
The demonstration method is a direct method of instruction. It is referred to as the “show and tell”
method. The teacher simply shows to the students how a thing is done and explains as he/she
demonstrate. For an effective demonstrations, it is necessary that the teacher mentions the dos and
don’ts of the process for emphasis and clarity. It is important that as a teacher demonstrates a process,
he/she cautions students on steps of a skill where students are most often mistaken or which are most
often missed.

Slide 15:It is expected that after the teacher demonstrate of a process, the students are given the
opportunity to demonstrate the process or the skill themselves. However, students should not expected
to demonstrate the process or the skill immediately on their own after the teacher has shown it. This has
to be done gradually . The steps are: Teacher demonstrates . – “Watch me and listen to me ”. Students
demonstrate with scaffolding from teacher . – “Let’s do it together” When students can do the process
by himself/herself, student demonstrate the skill or process. – “Do it as I watch” Teacher gives more
opportunity for practice for skill mastery Teacher assesses to determine skill mastery by all students.