BEED 9

EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN
 COURSE DESCRIPTION
Experiential in its approach, this course shall include
pedagogical content and technological knowledge and skills
in technology and livelihood education necessary in teaching
and learning in the elementary level. Selected topics in home
economics, industrial arts, agriculture, technology, and
livelihood education shall form parts of the course.
Appropriate teaching and assessment strategies and
preparation of instructional materials and resources shall be
the focus of this course.
COMPONENTS
OF EPP
IN ELEMENTARY AND NEW CURRICULUM
 EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN
◦Directly related to the lives of the pupils
◦A subject that has a practical application that
can lead ultimately to a vocational pursuit
◦An area of education that has its major concern
is the total well-being of the family and a
satisfying family life
 4 Components of Edukasyong
Pantahanan at Pangkabuhayan (Grades
4 – 6)
◦ICT and Entrepreneurship (IE)
◦Agriculture (AG)
◦Home Economics (HE)
◦Industrial Arts (IA)
 ICT and ENTREPRENEURSHIP
◦Information and Communications Technology
(ICT) includes both hardware and software
technologies, as well as the various services and
applications that are built on these technologies.
The term is often used to refer to the convergence
of audio-visual and telephone networks with
computer networks through a single cabling or
link system.
 ICT and ENTREPRENEURSHIP

◦Creating a new one.

◦The activity of setting up a business or
businesses, taking on financial risks in the
hope of profit.
 AGRICULTURAL ARTS

◦Is a study of cultivating the ground including

harvesting crops and the rearing management
of stocks, farming, food education such as
nutrition.
 HOME ECONOMICS

◦An art of science of home management.

◦Its discipline incorporates both creative and
technical aspects into teaching.
 INDUSTRIAL ARTS

◦It is an educational program which features

fabrication of objects in wood or metal using a
variety of hand, power, or machine tools.
 GRADE LEVEL COMPONENTS
◦ Grade 4 – Basic concepts in agriculture, entrepreneurship and
ICT, home economics, industrial arts to improve self and family
life.
◦ Grade 5 – Increase knowledge in agriculture, entrepreneurship
and ICT, home economics, industrial arts to improve family life
and the community
◦ Grade 6 – Enhanced and expanded knowledge in agriculture,
entrepreneurship and ICT, home economics, industrial arts to
improve family life and community.
 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 Grade 9 to 12.
 GUIDELINES AND GUIDING
PRINCIPLES in the TEACHING OF
EPP/TLE
◦ TLE is a skill-dominated subject. Therefore, teaching TLE
must make use of experiential learning.
◦ The subject offering must be done systematically from
Grades 7 to 12 to enable the TLE students to obtain NC II in
Grade 12.
◦ The teaching of TLE is focused on knowledge and
information, Edukasyong Pantahanan at Pangkabuhayan
and Technology Livelihood Education.
 DIRECT METHOD OF INSTRUCTIONS

◦ It is important that 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. 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.
 DIRECT METHOD OF INSTRUCTIONS
◦ The teacher simply shows to the students how a thing is
done and explains as he/she demonstrate. For an effective
demonstration, it is necessary that the teacher mentions the
do’s and don'ts of the process for emphasis and clarity.
◦ It is expected that after the teacher demonstrates a process,
the students are given the opportunity to demonstrate the
process or the skill themselves. However, students should
not be 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 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 the students.
◦