JERRAH S.

AMARANTE
STA. CATALINA SCIENCE HIGH SCHOOL
STA. CATALINA 2
Terminal Objective:
Establish understanding on Context Setting
and Direction Toward a More Effective and
Efficient Curriculum Implementation of
EPP/TLE/TVL subjects
Enabling Objectives
• Gain understanding & Knowledge the importance
of effective and efficient curriculum
implementation of EPP/TLE/TVL subjects
• Apply and practice effective and efficient
curriculum implementation of EPP/TLE/TVL
subjects
• Show appreciation on following the direction
toward a more effective and efficient curriculum
implementation on EPP/TLE/TVL subjects
 PRIMING:
“The educational systems should rely on three solid
foundations: enhancing values, life skills, and formal
educational curriculum. Each of these bases
completes the other, none of them can stand on its
own. There is no use of having smart students who
don't show respect and compassion, or know how
to live by values in life.”
― Noora Ahmed Alsuwaidi
 EPP/TLE/TVL
Roadmap
Accessible
Education for Every
Filipino
for life long
learning

How will we get there?

Where do we want to go?

Where are we now?

ACTIVITY:
1. Based on the road map in EPP/TLE/TVL, where are we
now?
2. Where do we want to go?
3. How will we reach to the ladder of accessible
Education for Every Filipino for life long learning?
4.What are the steps to follow to have skilled student's
and ready to be globally competitive indivisduals?
ACTIVITY:
Direction Toward a More Effective and Efficient curriculum
implementations.
Objective Effectiveness GAPS/Problems Recommendations/Possible
Encountered Solutions
ANALYSIS
1. How did you feel after having accomplished the tasks
given?
2. Was it easy for you to do the activities?
3. What significant learnings did you get from
Activity 1? Activity 2?
LEGAL BASIS

1. Article XIV, Section 3 of the 1987 Philippine Constitution

2. Republic Act 9155 – Governance of Basic Education Act
3. Republic Act 10533, Enhanced Basic Education Act
4. Section 2 of the Republic Act No. 10647
5. DepEd Order No. 021, s. 2019 – Policy Guidelines on the
Kto12 Basic Education Program (released on August 22, 2019)

Professionalism – Integrity – Excellence – Service

DEPARTMENT OF EDUCATION
Article XIV, Section 3 of the 1987 Philippine Constitution
Article XIV, Section 3 of the 1987 Phil Constitution, stipulates that
the curricula shall, among others, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific
and technological knowledge, and promote vocational efficiency.
Republic Act 9155 – Governance of Basic Education Act
Section 5. Principle of Shared Governance
a. Shared governance as principle which recognizes that every unit in
the education bureaucracy has a particular role, task and responsibility
inherent in the office and for which it is principally accountable for
outcomes
Republic Act 10533, Enhanced Basic Education Act
of 2013
• the state shall create a functional basic education
system that will develop productive and responsible
citizens equipped with the essential competencies,
skills and values for both life-long learning and
employment.
DESCRIPTION
This EPP/TLE/TVL provides complete development of the
individual as a total person equipped with skills, and
academic competencies, proper work ethic, and desirable
values that will make an individual economically stable,
responsible, law-abiding, can manage own business,
college-ready, and competitive in the world of work.

Professionalism – Integrity – Excellence – Service

DEPARTMENT OF EDUCATION
Intended Outcome of the Teaching of EPP/TLE/TVL
Learning Area Strandard
• As the framework of EPP/TLE/TVL teaching indicates, the teaching and
learning of EPP/TLE/TVL ultimately leads to higher education, middle
level manpower, entrepreneurship and employment. In fact, this is the
Learning Areas Standard of EPP/TLE/TVL.
• The study of areas of EPP/TLE/TVL 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 skill and values learned in the four areas .
• The EPP/TLE/TVL students must be able to demonstrate mastery of a
specific behavior or skill measured against establish standards in various
levels such as Level 1 and Level 2
 Key Stage Standards
 Grade 4-6 The learner demonstrates an understanding of the basic
knowledge and skills in entrepreneurship & ICT, Agriculture, Home
Economics, and Industrial Arts toward the improvement of personal life,
family, and community
 Grades 7-10 The learner demonstrates an understanding of the basic
concepts of selected TLE course in Home Economics, Industrial Arts,
Agriculture and Fishery Arts and ICT competencies common to TLE courses
such as use and 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 would enable
him/her to obtain NC II.
 Grade 11-12 The learner demonstrates specialized technical skills that
would enable him/her to obtain NC II.
• What are these NC I and NC II?
NC - A National Certificate (NC) is issued when a candidate has
demonstrated competence in all units of competency that comprised a
Qualification.
The assessment process seeks to determine whether the graduate
or worker can perform to the standards expected in the workplace
based on the defined competency standards. Certification is provided
to those who meets the competency standards. This ensures the
productivity, quality and global competitiveness of the middle-level
workers.
A National Certificate serves as proof that you’ve enrolled, passed,
and satisfied all the requirements needed under your chosen course.
You can even present this document during your job applications.
 GRADE LEVEL STANDARD
Grade 4 The learner demonstrate basic knowledge, skills, and values in
agriculture, entrepreneurship and ICT, home economics and
industrial arts that can help improve self and family life.
Grade 5 The learner demonstrate increased knowledge, skills, and values in
entrepreneurship and ICT, agriculture, home economics, and
industrial arts toward improving family life and the community.
Grade 6 The learner demonstrate enhanced and expanded knowledge in
entrepreneurship and ICT, agriculture, home economics and industrial
arts toward the improvement of the family's economic life and the
community.
Grade 7 The learner demonstrate an understanding of basic concepts and
underlying principles in developing fundamental skills in Exploratory
Technology and Vocational Education (EPP/TLE/TVL).
 GRADE LEVEL STANDARD
Grade 8 The learner demonstrate an understanding of his/her personal
Entrepreneurial Competencies(PECS), the environment and market, and
process/production and delivery of the Technology and Vocational
Education course in which he/she specialized.

Grade 9 The learner demonstrate 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.

Grade 10 The learner demonstrate an understanding of his/her Personal

Entrepreneurship Competencies(PECs), the environment and market, and
process/production and delivery of the Technology and Vocational
Education course in which he/she has specialized .
GRADE LEVEL STANDARD
Grade 11 The learner demonstrate an understanding of the principles in
preparing a creative an innovative business plan as it relates with
marketing, operations and human resources, and simple
accounting and financial plans to determine the feasibility and
viability of the business of his/her technology and vocational
specialization.
Grade 12 The learner demonstrate an understanding of the principles in
applying the business plan of his/her choice based on his/her
specialization.
Summary of how EPP/TLE/TVL are taught in the K to 12
Curriculum
GRADE LEVEL What are taught
4 Basic concepts in agriculture, entrepreneurship and ICT, home economics,
industrial arts to improve self and family.
5 Increased knowledge in agriculture, entrepreneurship and ICT, home economics,
inductrial arts to improve family life and community.
6 Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT,
home economics, inductrial arts to improve family life and community.
Exploratory course in at least 8 subjects (4 subjects in Grade 7 and 4 in Grade 8
in the 4 TLE areas - agriculture, ICT, home economics.
7 and 8
Focus is on common competencies- use and maintenance of tools, mensuration
and calculation, interpreting drawing, occupational safety and health
Personal Entrepreneurship Competencies only in G8
GUIDELINES and GUIDING PRINCIPLES for the
TEACHING of EPP/TLE/TVL
1. Cover the four TLE areas in Grade 7 and 8 for exploratory purposes-
agriculture and fisheries, ICT, home economics and industrial arts.
2. Develop student's entrepreneurship mindset.
3. Do contextualized teaching. Teach entrepreneurial concepts in the
context of the TLE student's specialization in Grade 9 to 12.
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 the
TLE student to obtain an NC in Grade 10 and NC II in Grade 12.
6. The teaching TLE is focused on knowlege and information, entrepreneur
concept including process and delivery, work values and life skills.
TEACHING APPROACHES, METHODS, AND
TECHNIQUES
The framework of EPP/TLE/TVL teaching in the K to 12
curriculum made by the EPP/TLE/TVL experts of the
department of education cited the following in relation
to teaching approaches, methods and techniques-
entrepreneurial, contextualized, integrative,
experential, authentic and constructivist learning.
DIRECT METHOD OF INSTRUCTION:
Since EPP/TLE/TVL 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 demonstrate. For an effective
demonstrations, it is necessary that the teacher mentions the
dos and don'ts of the process for emphasis and clarity. It is
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 demonstrate the process, the
students are given the opportunity to demonstrate the process or 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. The teacher demonstrate - “Watch me and Listen to me”
2. Students demonstrate with scafolding from teacher - “Let's do it
together”
3. When students can do the process by himself/herself, student
demonstrate 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.
Challenges encountered during the implementation
on the direction to effective and efficient curriculum
implementation of EPP/TLE/TVL
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Thank you…