This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on Aquaculture as part of the K to 12 curriculum in the Philippines. It discusses the overall goal of developing 21st century skills in learners. TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work skills. The 24 TLE exploratory courses focus on basic competencies like using tools. Teachers will use learning modules containing lessons for the courses. The courses are based on standards from the Technical Education Skills and Development Authority to prepare students for industry certification.
This document provides guidance for teachers on teaching the exploratory course on Aquaculture as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals and conceptual framework of the TLE program and explains features of the exploratory courses, including their relationship to certification from the Technical Education Skills and Development Authority (TESDA). The document also provides detailed information on the learning modules and lessons for the Aquaculture course, describing their contents and providing guidance for teachers on facilitating learning.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document provides background information and instructions for teachers on the K to 12 Technology and Livelihood Education (TLE) exploratory course on Food (Fish) Processing. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. Each exploratory course has a learning module consisting of lessons focusing on common competencies. Teachers are guided to use various parts of each lesson, including learning outcomes, performance standards, materials, and assessments, to help students master the concepts based on Technical Education and Skills Development Authority standards.
This module will introduce you to the exploratory aspects of Fishery Arts. It
explains the different areas covered by Fishery I; namely, Fish Morphology, Fish
Culture, Fish Capture and Fish Preservation. Fish, as the major product will be
discussed first in this module. You will be given information on the morphology of fishes;
fishery as a business; and the three branches of fishery including technical terms
encountered in the study of fishery for further understanding of the topic.
Here are the key farm tools discussed in the information sheet:
- Hammer - Used for driving nails and other protruding materials.
- Pliers - A hand tool with a pair of pivoted jaws used for holding, bending, or cutting.
- Screwdriver - A tool used for turning screws to drive them into place.
- Shovel - A tool with a handle and broad scoop or blade for digging or excavation.
- Sickle - A curved hand tool used for harvesting grain crops or cutting grass for hay.
- Wrenches - A hand tool with fixed or adjustable jaws used for gripping, turning, and fastening objects.
The information sheet emphasizes that each
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
Here is the completed bill of materials for the given project:
Bulletin Board Project
Bill of Materials
Quantity Unit Materials and Description Unit price Total
1 Piece 3⁄4 inch plywood P700.00 P700.00
1 Liter Wood stain (maple) P110.00 P110.00
1 Kilo Finishing nails (11⁄2 inch) P30.00 P30.00
1 Foot Sand paper P50.00 P50.00
1 Liter Paint (green) P150.00 P150.00
1 Liter Paint thinner P80.00 P80.00
1 Piece Paint brush #2 P20.00 P20.00
Total Cost: P
This document provides guidance for teachers on teaching the exploratory course on Aquaculture as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals and conceptual framework of the TLE program and explains features of the exploratory courses, including their relationship to certification from the Technical Education Skills and Development Authority (TESDA). The document also provides detailed information on the learning modules and lessons for the Aquaculture course, describing their contents and providing guidance for teachers on facilitating learning.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This document provides background information and instructions for teachers on the K to 12 Technology and Livelihood Education (TLE) exploratory course on Food (Fish) Processing. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. Each exploratory course has a learning module consisting of lessons focusing on common competencies. Teachers are guided to use various parts of each lesson, including learning outcomes, performance standards, materials, and assessments, to help students master the concepts based on Technical Education and Skills Development Authority standards.
This module will introduce you to the exploratory aspects of Fishery Arts. It
explains the different areas covered by Fishery I; namely, Fish Morphology, Fish
Culture, Fish Capture and Fish Preservation. Fish, as the major product will be
discussed first in this module. You will be given information on the morphology of fishes;
fishery as a business; and the three branches of fishery including technical terms
encountered in the study of fishery for further understanding of the topic.
Here are the key farm tools discussed in the information sheet:
- Hammer - Used for driving nails and other protruding materials.
- Pliers - A hand tool with a pair of pivoted jaws used for holding, bending, or cutting.
- Screwdriver - A tool used for turning screws to drive them into place.
- Shovel - A tool with a handle and broad scoop or blade for digging or excavation.
- Sickle - A curved hand tool used for harvesting grain crops or cutting grass for hay.
- Wrenches - A hand tool with fixed or adjustable jaws used for gripping, turning, and fastening objects.
The information sheet emphasizes that each
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
Here is the completed bill of materials for the given project:
Bulletin Board Project
Bill of Materials
Quantity Unit Materials and Description Unit price Total
1 Piece 3⁄4 inch plywood P700.00 P700.00
1 Liter Wood stain (maple) P110.00 P110.00
1 Kilo Finishing nails (11⁄2 inch) P30.00 P30.00
1 Foot Sand paper P50.00 P50.00
1 Liter Paint (green) P150.00 P150.00
1 Liter Paint thinner P80.00 P80.00
1 Piece Paint brush #2 P20.00 P20.00
Total Cost: P
This document outlines a lesson plan for teaching students to identify and classify carpentry tools and equipment. It includes objectives, procedures, activities, and an assessment. Students will learn about different types of tools like measuring tools, marking tools, testing tools, and cutting tools. They will classify tools, identify tools in descriptions, and complete a matching assessment. The lesson aims to help students understand the various tools needed for carpentry work.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
This lesson plan aims to teach students about the different market forms of fish. It includes objectives, materials, procedures and an evaluation. The procedures involve group activities to label diagrams of market forms like whole, drawn, dressed, steaks and fillets. Students then arrange scrambled words to match definitions. The lesson aims to explain market forms and their uses so students understand how to select fish cuts for different menus.
This document provides an overview of an aquaculture curriculum for Grade 9 students in the Philippines. It covers several key topics: personal entrepreneurial competencies, understanding the aquaculture market and environment, preparing tools and equipment, monitoring water quality, preventing fish mortality, and preparing/securing aquaculture facilities. The objectives are for students to understand these aquaculture concepts and demonstrate related skills. Several learning activities and assessments are outlined to help students achieve the objectives over the course of the curriculum.
The document outlines a curriculum for home economics and caregiving. It includes several units of competency related to tools/equipment use, calculations, occupational health and safety, infection control, and responding to difficult behavior. For each unit, it lists the relevant content standards, learning competencies, example projects/activities, and assessment methods. The goal is to teach students proper procedures for tasks like tool use, safety protocols, infection control monitoring, and handling challenging situations according to institutional policies.
This document provides background information and guidelines for teaching Technology and Livelihood Education (TLE) exploratory courses in Grades 7-8 under the K to 12 Basic Education Curriculum in the Philippines. It discusses that TLE aims to develop students' technological proficiency and entrepreneurial skills. The 24 TLE exploratory courses focus on developing common competencies and are categorized under fields like agri-fishery, industrial arts, and home economics. The document outlines the learning modules, lessons, and time allotment for TLE. It emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn certificates and qualify for national vocational assessments.
The document is a daily lesson log from Balocawhehay NHS for a 10th grade TLE class. The objectives are to understand food and beverage service concepts and standards. The lesson content covers past and current food and beverage trends. Learning resources include textbook pages, online articles, videos and presentations about job roles and responsibilities in the food and beverage industry. The procedures outline identifying job roles, completing job requirements, matching jobs to descriptions, and identifying job opportunities in Abuyog. Formative assessment involves identifying job roles from clues.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
Here are the key parts and functions of a pressure cooker:
1. Pressure gauge - Indicates the pressure and temperature inside the cooker during processing.
2. Pressure regulator weight - Regulates the pressure inside the cooker by closing the vent pipe. It has holes corresponding to desired pressure levels.
3. Vent pipe - Where the pressure regulator weight is placed. It releases steam when open.
4. Wingnut - Secures the lid tightly to ensure proper sealing during processing under pressure.
So in summary, the pressure cooker uses a pressure gauge to monitor the internal temperature and pressure. The pressure regulator weight and vent pipe work together to control and regulate the pressure inside the cooker for safe processing. The wingnut helps seal
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
Here is the bill of materials for the suggested project:
Unit
cost
P 700.00
P110.00
P 30.00
P 50.00
P 150.00
Amount
P 700.00
P110.00
P 30.00
P 50.00
P 150.00
P 80.00
P 20.00
P 80.00
P 20.00
Total: P1,140.00
19
How Much Have You Learned?
Self-Check 2.2
Directions: Accomplish the bill of materials for the suggested project. Use another sheet for
this activity.
Suggested Project:
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for Aquaculture. It covers key concepts and competencies students are expected to learn. In Grade 7-8 (exploratory), students are introduced to basic aquaculture concepts, tools and equipment, calculations, safety measures, and personal entrepreneurial skills. In Grade 9 (specialization), the focus is on pre-operation aquaculture activities, further developing personal competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. The goal is for students to gain common competencies outlined by TESDA and consider Aquaculture as a potential career.
The document outlines a lesson plan for teaching students how to prepare custard. It includes objectives, content, procedures, evaluation, and assignment. The procedures involve reviewing cream desserts, watching a video on preparing leche flan, doing group activities to identify ingredients and steps, and demonstrating how to make caramel custard. Students then prepare their own custard following safety guidelines. The evaluation assesses their participation, discipline, corrections, and promptness during the activity.
This module provides information about agriculture and fishery arts. It is divided into nine chapters that cover topics such as the basic concepts of agriculture, farm tools and equipment, safety measures, basic concepts of fishery, fish culture, fish capture, and fish preservation. The module is intended to give students accurate information about agriculture and fishery arts and includes lessons, activities, and tests within each chapter to help students learn and apply the concepts. It aims to help students understand the importance and purposes of agriculture and fishery arts in the Philippines.
The document discusses competencies related to food (fish) processing. It covers using standard measuring devices and instruments, operating food processing tools and equipment, and performing mathematical computations. Specifically, it outlines learning objectives, performance standards, and assessment activities for skills like identifying measuring tools, following procedures to operate equipment, gathering and analyzing production data, and calculating costs. The overall goal is to teach skills needed for food processing jobs in agriculture and fishery industries.
The document is a transcript of an assessor conducting a Bread and Pastry Production NC II assessment for candidates. The assessor welcomes the candidates and overseer, checks attendance, and explains that the assessment will consist of demonstrating four baking tasks. The assessor outlines the assessment process, which involves demonstration, oral questioning, and feedback. For candidates found competent, the assessor congratulates them and explains next steps. For those found not yet competent, the assessor provides feedback and recommends practicing before reassessment.
The document outlines a lesson plan for an exploratory course on commercial cooking. It includes 5 lessons that cover:
1) Identification and use of standard kitchen tools and equipment.
2) Mensuration and calculations involving measurements, fractions, percentages for recipes.
3) Maintenance, labeling and storage of tools and equipment.
4) Analysis of kitchen types and layouts including interpretation of blueprints.
5) Health, safety and security procedures in the workplace including hazard identification and control.
A variety of individual and group activities are provided to help students meet the learning objectives of each lesson including making an album of tools, practical applications of measurements, and emergency drill practices.
The document is the November 2013 issue of the Food Outlook report published by the FAO. It provides market summaries and assessments for various agricultural commodities. The FAO has revised its Food Price Index (FFPI) to update the commodity coverage and calculation methodology in response to market changes. However, the revisions did not significantly alter historical values of the index and the base period and form of the index were maintained. World cereal production is forecast to increase 8% in 2013, led by recoveries in US maize and CIS wheat crops, but rice production growth is modest. Higher production and moderate consumption growth are expected to replenish global inventories.
This document outlines a lesson plan for teaching students to identify and classify carpentry tools and equipment. It includes objectives, procedures, activities, and an assessment. Students will learn about different types of tools like measuring tools, marking tools, testing tools, and cutting tools. They will classify tools, identify tools in descriptions, and complete a matching assessment. The lesson aims to help students understand the various tools needed for carpentry work.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
This lesson plan aims to teach students about the different market forms of fish. It includes objectives, materials, procedures and an evaluation. The procedures involve group activities to label diagrams of market forms like whole, drawn, dressed, steaks and fillets. Students then arrange scrambled words to match definitions. The lesson aims to explain market forms and their uses so students understand how to select fish cuts for different menus.
This document provides an overview of an aquaculture curriculum for Grade 9 students in the Philippines. It covers several key topics: personal entrepreneurial competencies, understanding the aquaculture market and environment, preparing tools and equipment, monitoring water quality, preventing fish mortality, and preparing/securing aquaculture facilities. The objectives are for students to understand these aquaculture concepts and demonstrate related skills. Several learning activities and assessments are outlined to help students achieve the objectives over the course of the curriculum.
The document outlines a curriculum for home economics and caregiving. It includes several units of competency related to tools/equipment use, calculations, occupational health and safety, infection control, and responding to difficult behavior. For each unit, it lists the relevant content standards, learning competencies, example projects/activities, and assessment methods. The goal is to teach students proper procedures for tasks like tool use, safety protocols, infection control monitoring, and handling challenging situations according to institutional policies.
This document provides background information and guidelines for teaching Technology and Livelihood Education (TLE) exploratory courses in Grades 7-8 under the K to 12 Basic Education Curriculum in the Philippines. It discusses that TLE aims to develop students' technological proficiency and entrepreneurial skills. The 24 TLE exploratory courses focus on developing common competencies and are categorized under fields like agri-fishery, industrial arts, and home economics. The document outlines the learning modules, lessons, and time allotment for TLE. It emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn certificates and qualify for national vocational assessments.
The document is a daily lesson log from Balocawhehay NHS for a 10th grade TLE class. The objectives are to understand food and beverage service concepts and standards. The lesson content covers past and current food and beverage trends. Learning resources include textbook pages, online articles, videos and presentations about job roles and responsibilities in the food and beverage industry. The procedures outline identifying job roles, completing job requirements, matching jobs to descriptions, and identifying job opportunities in Abuyog. Formative assessment involves identifying job roles from clues.
The document provides an overview of tools and equipment used in aquaculture, including pliers, wrenches, hammers, and screwdrivers. It classifies hand tools according to their uses for cutting, pinching, gripping, striking, driving, or hammering. Examples are given of different types of pliers, wrenches, hammers, and screwdrivers along with their purposes in aquaculture.
Here are the key parts and functions of a pressure cooker:
1. Pressure gauge - Indicates the pressure and temperature inside the cooker during processing.
2. Pressure regulator weight - Regulates the pressure inside the cooker by closing the vent pipe. It has holes corresponding to desired pressure levels.
3. Vent pipe - Where the pressure regulator weight is placed. It releases steam when open.
4. Wingnut - Secures the lid tightly to ensure proper sealing during processing under pressure.
So in summary, the pressure cooker uses a pressure gauge to monitor the internal temperature and pressure. The pressure regulator weight and vent pipe work together to control and regulate the pressure inside the cooker for safe processing. The wingnut helps seal
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
Here is the bill of materials for the suggested project:
Unit
cost
P 700.00
P110.00
P 30.00
P 50.00
P 150.00
Amount
P 700.00
P110.00
P 30.00
P 50.00
P 150.00
P 80.00
P 20.00
P 80.00
P 20.00
Total: P1,140.00
19
How Much Have You Learned?
Self-Check 2.2
Directions: Accomplish the bill of materials for the suggested project. Use another sheet for
this activity.
Suggested Project:
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program under the K to 12 basic education curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in students. TLE aims to equip students with skills for work, entrepreneurship and further education. Each of the 24 TLE exploratory courses focuses on developing competencies in using tools, measurement, safety, and technical drawing. The carpentry module contains 4-5 lessons addressing these competencies. It is designed to help students earn a Certificate of Competency by Grade 9 and lead to a National Certificate from TESDA in later grades.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for Aquaculture. It covers key concepts and competencies students are expected to learn. In Grade 7-8 (exploratory), students are introduced to basic aquaculture concepts, tools and equipment, calculations, safety measures, and personal entrepreneurial skills. In Grade 9 (specialization), the focus is on pre-operation aquaculture activities, further developing personal competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. The goal is for students to gain common competencies outlined by TESDA and consider Aquaculture as a potential career.
The document outlines a lesson plan for teaching students how to prepare custard. It includes objectives, content, procedures, evaluation, and assignment. The procedures involve reviewing cream desserts, watching a video on preparing leche flan, doing group activities to identify ingredients and steps, and demonstrating how to make caramel custard. Students then prepare their own custard following safety guidelines. The evaluation assesses their participation, discipline, corrections, and promptness during the activity.
This module provides information about agriculture and fishery arts. It is divided into nine chapters that cover topics such as the basic concepts of agriculture, farm tools and equipment, safety measures, basic concepts of fishery, fish culture, fish capture, and fish preservation. The module is intended to give students accurate information about agriculture and fishery arts and includes lessons, activities, and tests within each chapter to help students learn and apply the concepts. It aims to help students understand the importance and purposes of agriculture and fishery arts in the Philippines.
The document discusses competencies related to food (fish) processing. It covers using standard measuring devices and instruments, operating food processing tools and equipment, and performing mathematical computations. Specifically, it outlines learning objectives, performance standards, and assessment activities for skills like identifying measuring tools, following procedures to operate equipment, gathering and analyzing production data, and calculating costs. The overall goal is to teach skills needed for food processing jobs in agriculture and fishery industries.
The document is a transcript of an assessor conducting a Bread and Pastry Production NC II assessment for candidates. The assessor welcomes the candidates and overseer, checks attendance, and explains that the assessment will consist of demonstrating four baking tasks. The assessor outlines the assessment process, which involves demonstration, oral questioning, and feedback. For candidates found competent, the assessor congratulates them and explains next steps. For those found not yet competent, the assessor provides feedback and recommends practicing before reassessment.
The document outlines a lesson plan for an exploratory course on commercial cooking. It includes 5 lessons that cover:
1) Identification and use of standard kitchen tools and equipment.
2) Mensuration and calculations involving measurements, fractions, percentages for recipes.
3) Maintenance, labeling and storage of tools and equipment.
4) Analysis of kitchen types and layouts including interpretation of blueprints.
5) Health, safety and security procedures in the workplace including hazard identification and control.
A variety of individual and group activities are provided to help students meet the learning objectives of each lesson including making an album of tools, practical applications of measurements, and emergency drill practices.
The document is the November 2013 issue of the Food Outlook report published by the FAO. It provides market summaries and assessments for various agricultural commodities. The FAO has revised its Food Price Index (FFPI) to update the commodity coverage and calculation methodology in response to market changes. However, the revisions did not significantly alter historical values of the index and the base period and form of the index were maintained. World cereal production is forecast to increase 8% in 2013, led by recoveries in US maize and CIS wheat crops, but rice production growth is modest. Higher production and moderate consumption growth are expected to replenish global inventories.
This document provides an overview of a presentation given by Meryl J Williams at the Oceans Past IV conference in November 2012. The presentation explored ideas around fisheries management using a network analysis approach, with a focus on three case studies: Northern Australian trepang, Southern bluefin tuna, and Southeast Asian small pelagic fish. It discussed concepts like fisheries management versus governance and used terms from actor-network theory to analyze changes and translations in fisheries networks over time. The document included disclaimers that the presentation represented preliminary exploration of ideas rather than definitive conclusions.
Aquaculture refers to culturing aquatic animals like fish, shrimp, and shellfish. It began over 4000 years ago when Sumerians kept fish in ponds. Ancient Egyptians, Romans, Chinese, and Indians also engaged in early forms of fish culture. In modern times, aquaculture has expanded globally and plays an important role in food production, economic growth, and employment. A wide variety of fish, shellfish, algae and other aquatic species are now farmed using advanced techniques.
This document outlines a lesson plan for a course on agriculture/fishery-aquaculture. It includes 4 lessons that cover:
1. Using farm/fishery tools and equipment, identifying aquaculture facilities, and performing preventative maintenance.
2. Performing estimations and basic calculations for aquaculture projects.
3. Drawing layout plans for ponds, tanks, pens and cages.
4. Applying safety measures when working in aquaculture farms.
The lessons include learning competencies, projects, activities and assessments to teach students about proper use and maintenance of tools/equipment, basic calculations, design of aquaculture facilities, and safety procedures.
This document discusses different farming methods for aquaculture, including cage culture, pen culture, and sewage-fed culture. Cage culture involves rearing fish in an enclosed water volume using net cages suspended from floating frames. Pen culture uses barriers like nets or fences to partition off areas of water bodies for fish culture. Sewage-fed culture utilizes treated sewage as fertilizer to promote plankton growth and increase fish production. Primary and secondary treatment methods are used to process sewage before use in aquaculture.
This document discusses the planning and construction of fish farms. It covers fish farm planning considerations like available land, water, target production, and capital. It also describes two main types of fish farming systems - extensive (earthen pond) and intensive. For extensive systems, the document outlines pond design factors and considerations for pond shape, slope, and depth. It also lists the major buildings and equipment needed for a fish farm, including aeration equipment, nets, boats, pumps, and trucks. Proper planning and equipment selection are emphasized as essential for successful aquaculture.
Lecture 2. aquaculture systems methods_and_types - copyMandeep Kaur
Aquaculture involves farming aquatic animals and plants in controlled environments. There are several types of aquaculture including freshwater, brackish water, and intensive, semi-intensive, and extensive systems. Proper water quality monitoring and fertilization are important to maintain a healthy environment for growth. Common aquaculture activities include culturing fish, prawns, and shellfish through various stages from hatcheries to harvest.
This document discusses the design and construction of fish farms. It notes that fish farming has occurred for centuries using simple ponds and structures. It outlines important considerations for selecting a fish farm site, such as water availability, temperature, soil type, and proximity to markets. The document then describes extensive and intensive fish farming systems and provides details on designing earthen ponds, including pond shape, buildings, water supply and drainage, and bank construction. It stresses that proper design and construction are essential for successful fish production.
Aquaculture is the farming of aquatic organisms such as fish, shellfish, and plants. Major types include marine/brackishwater aquaculture of ocean species and freshwater aquaculture of native river/lake species. India is one of the top producers and exporters of aquaculture globally, dominated by species like carp, shrimp, and shellfish. The country faces challenges to its exports like market access issues, food safety concerns, and environmental impacts. It is addressing these through regulation, certification, traceability programs, and promoting sustainability and value-addition. Future prospects include growing demand, recognition of aquaculture as an economic sector, and greater awareness of sustainability needs.
Aquaculture has been practiced for over 2500 years and originated in China, Egypt, India or other countries. It is defined as the production of fish through farming or rearing in confined waters. Major classifications of aquaculture include based on habitat, water flow, culture organism, culture method, culture system, and purpose. Trends in India include freshwater aquaculture of crustaceans, fish, and ornamental fish as well as saltwater aquaculture of shrimp and crabs. Global fish consumption has nearly doubled in the last 45 years from 9.01 kg/capita in 1961 to 17.1 kg/capita in 2007, driven by population growth and preferences for fish as an affordable source of protein
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document is a teacher's guide for teaching the exploratory course on horticulture as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance on teaching from the modules. Key points include: 1) TLE aims to develop students' technological proficiency and entrepreneurial skills; 2) The exploratory courses introduce students to basic competencies across various fields; 3) Each course has a learning module consisting of lessons addressing competencies; 4) Lessons follow a consistent format and include learning outcomes, materials, and application activities. The guide aims to help
This document provides guidance for teachers on teaching the exploratory course on Aquaculture as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals and conceptual framework of the TLE program and explains features of the exploratory courses, including their design based on competencies from the Technical Education Skills and Development Authority. The document describes the parts and purpose of the learning modules, which comprise 4-5 lessons each corresponding to a competency, and provides guidance to teachers on utilizing the modules and assessing student learning.
This document provides guidance for teachers on teaching the exploratory course on Horticulture as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It then describes the TLE exploratory courses, the structure of the learning modules, and new features of TLE instruction in the K to 12 system. The remainder of the document explains the parts of each lesson in the learning modules and the teacher and student tasks for each part, with the goal of ensuring TLE courses are taught effectively and as intended.
This document provides guidance for teachers on teaching the exploratory course on Agricultural Crop Production as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines' K to 12 basic education program. It includes background information on the overall goals of K to 12, the conceptual framework for teaching TLE, the structure and purpose of the exploratory TLE courses in grades 7-8, and guidance on using the learning modules and lessons for this course.
This teacher's guide provides instructions for teaching the exploratory course on masonry as part of the Technology and Livelihood Education (TLE) program in the Philippine K to 12 curriculum. It begins with background information on the overall goal of developing 21st century skills in students and preparing them for work or further education. The guide explains that TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work values. It notes that the 24 TLE exploratory courses focus on basic tool use, measurement, safety, and technical drawing. The guide then outlines the parts of the learning module, which consists of lessons addressing the learning outcomes and including materials, definitions, pre-tests, and post-tests to check
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines the overall goal of developing 21st century skills in students. TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work values. The 24 TLE exploratory courses focus on basic competencies and each has a learning module consisting of 4-5 lessons. The courses are designed based on Technical Education Skills and Development Authority (TESDA) Training Regulations to help students earn certificates and qualify for lucrative jobs.
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the TLE exploratory courses, the structure of the learning modules and lessons, and new features of TLE instruction under K to 12. Each learning module contains 4-5 lessons focused on basic competencies. Lessons include learning outcomes, performance standards, materials, definitions, pre-tests, information sheets, self-checks, and activities for applying knowledge. The goal is to prepare students with competencies for earning vocational
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the TLE exploratory courses, the structure of the learning modules and lessons, and new features of TLE instruction under K to 12. Each learning module contains 4-5 lessons focused on basic competencies. Lessons include learning outcomes, performance standards, materials, definitions, pre-tests, information sheets, self-checks, and activities to apply learning. The goal is to prepare students for a Certificate of Competency
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on dressmaking/tailoring based on the K to 12 curriculum. It outlines the overall goals of the K to 12 curriculum and TLE framework, describes the structure and components of the learning modules used to teach the TLE exploratory courses, and provides guidance to teachers on utilizing the learning modules and assessing student learning.
This document provides guidance for teachers on teaching the exploratory course on Animal Production as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It describes the TLE exploratory courses, time allotment, learning modules and lessons. It provides details on the parts of each lesson, including learning outcomes, performance standards, materials, definitions, assessment of prior knowledge, content delivery, and application of learning. The document aims to help teachers understand the structure and approach for teaching the exploratory TLE courses.
This document provides background information and instructions for teachers on how to teach the exploratory Technology and Livelihood Education (TLE) course on Caregiving using the K to 12 curriculum. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. It also outlines the structure of the learning modules for each TLE exploratory course, which are composed of lessons focusing on basic competencies outlined in the Training Regulations from the Technical Education and Skills Development Authority. The document provides guidance for teachers on utilizing the various parts of the lessons, including learning outcomes, performance standards, materials, activities for applying learning, and assessments.
This document is a teacher's guide for teaching the exploratory course on Beauty Care (Nail Care) Services as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the structure of the TLE exploratory courses and learning modules. It explains how the courses are designed based on competencies from the Technical Education and Skills Development Authority to prepare students for certification. The guide describes the parts of each lesson in the learning modules and provides instructions for teachers and students.
This document is a teacher's guide for teaching carpentry as an exploratory course in the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the learning module structure and components, and guidance for teachers on how to utilize the modules to teach the carpentry exploratory course. The goal is to prepare students with skills and competencies outlined in the Technical Education and Skills Development Authority (TESDA) training regulations to earn industry certifications.
This document is a teacher's guide for teaching the exploratory course on caregiving as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum. It explains that TLE courses are designed to develop students' technological proficiency and prepare them for work, entrepreneurship, or technical education. It describes the structure of TLE learning modules, which are composed of lessons addressing competencies. It outlines the parts of each lesson and provides guidance for teachers on introducing the content and assessing student learning. The overall purpose is to help TLE teachers understand the goals and framework of the curriculum so they can effectively teach the exploratory TLE courses.
This document is a teacher's guide for teaching the exploratory course on Electrical Installation and Maintenance as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance on teaching each part of the learning module lessons, which are designed to help students earn a Certificate of Competency. The teacher's guide is intended to help TLE teachers understand the objectives of the TLE curriculum and ensure they teach the exploratory courses as intended to prepare students for work, entrepreneurship, or further skills training.
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
K to 12 dressmaking and tailoring teacher's guideTeresita Suelto
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) courses under the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in learners. TLE courses are categorized into fields like Home Economics, Industrial Arts, and Agri-Fishery Arts. The exploratory TLE courses in grades 7-8 focus on basic competencies and expose students to different areas to inform their specialization choices in higher grades. Learning modules contain lessons on competencies with learning outcomes, materials, activities and assessments. Teachers are guided to use modules to develop technological proficiency through knowledge, skills and values based on Technical Education and Skills Development Authority standards to prepare
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program in the K to 12 basic education curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, home economics, and ICT. TLE courses in grades 7-8 are exploratory in nature and focus on basic competencies like tool use and safety. The document explains the learning modules and lessons for the carpentry course and notes that TLE courses are now based on standards from the Technical Education and Skills Development Authority to help students earn industry certifications.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the learning modules, the parts of each lesson, and the teacher and student tasks for working through the modules.
Similar to K to 12 aquaculture teacher's guide (20)
Benchmarking a nationwide training program for BPAT is modelling a training program and actual application in pilot areas leading to the creation of a laddered training program for BPAT/BPO with UPTRAS accreditation for TVIs and scholarship appropriation.
Methodology
• Discussion
• Actual Demonstration
• Written Test
• Clip Art Visualization
Assessment Method
• Observation
• Answer Key on Written test
• Questioning Answer
Recap
• MODULE I 7 hrs
• MODULE II 4 hrs
• MODULE III 7 hrs
• MODULE IV 8 hrs
• MODULE V 4 hrs
• MODULE VI 2 hrs
• MODULE VII 11 hrs
Total No. of Training Hours 43 hrs
Total No. of Training Days 7 days (including distribution of Certificates)
PRESS RELEASE
MARAWI CITY - Leader from the security sector in Mindanao is now working for a training package and operationalization of about 511,141 members of the Barangay Peace Action Teams (BPAT) nationwide under a partnership agreement with the PNP, DILG and TESDA.
President of the federation of private security agencies, Bae Faridah Olama Adilao have informed media today that she will spearhead a new venture to “seal the gains of the drug war.”
Adilao, a philantrophist who operates chain of gunstore, pharmacy and a training school will host a national level partnership agreement to roll down competency training program with TESDA granting vouchers for the half million BPAT members nationwide.
The deal will also ensure appropriations for the monthly allowance of the BPAT from the Police Auxiliary Funds. Operational funds BPAT is also provided from the LGU's appropriation for Intelligence and Peace and Order funds thru the POCs, she said.
The signing of agreement will benchmark a national certification program with TESDA for a comprehensive training in Barangay Peacekeeping operation NCI leading to a professional license and permit to carry guns.
Adilao will soon announce the confirmation of this project upon the process for accreditation of the new course is made with TESDA.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document introduces the concept of Barangay Peacekeeping Operations (BPO) and Barangay Peacekeeping Action Teams (BPAT) in the Philippines. It discusses that historically, communities in the Philippines were organized into small barangays headed by datus for maintaining peace and order. The document then outlines the rationale for reviving this community-focused approach, including empowering communities to prevent criminality, insurgency, and terrorism. It also notes that this approach addresses issues with past anti-criminality strategies and helps counter communist propaganda at the local level.
This PNP Memorandum Circular (MC) defines the concepts, provides guidelines for the strategies, procedures and steps to be undertaken by concerned offices/units in the implementation of the revitalized Barangay Peacekeeping Operations (BPO) with the deployment of Barangay peacekeeping Action Teams (BPATs).
The document outlines developments related to the Mindanao Development Authority (MEDCo) and the Brunei Darussalam-Indonesia-Malaysia-Philippines East ASEAN Growth Area (BIMP-EAGA). It discusses MEDCo's mandate to promote Mindanao's development and its role as the Philippine coordinating body for BIMP-EAGA. It also outlines BIMP-EAGA's objectives to increase trade, tourism, and investments in the region through infrastructure development, strengthened economic links, and social services. Priority initiatives for BIMP-EAGA include implementing flagship projects in industries like poultry, coconut oil, seaweed, and palm oil, as well as improving customs
The document provides step-by-step instructions for creating and customizing a Facebook page, including how to add content and features, understand analytics, and edit basic settings and admin functions. Key aspects covered include building the page profile, managing the wall and posts, integrating applications and mobile access, and utilizing analytics and reporting insights. Overall the manual outlines the full process for setting up and optimizing an official Facebook page presence.
The document outlines the development and implementation of a Balanced Scorecard system within the Philippine National Police (PNP). It discusses how the PNP aimed to transform itself in response to issues like corruption and human rights abuses. The PNP adopted the Balanced Scorecard, using its existing Integrated Transformation Program as the framework. The Balanced Scorecard included four perspectives - Community, Resource Management, Process Excellence, and Learning and Growth. It provided a strategic roadmap to guide PNP projects and activities toward achieving organizational goals like increased community safety and police credibility. The document reviews the steps taken to develop the PNP's Balanced Scorecard strategy map and implementation plan.
“BEAM and TVET in ARMM”
Introduce TechVoc Education and Skills Training in senior secondary school levels
Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems
STRATEGIC INTERVENTIONS AND TARGET OUTPUTS
• Conduct Labor Market Research
• Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship
• Equip 22 secondary school TVET workshop rooms
• Train 300 TVET Trainers
• Train 300 Parents, community members
• Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support)
KEY TRAINING OUTPUTS
• At least 50% of completers from TESDA covered courses acquire corresponding certification
• At least 50% of completers are employed or are engaged in entrepreneurial activities
Implications on the Designing and Programming of TechVoc for OSY
• TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education.
• Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information.
• Scholarship support is necessary in tech-voc service provision
• Interventions should consider their aspirations, relative to their age range.
BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM
A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
The document proposes establishing a social networking site called the TESDA Fans Club (TFC) to help assess the impact of TESDA training programs. It suggests having TESDA trainees conduct regular "shares, tags, adds, links and likes" on Facebook to generate a large database of information about TESDA activities and graduates. This "STALL Competency Program" would require trainees to post regularly about their courses, and upon graduation they would become alumni members of TFC. The network would provide a way to track graduates and collect data for evaluating TESDA programs.
The document is a learning module from the Department of Education of the Philippines that outlines the K to 12 basic education curriculum for shielded metal arc work (SMAW). The module covers 4 lessons - using basic hand tools and equipment, performing mensuration and calculations, applying safety practices, and interpreting plans and drawings. It provides learning outcomes, performance standards, definitions, and content for students in grades 7 and 8 to learn introductory skills in SMAW.
This document is a learning module on dressmaking/tailoring for grades 7 and 8 in the Philippines. It contains 5 lessons that cover key competencies including the use of sewing tools, measurements and calculations, creating simple designs, maintenance, and safety. The module provides learning outcomes, standards, activities and assessments for students. It aims to teach essential skills for dressmaking/tailoring as an exploratory career option.
Here are the key points covered in the information sheet:
- Nail care tools are implements that are used in manicure and pedicure services. Examples include cuticle nippers, nail files, nail buffers, etc.
- Nail care equipment includes items like manicure tables, foot spa basins, trolleys, etc.
- Nail care materials/supplies that are consumed include items like nail polish, cotton, lotion, foot soak, etc.
- Tools are durable items used by manicurists, while materials are consumable supplies.
- A variety of tools, equipment and materials are needed for services like manicure, pedicure and hand
This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
Here are the answers to Self-Check 1.1:
A.
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
B.
1. Philips head screwdriver
2. Hex driver
3. Torx screwdriver
4. Wire cutter
5. Part retriever
6. Lint-free cloth
7. Cable ties
8. Flat head screwdriver
9. Compressed air
3.
7.
4.
5.
6.
This document provides guidance for teachers on teaching the exploratory course on shielded metal arc welding as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It then describes the structure and components of the TLE learning modules, which include learning outcomes, performance standards, lesson materials, and assessment activities. The document provides direction for teachers on utilizing the learning modules to teach TLE courses in a way that prepares students for technical-vocational certification and careers.
More from Tactical Foundation - Research and Extension Program (20)
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
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How to Download & Install Module From the Odoo App Store in Odoo 17
K to 12 aquaculture teacher's guide
1. Republic of the Philippines
DEPARTMENT OF EDCUATION
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
Exploratory Course on
AQUACULTURE
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Introduction.................................................................................................................................................................................................................. 3
Background Information
The Overall Goal of the K to 12 Curriculum ....................................................................................................................................................... 3
The Conceptual Framework of the Teaching of TLE .......................................................................................................................................... 3
The TLE Exploratory Courses............................................................................................................................................................................ 5
The Learning Modules and Lessons ............................................................................................................................................................................ 6
New Feature of the Teaching of TLE ........................................................................................................................................................................... 6
About the Learning Module
Design of the Module ......................................................................................................................................................................................... 7
Parts of the Lesson............................................................................................................................................................................................ 8
Reflection .................................................................................................................................................................................................................. 11
Curriculum Guide....................................................................................................................................................................................................... 12
TWG on K to 12 Curriculum Guide – version January 31, 2012
2
3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on Aquaculture
Introduction
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and
8 of the K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big
picture of the K to 12 curriculum and the teaching of TLE. Some background information is necessary.
Background Information
1. The Overall Goal of the K to 12 Curriculum
The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is
adequately prepared for work, entrepreneurship, middle level skills development and higher education. The overarching goal of the K to 12
curriculum, tells you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not
the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depends to a great extent on how effectively
you taught TLE.
2. The Conceptual Framework of the Teaching of TLE
Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide
you in the teaching of the TLE exploratory courses.
TWG on K to 12 Curriculum Guide – version January 31, 2012
3
4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Figure 1.TLE Framework
The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts
and ICT. The 24 TLE courses can be categorized under any of these fields.
TWG on K to 12 Curriculum Guide – version January 31, 2012
4
5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and like skills. This means that the TLE that works is one that is built on adequate mastery of knowledge and
information, skills and processes, acquisition of right work values and life skills. The TLE that is functional is one that equips students with skills for
lifelong learning. TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that is focused on mastery of skills and
processes without right work values is anemic and dangerous. An effective TLE is one that is founded on the cognitive, behavioral or psychomotor and
affective dimensions of human development. So when you teach TLE, teach facts, concepts, skills and values as a whole.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,
after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of
Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.
TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teachinglearning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with
all the areas of TLE. It integrates concepts, skills and values.
3. The TLE Exploratory Courses
TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning
Modules have been prepared. 1 Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local
needs and resources of the community.
The 24 TLE exploratory courses focus on four basic common competencies as follows: 1) use and maintenance of tools and equipment; 2)
mensuration and calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why b
are these competencies called basic ? Because they are competencies that you must acquire in order that you can do higher level
competencies . They are also described common because these are true to all TR-based TLE courses.
1
There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.
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6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
The Learning Modules and Lessons
There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands.
But you will use 4 Modules only for the entire year in Grade 7 (plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one
on Entrepreneurship). Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid
meaningless repetition of the teaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you
teach “use and maintenance of tools” in beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and
maintenance of tools - in Horticulture but in the context of horticulture and so your tools will not be the same.
New Feature on the Teaching of TLE
What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations (TR) from Technical Education Skills and Development Authority (TESDA).
They are TR-based.
Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC) I, II or even an NC of
higher level that is required by industry. This he/she earns after passing an assessment given by TESDA.
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you
teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.
Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet
qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9
that will lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.
Student’s choice of TLE specialization begins in Grades 9. After having been exposed to an array of TLE courses during the exploratory phase
in the first two years, the student will be most benefited, if in Grades 10, 11 , or 12 he/she continues with a TLE course in which he/she already has a
COC. In that way, he/she will get an NC faster.
2
Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and
for maintenance of tools, thus the total is 5 Lessons.
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7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
About the Learning Module
1. Design of the Module
a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Aquaculture which helps your student earn a Certificate of Competency in Grade 9 which leads to a National
Certificate Level I / II (NCI / II) in Grades 10, 11 or 12.
b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:
1) Learning Outcomes
2) Performance Standards
3) Materials/Resources
4) Definition of Terms
5) What Do You Already Know?
6) What Do You Need to Know?
7) How Much Have You Learned?
8) How Do You Apply What You Learned?
9) What Is Your Score?
10) References
There are some TLE Modules which have a section on “ How Do You Extend Your Learning?”. This section is meant for enrichment.
It is usually given as an assignment for not everything can be taught and done in the classroom given the limited time.
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8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
2. Parts of the Lesson - The following explain the parts of each Lesson, describe what your students’ task as well as your task.
Students’ Task
Part of the Lesson
1.
2.
Teacher’s Task
Learning outcomes are what your TLE
student is supposed to know and be able
to do after using the module. Since our
TLE courses are TR-based, all learning
outcomes written here are lifted from the
TESDA TR. In the Curriculum Guide ( the
matrix which contains Content Standard,
Performance
Standard,
Learning
Competencies,
Projects/Activities,
Assessment, Duration), the identified
Learning Outcomes are written in the
column of Learning Competencies.
Students acquaint themselves with
the learning outcomes
and
performance standards
and make them their personal
goals.
You introduce the learning outcomes to your students
and make sure that they understand them and make
these learning targets their own .
Performance Standards are referred to
as “performance criteria” in the TESDA
TR. They are more specific descriptions of
the student’s behavior that serve as
evidence that the expected learning
outcomes have been realized with the
expected level of proficiency or in
accordance with established standards.
Students clearly understand the
performance standards and make
them their own learning goals.
You
introduce the performance standards to your
students and make sure that they understand them
and make these performance standards their own .
Make these your goals for instruction.
Let these standards give your lesson its specific direction.
The learning outcomes and performance
standards set the direction of your lessons.
These are what you should teach and, in
turn, what you should assess. They are
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9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
identified and are written for you in the
Curriculum Guide.
3. Materials and References
To teach effectively, you need materials
and references. Materials may include
equipment, hand tools or consumables.
The references are the books, magazines,
articles, websites you yourself and your
students will read or refer to in order to
gain greater understanding of the lesson.
They are either in soft copy or hard copy.
Get to know the materials. They are
part of the Lesson.
By all means, read the references
for lesson mastery.
prepare the materials you need in advance. for gadget,
tool or equipment, it is always wise to prepare, check and
try them in advance to ensure that they function when you
use them. as the saying goes “forewarned is forearmed.”
Be resourceful in the preparation of materials. You are
strongly encouraged to use appropriate local materials
as substitute for listed materials that are not available.
For effective teaching, your lesson preparation should
include reading the list of references.
Do not limit yourself to the list of reference. If you discover
good reference material/s, add to the list of references.
Introduce the references to your students. Motivate them
to read these references as they go through the module
for lesson mastery.
4. The definition of terms and acronyms
will help you understand the meaning of
key words in your lesson. Defining key
words as they are used in your lesson will
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.
Refer to the definition of terms for
greater understanding of the lesson.
Remind your students to refer to the definition of
terms and acronyms for clearer understanding of the
lesson.
5. The section “What Do You Already
Know” is intended to determine entry
Take the test honestly.
Tell your students to accomplish the pretest. Explain that
the purpose of the pretest is to find out how much they
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10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
knowledge and skills of your students to
find out if you have to teach the lesson,
teach some parts of the lesson or skip it
entirely because your students already
know it. This is done by way of a pretest.
Check answers against the answer
key provided.
already know about the lesson in order to determine your
next steps. It is, therefore, necessary that they take the
test honestly, if they want to learn or want to be helped.
Make it clear to them that their scores will not be recorded
for grading purposes and will not be taken against them.
If you find out that your students already know what you
are about to teach, logic dictates that you do not need to
teach it anymore. You may as well proceed to the next
lesson. If, however, you find out that they do not yet know
what you are about to teach, then by all means teach. Or if
you discover that your students have some erroneous
concepts, then teach and correct their misconceptions. To
know what your students already know and do not yet
know will guide you in adjusting your instruction.
6. “What Do You Need To Know?”- This
section contains one or more Information
Sheets and for some modules an
Operation Sheet. These are important
notes for the TLE student to read after
which he/she is asked to do a Self-check
to determine how much he/she has
learned. The self-check functions as a
pretest.
Read
and
understand
Information
Sheet/s
and
Operation Sheet.
7. “How Do You Apply What You
Learned?” – In this section, you give your
student the opportunity to transfer what
Do the Activity.
the
/or
Be prepared
For a Self-check
which serves as a posttest.
Make sure students are engaged in reading the
Information Sheet /Observation Sheet and in answering
the self-check.
Give assistance to your students where needed.
Correct answers by referring to the
answer key.
To
TWG on K to 12 Curriculum Guide – version January 31, 2012
determine
Find a way to test real life application of what your
students have learned.
level
of
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11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
he/she has learned in another activity or in
real life situation. Ideally, this should be a
performance test, what you usually call
practical test. If “the proof of the pudding is
in the eating”, then your student must be
able to apply what she/he learned in reallife setting or must be able to come up with
a product as an evidence of learning.
8. How Do You Extend Your Learning? –
As the word implies, this activity is done
outside class hours
for enrichment
purposes. This can reinforce lesson
mastery.
performance, use the scoring
rubrics or check answers against
the answer key, whichever is
applicable?
Do not hesitate to use ways of determining how your
students can apply learned facts and concepts which are
more authentic and realistic than that/those given in the
Module.
Reflect on assessment results.
Reflect on assessment results. Use
in planning your instruction.
Do the task assigned outside
class hours.
Motivate the students to do the task by making clear
what the enrichment activity is about – why it is given,
how it is done, how it relates to the class lesson .
assessment results
Reflection
It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’t
work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If
you do this consistently, you will find your delivery improve substantially.
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12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Curriculum Guide for the Exploratory Course on Aquaculture
For you to get a complete picture of the complete TLE exploratory course on Aquaculture, you are hereby provided with the Curriculum Guide
on Aquaculture.
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
LESSON 1: USE FARM/FISHERY TOOLS AND EQUIPMENT
Demonstrate understanding
of/on:
Farm/Fishery tools
Handheld tools used in
aquaculture
(ex. Secchi discs,
digging blade, cutting
tools etc.)
Safety practices during
operations of farm/fishery
tools
Farm/Fishery equipment
Motorized equipment
(ex. Water pump)
Electrical equipment
(ex.paddle wheel,
light)
Manual of farm/fishery
equipment and
specifications ,
1. Appropriate farm/fishery tools
are identified according to
requirements.
2. Farm/fishery tools are
checked for faults and
defective tools are reported in
accordance with farm
procedures.
LO1. Select and use
farm tools.
Performance
test
Written Test
4 hours
Performance
test
Written Test
4 hours
Demonstration on:
1. Appropriate farm/fishery
equipment and facilities are
identified.
2. Instructional manual of
farm/fishery equipment and
facilities are carefully read
prior to operation.
3. Pre-operation check-up is
conducted in line with
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LO2. Select and
operate farm
equipment.
Using farm/fishery
tools, equipment
and facilities.
Checking and
reporting for faults
and defects of
farm/fishery tools
and equipment.
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13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Content Standard
Performance Standard
calibration and
uses/functions
Aquaculture Facilities
Fish tank
Fish pen
Fish cage
Fishpond
Pre-operation and checkup
Safety practices in using
farm/fishery equipment
and facilities
manufacturers’ manual.
4. Faults in farm/fishery
equipment and facilities are
identified and reported in line
with aquaculture procedures.
5. Farm/Fishery equipment and
facilities are used according
to its function.
6. Safety procedures are
followed.
1. Tools, equipment and
facilities are cleaned
immediately after use in line
with aquaculture procedures.
2. Routine check-up and
maintenance are performed.
3. Tools and equipment are
stored in designated areas in
line farm procedures.
Learning
Competencies
Preventive maintenance
Safety measures and
practices in cleaning
and storing for
different farm/fishery
tools, equipment and
facilities.
Upkeep of equipment
Project/ Activities
Assessment
Duration
Cleaning,
maintenance and
storing of
farm/fishery tools
and equipment.
LO3. Perform
preventive
maintenance.
Written Test
Performance
test
4 hours
Written test
Performance
test
4 hours
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION
Demonstrate understanding
of/on:
Problem solving
procedures (formulas
Basic mathematical
1. Job requirements are
identified from written or oral
communications.
2. Quantities of materials and
TWG on K to 12 Curriculum Guide – version January 31, 2012
LO1. Perform
estimation.
Make a report paper
on estimating cost for
the development of
an aquaculture
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14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Content Standard
Performance Standard
operations
Cost estimation of
aquaculture facility
construction and
development.
Calendar of activities
resources required to
complete a work task are
estimated.
3. Time needed to complete a
work activity is estimated.
4. Estimate of materials and
resources are reported to
appropriate person.
Basic mathematical
operations
Systems of measurement
Units of measurement
(ex. Dimensions of
aquaculture site)
Conversion of units
Fractions and decimals
Percentages and ratios
(ex. Feed conversion
ratio)
Simple record keeping
1. Calculations to be made are
identified according to job
requirements.
2. Systems and units of
measurement to be followed
are ascertained.
3. Appropriate operations are
used to comply with the
instruction.
4. Result obtained is reviewed
and thoroughly checked.
Learning
Competencies
TWG on K to 12 Curriculum Guide – version January 31, 2012
Project/ Activities
Assessment
Duration
facility.
LO2. Perform basic
workplace
calculations.
Apply basic
mathematical
operations in fish
culture:
Written Test
Performance
test
4 hours
1. Formulating a fish
diet
2. Computing lime
requirement
3. Computing
average body
weight of fish
sample.
4. Measuring the
area of the given
facility in your
school
5. Converting
measurements
from English to
Metric System.
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15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
6. Compiling and
record keeping
LESSON 3: DRAW THE LAYOUT PLAN FOR PONDS, TANKS, PENS AND CAGES
Demonstrate understanding
of/on:
Different pond designs
Different compartments
Procedure on
determining gate
locations
Types of dikes
Characteristics of water
supply canal
Suggested locations of
stock room and other
farm facilities
Characteristic of different
shapes of tanks
Different life support
system for tanks
1. Different compartments of
pond are identified.
2. Signs and symbols of plan are
used according to fishpond
engineering standards.
3. Lay out of different pond
designs are drawn according
to established procedures.
LO1. Draw layout
plan for ponds.
Draw layout plan of
different fishpond
systems, dikes and
gates with support
systems; apply ratio
and scaling.
Written test
Performance
test
4 hours
1. Different life support systems
for tanks are identified.
2. Signs and symbols of plan are
used according to fishpond
engineering standards.
3. Lay out of different tank
designs are drawn according
to established procedures.
LO2. Draw layout
plan for tanks.
Draw layout plan of a
fish tank with its
different components
and support system;
apply ratio and
scaling.
Written test
Performance
test
4 hours
Characteristic of different
shapes of pens/cages
1. Different life support system
for pens/cages is identified.
LO3. Draw layout
plan for pens
Written test
Performance
4 hours
TWG on K to 12 Curriculum Guide – version January 31, 2012
Draw layout plan of a
floating fish cage with
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16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Content Standard
Different life support
system for pens/cages
Characteristics of
different types of cages
Performance Standard
2. Signs and symbols of plan are
used according to fishpond
engineering standards.
3. Lay out of different
pens/cages designs are
drawn according to
established procedures.
Learning
Competencies
and cages.
Project/ Activities
Assessment
its support system;
apply ratio and
scaling.
Duration
test
LESSON 4: APPLY SAFETY MEASURES ON FARM OPERATIONS
Demonstrate understanding
of/on:
Farm works that involves
using chemicals
Personal protective
equipment (PPE) used
in farms
Basic first aid
Farm emergency
procedures regarding
safety working
environment
1. Safety measures are applied
based on work requirement
and aquaculture procedures.
2. Tools and materials are
utilized in accordance with
specification and procedures.
3. Outfits are worn in
accordance with farm
requirements.
4. Shelf life and or expiration of
materials are effectively
checked against
manufacturers’ specifications.
5. Hazards in the workplace are
identified and reported in line
with farm guidelines.
LO1. Apply
appropriate
safety
measures
Procedure in cleaning
1. Used tools and outfit are
LO2. Safely keep/
TWG on K to 12 Curriculum Guide – version January 31, 2012
Role play on basic first
aid practices in a
workplace.
Pictorial report on
Written test
Performance
test
4 hours
Written
4 hours
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17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AQUACULTURE
(Exploratory)
Content Standard
outfits
Technique in storing
materials and chemicals
Government requirement
regarding farm waste
disposal
Waste management
system (FPA regulations,
DENR laws, etc.)
Performance Standard
cleaned, stored in line with
farm procedure.
2. Unused materials are labeled
and stored according to
manufacturers’
recommendation and farm
requirements.
3. Waste materials are disposed
according to manufacturers’,
government’s and farm
requirements.
Learning
Competencies
dispose tools,
materials and
outfit.
Project/ Activities
proper ways of
disposing farm
wastes.
Assessment
Duration
examination
40 hours
“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”
- Confucius
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