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GUIDING OUR TEACHERS: A Briefer on Using the EPP/TLE MELCs

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum Development-
Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order to ensure that
the prescribed standards set for each learning area are still attained. In the process of identifying the MELCs in EPP/TLE, the ENDURANCE criterion was used as
the sole determiner .Endurance as a criterion is necessary for lifelong learning.

MELCs were identified in the four components of EPP/TLE:

a. Industrial Arts (IA)

b. Home Economics (HE)
c. Agriculture and Fishery Arts (AFA)
d. Information, Communication and Technology (ICT)

The identfied MELCs preserve the main objective of Edukasyong Pantahanan at Pangkabuhayan (EPP) which is to enable the learners acquire technical
knowledge, skills and values in the four components mentioned above while Technology and Livelihood Education (TLE) is to make the learners technologically
proficient that may lead them to pursue a career or livelihood training.

The identified MELCs in EPP/TLE are intended only for School Year 2020-2021 to accommodate the necessary adjustment due to the shortened academic year.
The curriculum was not revised and the identified MELCs are lifted from the existing curriculum guide without any enhancement or modification.

HOW TO USE MELCs IN TEACHING EPP/TLE/TVL

One of the objectives in identifying MELCs is to help the teachers identify the learning competencies that needed to be prioritized so that they can employ
appropriate pedagogies and prepare suitable instructional materials based on the available rersources. Sub learning competencies that are redundant or
recurring were removed to satisfy the eigth to nine weeks allotted per quarter.

The following are the premises to be considered in utilizing MELCs in the teaching of EPP/TLE:
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• Entrepreneurship is embedded in the four components of EPP/TLE;

• There are MELCS that have broad stroke competencies which have to be unpacked by the teachers;
• Sub learning competencies that are redundant or recurring were removed to satisfy the 8 to 9 weeks allotment per quarter;
• For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and Livelihood Education (TLE), there is a quarter 0, again this
is consistent with the coding of EPP/TLE Curriculum Guide as it gives leeway to the school of which among the components needed emphasis
per quarter.
• For Grades 7/8 Exploratory, there is an option to choose four mini courses in ICT/AFA/HE/IA or one of the components may be chosen for the
duration of the whole year. Each mini course is good for 8 to 9 weeks per quarter.
• For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship.
• For most of the TLE/TVL specializations, the Curriculum Guides remain as is. MELCS were not identified because the competencies are based on
the Training Regulations of TESDA; hence, omitting some learning competencies may have an impact on the National Certification Assessment.
EXCEPT for the following cases:

- Handicraft and other TLE/TVL specializations that are non-NC or that may not affect the assessment of the learners, are suggested to be
offered this year. The performance/ skills for these specializations can be delivered both in school or at home. Local materials are available
in the community.

- The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing, Barbering and other TLE/TVL specializations similar to these are also
recommended to be offered this year. These have National Certification Assessment but the performance/skills can be done both in school
or at home.

- Sample MELCs for these specializations are suggested to be used or the teacher may have the option to prepare their own MELCs following
the given considerations

• For TLE/TVL Specializations, consider the resources available in school, at home, or in the community in choosing what course(s) to offer since
health is the utmost concern. In instances when the learners cannot physically attend a class, the learners should still be able to perform the
task as stated in the CG.

• On the other hand, in cases when competencies are not attainable due to various circumstances, the teacher may give an alternative activity
provided it is aligned with the substituted learning competency.
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Grade Level: Grade 6

Subject: Technology and Livelihood Education
Component: Agriculture

QUARTER CONTENT STANDARDS
0 demonstrates an understanding
of scientific practices in planting
trees and fruit trees
PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
applies knowledge and skills in
discusses the importance of planting and propagating
planting trees and fruit trees Week 1
trees and fruit-bearing trees and marketing seedlings.
uses technology in the conduct of survey to find out
the following:
elements to be observed in planting trees and fruit-
bearing trees Week 2
market demands for fruits

famous orchard farms in the country

conduct a survey to identify:

types of orchard farms

trees appropriate for orchard gardening based on
location, climate, and market demands
proper way of planting/propagating trees and fruit-
Week 3
bearing trees (budding, marcotting, grafting)
sources of fruit-bearing trees

how to care for seedlings

prepares layout design of an orchard garden using the
information gathered
propagates trees and fruit-bearing trees using
scientific processes
identifies the appropriate tools and equipment in plant
propagation and their uses
demonstrates scientific ways of propagating fruit- Week 4
bearing trees

demonstrates an understanding
of scientific processes in animal/
fish raising
applies knowledge and skills,
and develops one’s interest I
animal/ fish raising
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observes healthy and safety measures in propagating
fruit-bearing trees
performs systematic and scientific ways of caring
orchard trees/ seedlings such as watering, cultivating, Week 5
preparing, and applying organic fertilizer
markets fruits and seedlings
Week 6
develops plan for expansion of planting trees and
seedling production
conducts survey to find out:
persons in the community whose occupation is animal
(four-legged) /fish raising
kinds of four-legged animals/fish being raised as means
of livelihood Week 7
possible hazards that animal raising can cause to the
people and community
ways to prevent hazards brought about by raising
animals
market demands for animal/fish products and
byproducts
direct consumers or retailers
benefits that can be derived from animal/fish raising
stories of successful entrepreneurs in animal/fish raising
plans for the family’s animal raising project Week 8
implements plan on animal/fish raising
monitors growth and progress
keeps an updated record of growth/progress
expands/enhances one’s knowledge of animal/fish
raising using the Internet
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manages marketing of animal/fish raised

discusses indicators for harvesting/capturing

Week 9
demonstrates skill in harvesting/capturing animal/fish
prepares marketing strategy by asking help from others
or using the Internet
markets animals/fish harvested/captured
computes the income earned from marketed products
(Gross Sale – Expenses = Net income)
prepares plans for expansion of animal-raising venture