1

1 | Edukasyong Pantanhanan at Pangkabuhayan 1

UNIT 1: PRINCIPLES UNDERLYING EDUKASYONG

PANTAHANAN AT PANGKABUHAYAN

1.0 Intended Learning Outcomes

a. Discuss, value and apply the principles underlying Edukasyong Panatahan at
Pangkabuhyayan
1.1. Introduction

What is curriculum
and its type?

What do you think will happen to a class without a pattern or a system for doing
activities or performance task? Or in other words, performing task without any basis? That
is why this Learning pocket is prepared for you to serve as guide of learning things regarding
how Edukasyong Pantahanan at Pangkabuhayan classes will be handled through the use of
K-12 Curriculum Guide. In here you will know different perspective of how curriculum had
been defined by some authorities or organizations, and the types of curriculum will also be
made into account.

According to the book Curriculum Development authored by Purita P. Bilbao, Ed. D.,
et al., copy right 2014, “Curriculum is what is taught in school, a set of subjects, a content, a
program of studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes with in the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences undergone by
learners in school on what individual learner experience as a result of school. In short,
Curriculum is the total learning experiences of the learner, under the guidance of the
teacher”.

http://www1.udel.edu/educ/whitson/897s05/files/definitions_of_curriculum.htm Defines
curriculum as the combination of instructional practices, learning experiences, and
students' performance assessment that are designed to bring out and evaluate the
target learning outcomes of a particular course.

The term curriculum refers to the lessons and academic content taught in a school or
in a specific course or program as defined by https://www.edglossary.org/curriculum/

All the definitions stated above is true and useful, let us be reminded what the
Education Reform Organization have said and I quote; “It is important to note that while
curriculum encompasses a wide variety of potential educational and instructional practices,

C. M. D. Hamo-ay
 2
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

educators often have a very precise, technical meaning in mind when they use the term. Most
teachers spend a lot of time thinking about, studying, discussing and analyzing curriculum,
and many educators have acquired specialist’s expertise in curriculum development-i.e.,
they know how to structure, organize, and deliver lessons in ways that it facilitates or
accelerate student learning. To non-educators, some curriculum materials may seem simple
or straight forward (such as a list of required reading, for example), but they may reflect a
deep and sophisticated understanding of an academic discipline and of the most effective
strategies for learning acquisition and classroom management.”

The types of Curriculum operating in schools cited by Bilbao, 2008 in her book:
Curriculum Development are;
1. Recommended curriculum – proposed by scholars and professional organizations
(such as: Department of Education, Commission on Higher Education, Department of
Science and Technology, Philippine Association for Teacher Education, and Biology Teacher
Association) may recommend a curriculum to be implemented in the elementary, secondary
and tertiary education.
2. Written curriculum – Includes documents, course of study or syllabi handed down
to the schools, districts division, departments or colleges for implementation. Most of the
written curricula are made by curriculum experts with participation of teachers. These were
pilot-tested or tried out in sample schools or population. Example is the Basic Education
Curriculum before known today as K to 12 Basic Education Curriculum. Another example
is the written lesson plan of each classroom teacher made up of objectives and planned
activities of the teacher.
3. Taught Curriculum – are varied activities that are implemented in order to arrive at
the objectives or purposes of the written curriculum. These are used by the learners with the
guidance of teacher which varies according to the learning styles of the students and the
teaching styles of the teachers.
4. Supported curriculum – Includes material resources such as textbooks, computers,
audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities used in
support or help in the implementation of the written curriculum. Support curriculum should
enable each learner to achieve real and lifelong learning.
5. Assessed curriculum – Refers to a tested or evaluated curriculum. At the duration
and end of the teaching episodes, series of evaluations are being done by the teachers to
determine the extent of teaching or to tell if the students are progressing. Assessment tools
like pencil-and-paper test, authentic instruments like portfolio are being utilized.
6. Learned curriculum – This is the learning outcomes achieved by the students.
Learning outcomes are indicated by the results of the tests and changes of behavior which
can either be cognitive, affective or psychomotor.
7. Hidden curriculum – This is the unintended curriculum which is not deliberately
planned but may modify behavior or influence learning outcomes. There are lots of hidden
curricula that transpire in the schools, like; peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teachers and many other factors make up
the hidden curriculum.

C. M. D. Hamo-ay
 3
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

The kind of curriculum that will be utilized in this learning pocket is a written type of
curriculum which had been made by the Department of Education, known as
K TO 12 CURRICULUM GUIDE - EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN (EPP) and TECHNOLOGY AND LIVELIHOOD EDUCATION
(TLE) Grade 4 to Grade 6 that transpires the pedagogical content on how EPP should be
delivered in classrooms.

In this learning packet, you will be able to acquire knowledge and skills about the;
Salient Features of EPP, The Legal Basis of Teaching EPP and TLE, The EPP/TLE Framework,
Intended Outcomes and the Learning Area Standard of Teaching EPP/TLE, Key Stages
Standards, teaching approach and techniques, Scheme Used in Managing EPP Classes and
the Learning Competencies to be undertaken in Learning Pocket 2 as transpired in the
syllabus.

This learning packet also offers a comprehensive but concise discussion of ideas with
corresponding activities or exercises to assess you whether you are progressing in learning
and developing your skills.

1.2 Topics/Discussion (with Assessment/Activities)

What should you know about the Features, Legal Basis, Framework
Intended Outcomes, Standards, Approach and techniques
of Teaching EPP/TLE?

1.2.1 SALIENT FEATURES OF EPP

DECS ORDER No. 92, s. 1988 Known as the “Clarification on the Teaching of
Edukasyong Pantahanan at Pangkabuhayan (EPP) as the Learning Area of New Elementary
School Curriculum (NESC) States the;
Salient Features of EPP as follows;

➢ It is a learning area common to both boys and girls.

➢ It focuses on the development of responsible and worthy home membership.
➢ It provides activities that emphasize the development of desirable work attitudes,
basic work skills and habits through learning situations relevant to everyday chores
at home, school, community and the production of useful articles.
➢ It covers home economics, elementary agriculture, industrial arts, retail trade and
other livelihood activities designed to develop awareness in occupational jobs.
➢ It encourages concentration in at least one of the occupational or work skills.

C. M. D. Hamo-ay
 4
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

Check your understanding!

What does the Features of EPP/TLE imply?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Note: Answer this in Google Classroom posted in Classwork with Rubrics.

1.2.2 THE LEGAL BASIS OF 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 (TVET) and higher education
to open the pathways of opportunities for career and educational progression of students
and workers, create a seamless and borderless system of education, empower students and
workers to exercise options or to choose when to enter and exit in the education ladder and
provide job platforms at every exit as well as the opportunity to earn income”.

Check your understanding!

How important is the Legal basis in teaching EPP/TLE?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Note: Answer this in Google Classroom posted in Classwork with Rubrics.

C. M. D. Hamo-ay
 5
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

1.2.3 The EPP/TLE FRAMEWORK

In continuation of our discussion, K to 12 Curriculum Guide - Edukasyong
Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education
(TLE) Grade 4 to Grade 6 depicts the framework and its description as follows;

Description of the Framework

Edukasyong Pantanhanan at Pangkabuhayan (EPP) and Technology and Livelihood

Education encompasses (TLE) the field of Home Economics (H.E.); Industrial Arts (IA); Agri-
Fishery Arts (AFA); and Information, Communication. and Technology (ICT). The 24 TLE
courses can be categorized under any of these fields.

TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based
TLE—and every school has a choice as to which stream to offer, with consideration for
faculty, facilities, and resources. Both streams are based on the Training Regulations, but the
Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various
subjects in HE, IA, AFA, and ICT.

The diagram likewise shows that entrepreneurial concepts also form part of the
foundation of quality TLE. It is expected that TLE students, after using the Learning Modules
on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up

C. M. D. Hamo-ay
 6
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and
Information and Communication Technology.

Check your understanding!

How is EPP/TLE framework emphasized?

___________________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Note: Answer this in Google Classroom posted in Classwork with Rubrics.

1.2.4 INTENDED OUTCOMES OF TEACHING OF EPP AND

TLE
Proceeding to the next part of K to 12 Curriculum Guide - Edukasyong Pantahanan at
Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) Grade 4 to Grade
6, EPP/TLE is geared toward the development of technological proficiency and is anchored on
knowledge and information, entrepreneurial concepts, process and delivery, work values, and life
skills. This means that the EPP/TLE that works is one which is built on adequate mastery of
knowledge and information, skills and processes, and the acquisition of right work values and life
skills. The EPP/TLE that is functional is one which equips students with skills for lifelong learning.
TLE that is concerned only with mere definition of terms is meaningless and shallow. EPP/TLE that
is focused on mastery of skills and processes without right work values is anemic and dangerous. An
effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and affective
dimensions of human development. Therefore, teaching EPP/TLE means teaching facts, concepts,
skills, and values in their entirety.

C. M. D. Hamo-ay
 7
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

Check your understanding!

What do you understand of the intended
outcomes of teaching EPP and TLE?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Note: Answer this in Google Classroom posted in Classwork with Rubrics.

1.2.5 THE STANDARDS OF EPP/TLE

1.2.5.1 Learning Area Standard

Another part of K to 12 Curriculum Guide - Edukasyong Pantahanan at

Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) Grade 4 to Grade
6, reflects the Standards of EPP/TLE wherein the learner demonstrates the knowledge, skills,
values, and attitudes (KSVA) in Edukasyong Pantahanan at Pangkabuhayan (EPP) and
Technology and Livelihood Education (TLE), which will enable him/her to gain
employment, become an entrepreneur, a middle level manpower and/or pursue higher
education.

1.2.5.2 KEY STAGE STANDARDS

Grades 4–6 Grades 7–10 Grades 11–12
The learner demonstrates an The learner demonstrates an The learner
understanding of the basic understanding of the basic demonstrates
knowledge and skills in concepts of selected TLE course in specialized
entrepreneurship & ICT, Home Economics, Industrial Arts, technical skills that
Agriculture, Home Economics, Agriculture and Fishery Arts and would enable
and Industrial Arts toward the ICT competencies common to TLE him/her to obtain
improvement of personal life, courses such as use and NC II.
family, and community 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

C. M. D. Hamo-ay
 8
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

would enable him/her to obtain

NC II.

1.2.5.3 Grade Level Standard

GRADE LEVEL STANDARDS
LEVEL
4 The learner demonstrates basic knowledge, skills, and values in agriculture,
entrepreneurship and ICT, home economics, and industrial arts that can help
improve self and family life.
5 The learner demonstrates increased knowledge, skills, and values in
entrepreneurship and ICT, agriculture, home economics, and industrial arts
toward improving family life and the community.
6 The learner demonstrates enhanced and expanded knowledge in
entrepreneurship & ICT, agriculture, home economics, and industrial arts
toward the improvement of the family’s economic life and the community.
7 The learner demonstrates an understanding of basic concepts and underlying
principles in developing fundamental skills in Exploratory Technology and
Vocational Education (EPP/TLE/TVE).
8 The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market, and
process/production and delivery of the Technology & Vocational Education
course in which he/she has specialized.
9 The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market, and
process/production and delivery of the Technology & Vocational Education
course in which he/she has specialized.
10 The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market, and
process/production and delivery of the Technology & Vocational Education
course in which he/she has specialized.
11 The learner demonstrates an understanding of the principles in preparing a
creative and innovative business plan as it relates with marketing, operations
and human resource, and simple accounting and financial plans to determine
the feasibility and viability of the business of his/her technology and
Vocational specialization.
12 The learner demonstrates an understanding of the principles in applying the
business plan of his/her choice based on his/her T&VE specialization

C. M. D. Hamo-ay
 9
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

Check your understanding!

What role does the standards play

in teaching EPP/TLE curriculum?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Note: Answer this in Google Classroom posted in Classwork with Rubrics.

1.2.6 Teaching approach, techniques

K to 12 Curriculum Guide - Edukasyong Pantahanan at Pangkabuhayan (EPP) and
Technology and Livelihood Education (TLE) for Grade 4 to Grade 6 mentioned the teaching
approach or techniques since, EPP/TLE by its nature is dominantly a skill subject; hence the
teacher must engage students in an experiential, contextualized, and authentic teaching-
learning process. It is a subject in which students learn best by doing. It is integrative in
approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates
concepts, skills, and values.

Below is a comprehensive discussion of the Teaching approach or techniques used in

teaching EPP/TLE;

1.2.6.1 Defining Experiential Learning

According to Mary Firestone Experiential learning is a method of educating through

first-hand experience. Skills, knowledge, and experience are acquired outside of the
traditional academic classroom setting, and may include internships, studies abroad, field
trips, field research, and service-learning projects.

Firestone continued that the concept of experiential learning was first explored by John
Dewey and Jean Piaget, among others. It was made popular by education theorist David A.
Kolb, who, along with Ron Fry, developed the experiential learning theory, which is based
on the idea that learning is a process whereby knowledge is created through transformation

C. M. D. Hamo-ay
 10
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

of experience. It is based on four main elements which operate in a continuous cycle during
the learning experience:

• Concrete experience
• Reflective observation
• Abstract conceptualization
• Active experimentation

Criteria for Experiential-Learning Assignments

The components of experiential-learning assignments vary to some degree, but generally

follow the following criteria:

• The project should be personally meaningful and have some significance to the
student
• Students should have opportunities to reflect on and discuss their learning experience
throughout the process of the assignment
• The experience should involve the student’s whole person, including the senses,
personality, and emotions
• Previous knowledge on the subject matter should be acknowledged

1.2.6.2 Defining Contextual Learning

What Is Contextual Learning?

The contextual approach according to CORD, 2016 it recognizes that:

• Learning is a complex, multi-faceted process that goes beyond drill-oriented,
stimulus-and-response methodologies.
• Learning occurs when learners process new information in such a way that
makes sense to them in their own frame of reference.
• The mind naturally seeks meaning in context, in relation to a person's
environment, doing so by searching for relationships that make sense and
appear useful.

CORD, 2016 described contextual classroom environment as he discussed the roles

of the Teacher/Students using the contextual classroom methods.

Contextual Classroom Environment

A contextual approach supports best practices for reaching adult learners. A
contextual approach:
• Encourages design of learning environments that use multiple teaching
modalities and incorporate different forms of learning experiences.

C. M. D. Hamo-ay
 11
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

• Allows learners to discover meaningful relationships between abstract ideas and

real-world applications.
• Enables concepts to be internalized through discovery, reinforcement/modeling,
and problem-solving.
• Provides ongoing feedback that promotes further learner interaction with
content.
• Engages learners and motivates them to persist.

The Teacher Role

Traditional Contextual
Lecturer Facilitator
Information provide Coach/Director
Source of knowledge and answers Empowers students
“Sag on the Stage” “Guide on the side”

The Student Role

Traditional Contextual
Passive recipient of knowledge Discover and user of knowledge
Remains seated in desk Active “doer”
Generally, not motivated to ask Eager to as questions that lead to
questions deeper understanding

Classroom Methods
Traditional Contextual
Learning in “Isolation” Cooperative learning groups
Rote Learning Gather data to solve problems
Skill drill Hands-on learning
Memorization Active learning
Multiple-choice tests Alternative and authentic assessments

1.2.6.2.1 The REACT Strategy

CORD's REACT strategy is based on contextual learning methods. Curricula and
instruction based on contextual learning should be structured to encourage five
essential student engagement strategies: Relating, Experiencing, Applying,
Cooperating, and Transferring.

C. M. D. Hamo-ay
 12
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

Figure 1: Description of Cord’s React Strategy, CORD, 2016

Characteristics of learner engagement with the REACT strategy:

Relating - Learning in the context of one's life experiences or pre-existing knowledge.
Experiencing - Learning by doing, through exploration, discovery, and invention.
Applying - Learning by putting skills to use.
Cooperating - Learning through sharing, responding, and interacting with others.
Transferring - Using knowledge in a new context or novel situation.

1.2.6.3 Defining Authentic Learning

Authentic learning is defined by Steve Revington as a real life learning. It is a style

of learning that encourages students to create a tangible, useful product to be shared with
their world. Once an educator provides a motivational challenge, they nurture and
provide the necessary criteria, planning, timelines, resources and support to
accommodate student success. The teacher becomes a guide on the side or an event
manager, a facilitator not a dictator. Processes become the predominant force and the
content collected is organized appropriately into portfolios.

Revington said that authentic learning engages all the senses allowing students to
create a meaningful, useful, shared outcome. They are real life tasks, or simulated tasks
that provide the learner with opportunities to connect directly with the real world.
Instead of vicariously discussing topics and regurgitating information in a traditional
industrial age modality, authentic learning provides a learner with support to achieve a
tangible, useful product worth sharing with their community and their world.

Student Behaviors When Immersed in Authentic Learning as mentioned by

Revington;

C. M. D. Hamo-ay
 13
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

1.2.6.4 Integrative learning

What is it?
Integrative learning is an approach where the learner brings together prior
knowledge and experiences to support new knowledge and experiences. By doing this,
learners draw on their skills and apply them to new experiences at a more complex level. The
concept behind integrative learning is that students take ownership of their own learning,
becoming critical inquiries who are able to make meaningful connections between different
disciplines and utilize critical thinking to real-life problems (Mansilla, 2008). The Association
of American Colleges & Universities (2007) describe integrative learning as being the key
change in university education for the 21st century.
Integrated Learning Approaches defined by educational experts Gene
Bottoms and Deede Sharpe in Teaching for Understanding through Integration of Academic and
Technical Education (1996). The authors' original focus was on how to integrate academic and
vocational learning, applying the concepts from school subjects to the experiences a student
has in life and work outside of the classroom. As we know it today, integrated learning
includes connections to life beyond the classroom and is also concerned with how various
subject areas interrelate. In short, integrated learning involves:

C. M. D. Hamo-ay
 14
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

• Recognizing the connections between a wide range of subject areas

• Determining how to use these connections to contribute to a student's whole
education adopts;

Single-Course Integration
A single-course integration involves a teacher finding a way to incorporate the learning from
another subject area into their own class.
Example:

• You are a math teacher who decides to collaborate with a language arts teacher on
how to support one another's learning outcomes.
• You decide to add a journal component to your class, in which students write about
any frustrations, questions, or successes they have related to the mathematical
concepts you are teaching.

This approach is most likely when large-scale integrations have not yet been put in place,
and teachers want to collaborate on an individual basis.

Joint Planning
When the planning goes beyond individual courses, this type of collaboration can be
described as joint planning. Joint planning involves looking at the topics and goals of the
curriculum and considering how lessons can emphasize certain themes and concepts at either
a department level or across departments.
Example within departments:

• The science department teachers come together and decide on certain common
academic concepts or skills that will be reinforced across biology, chemistry, and
physics courses.

Example across departments

• Teachers from multiple departments (e.g. math, music, science, social studies,
language arts, vocational studies) get together to decide on an academic topic or
technical skill that will be the focus of all subjects.

This approach is appropriate when it's possible to organize teacher's efforts in a bigger
way than the single-course approach.

Interdisciplinary Approaches
Teachers from a variety of disciplines may also work together to more thoroughly
integrate learning activities, known as an interdisciplinary approach. Students are expected
to learn interdisciplinary skills that don't fit just one subject area, such as how to manage a

C. M. D. Hamo-ay
 15
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

project or how to communicate their ideas to others. This blurs the boundaries - in a good
way - between one subject area and others.

Team Teaching
Team teaching involves two or more teachers working together to integrate their
curriculum more fully than in the single-course approach. Teachers choose a particular topic,
issue, or problem in the real world and tackle it together as part of their teaching.
Example:

• A language arts teacher, math teacher, and history teacher coordinate their curriculum
to help students develop a better understanding of how the stock market affects
everyday life.

Projects
Projects get students involved in addressing a particular problem or issue. Projects
can vary from short-term or long-term, from classroom to school-wide. Some projects may
coordinate students from different grade levels.

Check your understanding!

How do the teaching approach or techniques

differ from one to the other? (Explain briefly.)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Note: Answer this in google classroom posted in Classwork with Rubrics.

C. M. D. Hamo-ay
 16
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

1.2.7 Topic: Time Allotment for EPP/TLE Classes

Session Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

Daily 50 mins 50 mins 50 mins

Weekly 4 hours 4 hours 4 hours 4 hours

ASSESSMENT Evaluate Yourself

ESSAY:

Direction: Discuss briefly the following questions;

1. How important is the standards in EPP/TLE curriculum?

2. How does students behave when exposed in an authentic Learning?

Write your answer here:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Note: Answer this in Google Classroom posted in Classwork with Rubrics.

C. M. D. Hamo-ay
 17
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

RUBRICS FOR ESSAY

CRITERIA DESCRIPTION POINTS POINTS

OBTAINED

Organization The idea is clear and 5

creatively conveyed

Content Thoughts is clearly 8

explained

Presentation The concept is clearly 3

presented

TOTAL: 16

Assignment

Research on Information Communication Technology (ICT) education in the

Philippine Educational System, discuss how/why it is integrated in education. Write your
answer in MSword using book antiqua - 12 font/size in short band paper and sent to
[email protected] or submit offline together with the LP. Make a rubric on how
your output will be evaluated, or may you opt to use one agreed rubric for fair evaluation.

1.3 References

CORD, 2016
https://www. Edglossary.org/curriculum
K to 12 Curriculum Guide: EDukasyong Pantahanan at Pangkabuhayan, Department of
Education, Dep.Ed. Complex, Meralco Avenue, Pasay City: May 2016
Corpuz, Brenda B., Ph.D., et.al. (2014) Principles of Teaching 2, 776 Aurora Blvd., cor.
Boston St. Cubao,Quezon City, Metro Manila: Lorimar Publishing Inc.
Mary Firestone -https://study.com/academy/lesson/what-is-experiential-learning-definition-
theories-examples.html
Steve Revington 2016-http://authenticlearning.weebly.com/
https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies/integrative-learning
https://study.com/academy/lesson/distinguishing-selecting-integrated-learning-approaches.html

C. M. D. Hamo-ay
 18
1 | Edukasyong Pantanhanan at Pangkabuhayan 1

1.4 Acknowledgment

The images, tables, figures and information contained in this module were
taken from the references cited above.

DISCLAIMER
This module is not for commercial, and this is only for educational purposes.
Some technical terminologies and phrases were not changed, but the author of this
module ensures that all the in-text citations are in the reference section. Even photos or
figures are within text citations to abide by the intellectual property law.

C. M. D. Hamo-ay