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 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 document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
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.
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.
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 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
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 contains a daily lesson log for a teacher named Emma Janine O. Sienes who teaches TLE (Technology and Livelihood Education) at Amlan National High School. Over the course of a week, the teacher's lessons focused on identifying business opportunities in the community, the importance of market research, and creating a business plan. On Monday, students learned about the characteristics of a business market and different business forms. They conducted an activity to map local industries and analyze business opportunities. The rest of the week involved discussing production factors, the components of a business plan, and identifying strengths, weaknesses, opportunities and threats for a potential business idea through a SWOT analysis activity.
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 document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
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.
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.
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 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
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 contains a daily lesson log for a teacher named Emma Janine O. Sienes who teaches TLE (Technology and Livelihood Education) at Amlan National High School. Over the course of a week, the teacher's lessons focused on identifying business opportunities in the community, the importance of market research, and creating a business plan. On Monday, students learned about the characteristics of a business market and different business forms. They conducted an activity to map local industries and analyze business opportunities. The rest of the week involved discussing production factors, the components of a business plan, and identifying strengths, weaknesses, opportunities and threats for a potential business idea through a SWOT analysis activity.
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.
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
The document provides an overview of the Grade 7/8 Technology and Livelihood Education curriculum for Agricultural Crop Production. It covers several key areas:
1. An exploratory introductory course covering basic competencies in using tools/equipment, performing calculations, and interpreting plans/drawings.
2. Personal entrepreneurial competencies including assessing one's skills and comparing to industry practitioners to identify areas for improvement.
3. Lessons on using and maintaining farm tools/equipment, performing estimations and basic calculations, and interpreting plans/drawings.
4. Applying safety measures in farm operations such as using proper protective equipment and safely storing/disposing of materials.
The Grade 9 specialization module
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 a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
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 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.
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 an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate 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.
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
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 lesson plan outlines a lesson on measuring ingredients correctly for commercial cooking. The lesson will take place over 3 days for grade 8 students and teach them to identify different measuring devices, select the appropriate tool for specific ingredients, and apply correct measuring techniques. Students will work in groups to demonstrate measuring various solid, liquid, and dry ingredients using different tools like measuring cups and spoons, liquid measuring cups, kitchen scales, and more. Their proficiency will be assessed through a demonstration, written activity, and homework assignment weighing sugar. The goal is for 55 of 61 students to achieve a 90% proficiency level.
This daily lesson log from a teacher discusses teaching farm tools to 7th/8th grade students. The objectives are for students to select and use farm tools, and check tools for faults. A variety of teaching methods are outlined, including identifying tools, practicing tool use in groups, evaluating tool conditions, and doing a tool inventory. The teacher evaluates student learning and reflects on teaching strategies. The goal is for students to understand proper tool use and maintenance in agricultural crop production.
NEW DLL-HORTICULTURE-BALIBAGO-BIGA NHS .pdfJane360787
This daily lesson log outlines a 5-day lesson plan for a Grade 7 class on horticulture. The lessons cover farm tools, equipment, their parts and functions, safe operation, and preventative maintenance. Each day focuses on a new objective and includes reviewing concepts, demonstrations, group activities, discussions, and assessments. The teacher evaluates learning outcomes and reflects on teaching strategies to improve instruction.
This document outlines the curriculum for an exploratory course on bread and pastry production for Grade 7 and 8 students. The course covers four main competencies: using tools and equipment, performing measurements and calculations, maintaining tools and equipment, and practicing occupational health and safety procedures. Specific topics covered include classifying and using baking tools, standard measurements, preventative maintenance, identifying workplace hazards, and following safety regulations. The overall goal is for students to gain foundational knowledge and skills in bread and pastry production.
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 provides a daily lesson log for an 8th grade agricultural crop production class over several days. It includes objectives, content, procedures and reflections for lessons on pretesting student knowledge, introducing concepts and career opportunities in crop production, assessing personal competencies and skills, and performing a SWOT analysis of the local environment and market. The lessons utilize group activities, videos, presentations and interviews to help students learn about crop production and evaluate their own skills, strengths, and business ideas based on local conditions.
This document provides information about Ratcliffe College Nursery School. It includes the names and roles of the staff, a description of the classrooms for 3-4 year olds ("Cygnets") and 4-5 year olds ("Swans"), the school's philosophy which focuses on child development and learning through play. It also outlines the daily schedule, curriculum areas, partnerships with parents, and positive feedback from parents praising the caring environment and children's happiness. The nursery school aims to support each child's well-being and growth to help prepare them for their next stage of education.
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.
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
The document provides an overview of the Grade 7/8 Technology and Livelihood Education curriculum for Agricultural Crop Production. It covers several key areas:
1. An exploratory introductory course covering basic competencies in using tools/equipment, performing calculations, and interpreting plans/drawings.
2. Personal entrepreneurial competencies including assessing one's skills and comparing to industry practitioners to identify areas for improvement.
3. Lessons on using and maintaining farm tools/equipment, performing estimations and basic calculations, and interpreting plans/drawings.
4. Applying safety measures in farm operations such as using proper protective equipment and safely storing/disposing of materials.
The Grade 9 specialization module
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 a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
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 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.
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 an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate 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.
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This lesson plan focuses on teaching proper personal hygiene habits and hand washing techniques to students. The objectives are for students to understand the importance of good hygiene especially in the workplace, demonstrate proper hand washing, and appreciate how these skills can benefit them in daily life and future careers. The lesson will include a group activity to identify hygiene hazards, a discussion on hygiene importance, and a teacher demonstration of hand washing techniques. Students will then perform and record a return demonstration of proper hand washing steps for assessment. The goal is to help prepare students for shared home management responsibilities and safety in food handling.
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 lesson plan outlines a lesson on measuring ingredients correctly for commercial cooking. The lesson will take place over 3 days for grade 8 students and teach them to identify different measuring devices, select the appropriate tool for specific ingredients, and apply correct measuring techniques. Students will work in groups to demonstrate measuring various solid, liquid, and dry ingredients using different tools like measuring cups and spoons, liquid measuring cups, kitchen scales, and more. Their proficiency will be assessed through a demonstration, written activity, and homework assignment weighing sugar. The goal is for 55 of 61 students to achieve a 90% proficiency level.
This daily lesson log from a teacher discusses teaching farm tools to 7th/8th grade students. The objectives are for students to select and use farm tools, and check tools for faults. A variety of teaching methods are outlined, including identifying tools, practicing tool use in groups, evaluating tool conditions, and doing a tool inventory. The teacher evaluates student learning and reflects on teaching strategies. The goal is for students to understand proper tool use and maintenance in agricultural crop production.
NEW DLL-HORTICULTURE-BALIBAGO-BIGA NHS .pdfJane360787
This daily lesson log outlines a 5-day lesson plan for a Grade 7 class on horticulture. The lessons cover farm tools, equipment, their parts and functions, safe operation, and preventative maintenance. Each day focuses on a new objective and includes reviewing concepts, demonstrations, group activities, discussions, and assessments. The teacher evaluates learning outcomes and reflects on teaching strategies to improve instruction.
This document outlines the curriculum for an exploratory course on bread and pastry production for Grade 7 and 8 students. The course covers four main competencies: using tools and equipment, performing measurements and calculations, maintaining tools and equipment, and practicing occupational health and safety procedures. Specific topics covered include classifying and using baking tools, standard measurements, preventative maintenance, identifying workplace hazards, and following safety regulations. The overall goal is for students to gain foundational knowledge and skills in bread and pastry production.
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 provides a daily lesson log for an 8th grade agricultural crop production class over several days. It includes objectives, content, procedures and reflections for lessons on pretesting student knowledge, introducing concepts and career opportunities in crop production, assessing personal competencies and skills, and performing a SWOT analysis of the local environment and market. The lessons utilize group activities, videos, presentations and interviews to help students learn about crop production and evaluate their own skills, strengths, and business ideas based on local conditions.
This document provides information about Ratcliffe College Nursery School. It includes the names and roles of the staff, a description of the classrooms for 3-4 year olds ("Cygnets") and 4-5 year olds ("Swans"), the school's philosophy which focuses on child development and learning through play. It also outlines the daily schedule, curriculum areas, partnerships with parents, and positive feedback from parents praising the caring environment and children's happiness. The nursery school aims to support each child's well-being and growth to help prepare them for their next stage of education.
This document discusses nursery management techniques for raising vegetable seedlings. It begins by grouping vegetables into those that are direct sown versus transplanted. Advantages of nursery growing are then outlined, including providing favorable growing conditions and avoiding weather issues. Principles around optimizing plant growth through rapid leaf canopy development are covered. Factors to consider when choosing a nursery site like environmental conditions and infrastructure access are also summarized. The document provides details on media, facilities, and procedures for raising healthy seedlings of various vegetable crops in nurseries.
This document defines various agricultural terms and tools. It describes farm equipment as machinery used for crop production and land preparation, while farm implements are accessories pulled by animals or farm vehicles. Farm tools are lighter objects used without animals or machinery. Various common hand tools are then listed and described, including hoes, rakes, shovels, and pruning shears. The document also provides examples of farm implements like plows and harrows, as well as farm equipment like tractors. It discusses farm inputs, labor, and basic calculations in agriculture.
The document discusses a learning module on horticulture that covers four lessons: using farm tools and equipment, performing estimations and basic calculations, interpreting plans and drawings, and applying safety measures in farm operations. It provides information on various farm tools, their uses, farm implements, equipment defects and hazards, and general farm tool safety. The goal is for students to gain competencies in selecting and using tools, performing calculations, interpreting plans, and applying safety precautions in agricultural operations.
Here are the answers to your questions:
1. What is an equipment? (4 points)
An equipment refers to tools, instruments, devices, and machinery used in agricultural crop production operations that require more power than hand tools. They are usually motorized or animal-drawn. (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
A hand tractor is a small tractor powered by a gasoline engine and used for tilling small areas of land. Its functions include plowing, harrowing, and transporting farm inputs and outputs. (3 points)
B. Four wheel tractor (3 points)
A four wheel tractor is a
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 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 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 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.
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 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 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 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 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 provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with the TR-based approach of the K to 12 curriculum.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance as part of 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 exploratory courses introduce students to basic competencies across 24 course options. Each course has learning modules divided into lessons focusing on these competencies. The new TLE curriculum is based on Technical Education and Skills Development Authority (TESDA) training regulations to help students earn industry-recognized certifications.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
The document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with TESDA standards to prepare students for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
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 outlines the curriculum for an exploratory course on Bread and Pastry Production within the Technology and Livelihood Education (TLE) program in the Philippines. It provides background on the overall goals of the K to 12 curriculum and conceptual framework for TLE. TLE aims to develop students' technological proficiency through integrating entrepreneurship, concepts, skills and values. The exploratory courses focus on basic competencies like tool use and safety. Each TLE area has learning modules consisting of lessons addressing these competencies. The courses are designed to help students earn certifications from the Technical Education and Skills Development Authority to qualify for lucrative jobs.
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.
Similar to K to 12 crop production teaching guides (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).
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“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.
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K to 12 crop production teaching guides
1. Republic of the Philippines
DEPARTMENT OF EDCUATION
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
Exploratory Course on
AGRICULTURAL CROP PRODUCTION
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(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............................................................................................................................................................................................ 7
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 – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on Agricultural Crop Production
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 – AGRICULTURAL CROP PRODUCTION
(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 – AGRICULTURAL CROP PRODUCTION
(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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
5
6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(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 Horticulture 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.
2. Parts of the Lesson - The following explain the parts of each Lesson, describe what your students’ task as well as your task.
Part of the Lesson
1.
Learning outcomes are what your TLE
student is supposed to know and be able
Students’ Task
Students acquaint themselves with
the learning outcomes
and
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Teacher’s Task
You introduce the learning outcomes to your students
and make sure that they understand them and make
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8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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.
2.
performance standards
and make them their personal
goals.
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
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
Get to know the materials. They are
part of the Lesson.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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
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9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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.
use them. as the saying goes “forewarned is forearmed.”
By all means, read the references
for lesson mastery.
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
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.
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
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.
Check answers against the answer
key provided.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Make it clear to them that their scores will not be recorded
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10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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
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
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 determine
level of
performance, use the scoring
rubrics or check answers against
the answer key, whichever is
applicable?
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Find a way to test real life application of what your
students have learned.
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.
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11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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.
Reflect on assessment results.
Reflect on assessment results. Use
in planning your instruction.
assessment results
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.
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 .
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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
11
12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Curriculum Guide for the Exploratory Course on Agricultural Crop Production
For you to get a complete picture of the complete TLE exploratory course on Horticulture, you are hereby provided with the Curriculum Guide
on Agricultural Crop Production.
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
Lesson 1:USE FARM TOOLS AND EQUIPMENT
Demonstrate understanding
of:
Farm tools in crop
production
Hand tools
Farm Implements
Safety practices in
using farm tools and
equipment
1. Appropriate farm tools are
identified according to use.
2. Farm tools are checked for
faults.
3. Appropriate tools are safely
used according to job
requirements and
manufacturers’ conditions.
LO1. Select and
use farm
tools.
1.
2.
3.
Manual of farm
equipment and
specifications
Parts and functions
of equipment
Pre-operation and
check-up
1. Appropriate farm equipment
are identified.
2. Instructional manual of farm
tools and equipment are
carefully read prior to
operation.
3. Pre-operation check-up is
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO2.Select and
operate farm
equipment.
4.
5.
Read information
sheet 1.1 and 2.1
Perform the
following:
Observation and
inspection of
equipment & tools
used in crop
production.
Identifying
equipment and
tools for specific
field activity/job.
Observing safety
practices in the use
of farm equipment
and tools.
Perform Operation
sheet 1.1 (proper
use of shovel)
Making catalog or
Written test
Performance
Test
5 hours
Written test
Performance
Test
4 hours
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13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Safety practices
during operations of
farm equipment
Preventive
maintenance
Safety measures
and practices in
cleaning and
storing for
different farm
tools, equipment.
Upkeep of
equipment
Performance Standard
Learning
Competencies
conducted in line with
manufacturers’ manual.
4. Faults in farm equipment are
identified and reported in line
with farm procedures.
5. Farm equipment are used
according to their function.
1. Tools and equipment are
cleaned immediately.
2. Routine check-up and
maintenance are performed.
3. Farm tools and equipment are
regularly sharpened and oiled
from time to time.
Project/ Activities
6.
LO3.Perform
preventive
maintenance.
1.
2.
3.
4.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
index of safety
practices on the
use of tools and
equipment.
Accomplish
Assignment Sheet
2.1 (Making
Scrapbook on farm
equipment)
Read Information
Sheet 3.1
Perform the
following:
Do ocular
inspection and
practical application
of common
maintenance
activity/practice on
the use of
equipment and
tools.
Do regular checkup and inspection
of the conditions of
the tools and
equipment.
Prepare Preventive
Maintenance Chart
Perform Operation
Assessment
Written test
Performance
Test
Duration
4 hours
13
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
sheet 3.1
(sharpening &
oiling)
Lesson 2: PERFORM ESTIMATION AND BASIC CALCULATION
Demonstrate understanding
of/on:
1. Job requirements are identified
from written or oral
communications.
2. Quantities of materials and
resources required to
complete a work task are
estimated.
3. Time needed to complete a
work activity is estimated.
4. Accurate estimates for work
completion are made.
5. Estimates of materials and
resources are reported to
appropriate person.
LO1. Perform
estimation.
Problem solving
procedures
Basic mathematical
operations
Perform Calculation
1. Calculations to be made are
LO2.Perform basic
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Read information
Sheet 1.1
Perform Activity Sheet
1.1
1. Preparing a simple
farm plan and
budget for rice,
sugar, corn
production and etc.
2. Preparing financial
statement, cash
flow budget for a
certain crop
production project
and determine the
Return on
Investment (ROI).
3. Computing
depreciation costs
using various forms
of computing
depreciation.
Read Information
Written Test
Performance
test
6 hours
Written Test
5 hours
14
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Common
surface areas
Metric
conversions
Surface areas
of canal
crosssections &
farms
Determination
of the surface
areas of canal
crosssections
Determination
of the surface
area of a farm
Introduction to
volume
Introduction to
Flow rate
Calculations
and Units
Introduction to
Percentage
Introduction to
Graphs
Basic mathematical
operations
Systems of
Performance Standard
2.
3.
4.
5.
6.
identified according to job
requirements.
Correct method of calculation
is determined.
Systems and units of
measurement to be followed
are ascertained.
Calculations needed to
complete work task are
performed using the four basic
mathematical operations.
Appropriate operations are
used to comply with the
instruction.
Result obtained is reviewed
and thoroughly checked.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Learning
Competencies
workplace
calculations.
Project/ Activities
Sheet 2.1
1. Making a manual or
guidebook of units
of measurement
and conversion
tables.
2. Perform Activity
Sheet 2.1
(Preparation of
project proposa)l.
Assessment
Duration
Performance
test
15
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
measurement
Units of
measurement
Calculations and
units
Fractions and
decimals
Percentages and
ratios
Basic record keeping
Lesson 3: INTERPRET PLANS AND DRAWINGS
Demonstrate understanding
of/on:
Farm plans and
layout
Planting systems in
crop production
Government Plans
Crop Arrangement
Row
Planting
Multiple Row
Planting
Spatial
Arrangement
Methods of Planting
Crops
1. Farm plans and layout are
designed according to crop
grown.
2. Planting systems, and
practices are strictly followed
according to approved cultural
practices.
3. Site is staked according to
planting plans/systems
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO1.Interpret farm
plans and
layouts.
Read Information
Sheet 1.1
1. Prepare an ideal
farm/field plan&
layout.
2. Interpret a field
layout, sketch and
plan.
3. Demonstrate
proper planting
based on field/farm
plan.
4. Perform Activity
Sheet 1.1
Written Test
Performance
test
4 hours
16
17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
Direct
seeding
Transplantin
g
Functions of farm
irrigation system
Reasons for an
Irrigation plan
Essential features of
a plan
Different designs of
irrigation systems
4. Irrigation system plan is
interpreted according to
established procedures.
5. Different designs of irrigation
systems are enumerated
standard procedures.
LO2. Interpret
irrigation plan
and design.
Read information
Sheet 2.1, and 2.2
1. Perform Activity
Sheet 2.1 (Sketch a
plan on irrigation
system suited to
your locality).
2. Perform Activity
Sheet 2.2 (Create a
miniature irrigation
canal based on the
actual
measurement and
using ratio and
proportion).
Written Test
Performance
test
4 hours
Read Information
sheet 1.1
and 1.2
1. Organized
symposium on the
prevention of
accidents in the
work place.
2. Do film showing
Written Test
Performance
test
4 hours
Lesson 4: APPLYING SAFETY MEASURES IN FARM OPERATIONS
Hazard, Risk &
Exposure in the farm
Types of hazard
Chemicals &
Hazardous Tools &
Equipment
Personal protective
equipment (PPE)
1. Safety measures are applied
based on work requirement
and farm 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
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO1. Apply
appropriate
safety
measures
while working
in farm.
17
18. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
used in farms
Basic first aid
Farm emergency
procedures regarding
safety working
environment
Performance Standard
Learning
Competencies
materials are checked against
manufacturer’s specifications .
5. Hazard in the workplace are
identified and reported in
accordance with farm
guidelines.
6. Emergency and accidents are
responded to and prevented
Project/ Activities
3.
4.
5.
6.
Cleaning, Storing and
Waste Management
Protect
Tools from
elements
Gen.
Cleaning
Procedures
Cleaning
reusable
containers
Cleaning
equipment,
tools &
garbage
cans
Cleaning
areas for
handling &
1. Used tools and outfits are
cleaned and stored in line with
farm procedure.
2. Unused materials are labeled
and stored according to
manufacturer’s
recommendation and farm
requirements.
3. Waste materials are disposed
according to manufacturers,
government and farm
requirements.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO2. Safe keep/
dispose
tools,
materials and
outfit.
1.
2.
3.
and critiquing of the
show.
Perform Activity
Sheet 1.1 (Prepare
Hazard Report)
Simulating first aid
procedures.
Perform Activity
Sheet 1.2
(Proper wearing of
PPE)
Read information
sheet 2.1
(Cleaning, Storing
and Waste
Management)
Perform proper
labeling, cleaning
and, storing of
equipment, tools,
materials and
chemical, including
proper waste
disposal.
Perform Activity
Sheet 2.1 (Make
Poster on Proper
Waste disposal)
Perform Activity
Sheet 2.2 (Slogan
Assessment
Written test
Performance
test
Duration
4 hours
18
19. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
storing fresh
produce
Cleaning
hygienic
facilities
Technique in
storing
materials
and
chemicals
Safe
Managemen
t of
chemicals
Labeling and
Packaging of
chemicals
Ensure that
containers
remain
labeled
Materials
Safety Data
Sheets
Storage &
Transport
Chemicals
Learning
Competencies
Project/ Activities
Assessment
Duration
Making contest)
Government
requirement
*TWG on K to 12 Curriculum Guide – version January 31, 2012
19
20. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
regarding farm waste
disposal
Waste management
system (FPA laws,
DENR laws, etc.
Environmental Laws)
40 hrs.
“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
*TWG on K to 12 Curriculum Guide – version January 31, 2012
20