BEED 109- EDUKASYONG PANTAHAN AT PANGKABUHAYAN 1

DAY: THURSDAY
TIME: 8: 00-10:00 AM
IHIHANDA NI GINOONG JOSE D.RABOR, MAMS
GURO

THE TEACHING OF EDUKASYONG AT PANGKABUHAYAN (EPP) AND TECHNOLOGY AND LIVELIHOD

EDUCATION (TLE)

LEARNING OUTCOMES

 State the legal basis of the teaching of EPP and TLE

 Discuss the intended outcomes, the scope, guidelines and guiding principles, approaches and
methods in teaching EPP and TLE
 Examine the alignment of goals, standard and content in the teaching of EPP and TLE

INTRODUCTION

EPP is the name of the subject in TLE from Grades 4 to 6. Filipino the medium of instruction for
Grades 4 to 5 English is used as medium of instruction in Grade 6 EPP in preparation for the
teaching of TLE in English starting Grade 7. If you examined the EPP Curriculum Guide, the
Curriculum Guide for Grade 6 EPP is in English while that of Grade 4 and 5 is in Filipino.

EPP and TLE cover 4 areas – Agriculture and Fisheries, ICT, Industrial Arts, Home Economics.
Entrepreneurship is integrated in all the four areas of TLE from Grades 4 to 10. It is offered as an
80-hour subject in Senior High School as an applied track subject. There is a total of at least 24 TLE
courses from the four areas of Agriculture and Fisheries, ICT, Industrial Arts and Home Economics
which schools can offer considering community need. Schools, however, are not limited of the 24
courses listed by DepEd. They may offer additional courses needed by the community. The
Enhanced basic Education Act of 2013, which is more popularly known as the K to 12 law, states:
”The curriculum shall be flexible enough to enable and allow schools localize, indigenize and
enhance the same based on their respective educational and social context…”

The Legal Basis of the Teaching of EPP and TLE

It’s 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 number liberation and development”(1987 Philippine constitute 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 November 21, 2014 states: “its
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 borderless system of education, empower students and workers to exercise
options or to choose when to enter and exit in education ladder and provide job platforms at very
and exit in the education ladder and provide job platform at every exit as well as the opportunity
to earn income.
FOR DISCUSSION

1 .Do you welcome RA 10647? Why or why not?

2. Does RA 10647 encourage enrolment in tech-voc courses? Explain you answer.

Intended Outcomes of the teaching of EPP and TLE/Learning Area Standard

As the framework of TLE teaching indicate, The teaching and learning of TLE ultimately
leads to higher education, middle manpower, entrepreneurship and employment, In fact, this is
the learning area standard of TLE.

If you study the diagram of the framework for teaching of EPP and TLE found in
bit.ly/ktol12curriculum, the study of the areas of TLE, namely Agriculture and Fishery Arts,
Industrial Arts, Home economics, ICT is expected to lead to technological proficiency.

What is technological proficiency? It is the ability to apply the technical knowledge and
skills and values learned in four areas of TLE. The student must be able to demonstrate mastery of
specific behaviour or skill measured against establish standards in various levels such as Level 1
and Level 2.

Key Stage Standards

Grades 4-6 The learner demonstrates an understanding of basic knowledge and skills in
entrepreneurship & ICT, Agriculture, Home economics and Industrial arts
towards the improvements of personal life, family, and community.

Grades 4-6 The learner demonstrates an understanding of basic knowledge and skills in
entrepreneurship & ICT, Agriculture, Home economics and Industrial arts
towards the improvements of personal life , family, and community.

Grades 7-10 The learner demonstrates and understanding of the basic concepts of selected
TLE course in Home economics, Industrial arts, Agriculture and Fishery Arts and
ICT companies common to TLE courses such as use of maintenance of tools,
Observing, safety of the workplace, Mensuration and calculation, And
interpreting technical drawings; and gains specialized knowledge and skills in
at least one TLE that would enable Him/ Her to obtain NC II.

Grades 11-12 The learner demonstrates specialized technical skills that would enable
him/her to obtain NCII.

Grades 4 to 6 TLE concerned with the study of basic knowledge, Skills

and attitudes in ICT, Agriculture and Fisheries, Industrial Arts, Home economics
and entrepreneurship. The five areas are introduced in EPP.

From Grade 7 to 10, the TLE students deal with the same tech-voc areas but
more advanced concepts in entrepreneurship. In Grade 7 and 8, the TLE courses
are exploratory in nature. The students are required to take at least (4)
different TLE courses supposed to be from each of the four areas so that the
students will be oriented to several areas – one from home economics, one from
agriculture and fishery arts, another from ICT and still another one from
Industrial Arts. This is so, so that the students will truly be given the opportunity
to explore various courses and choose a specialization from among them for
Grades 9 and 10. Four exploratory TLE courses in Grade 7 and another four in
Grade 8 mean a total of eight exploratory courses before they specialize -
starting Grade 9. Entrepreneurial concepts beginning with the basics are also
introduced from Grades 7 to 10. In Grades 7 and 8, the students are expected to
master five common competencies presented in context. These common
competencies that the Grades 7 and 8 students are expected to master are: 1)
use of tools, 2) maintenance of tools, 3) observing safety in the workplace, 4)
mensuration and calculation and 5) interpreting technical drawings. This means
that all of these common competencies are taught in all the four TLE courses
offered by the school. They are taught in the context of the tech-voc course
offered. This means that if the students take up tailoring under Home
Economics, they are taught the use and the maintenance of tools in tailoring
like a sewing machine, safety in the workplace, mensuration and calculation in
tailoring (measuring as applied in tailoring) and interpreting technical drawings
such as design of polo or barong. The context of the teaching of the teaching of
competencies will differ when the area is fish preservation in the area of
agriculture and fishery arts because fishing tools differ from the tools in
tailoring.

Mastery of these common competencies may pave the way to a certificate of

Competency which will eventually lead to a National Certificate Level I (NC I)
leads to an NC II, which is expected to be earned by the TLE student in Grades
11 and 12.

What are these NC I and NC II? These are different levels of national
certificates awarded by the Technical Skills and Development Authority (TESDA)
to student who passes the assessment given by the same agency .The national
certificate levels refer to the four (4) qualification levels defined in the
Philippine Technical and Vocational Education and Training. The two levels (NC
I and NC II),which are expected to be earned in Grades 9 and 10 and in Grades
11 and 12,respectively,are explained below.

A students who obtains an NC I means that he/she is able to “perform routine

and predictable tasks, has little judgment 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.”

In Grades 8 to 10, Personal Entrepreneurial Competencies (PECs), the

environment and market, process/production and delivery are discussed in the
context of the specialization that the student has chosen.

In Senior High School, the student are expected to demonstrate specialized

skills that enable them to obtain National Certificate Level II. The specialization
which the students have chosen beginning Grade 9, after the exploratory
courses in Grades 7 and 8, may be continued in Senior High School, Grades 11
and 12. This enables the TLE student to earn at least NC II. In Senior High
 School, Entrepreneurship is a separate applied track subject. Based on the
Grade level standard below, Entrepreneurship as a separate subject in Senior
High School will dwell on preparing and applying a creative and innovative
business plan, simple accounting and financial plans to determine the
feasibility and viability of the business of one’s technology and vocational
specialization.

The Grade level standards given below make more specific the key stage
standards. Check if these key stage and Grade level standards are aligned.

The learner demonstrates basic knowledge, skills, and values in agriculture,

4 entrepreneurship and ICT, home economics, and industrial arts that can help improve
self and family life.
The learner demonstrates increased knowledge, skills, and values in entrepreneurship
5 and ICT, agriculture, home economics, and industrial arts toward improving family life
and the community.
The learner demonstrates enhanced and expanded knowledge in entrepreneurship,
6 ICT, agriculture, home economics, and industrial arts toward the improvement of the
family’s economic life and the community.
The learner demonstrates an understanding of basic concepts and underlying
7 principles in developing fundamental skills in Exploratory Technology and Vocational
Education (EPP/TLE/TVE).
The learner demonstrates an understanding of his/her Personal Entrepreneurial
8 Competencies (PECs), the environment and market, and process/production and
delivery of the Technology and Vocational Education course in which he/she has
specialized.
The learner demonstrates an understanding of his/her Personal Entrepreneurial
9 Competencies (PECs), the environment and market, and process/production and
delivery of the Technology and Vocational Education course in which he/she has
specialized.
The learner demonstrates an understanding of his/her Personal Entrepreneurial
10 Competencies (PECs), the environment and market, and process/production and
delivery of the Technology and Vocational Education course in which he/she has
specialized.
The learner demonstrates an understanding of the principles in preparing a creative
11 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/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.
Here is a summary of how EPP and TLE are taught in the K to 12 Curriculum.
Grade Level What are taught
Basic concepts in agriculture, entrepreneurship and ICT, home economics, industrial
4 arts to improve self and family life

Increased knowledge in agriculture, entrepreneurship and ICT, home economics,

5 industrial arts to improve family life and the community

6 Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home

economics, industrial arts to improve family life and community
Exploratory courses in at least 8 subjects (4 subjects in Grade 7 and 4 in Grade 8
7 and 8 0 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 Entrepreneurial Competencies only in Grade 8.
9 and 10 Specialization with Personal Entrepreneurial Competencies, environment and
market, process/production and delivery
11 Continuation of specialization started in Grade 9; with preparing and implanting a
business plan, simple accounting and financial plan to determine the feasibility and
viability of one business
12 Continuation of specialization and entrepreneurship as an applied track subject

To enable a TLE student to earn a National Certificate I at Grade 10 and National Certificate II at
Grade 12, the sample below shows how subjects in the area of home economics can be offered up
to Grade 12. If you want your TLE student to acquire a livelihood skill, the TLE subjects must be
programmed in such a way that as early as the exploratory courses in Grades 7 and 8 subjects
must be arranged to ensure the same. In order the words, it is important that schools have a clear
curriculum map for the guidance of all. (See sample of a curriculum ma Home Economics below.) it
cannot be a trial-and-error or a hit-and-miss way of doing things. Refer to the Grade 11 and 12
Curriculum Guide for more examples.

No. Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12

1 *Beauty/Nail Wellness
2 Care (NC II) Massage (NC II) Hairdressing (NC II)
3 2 sems 2 sems 4 sems
4 *Caregiving (NC II) 8 sems
5 *Dressmaking (NC II) Tailoring
6 4 sems (NC II) 4 sems
7 *Front Office Travel Tour Guiding Tourism
8 Services (NC II) Services Services Promotion
9 (NC II) (NC II) Services (NC II)
10 4 sems 2 sems 2 sems 2 sems
 11 Bread and Food and
12 EXPLORATORY *Cookery (NC II) Pastry Beverage
4 sems Production (NC Services (NC II)
13 II) 2 sems 2 sems
14 Housekeeping Attractions
*Household Services (NC II) (NC II) and Theme
15
Parks (NC II)
16 4 sems 2 sems 2 sems
17 Handicraft Handicraft Handicraft
Handicraft (Non-NC) (Non-NC) (Non-NC)
18
(Non-NC) Fashion Basketry, Woodcraft,
19 Needlecraft Accessories, Macrame Leathercraft
Paper Craft
20
2 sems 2 sems 2 sems 2 sems

Guidelines and Guiding Principles in the Teaching of EPP/TLE

1. Cover the four TLE areas in Grades 7 and 8 for exploratory purposes agriculture and fisheries,
ICT, home economics and industrial arts. This means that the TLE students must be given the
opportunity to explore various TLE subjects before they finally choose their TLE specialization
Grades 9 and 10 To fulfil the exploratory purpose of Grades 7 and 8 TLE. The school must
offer at least four different TLE subjects preferably on each from the four areas – agriculture,
home economics ICT. And industrial arts. If not possible or perhaps due to school location, a
school far from the sea may not offer a fishery course . The school must offer at least TLE
course from 3 areas. To offer LTE courses from the same area must be avoided. This will
defeat the purpose of the TLE exploratory courses.

2. Develop student’s entrepreneurial mindset. Teach entrepreneurial concepts as early as Grade

4. The teaching of entrepreneurial concepts continue and become more complex across the
Grades.

3. Do contextualized teaching. Teach entrepreneurial concepts in the context of the TLE

student’s specialization in Grade 9 to 12. This also means that the five common competencies
that are taught in Grades 7 and 8 must be contextualized. The use and maintenance of tools,
mensuration, drawing and occupational safety and health must be taught in relation to ICT if
one teaches an ICT course or in relation to dressmaking.

4. TLE is a skill- dominated subject. Therefore, teaching TLE must make use of experiential
learning.

5. Subject offering must be done systematically from Grades 7 to 12 to enable TLE student to
obtain an NC I in Grade 10 NC II in Grade 1. See the sample of arranged TLE course offerings
above.
6. The teaching of TLE is focused on knowledge and information, entrepreneurial concepts
including process and delivery, work values and life skills. (Refer to the conceptual
framework of the teaching of TLE shown in bit.ly/kto12curriculum) This means that there is
no true TLE teaching if you teach without integrating work values and life skills. Work values
as a strong work ethic, dependability and responsibility, positive attitude, adaptability,
honesty, self-motivation, love for continuing self – development and lifelong learning, self-
confidence, professionalism and loyalty are usually the top work values that employers seek
in their workers.

Life skills enable students to survive in the classroom and in the world beyond the classroom.
Life skills enable them to develop their potential to the full and live a fulfilling life. These are self-
awareness, empathy, effective communication, creative thinking, critical thinking, problem-
solving, decision-making, understanding one’s emotion, coping with stress, interpersonal skills,
and productive/ entrepreneurial skills. The last set of skills is the main concern of TLE. (The
Education Council, Experiential Learning Courses, 2009)

Teaching Approaches, Methods and Techniques

The framework of TLE teaching in the L 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.

Entrepreneurial learning is providing TLE students with an entrepreneurial mindset. TLE

students should be taught to be innovative to generate innovative business ideas and to
use information and communication technologies (ICT) to achieve better business results.
That is why entrepreneurship concepts are taught as early as Grade 4 until Grade 10 and
as a separate applied track subject in the Senior High School Curriculum.

Contextualized learning is learning in context such as teaching entrepreneurship

concepts and the common competencies in the context of the TLEW specialization.
Contextualized learning may also mean internship apprenticeship and on-the-job
training (OJT). It is actual or hands-on learning by working on the job-site. For OJT,
special arrangements are made by school with industry for this purpose.

Experiential learning is learning by doing, learning by action, learning through

experience, by discovery and exploration. It is clearly explained by the following maxims:

“What I hear, I forget; what I see, I remember; what I do, I understand.” - Confucius

“Tell me and I forget; teach me and I remember; involve me and I will learn.” –
Benjamin Franklin

“There is an intimate and necessary relation between the process of actual experience
and education.” – John Dewey
 Authentic learning is making students learn real-life tasks in real-world context. It is
learning by solving real-world problems. Authentic learning makes use of problem-based
activities and case studies. It is real-world application of content learned. Necessarily,
authentic learning brings into play multiple disciplines, multiple perspectives, different
ways of working which are true of a real community.

Research distilled the essence of authentic learning to the following elements:

1. Real-world tasks
2. Ill-defined problem – no single solution; open to multiple interpretations
3. Sustained investigation – problem is not simplistic and so requires time for
investigation
4. Multiple sources – no clear cut solution; problem requires a variety of resources
5. Collaboration – problem resolution calls for collaborative work of all concerned
6. Reflection – authentic activities make students reflect on their choices and on
their learning
7. Interdisciplinary perspective – resolution of real-life problem calls for an
interdisciplinary approach
8. Integrated assessment – assessment is not only done at the end nor is it merely a
paper-and-pencil test; assessment is seamlessly woven into the learning process
and is a direct real-world task assessment of what was learned
9. Polished product – authentic learning ends with a valuable and useful product
10. Multiple interpretations and outcomes – authentic activities welcome diverse
interpretations and competing solutions (Lombardi, Marilyn. Authentic Learning
for the 21st Century, May 2007 – https://educause.edu Retrieved December 4,
2014).

Integrative and constructivist learning are explained in Chapter 3.

Integrative learning is authentic. Integrative TLE teaching makes use real-
world problems and real-world tasks. On-the-job training is authentic learning
because it makes use of real-world tasks and presents real-world problems.

Constructivist TLE learning means TLE teachers facilitate learning by

encouraging TLE students to engage in inquiry such as questioning procedures, tacit
assumptions as TLE teachers coach them in the construction of new knowledge and
understanding.

This is the contrast of TLE teachers lecturing on topics and students passively
receive information. Constructivist TLE teachers are more concerned with uncovering
than in covering prescribed material.

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 demonstrates. For an effective demonstration, it is necessary that
 the teacher mentions the dos and don’ts of the process for emphasis and clarity. It is
important that as 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.

It is expected that after the teacher demonstration 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 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:

1. Teacher demonstrates. – “Watch me and listen to me”.

2. Student demonstrates with scaffolding from teacher. – “Let’s do it
together”.
3. When student can do the process by himself/herself, student demonstrates
the skill or process. – “Do it as I watch”.
4. Teacher gives more opportunity for practice for skill mastery.
5. Teacher assesses to determine skill mastery by all students.

It goes without saying that at all times, while students practice the newly learned
skill, teacher must be visibly supervising students while they practice for mastery.

Gagne’s Nine Events of instruction

An application of Robert Gagne’s (1985) nine steps of instruction aids the

students in the learning process. Study the nine steps:

Enhancing retention and

Gagne’s Nine Steps transfer
Assessing performance

Providing feedback

Eliciting performance

Providing learning
guidance
Presenting the stimulus

Gaining Stimulating
Informing
attention learners recall
of of
prior learning
the objective
Figure 20. Gagne’s Nine steps of Instruction

The first steps is gaining attention. This ensures that students will give their attention.
You can do this by increasing the volume of your voice, giving a lesson introduction or
perhaps by a short video presentation.

The second steps requires you to state the objective/s of your lesson. Part of creating
an environment conducive for learning is explaining to them what they are supposed to
learn from the course, what they are expected to demonstrate as evidence of learning at
the end of instruction. You may also explain why what they are about to learn is
significant.

The third step is stimulating recall of prior learning. In the earlier Chapters, we said
that students have entry knowledge and skills and that what they are about to learn
becomes more interesting and easier to learn if a connection between what they already
know and what you are about to teach is established.

Presenting the material as the fourth step is actually the presentation of the day’s
lesson. Present your lesson systematically by the use of appropriate methods and
techniques considering multiple intelligences and learning styles. Avoid information
overload.

The fifth step is providing guidance for learning. Coach your students on how to learn
the skill. If you leave them to discover for themselves how to learn what you want them to
learn you may lose precious time or some may end up frustrated for not learning.

After having provided them the guidance they need to learn, elicit performance, sixth
step. Make the learners do something with the new knowledge or skill learned.

Then eight step of instructions accessing performance. After having taught them and
after having given them enough time for practice, assess learning to determine if learning
target set at the beginning of the class was realized. Present assessment findings to your
students and utilized assessment results in planning next instructional steps.

This leads to the ninth step of instruction, enhancing retention and transfer. This
you can do by reviewing the lesson and by providing opportunity to the students for more
practice and additional materials and transfer of learning. What your students learned
must be internalized and so can readily apply it in new situations.
For Discussion Action and Research

1. The key to 12 curriculum has for its ultimate goal a formation of a Grade 12
graduate who is ready for employment work middle level skills development,
higher education, and entrepreneurship. To which goal/s does the teaching of TLE
contribute
2. If a school is in a fishing community ,does it have to offer TLE courses in the four
areas –agriculture, fisheries, home economics, industrial arts and ICT?B Explain
your answer
3. The k-12 graduate is expected also to be ready for entrepreneurship. Is the
teaching and entrepreneurship in the TLE curriculum adequate preparation?
Explain your answer.
4. Do all Grade 12 graduates takes entrepreneurship as a whole course? Explain your
answer.
5. Form groups of 7. By group, research on the number of exploratory courses that
schools offer for grades 7 & 8 . They are expected to offer 4 in grade 7 and another
4 in grade 8 , So a total of 8. Ideally, these should be gotten from the four areas of
TLE for exposure of grades 7 and 8 students to several courses before they decide
on TLE specialization. Is this what schools do? Find out and share and explain your
findings in class. Based on your findings, what are your recommendations?
6. Utilizing the same groupings in #4 and based on the content and performance
standards and competencies found in the TLE curriculum Guide, each group should
illustrate:
a. Entrepreneurial
b. Contextualized
c. Integrative
d. Experiential
e. Authentic and
f. Constructivist learning.

Present your illustration in class.

7. Choose 2 to do demonstration teaching on Gagne’s nine steps of instruction by the
use of two competencies (one competency per demo student teacher) of the
student demonstrator’s choice. The rest of the class act as observes and identify
how each step was done. Comment on the observation. Start with the positive
points followed by suggestions for improvement. The focus of the observation
should be on nine (9)steps of instruction by Gagne. Be sure to be able to identify
how each step was done.

SUMMARY
The teaching technical and Livelihood Education has legal bases, the 1987
Philippine Constitution Article II, Section 17and RA 10647 , an act Strengthening the
Ladderized interface Between Technical-Vocational Education and Training in
Higher Education.
The curriculum Guide shows that the teaching of TLE starts at Grade 4 and
culminates in Grade 12. Edukasyon sa pantahanan at pangkabuhayan, TLE in
grades 4-6 teach the basic concepts in TLE along the areas of home economics,
agriculture and fisheries, industrial arts, ICT. In grades 7 and 8 , TLE courses are
exploratory and in grades 9 and 10 students begin with specialization that is
expected to be continued in Senior high school if the student chooses the tech-voc
track. Should the student choose a non-tech-voc track, his TLE subjects are up to
grade 10 only. Entrepreneurial concepts are taught as early as grade 4 and become
intensified in Senior High School where it is offered as a separate applied tech-voc
track subject.
TLE is most effectively taught with the use of the entrepreneurial,
contextualized, integrative, experiential, authentic and constructivist teaching-
learning approaches. The direct method of instruction which includes the
demonstration method is most appropriate for TLE teaching, TLE being a skill
subject.
Robert Gogne’s nine steps of instruction are in keeping with the direct method
of instruction and the demonstration teaching method.
For wholistic and meaningful TLE teaching and learning should, integrate
values and life skills.

ASSESMENT TASK
1. State the legal basis of the teaching of EPP and TLE.
2. Discuss the intended outcome, the scope, guidelines and guiding priciples,
approaches and methods in teaching EPP and TLE with the aid of a PowerPoint
Presentation.
3. Lay the goals, standards and content in the teaching of EPP and TLE side by side.
Examine their alignment. Make a report on your findings in class.

3 things I learned from this lesson

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2 things I will do to apply what I learned

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1 question I have about the lesson
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REFERENCE: PRINCEPLES OF TEACHING

Brenda B. Corpuz Ph.D. & Gloria G. Salandanan Ph.D.