EPP-Presentation MELCS

Conference Call Rules of Engagement
❖ Throughout the duration of the conference meeting,

please use the mute button when not speaking.
❖ Keep background noise to a minimum.
❖ There is time allotted for questions. Kindly wait for the

speakers to finish
❖ Use raise hand function during open forum and chat box for
inputs and comments
❖ Always identify yourself and organization first before speaking.
❖ When speaking, mind your time in consideration to others.
Professionalism Integrity Excellence Service

OBJECTIVES OF THE ORIENTATION
At the end of the session the participants are expected to:
❖ discuss the process in identifying the Most

Essential Learning Competencies (MELCs); and
❖ Explain how to use the MELCs in teaching Edukasyong

Pantahanan at Pangkabuhayan (EPP),
Technology and Livelihood Education
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

CALUMPIT
SOUTH
DISTRICT
July 6, 2020
3:00 pm to 5:00 pm
BRIEF BACKGROUND OF THE LEARNING AREA

VISION
The Edukasyong Pantahanan at

Pangkabuhayan (EPP) / Technology and Livelihood
Education (TLE)/ Technical and Vocational
(TVL) Education envisions st
Livelihood imbued 21
century skilled TVL graduates
desirable work attitudes and positive values that
with
will make them globally competitive individuals
who contribute to nation building.

MISSION
To provide quality program that develops learners

holistically through:
⮚ intensive training in various specializations;

⮚ applied technology;
⮚ enhanced curriculum;
⮚ intensified partnership;
⮚ delivery of quality instruction;
⮚ available resources;
⮚ adequate training facilities;
⮚ continuous monitoring and evaluation; and
⮚ relevant sustainable policies.
EPP, TLE, TVL CONCEPTUAL FRAMEWORK
Professionalism Integrity
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM Excellence Service
BRIEF BACKGROUND OF THE LEARNING
AREA
GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION
TIME/NO.OF
HOURS
LEVEL
4 Edukasyong The learner demonstrates basic knowledge, 50 mins daily Edukasyong Pantahanan at Pangkabuhayan (EPP) consists
Pantahanan at skills, and values in agriculture, of four components such as Agriculture and Fishery Arts
Pangkabuhayan entrepreneurship and ICT, home economics, and (AFA); Home Economics (HE); Information, Communication
(EPP) industrial arts that can help improve self and and Technology (ICT); and Industrial Arts (IA). The Teaching
family life of the four components is not necessarily as they appear in
5 Edukasyong The learner demonstrates increased knowledge, 50 mins daily the Curriculum Guide (CG). Schools are given the leeway to
Pantahanan at skills, and values in entrepreneurship and ICT, decide which of the four components should be tackled for
Pangkabuhayan agriculture, home economics, and industrial arts the first quarter, for the second quarter and so on and so
(EPP) toward improving family life and the forth.
community
∙ The climate may dictate what particular component to
be taught in a particular grading period or quarter.
∙ For instance, if the climate is suitable for Agriculture in

the first grading period the teacher may teach the AFA
component
∙ Other factors may also be considered such as

availability of the resources, schedule of classes, and
the like
The medium of instruction is Filipino
This focuses on the acquisition of basic knowledge and

skills in Entrepreneurship & ICT, AFA, HE, and IA

BRIEF BACKGROUND OF THE LEARNING AREA
GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION

TIME/NO.OF HOURS
LEVEL
6 Technology and The learner demonstrates enhanced and 50 mins daily This is the preparation and transition stage before
Livelihood expanded knowledge in entrepreneurship & ICT, the learners ascend to the next level.
Education (TLE) agriculture, home economics, and industrial
arts toward the improvement of the family’s The medium of instruction is English
economic life and the community
7 Technology and The learner demonstrates an understanding of 4 hours weekly Technology and Livelihood Education (TLE) for
Livelihood basic concepts and underlying principles in Grades 7 & 8 are exploratory in nature. There are
Education (TLE) developing fundamental skills in Exploratory 24 mini courses which can be categorized in any of
Technology and Vocational Education the four components.
(EPP/TLE/TVL
8 Technology and 4 hours weekly Each mini-course covers five (5) common
The learner demonstrates an understanding
Livelihood his/her Personal Entrepreneurial competencies that a high school student ought to
Education (TLE) of possess which are as follows:
Competencies (PECs), the environment and
market , the process/production and delivery of
the Technology & Vocational Education Course ∙ Use of tools and equipment;
in which he/she has specialized ∙ Maintenance of Tools and Equipment;
∙ Observing safety in the workplace;
∙ Mensuration and Calculation; and
∙ Interpreting technical drawings and plans

RATIONALE
∙ UNESCO believes that educational quality, access and system

strengthening cannot be compromised in times of crisis. It reiterates its
stand in spite of the circumstances, “Education cannot wait”. If learning
stops, we will lose human capital.
∙ In parallel to this belief, DepEd affirms its commitment in sustaining the

delivery of the quality, accessible, relevant and liberating Philippine basic
education services anchored on the Sulong Edukalidad Plans. It will
continue to strive to produce holistic Filipino learners with 21st Century
Skills.
∙ Consequently, the Bureau of Curriculum Development ensures that

learning standards are relevant and flexible to address the complex,
disruptive, volatile, and ambiguous impact of COVID-19 in the Philippines
particularly in the basic education sector.
Comparison of the number of LCs in CG and MELCs

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

Information and Agriculture and Home Economics Industrial Arts
Communications Fishery Arts
Technology

THE PROCESS
• 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.
• The duration stipulated in this document is not prescriptive

but are rather suggestive. Nonetheless, the MELCs,
remain non-negotiable.

HOW TO USE THE MELCs in Teaching EPP/TLE/TVL
The following are the

premises to be considered in
the utilization of MELCs in
teaching of EPP/TLE

∙ 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.
Sample Code:
EPP4AG-0h-15
Quarter: 0
Week: 8

∙ Entrepreneurship is embedded in the four components of EPP/TLE;
Grade Level Components MELCs

Entrepreneurs ❖ Naipapaliwanag ang kahulugan at kahalagahan ng “entrepreneurship”
hip/ICT
Grade IV ❖ Natatalakay ang mga katangian ng isang entrepreneur
❖ Natatalakay ang iba’t ibang uri ng negosyo
Agriculture ❖ Naisasagawa ang mga kasanayan at kaalaman sa pagtatanim ng halamang

ornamental bilang isang pagkakakitaaan gawain
Grade V Entrepreneurs
❖ Naipapaliwanag ang kahulugan at pagkakaiba ng produkto at serbisyo
hip/ICT
❖ Natutukoy ang mga taong nangangailangan ng angkop na produkto at serbisyo
❖ Nakapagbebenta ng natatanging paninda
❖ Naisasampamilihan ang inalagaang hayop/isda
❖ Natutuos ang puhunan, gastos at kita


Entrepreneurship ❖ Produces simple products
/ICT
Grade VI ❖ Buys and sells products based on needs
❖ Sells products based on needs and demands in school and community
Agriculture ❖ Uses technology in the conduct of survey to find out:

-market demands for fruits
❖ Conduct survey to find out market demands for animal/fish products and by products
-direct consumers or retailers
-stories of successful entrepreneurs in animal /fish raising
❖ Manages marketing of animal/fish raised
❖ Prepares marketing strategy by asking from other or using the internet
❖ Markets animal/fish harvested/captured
❖ Computes the income earned from marketed products (Gross sales -Expenses – Net
Income)
❖ Prepares plans for expansion of animal raising venture

Home ❖ Sews creative and marketable household linens as means to augment family income
Economics
Grade VI ❖ Markets finished household linens in varied/creative ways
❖ Conducts simple research to determine the market trends and demands in preserved
/processed foods
❖ Markets preserved/processed food in varied/creative ways with pride

Industrial Arts ❖ Demonstrates creativity and innovativeness in enhancing/decorating bamboo, wood and
metal products
❖ Conducts simple survey using technology and other data gathering method to determine:
-market trends on products made of bamboo, wood, and metal
-customer’s preference of products
-types/sources of innovative finishing materials, accessories, and designs
❖ Discusses the effects of innovative finishing materials creative accessories on the

marketability of products
❖ Demonstrates resourcefulness and management skills in the use of time, materials,

money, and effort
❖ Assesses the quality of enhanced product using rubrics
❖ Refines product based on assessment made
❖ Market products
∙ There are MELCS that have broad stroke competencies which have to be unpacked by the
teachers;
MOST ESSENTIAL LEARNING COMPETENCIES UNPACKED MELCs
buys and sells products based on needs- define needs and wants
TLEIE6-0b-3 identify the needs of the community
develops a product
sells products based on needs and demands prepares costing of product

in school and community - TLEIE6-0b-4 compute for Mark- up
decide the selling price
sell products based on community needs and demands
enumerates sources of family income - Explain family income
TLE6HE-0a-2 discuss the importance of income
enumerate sources of family income

∙ Sub learning competencies that are redundant or recurring were dropped to satisfy the 8 to 9
weeks’ allotment per quarter;
Curriculum Guide Most Essential Learning

Competencies (MELCs)
LO 1. Collect farm waste LO 1. Collect farm waste
1.1 Prepare tools and materials for 1. Prepare tools and materials for collection of
collection of farm waste farm waste
2. Collect waste following OSH and waste 2. Collect waste following OSH and waste
collection requirements and plan collection requirements and plan
3. Collect dangerous and hazardous wastes 3. Collect dangerous and hazardous wastes
following the HAZMAT protocol following the HAZMAT protocol
4. Wear appropriate PPE as prescribed by
OSH. Refer to MELCs of Crop Production for Grades 7
and 8

Basis Curriculum Guide Most Essential Learning Competencies

(MELCs)
LO 1. Collect farm waste LO 1. Collect farm waste

4. Dropped learning 1. Prepare tools and materials for collection of 1. Prepare tools and materials for collection of
competency/ies that was farm waste farm waste
already captured in other 2. Collect waste following OSH and waste 2. Collect waste following OSH and waste
collection requirements and plan collection requirements and plan
competency 3. Collect dangerous and hazardous wastes 3. Collect dangerous and hazardous wastes
following the HAZMAT protocol following the HAZMAT protocol
4. Wear appropriate PPE as prescribed by
OSH.
Refer to the MELCs of Grades 7 and 8 Crop

Production
LO 1. Prepare the necessary tools and LO 1. Prepare the necessary tools and
equipment for the specific nail care activity equipment for the specific nail care activity
1. Classify the tools and 1.1 Identify the uses of tools and equipment in
equipment
used in nail care nail care according to task requirements
2. Identify the uses of tools and 2.Use tools and equipment according to task
equipment in nail care according to requirement
task requirements 3.Observe safety procedure of using tools and
3. Use tools and equipment according to equipment
task requirement
4. Observe safety procedure of using Refer to the MELCs of Grades 7 and 8 Nail Care
tools and equipment
Professionalism Integrity
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM Excellence Service
Basis Curriculum Guide Most Essential Learning Competencies

(MELCs)
5. Adding learning LO 2. Perform preventive maintenance of LO 2. Perform preventive maintenance of

competency to fully tools and equipment tools and equipment
attain the learning outcome 1. Clean tools and equipment after use in line 1. Clean tools and equipment after use in line
with farm procedures with farm procedures
2. Perform routine check-up and 2. Perform routine check-up and
maintenance maintenance
3. Perform preventive maintenance by 3. Perform preventive maintenance by
following the procedures in sharpening and following the procedures in sharpening
oiling farm tools and equipment and oiling farm tools and equipment
4. Store tools and equipment in designated
areas in line with farm procedures.
Refer to the MELCs of Grades 7 and 8 Crop

Production

The following are the premises to be considered in utilizing MELCs

in the teaching of EPP/TLE:
• 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 (TR) of TESDA which were not amended or
modified for the present situation, but will be delivered through flexible
learning modes as stated in Circular No. 62, s. 2020. However,
regardless of the learning modalities, nominal hours remain the same.

- 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.

SAMPLE TLE MELCs Key Stage 2

OPEN FORUM
OPEN FORUM RULES
⮚ Use raise hand function during open forumand chat box

for others inputs and comments
⮚ Identify yourself and organization first before speaking
⮚ When speaking, mind your time in consideration to others

Matamang salamat Mabbalat Madakel ha
sicuam salamat
Salamat kaajo Dios mábalos
Daghang
Dios ti agngina salamat
Salámat na marháy
Salamat tungkay
Salamat
karajaw
Salamat hin Dios mabalos
madamo Sukran Madita Salamat kaniyo Muchas gracias

Agyamanac la unay Dacal a salamat Mayad man, sayamat
Balbaleg ya salamat
Laco a salamat Mabbalat
Magsukul tuud kaymu
Dios mamajes Madakel a salamat
Maraming salamat ha Mabbalo‘ Sapulu a

salamat

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Conference Call Rules of Engagement

❖ Throughout the duration of the conference meeting,

❖ There is time allotted for questions. Kindly wait for the

❖ Always identify yourself and organization first before speaking.

❖ When speaking, mind your time in consideration to others.

Professionalism Integrity Excellence Service

At the end of the session the participants are expected to:

❖ discuss the process in identifying the Most

❖ Explain how to use the MELCs in teaching Edukasyong

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Professionalism Integrity Excellence Service

The Edukasyong Pantahanan at

Professionalism Integrity Excellence Service

To provide quality program that develops learners

⮚ intensive training in various specializations;

∙ For instance, if the climate is suitable for Agriculture in

∙ Other factors may also be considered such as

The medium of instruction is Filipino

This focuses on the acquisition of basic knowledge and

Professionalism Integrity Excellence Service

GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION

Professionalism Integrity Excellence Service

∙ UNESCO believes that educational quality, access and system

∙ In parallel to this belief, DepEd affirms its commitment in sustaining the

∙ Consequently, the Bureau of Curriculum Development ensures that

Professionalism Integrity Excellence Service

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

Professionalism Integrity Excellence Service

• The identified MELCs in EPP/TLE are intended only for

• The duration stipulated in this document is not prescriptive

Professionalism Integrity Excellence Service

The following are the

Professionalism Integrity Excellence Service

∙ For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and

Professionalism Integrity Excellence Service

∙ Entrepreneurship is embedded in the four components of EPP/TLE;

Grade Level Components MELCs

❖ Natatalakay ang iba’t ibang uri ng negosyo

Agriculture ❖ Naisasagawa ang mga kasanayan at kaalaman sa pagtatanim ng halamang

❖ Nakapagbebenta ng natatanging paninda

❖ Naisasampamilihan ang inalagaang hayop/isda

❖ Natutuos ang puhunan, gastos at kita

Professionalism Integrity Excellence Service

∙ Entrepreneurship is embedded in the four components of EPP/TLE;

❖ Sells products based on needs and demands in school and community

Agriculture ❖ Uses technology in the conduct of survey to find out:

❖ Manages marketing of animal/fish raised

❖ Prepares marketing strategy by asking from other or using the internet

❖ Markets animal/fish harvested/captured

❖ Prepares plans for expansion of animal raising venture

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

❖ Markets preserved/processed food in varied/creative ways with pride

❖ Discusses the effects of innovative finishing materials creative accessories on the

❖ Demonstrates resourcefulness and management skills in the use of time, materials,

❖ Assesses the quality of enhanced product using rubrics

❖ Refines product based on assessment made

sells products based on needs and demands prepares costing of product

Professionalism Integrity Excellence Service

Curriculum Guide Most Essential Learning

Professionalism Integrity Excellence Service

Basis Curriculum Guide Most Essential Learning Competencies

LO 1. Collect farm waste LO 1. Collect farm waste