2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and Livelihood Education

AGRI-FISHERY ARTS II

General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of nursery and orchard products.

Quarter 1 & 2 (PECS)

STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT STAGE 3: LEARNING PLAN
Standard Essential Product/ At the level of Suggested Instructional Activities
Resources or Materials
Content Performance Understanding Question Performance Understanding Performance
Learner The learner Successful How does one Plan of Explanation: Assessment of the plan Teaching/Learning sequence: RESOURCES (Textbooks,
demonstrates prepares, entrepreneurs, ensure action, based Describe your of action based on the KAB Modules, Websites,
understanding of based on like those success in a on PECS, PECS focusing on following criteria: Entrepreneurship exists because of Software, Graphic
Personal PECS, a plan engaged in the chosen addressing strengths and • Comprehensiveness PECs attributed to certain individuals. These organizers, etc.).
Entrepreneurial of action that business of entrepreneurial one’s areas development • Appropriateness of are characteristics, attributes, lifestyles, skills, or
Competencies addresses plant career, like of areas strategies in terms of traits that make one different from others.
(PECS): his / her propagation plant development Criteria: When one possesses these attributes, he/she Materials/Equipment
addressing personal
areas of business propagation? and areas of may become ready to face the challenges of Needed:
• Clear areas of
starting a business. 1. Questionnaire/Checklists
• Characteristics development continuously strength. • Comprehensive development and /Interview Guide/Survey
• Attributes and areas of develop and • Concise improving one’s
Make an assessment of one’s Form
• Lifestyles strength. improve their areas of strength. characteristics, attributes, lifestyles, 2. Charts/Pictures/Video/
• Skills PECS. Interpretation: • Doability skills and traits through mirroring, Multi-media materials/
• Traits Compare your concept mapping and other Internet-based materials.
PECS with those appropriate teaching/learning
Analysis and of successful strategies.
interpretation practitioners.
of PECS by
Share the result of assessment to the
cluster Criteria: other members of group
• Clear
• Achievement • Comprehensive
Demonstrate awareness of the
• Concise following important elements of the
• Planning
learning plan in the Personal and
• Power Entrepreneurial Competencies
Application:
(PECS):
Apply one’s
• Content standard
PECS in pursuing
• Performance standard
a chosen
• Essential understanding
entrepreneurial
• Product or performance task
activity.

Analyze criteria used in each tool to
evaluate product or performance task
Criteria:
• Appropriate
Check understanding of the learning

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

• Effective plan by asking misconception

• Practical questions

Conduct interview with successful

practitioner.

Reflect on the PECS of the

practitioner to determine similarities
and differences in PECS.

Do supplementary reading, simple

library work, and peer group
discussion to firm up similarities and
differences.

Analyze result of evaluation of the

interview and reflection of the
similarities and differences.

Check understanding to align

learner’s PECS with that of the
successful practitioner.

Prepare plan of action that addresses

areas of development and areas of
strength based on PECS.

Assess knowledge of other livelihood

activities related to his / her PECS.

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT STAGE 3: LEARNING PLAN

Standard Essential At the level of Suggested
Product/ Resources or
Instructional
Content Performance Understanding Question Performance Understanding Performance Materials
Activities
Perspective: • time
Express your thoughts from the management
viewpoint of a seasoned entrepreneur • attitude in the
the importance of PECS. workplace

Criteria: Tools:
• Valid Rubrics/checklist for
• Relevant assessment of
• Plausible process and
• Sensitive practices of
establishing nursery
Empathy: and orchard.
Express your feelings if you are an
entrepreneur who finds difficulty in Assessment for
coping with the PECS of a chosen marketing nursery
career. and orchard
products using the
Criteria: following criteria:
• Open • marketability
• Objective • records keeping
• Sensitive • product pricing
• product
Self-Knowledge: packaging
Assess, based on the results of your
PECS, your level of confidence as a Tools:
prospective entrepreneur in the Rubrics/checklist for
production of nursery and orchard assessment
products. marketing of
nursery and orchard
Criteria: products.
• Reflective
• Insightful
• Objective

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, processes/production of nursery and orchard products

Quarter 1 & 2 (Environment and Market)

STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT STAGE 3: LEARNING PLAN
Standard Essential Product/ At the level of Suggested Instructional Activities
Resources or Materials
Content Performance Understanding Question Performance Understanding Performance
The learner The learner • The needs • How does one Formulation of Learners should be Assessment of the Teaching/Learning sequence: RESOURCES (Textbooks,
demonstrates formulates a and wants of determine the a business able to formulated business idea KAB Modules, Websites,
understanding of business idea the target needs and wants idea based on demonstrate based on the following Entrepreneurs who want business Magazines, Journals, etc.)
the environment based on the market and of the target the analysis of understanding criteria: opportunities need to explore the economic,
and market for analysis of the industry help market and the immediate through the six (6) • Profitable cultural, and social conditions prevailing in the Materials/Equipment
plant propagation immediate determine the industry in an environment facets of • Feasible community. Needs and wants of people in a Needed:
as environment product to be immediate and market. understanding. • Practical certain community that are not met may be 1. Reading materials and
entrepreneurial and market. produced community? • Responsive to considered as business opportunities. other sources of
career. and/or service Explanation: consumer needs Identifying the needs of the community, its information on demand
• Key Ideas to be offered. Explain the • Innovative resources, available local specialized skills, and supply
- Consumers’ • How does one importance of the appropriate technology can help a new 2. Articles on existing
needs and • One’s choice select an immediate entrepreneur in seizing a business opportunity. industry
wants of an entrepreneurial environment and Stories on business
- Existing entrepreneuria activity to be market in
Manifest prior knowledge on opportunity
industry l activity is pursued? identifying environment and market as an
related to influenced by business entrepreneurial lens in formulating a
plant the needs and opportunity business idea through diagnostic test,
propagation. wants of the Criteria: K-W-L (What do we already KNOW
- Product/servi consumers. • Clear about the topic; WHAT would we like
ce that • Comprehensive to find out; what have we LEARNED
satisfies the • Seeking and • Concise about?) and other appropriate
needs and responding • Coherent teaching / learning tools.
wants of effectively to a
target business Interpretation:
Assess his/ her environment and
consumers opportunity Interpret the data market to determine the existing
are the bases gathered from the industry that relates with
• Key Processes for starting immediate entrepreneurial activity by using
- SWOT and environment and appropriate tools like:
analysis maintaining market in • Survey questionnaire
- Formulation successful identifying • Interview guide
of business business business • Checklist
venture. opportunities.
Demonstrate awareness of the

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

ideas Criteria: following important elements of the

- Opportunity • Reliable learning plan for environment and
seeking and • Accurate market:
seizing • Objective • Content and standard
• Relevant • Performance standard
• Valid • Essential understanding
• Product or performance tasks
Application:
Analyze criteria used in each tool to
Generate business evaluate product or performance
ideas from data tasks.
analysis.
Check understanding of the learning
plan
Criteria: • Asking misconception
• Appropriate questions.
• Innovative • Write self-reflections
• Practical • Create concept map/model

Perspective:
Analyze result of assessment on

Express from the environment and market.
point of view of a
Develop visual organizer to reveal
business owner the needs and wants and the product or
importance of service that satisfies consumers’
scanning the needs and wants.
environment and
Do supplementary reading, simple
market in library work and peer group
generating discussion to support what has been
business ideas. reflected, revisited and revised.

Criteria:
Conduct SWOT analysis on

• Valid consumers’ needs and wants, and
• Relevant products / services that satisfies
• Insightful consumers’ needs and wants.
• Sensitive
Self-assess his / her understanding of
the result of the SWOT analysis
Empathy: Express through the six (6) facets of
your feelings when understanding.
entrepreneurs offer
the same type of
Formulate business ideas based on
business in a the result of the SWOT analysis and
certain community. assessment of environment and

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

market.

Make use of the business idea as lens
Criteria: / cue for opportunity seeking and
• Objective seizing.
• Persuasive
Self-assess his / her knowledge and
• Sensitive readiness to start an entrepreneurial
• Open-minded activity.

Self-assess knowledge and readiness
Self-Knowledge: in starting business.
Self-assess your
level of confidence
in formulating
business ideas
Criteria:
• Reflective
• Insightful
• Objective

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Quarter 1 and 2 - Plant Propagation

STAGE 1: RESULTS/OUTCOMES STAGE 2: ASSESSMENT STAGE 3: LEARNING PLAN
Standard Essential At the level of Suggested
Product/ Resources or
Instructional
Content Performance Understanding Question Performance Understanding Performance Materials
Activities
Learner Knowledge and Acquired Why is there a need Marketable Explanation Assessment of Video presentation Compact
demonstrates skills in propagating knowledge and to acquire propagated Discuss the steps involved in sexual forest and fruit tree on the possibilities discs/DVD’s and
understanding of sexually and skills in propagating knowledge and sexually and and asexual plant propagation of seedlings and of engaging in plant other audio/video
knowledge and asexually sexually and skills in propagating asexually fruits,forest tress and ornamental sexually and propagation. materials in plant
skills propagating fruits,forest trees asexually fruits, sexually and fruit,forest plants. asexually propagation.
sexually and and ornamental forest trees and asexually fruits, trees and Criteria: propagated plants Hands-on in the
asexually plants is ornamental plants forest trees and ornamental • Comprehensive • Quality natural selection of Materials/tools and
fruits,forest trees demonstrated can be an ornamental plants? plants • Accurate • Height fruit and forest tree equipment for the
and ornamental based on the indispensable factor (Products) • Thorough • Attractiveness seeds production and
plants based on perceived needs of when undertaking • Complete • Maturity marketing of forest
perceived needs of the market. financially Production Preparation of seed and fruit tree
the market rewarding agri- and marketing Interpretation Tools: beds and seed seedlings, sexually
business venture of propagated Evaluate the cost and return of Rubrics for boxes and asexually
• Apply process of fruits,forest producing forest and fruit tree assessment of propagated plants,
production of trees and seedlings under local condition forest and fruit tree Preparation and such as:
marketable ornamental Criteria: seedlings and sterilization of soil 1. garden hoes
products plants. • Meaningful sexually and media 2. fruit tree seeds
How important are (Performance) • Significant asexually 3. forest tree
• Follow the 4Ms of the 4Ms of • Conclusive propagated plants Preparation of seeds
production production in potting materials 4. fertilizers
• Correct
propagating Assessment of the 5. pesticides
• Identify different sexually and cultural practices of Sowing fruit and 6. insecticides
Application
types of business asexually fruits, growing forest and forest tree seeds 7. grafting knives
Perform plant propagation sexually
Different types of forest and fruit tree seedlings 8. budding tapes
and asexually
business are ornamental plants? and sexually and Maintaining the 9. moss plants
Criteria:
identified based on asexually growth of fruit and 10. potting
• Productive
its existence in the How do appropriate propagated plants forest tree materials
locality cultural practices • Profitable seedlings in the 11. soil media
• Differentiate legal • Purposeful • Use of
forms of business affect the quality appropriate tools nursery 12. sterilizing
Licenses and other assurance of plant • Logical agents
ownership • Quality of work
pertinent propagation • Speed Collection of seeds 13. seed boxes
documents that business ventures? Perspective from the field (forest 14. stocks
• Completeness

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

correspond to the Compare the profitability of sexually of all the tasks and fruit trees) 15. scion
types of business produced plants with asexually 16. planting board
ownership are propagated ones Tools: Propagate fruit 17. stakes
secured and Criteria: Rubrics/Scorecard trees by means of 18. strings
• Select seeds and prepared • Informative for assessment of cutting, budding, 19. nursery sheds
seed pieces • Revealing the cultural grafting and 20. watering
properly Seeds are secured • Credible practices of growing marcotting materials
from accredited • Precise forest and fruit tree 21. sprayers
seed growers in the seedlings and Store fruit and 22. bolos
locality Empathy sexually and forest tree seeds 23. fruit trays
Relate the feelings of a successful asexually following the 24. hammer
Varietal plant propagator. propagated plants conventional 25. fencing
characteristics of Criteria: method materials
plants are • Satisfying Assessment for 26. power sprayers
preserved and • Self-actualized marketing forest 27. organic
maintained in the • Generous and fruit tree fertilizers
nursery according seedlings and 28. chicken manure
• Friendly
to existing sexually and 29. cow manure
production manual asexually 30. compost
Self-Knowledge
propagated plants 31. trowel
Self-assess your strengths and
Seeds are well- • Price 32. crow bar
weaknesses in plant propagation.
preserved following • Demand 33. spade
Criteria:
the prescribed • Promotion 34. rake
• Reflective
method of storing • Packaging/ 35. wheel borrow
seeds • Insightful Promote the
• Open potting materials
used products ( sexually
Plastic containers • Self-adjusting and asexually
and other potting Tools: propagated plants).
materials are Rubrics/Scorecard
prepared based on for marketing forest Sell the products in
the requirement and fruit tree the market
seedlings and
Seedbeds for sexually and Prepare financial
seedlings free from asexually statement
foreign materials propagated plants
are thoroughly Conduct skills
prepared contests before the
end of the school

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

• Prepare soil Soil media for seed year

media for boxes are properly
seedling disinfected based Maintain a compost
production on approved peat/heap
dosage throughout the
year.
• Demonstrate Seed boxes are
methods of constructed based
sexual on recommended
propagation specification

Seedlings are
raised in seedbed
and seed boxes
based on the
approved rate of
seeding

Forest tree
seedlings are mass
produced following
the recommended
cultural practices
specified in forest
nursery
management
manual

Fruit tree seedlings

ready for
propagation are
mass produced
based on existing
fruit tree nursery
management
manual

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

Cuttings are set in

• Demonstrate the field following
methods of the approved
asexual procedure
propagation
Marcotted budded
and grafted plants
are produced
following the
standard procedure

Plants are mass

produced through
cuttings based on
approved practice

Plants are taken

cared of based on
the requirement for
successful growth
and development

Advertising scheme
• Manifest based on
knowledge and acceptable means
skills in marketing is well-prepared
propagated
plants Propagated plants
are sold on the
basis of cost of
production with
acceptable
percentage of mark-
up

Financial statement
is prepared based
on the acceptable

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
AGRI-FISHERY ARTS II

format

• Compute for the

direct/ indirect
cost production

• Apply the pricing

policies of the
product based on
competition

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